Policy field and donor game: Education reform in Ethiopia, 1970s-2020s

This narrative review explores five essential nursing specialties: addiction nursing, disaster nursing, critical care nursing, rehabilitation nursing, and geriatric nursing, within the context of increasingly complex healthcare environments. Addiction nursing is highlighted as a frontline discipline addressing the multifaceted causes and occupational risks of substance use disorders, affecting both patients and healthcare professionals. Disaster nursing emphasizes the importance of preparedness and structural resilience in response to global emergencies, calling for interprofessional collaboration and systemic reform. Critical care nursing is examined through the lens of moral sensitivity and occupational stress, reflecting the ethical demands and psychological toll faced by nurses in high-stakes settings. Rehabilitation nursing underscores the need for specialized training and adaptive, evidence-based educational models to support diverse patient recovery trajectories. Geriatric nursing responds to global demographic shifts and healthcare workforce shortages by advocating for the elimination of ageist attitudes and the promotion of dignified, compassionate elder care. Across all five domains, the review identifies common challenges, including ethical concerns, competency gaps, and workforce strain, which require targeted interventions through policy development, educational reform, and institutional support. The findings call for an integrative and human-centered approach to nursing practice that prioritizes emotional resilience, professional values, and the safeguarding of human dignity. Strengthening these specialties is critical not only to improving patient outcomes but also to supporting the sustainability and well-being of the nursing workforce in demanding care settings.

This study examined the effectiveness and quality assurance of Indonesia’s pre-service professional teacher (PPG) program through an equity-oriented lens using a convergent mixed-methods design. Quantitative and qualitative data were collected from teacher candidates across diverse regions and institutional contexts, integrating data from survey results, interviews, focus group discussions, and document analysis to provide a comprehensive evaluation. The findings indicate that the program contributes positively to the development of professional competence and overall participant satisfaction. However, the analysis revealed persistent inequities in program experiences and outcomes, particularly across geographical regions and institutional capacities. Teacher candidates from more developed regions and higher-accredited institutions tended to report more favorable experiences compared to those in underserved and remote areas. These disparities highlight structural challenges related to uneven access to digital infrastructure, variations in mentoring quality, and differing levels of institutional support. Further analysis identified digital access, mentoring practices, and student agency as critical factors shaping participants’ experiences and perceived program quality. The qualitative findings reinforce the need for more inclusive and adaptive program implementation, emphasizing equitable access to learning resources and context-sensitive evaluation mechanisms. This study positions equity as a central dimension of quality assurance and argues that effectiveness cannot be fully understood without addressing systemic disparities. recommendnds strengthening digital infrastructure, enhancing mentor capacity, and embedding continuous, equity-focused evaluation within the program. These strategies are essential to ensure that teacher education reforms not only improve overall quality but also promote more equitable outcomes across diverse educational contexts.

Under the dual background of the in-depth promotion of international integration of industry and education and the connotative development of higher education, ideological and political education in universities, as the core link to implement the fundamental task of fostering virtue and cultivating people and cultivate international interdisciplinary talents, has attracted much attention for its effectiveness. Students' practical interest is the key to stimulating the attractiveness of ideological and political education, solving the dilemma of "formalization" and improving the effectiveness of education. It is also the starting point for ideological and political education to connect with the international practice of integration of industry and education and meet the growth needs of students. From the perspective of students' practical interest, this paper analyzes the internal correlation between students' practical interest and ideological and political education in universities under the background of international integration of industry and education, dissects the prominent problems of current ideological and political education in terms of content, mode, practice, evaluation and carrier, and puts forward targeted optimization suggestions combined with teaching practice. The aim is to solve the problem of disconnection between ideological and political education and students' practical interest, enhance the pertinence and effectiveness of ideological and political education, help universities cultivate young people of the times with firm faith, international vision and practical ability, and provide a reference for the reform of ideological and political education.

ABSTRACT Thai literary classics constitute an important medium for the interaction of Southeast Asian multicultural traditions, containing rich narrative symbols, identity construction mechanisms, and cross‐text cultural influence patterns. However, existing approaches to cross‐cultural influence analysis largely rely on manual interpretation or coarse representations, which limits their ability to capture contextual dependencies and systematically reconstruct cultural symbol systems. To address these challenges, this study proposes an automated cross‐cultural influence identification and visualization framework that integrates systemic functional linguistics with graph‐based learning. The proposed framework models culturally embedded narrative roles through a structured narrative function representation and captures influence relationships across literary texts in an interpretable manner. Experiments conducted on a newly constructed multilingual Thai literary corpus demonstrate that the proposed approach consistently outperforms representative baseline methods in cultural narrative function recognition accuracy, structural coherence, and cross‐context generalization. In particular, the framework shows clear advantages in identifying low‐frequency cultural functions and implicit symbolic expressions. Overall, this work provides a scalable computational framework for cross‐cultural narrative structure modeling and visualization in Thai literature, contributing methodological support to digital humanities research and regional literary education.

