Educational Requirements Research Articles

An Assessment of Rural Midwestern Schoolteachers' Nutrition Literacy and MyPlate Knowledge: Implications for Current Practice and Policy.

Background. Rural schoolchildren outpace their urban counterparts in obesity and diet-related chronic disease rates. Educating students on nutrition basics may help reduce these health burdens in this focus population. Rural schoolteachers are ideally positioned to teach students about nutrition; however, to teach nutrition, one must first understand basic nutrition concepts. The nutrition literacy and knowledge of rural schoolteachers, as well as strategies to and barriers for integrating nutrition into rural classrooms, are understudied. Examining these topics may provide a deeper understanding of nutrition education in rural schools. Methods. Data were collected via an online survey of K-12 teachers (n = 153) from seven Midwestern rural school districts. This survey collected data on nutrition literacy, nutrition knowledge, and preferred methods for implementing nutrition education into current curricula. Descriptive statistics were reported; associations between nutrition literacy and knowledge were examined. Results. Nutrition literacy levels were borderline low (mean score 45.7 out of 64). Nutrition knowledge and literacy were associated (p < .001). Most teachers (n = 108, 70%) were/may be willing to change lessons to incorporate nutrition information, with hands-on and group activities being preferred strategies. Barriers to including nutrition information into curricula included lack of time, knowledge, and resources. Most teachers reported little support from administration for promoting nutrition in the classroom. Discussion. Implementing nutrition education into teachers' continuing education requirements may provide a means of improving teacher nutrition literacy and knowledge. Support from both state-level and local administration could benefit both nutrition knowledge acquisition by schoolteachers and implementation of nutrition education throughout the curriculum.

Challenges in Implementing Quality Education at INTI International University: An Examination of Human Resource Management Practices

This study investigates the challenges that INTI International University has had in integrating Sustainable Development Goal (SDG) 4 by ensuring inclusive, high-quality education and opportunities for lifelong learning into its HRM practices. Key problems identified by the study include the need to accommodate varied faculty requirements in an inclusive environment, integrate new technologies with current teaching approaches, and attract and retain talented instructors. The implementation of HRM strategies is hampered by resource constraints, changing educational requirements, and the need for ongoing strategy modification, according to the insights of an HR specialist. The results emphasize the necessity of continual modifications to HRM practices to address these issues and forward the objective of universal access to high-quality education.

Analysis on the Development Fund of Colleges and Universities under the Perspective of Comprehensive Development

The development of colleges and universities is the inevitable requirement of moral education and talent training in the new era. The all-round development of students, morality, intelligence, physique, beauty and labor is an effective way to improve the quality of talent training. This paper aims to explore the connotation requirements, problems and construction paths of university development-oriented funding education from the perspective of comprehensive development, and explore the development-oriented funding education path of "promoting learning by speaking, strengthening ideological and political guidance", "inspiring competition, improving talent competitiveness", "practice and giving full play to the synergistic force of education".

STRUCTURE AND CHARACTERISTICS OF THE SECOND MODULE IN THE "INDIVIDUAL RESEARCH WORK" COURSE (“MEDICINE” PROGRAM)

Providing access to quality education is one of the Sustainable Development Goals (SDGs) set by the United Nations to be achieved by 2030 (Goal №4: Quality Education – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”). The unique aspect of higher medical education is that its quality also supports the fulfillment of another SDG (Goal №3: Good Health and Well-being). Higher medical education is dynamic, with a growing global trend toward increasing the emphasis on scientific knowledge within educational programs. In leading countries, courses are being developed that actively incorporate the study of research methods in medicine. The introduction of new educational components aimed at developing scientific competencies in medical students represents a promising approach to improving the quality of education. The aim of this study was to analyze and characterize the structure of the second module in the course “Individual Scientific Work” within the educational and professional program “Medicine”. In preparing the manuscript, the authors employed the following general scientific theoretical research methods: analysis, synthesis, concept comparison, abstraction, and generalization. The primary goal of studying Module №2, “Methods of Researching Pathological Changes in Organs and Systems”, as part of the “Individual Scientific Work” in the educational and professional program “Medicine”, is to develop students’ skills in the methodology of conducting medical research. The thematic plan for Module №2 includes the following topics: Methods of registering functional changes in organs and systems; Methods of researching metabolic disorders; Methods of studying the development of oxidative stress in various organs and systems; Study of changes in the production and signaling of gas transmitters, including nitric oxide, hydrogen sulfide, and carbon monoxide. In conclusion, it should be noted that the structure and content of the second module of the course “Individual Scientific Work” in the context of professional program “Medicine”, developed by the Department of Pathophysiology at Poltava State Medical University, align with the requirements of modern higher medical education.