This study aimed to examine the level of leadership and managerial skill development among department managers in the UAE Ministry of Education and to explore how these skills contribute to predicting the effectiveness of educational management within a context of ongoing digital and institutional transformation. The study was grounded in an integrative framework combining transformational leadership, strategic management, and digital leadership, and adopted a descriptive survey approach. Data were collected through a validated questionnaire administered to a stratified random sample of 300 department managers. The results indicated that the overall level of leadership and managerial skill development was moderate across the three study domains. No statistically significant differences were found based on gender or academic qualification. The findings also revealed a strong positive correlation between leadership and managerial skills. Regression analysis further showed that these skills significantly predict the effectiveness of educational management, explaining 51% of the variance. These findings suggest that existing professional frameworks provide an acceptable foundation for leadership development; however, they still require strengthening in areas such as data-driven decision-making, change management, and leadership responsive to digital transformation. The study offers a field-based contribution within the UAE context and highlights the importance of integrating leadership and managerial skills to support effective educational reform. Nevertheless, the results should be interpreted considering the study's reliance on self-reported data and the use of a single-item overall measure to assess the effectiveness of educational management.

Articular cartilage injury represents a significant clinical challenge, with traditional treatments providing limited efficacy. Advances in regenerative medicine and digital education have created new opportunities for both cartilage repair therapies and innovations in medical education. This study aims to systematically analyze the research status, hotspots, and development trends in these two fields from 2013 to 2024 using bibliometric and visualization methods. Literature was retrieved from the PubMed, Embase, and Scopus databases for English articles published between January 1, 2013, and December 1, 2024. A search strategy combining Medical Subject Headings (MeSH) and free-text keywords was employed, resulting in 5,589 included articles. CiteSpace 5.8.R3 was used for keyword co-occurrence, co-citation, collaboration network, and burst detection analyses, with time slicing to reveal dynamic trends. Annual publications in cartilage repair treatment showed steady growth, with research hotspots focusing on stem cell therapy, tissue engineering, 3D printing, and biomaterials. In medical education innovation, research concentrated on educational reform, virtual learning, and flipped classrooms. The collaboration network analysis indicated that the United States and Germany played central roles in cartilage repair, while the United States and the Netherlands were central in medical education innovation. Burst keyword analysis revealed a shift in cartilage repair toward personalized therapies and bioprinting, and in medical education toward virtual reality and blended learning models. The study found that cartilage repair research was moving toward interdisciplinary integration, with personalized and intelligent repair serving as its main development directions. Medical education, leveraging virtual reality and augmented reality technologies, promoted the reconstruction of teaching scenarios and the optimization of learning pathways. Future research should enhance clinical translation, integrate educational technologies, and foster cross-institutional collaboration to promote synergistic innovation in both fields.

ABSTRACT Inquiry-based curriculum reform in science education is into its second decade. Translating student-centred pedagogies into practice has proven difficult for teachers. This paper identifies obstacles undermining inquiry-based reforms by analyzing how novice science teachers speak about themselves and their pedagogy. Occupying the transitional space between the progressive discourses of the academy and the more conservative workplace discourses, novice teachers provide key insight into educational stagnation. Through a fine-grained discourse analysis of novice teachers’ efforts to self-author as reform-based teachers, we examine how discursive constructions of reform-based teaching prominent in teacher education programs may impede change. We demonstrate how idealizations of kinds of teachers and kinds of teaching in the form of categories limit the possibilities for novice teachers to identify with progressive pedagogies. This study extends existing scholarship on barriers to reform. Findings suggest that teacher education programs should carefully examine how abstractions valued within academic scholarship affect teacher professionalization.

The study deals with an important figure of 19th-century Hungarian legal science, who also had Czech roots. Professor Anton Virozsil (1792–1868) was born into a simple family in Banská Štiavnica. He originally prepared for a career in the Catholic priesthood, but ultimately chose to pursue legal studies. After obtaining his degree, he first taught at the Law Academy in Pozsony (Present-day Bratislava), and then for several decades in Pest at the local university. His activities coincided with the years when the reform program of the Hungarian liberal opposition was taking shape, with which the professor, who did not speak Hungarian well, could not identify, particularly due to its linguistic assimilation efforts. At the same time, he was critical of the constitutional views of the Hungarian noble opposition. He saw the possibility of the emergence of a modern constitutional and bureaucratic state primarily in Austria (after liberal reforms). During the revolutionary year of 1848, he was one of the last university lectures in Pest to teach in Latin before he retired. After the victory of Austrian neoabsolutism that suppressed the revolution, the Austrian government reactivated him, and in the following decade, he became the rector. During this time he leaded the unpopular educational reforms of Hungarian university education. After colaps of neoabsolutistic regime he removed to Vienna, where teached the Hungarian public law for university students. He was author of many important publications (in Latin, German and Hungarin) about the traditional Hungarian constitutional law, legal encyclopedy and methodology.

Purpose This study explores how issues related to the Malaysian Certificate of Education (Sijil Pelajaran Malaysia, SPM) are discussed and disseminated on Platform X, with a specific focus on identifying key influencers, popular narratives and community dynamics within the digital discourse. Design/methodology/approach Social network analysis was conducted using NodeXL on 1,279 tweets containing the keyword “Sijil Pelajaran Malaysia”, posted between 2 March 2022 and 27 February 2025. The study identified influential users through betweenness centrality and visualised the network structure using the Clauset–Newman–Moore clustering algorithm. Findings The analysis identified 596 unique users, including the 10 most influential accounts, most used hashtags and the most frequently shared URLs. The top influential users demonstrated betweenness centrality score ranging from 1814.5 (first-ranked user) to 188 (tenth-ranked user). The network structure revealed distinct clusters, with educational institutions and ministry-affiliated accounts fostering supportive, community-based engagement, while public users expressed a divergent perspective on the SPM examination. Research limitations/implications The findings are based solely on data retrieved from Platform X and are limited to a specific keyword within a defined time frame, which may not capture all relevant conversations. Future studies could incorporate multi-platform analysis or longitudinal tracking to enrich understanding of digital discourse in education policy and reform. Originality/value This study demonstrates the robustness of SNA in examining the dynamics of educational discourse in digital spaces. It provides novel insights into the role of weak and strong ties in shaping public narratives, offering a digital lens into how SPMs are perceived and discussed in Malaysia.

The successful implementation of curriculum reform relies on teachers’ beliefs, knowledge, and willingness to turn policy into classroom practice. This study examines the perspectives of Ghanaian Junior High School mathematics teachers on implementing the Common Core Mathematics Curriculum Program (CCP)—a key component of Ghana’s standards-based education reform. Guided by the Concerns-Based Adoption Model (CBAM) and rooted in an interpretivist, phenomenological framework, the study employed semi-structured interviews with 12 mathematics teachers intentionally selected from public schools in the Effutu Municipality. Data were analysed using Braun and Clarke's (2019) reflexive thematic analysis. Results showed an understanding of the CCP’s teaching and philosophical principles, with teachers seeing its potential to promote critical thinking, creativity, and problem-solving. Participants, however, raised concerns about limited professional development, scarce resources, and the perceived difficulty of the curriculum. Findings indicate that teachers’ concerns were predominantly situated within the Personal (Stage 2) and Management (Stage 3) phases of the Concerns-Based Adoption Model. This positioning reflects a tension between conceptual acceptance of reform and practical implementation constraints. The study concludes that effective curriculum change in mathematics education requires ongoing and systematic teacher support, collaborative learning networks, and pedagogical adjustments tailored to local contexts. The findings have implications for policymakers, curriculum developers, and educational leaders aiming to enhance the fidelity of reform across various educational settings.

Objective: The purpose of this research is to measure the impact of higher education factors on the employability of graduates in Kosovo and to measure the degree of mismatch between qualifications and labor market demand. Methods/Analysis: The research was conducted through a quantitative method, including a sample of 400 graduates, in the period 2019/20 to 2023/24. Data were collected through a structured electronic questionnaire, and the data were processed through SPSS. The reliability and validity of the instrument were tested through Cronbach's alpha and exploratory factor analysis. Correlation analysis, linear regression, ANOVA, the Tukey HSD test, and mismatch indices were used to present the results. Findings: The results show that the connection of study programs with the labor market is the factor with the highest impact on employability, while practical experience during studies has the lowest impact. The mismatch index shows that 63.5% of graduates work outside their field of study, 45.0% are over- or underqualified, and 49.5% have a lack of skills. The total mismatch index is 52.7%. Novelty/Improvement: This study provides empirical evidence on education-labor market mismatch, offering a solid basis for higher education reforms and public policies. It quantifies structural and practical mismatches shaping employability outcomes.