Preparing the future pharmacy workforce: competency-based undergraduate curricula for teaching, learning and assessment with a focus on antimicrobial stewardship

Abstract Introduction Competency-based teaching, learning and assessment underpins the requirements for initial training and education of pharmacists (IETPs) in the UK and is set by the General Pharmaceutical Council (GPhC). This competency-based pedagogic approach is conducive when teaching antimicrobial resistance (AMR) and antimicrobial stewardship (AMS) since it ensures that rather than only reciting and absorbing content, student pharmacists gain the necessary skills and behaviours to apply knowledge effectively in clinical practice. This is particularly relevant since newly graduate pharmacists will need to show competency in independent prescribing at the point of graduation from 2026 and education needs to evolve to incorporate prescribing skills including decision making. Aim The aim of this project was to develop a UK-wide national AMS competency framework specifically tailored for student pharmacists and foundation year trainees. Method A working group of academics and pharmacy practitioners from all four nations and with expertise in AMS was set up in September 2022. Student pharmacists from a national organisation (BPSA) and a professional pharmacy body (RPS) are also members. Development of the consensus indicative curriculum for student pharmacists was adapted from published frameworks including those for UK undergraduate medical students1, and a UK wide set of generic AMS competencies for undergraduate healthcare professional education2. The results of a survey3 conducted across Schools of Pharmacy (SoP) aiming to determine the nature and extent of implementation of the latter generic competencies, also informed this project. To ensure consistency, the group has worked with the British Society for Chemotherapy (BSAC) to align to the Keep Antibiotics Working (KAW) website, that provides resources for pharmacy students and educators, aligned to the curriculum domains. No ethics approval was required for this study since it did not involve any participants. Results The final curriculum consists of six domains: Infection prevention and control, antimicrobials and antimicrobial resistance, antimicrobial prescribing and stewardship, vaccine uptake, person-centred care and interprofessional collaborative practice. Each domain includes a competency statement together with accompanying descriptors (74) clearly outlining the knowledge and application required by the newly qualified pharmacist. To support implementation of the framework, the individual competencies were mapped to the revised GPhC standards for the IETPs together with Royal Pharmaceutical Society Prescribing Competency Framework that link to AMR and AMS. The group has also developed a set of suggested practice-based activities aligned with the framework domains to support pharmacists supervising or assessing students on placement. Discussion/Conclusion This project is timely to support development of future pharmacists as leaders in AMS and ensure a portable workforce, since pharmacists will be independent prescribers at the point of registration from 2026. A limitation of the development is the fact that not all SoP have been involved in the process; however, efforts are being made to communicate curriculum content as widely as possible. Though it is not mandatory to implement this curriculum, it provides a benchmark for embedding the competencies into undergraduate pharmacy curricula and allows identification of topics that may not be adequately covered. It also promotes consistency of approach across schools. (500 words)

Scoping the requirements for a genomic competency framework to inform the integration of genomics into pharmacy undergraduate curricula