Despite steady progress in educational reforms, the National Education Policy (NEP) 2020 acknowledges the persistent disparity in bridging the gender gap. It emphasises the necessity for gender sensitisation towards women and transgender individuals as a critical skill for both students and teachers. In this context, the National Council of Educational Research and Training (NCERT) published a manual, Inclusion of Transgender Children in School Education: Concerns and Roadmap (2021). It provided a legal, historical overview and the categorisation of the transgender identity within the present scenario. However, the removal of this text and the redrafting of a new manual a year later highlight the need to train teachers to enable a gender-sensitive school environment. This article attempts to understand the reconceptualisation of the word ‘manual’ by highlighting the inclusion of testimonials from the transgender community. Furthermore, the researchers aim to analyse how the inclusion of regional and English terminology challenges the binary understanding of gender for teachers. A textual analysis is conducted to examine the need for and concerns raised in the book. Additionally, the article also studies the ‘backlash’ it received, which forced the retraction of the book. Through this exploration, the article seeks to contribute to the ongoing discourse on gender inclusivity in education, advocating for systemic changes that support transgender students.

This study is based on the Learning and Employability framework, and takes the graduates of Guangdong University of Finance and Economics from 2019 to 2023 as the research objects. The quantitative research method is used to systematically track their current employment development status and influencing factors, aiming to provide empirical evidence for the reform of higher education and teaching. Research has found that graduates' self-evaluation in the dimensions of career development, work life balance, and academic knowledge and skills is at a "moderate" level, reflecting their neutral to conservative attitude towards the employment support system in universities. Among them, students have a high evaluation of their personal career planning ability and the practical opportunities provided by school enterprise cooperation projects, but their satisfaction with the relevance of course content to industry needs, the support of school environment for work life balance, and the guidance feedback from direct supervisors is relatively low. The problems of "disconnection between courses and industry needs" and "insufficient guidance from direct supervisors" are particularly prominent. Data analysis shows that demographic characteristics such as gender and graduation year do not show significant differences in the evaluation of graduates' occupational status, indicating that the above problems are generally present in different groups. The employment satisfaction survey further reveals that graduates have a high level of satisfaction with the "employer" level, but limited satisfaction with "organizational design," "personal work characteristics," and "direct supervisors," presenting a structural contradiction of "decent practical support but weak management guidance.Based on research findings, this study proposes a systematic intervention strategy from an educational perspective: establishing a dynamic curriculum update mechanism and strengthening the connection with industry demand

Background: Continuous renewal in medical education has become essential to align the system with evolving healthcare demands. The College of Medicine, University of Duhok, has recently implemented major reforms, including curriculum, teaching approaches, and examinations. This study aimed to examine the perceptions of students and professional stakeholders regarding the continuous renewal efforts implemented at the College of Medicine, University of Duhok. Methods: A cross-sectional descriptive survey was conducted during the academic year 2024–2025 at the College of Medicine, University of Duhok. A structured questionnaire was administered to 527 participants (382 undergraduate students and 145 professional stakeholders, including teaching staff, hospital physicians, and syndicate members) using a 5-point Likert scale. Data were analyzed using descriptive statistics, and one-way ANOVA using JMP software. Results: Significant differences were observed among stakeholder groups (p < 0.0001). College teaching staff reported higher mean perception scores (M = 21.32, SD = 2.41) compared to hospital physicians (M = 18.72, SD = 2.53) and syndicate members (M = 19.77, SD = 2.99), indicating relatively more positive perceptions of renewal initiatives. Furthermore, there were no significant differences in perceptions of assessment development (p = 0.0652). However, 3rd- and 4th-year students showed higher agreement with ongoing reforms compared to 6th-year students and graduates. 52.5% of 3rd-year students strongly agreed on assessment improvements, versus only 10.2% of 6th-year students. Conclusions: Continuous renewal initiatives were perceived differently across stakeholder groups, highlighting the importance of inclusive engagement, academic–clinical alignment, and ongoing evaluation to support sustainable and contextually relevant medical education reform.

In the context of the national curriculum-based political education reform, this study examines the significant challenges encountered in the course “Information System Analysis and Design”, specifically the ambiguity in integration pathways and the lack of a systematic evaluation framework. To address these issues, a novel educational model termed “Value-Competence Dual-Drive” is developed. This research employs case-based teaching as the primary methodology to effectively incorporate core ideological and political elements, such as strategic thinking and a spirit of craftsmanship, throughout the entire lifecycle of system development. As a result, it facilitates the simultaneous development of both professional competencies and moral values. Additionally, a closed-loop evaluation system that integrates process-oriented assessments with ethical compliance metrics is established to measure the effectiveness of political education, thereby creating a comprehensive educational feedback loop. This study offers a quantifiable and scalable framework for the political development of engineering courses, promotes the cultivation of interdisciplinary talent, and provides substantial theoretical and practical support for the implementation of moral integrity in education.

Recent years, Generative Artificial Intelligence (GAI), represented by ChatGPT, Midjourney, Stable Diffusion, and Adobe Firefly, has rapidly permeated the design industry, triggering significant process restructuring in visual production, concept exploration, and content generation. Concurrently, employment anxiety among design students has intensified, with questions such as "Will AI replace designers?" and "Is the design major losing its value?" becoming frequent topics in higher education pedagogy and public discourse. Grounded in the structural changes of the labor market and the evolutionary trends of job roles within the design industry, this paper analyzes the mechanisms through which GAI impacts the employment and career development of design students. The analysis synthesizes data from authoritative reports by the World Economic Forum (WEF), McKinsey Global Institute, IBM, and Adobe. The study posits that GAI is accelerating the differentiation of job roles and the upward shift of competency structures within the design industry. While demand for traditional roles centered on execution-based visual production shows a contraction trend, there is a sustained growth in demand for interdisciplinary design talent equipped with strategic capabilities, systems thinking, user research competence, and cross-disciplinary collaboration skills. Furthermore, this paper argues that the narrative of "AI destroying the future" is more accurately characterized as an anxiety narrative driven by skills mismatch and educational lag, rather than a factual judgment of the overall demise of the design profession. GAI has not diminished the fundamental value of design; on the contrary, it compels design to return to its disciplinary essence of "Problem Framing—Value Creation—Experience Verification." Based on these findings, this paper proposes recommendations for design education reform and the transformation of job-hunting strategies for design students. These include curriculum restructuring, AI collaboration training, the upgrading of portfolio expression logic, and the strengthening of ethical and copyright awareness. The aim is to provide theoretical references and practical pathways for design talent cultivation and career development in the AI era.

Artificial Intelligence (AI) has emerged as a transformative force shaping contemporary educational systems, legal structures, and ethical frameworks. Its rapid diffusion across sectors has enabled unprecedented improvements in efficiency, personalization, and data-driven decision-making, while simultaneously raising complex concerns regarding privacy, accountability, and social justice (Russell & Norvig, 2021, p. 20). This study aims to analyze the role of artificial intelligence in education, examine the legal challenges associated with its adoption, and explore the ethical implications within the context of emerging societies. The research employs a descriptive-analytical methodology supported by a conceptual comparative approach grounded in international frameworks such as UNESCO and the European Commission. The findings indicate that while AI offers significant opportunities for educational development and governance reform, its sustainable implementation requires integrated strategies that combine technological innovation with robust legal regulation and ethical responsibility (UNESCO, 2021, p. 25).

ABSTRACT Despite the normative nature of children’s grief experiences in early childhood education settings, systematic empirical research on educators’ professional competencies in death and grief support does not exist in the German context. This exploratory study examined five dimensions of professional competence among German early childhood educators using an online questionnaire. Results revealed a distinctive reactive profile: educators reported strong competence in acute grief support, moderate competence in prevention work, with individual engagement somewhat lower, but substantially weaker competence in team collaboration and especially family collaboration. Acute grief support competence developed independently of age and professional experience, while other dimensions showed positive associations with professional maturity. Unexpectedly, higher educational qualifications were associated with lower self-reported competence in prevention work and acute grief support. This pattern suggests systemic gaps in training curricula and institutional structures rather than individual educator limitations. Given the protective potential of adequate grief support for children’s development, these competency gaps may represent missed opportunities for preventive intervention. Findings provide a baseline for targeted teacher education reform in pre-service curriculum integration, in-service professional development, and institutional policy development.

Professional competencies in visual healthcare in Spain and the European Union: Ophthalmologists, optometrists, and the risks associated with "scope-of-practice encroachment".