Abstract Introduction The application of genomics is due to have a significant impact on the role of pharmacy within future healthcare systems. Since 2021, the updated GPhC education standards have included a requirement to apply the principles of genomics,1 but a lack of consistency across UK pharmacy programmes has led to inequity of genomics literacy for pharmacy students.1 National UK genomic workforce strategies include a pharmacy undergraduate indicative syllabus focussing on upskilling the NHS workforce in readiness for the wider implementation of genomics.2,3 There is a lack of UK research exploring the undergraduate genomic education requirements of pharmacy professionals. Aim Scope the requirements of a genomic competency framework for undergraduate pharmacy curricula. Methods Ethics approval was obtained from Swansea University ethics committee in July 2023. Fifteen multi-professional stakeholders from across the UK, perceived as genomic experts and/or pharmacy educationalists from each devolved nation, were selected using purposive sampling and all were invited to participate within a virtual semi-structured interview (SSI) and a consecutive focus group. SSIs and the focus group were facilitated and recorded using Microsoft® Teams and pre-designed open question topic frameworks were used. All data was anonymously transcribed verbatim and analysed using thematic analysis. Results Twelve participants consented and SSIs were held between September/October 2023. Five participants attended the consecutive focus group in December 2023. Five SSI themes were identified: Competency development - where the need for pharmacists to have comprehensive knowledge of the aspects and factors affecting the use of genomic testing within clinical practice (e.g. research and consent) was identified, whilst others described the need for pharmacists to focus on pharmacogenomics only; Curriculum approach – where there were variations in the depth of general genomic training and appropriate topics needed by pharmacists and the requirement for genomics to be scattered throughout undergraduate programmes; Future practice roles - the current postgraduate pharmacogenomic module could be used to establish the future undergraduate requirements and the need for pharmacy curricula to focus on the application of genomics to medicines rather than as a diagnostic tool; Genomic topics - participants acknowledged the complex nature of determining the genomic undergraduate curricula requirements without routine mainstream use of genomics within clinical practice but suggested pharmacy genomic competencies needing further refinement; Level of knowledge - participants highlighted the need for overall genomic pharmacy knowledge but a deeper level of pharmacogenomic knowledge and recommended that the competency framework should be relevant and achievable across healthcare sectors. Discussion and conclusion Genomic competencies should be established for pharmacy professionals as appropriate to their job roles. Once genomics is widely implemented, clarity around genomic competence requirements will develop, following workforce upskilling. The varied backgrounds of study participants impacted their opinions which were potentially influenced by their knowledge of the pharmacist role across sectors and their lack of familiarity with current pharmacy training. Study limitations are small participant numbers and low data generalisability. A genomic competency framework is needed to standardise pharmacy training and study findings will be used to develop a UK consensus for UK genomic undergraduate pharmacy training.

Establishing a biologics and biosimilars committee/network: assessing educational requirements of pharmacy and other healthcare professionals

Abstract Introduction Successful professional networking involves shared, mutually beneficial interactions between individuals and/or individuals and groups1. Biologics and biosimilar medicines prescribing is rapidly evolving with an increasing number of clinical indications in healthcare2,3. Despite their importance, the absence of a structured national network dedicated to these complex therapies has left a gap in professional education and resource sharing among pharmacists. Recognising the necessity for a cohesive support system, this work explores the learning and professional needs of pharmacists regarding biologics and biosimilars and the potential development of a national pharmacy network to address these gaps. Aim The survey aimed to explore the educational needs and preference for a network and/or committee for pharmacy and other healthcare professionals focused on biologics and biosimilars medicines. Methods An electronic survey was developed and deployed for pharmacy and other healthcare professionals involved in the management of biologics and biosimilars via email cascade and social media, 12th February - 6th March 2023. The survey explored the preferred structure of the proposed group; formal committee and/or informal network, what the group would deliver, and any educational needs for members. The survey included questions about the respondent’s roles, sectors of work, regions and their clinical area(s). The open text responses were themed. The NHS health Research Authority tool was used to identify this project as service improvement and development, therefore did not require ethical approval. Results The responses received were from 46 pharmacists, 1 pharmacy technician, 15 doctors and nurses and 4 participants whose roles were unknown, working across multiple sectors; hospital, community, industry, and academia with representation from the devolved nations (n=3) and internationally (n=1). Most respondents expressed a need for a dedicated network and committee n=52 (79%), n=10 (15%) formal network, and n=4 (6%) informal committee. Common themes in response to what the group should deliver and educational needs included; harmonisation of approaches to guidelines and policies, pathway design, reduction in unwarranted variation (68%); platform to share new ideas, knowledge and peer advice (44%); strategy and leadership in service delivery and promotion of best practice and cost training, horizon scanning (29%); working collaboratively to produce multi-centre research projects (24%); to create a structured training programme for health care professionals (9%). Discussion/Conclusion The survey results highlight a gap in the current educational and professional support systems for PP’s concerning biologics and biosimilar medicines. The identified learning needs point to a strong demand for a structured network that can provide targeted education, share best practices and facilitate professional networking. The expertise within the group can also create formal eLearning programmes for healthcare professionals. This work serves as a foundational step towards the development this network, highlighting the critical areas of focus and the collective interest of the pharmacy community in bridging these gaps. The network should also facilitate communication and collaboration across different sectors, fostering a more cohesive and informed pharmacy community. Such an innovative network would not only enhance individual competency but also contribute to the overall advancement of pharmaceutical care in this specialised area.

Application of Small Field Practice in Tennis Teaching in Colleges and Universities

At present, the requirements of quality education are constantly improving, and more attention should be paid to the cultivation of students comprehensive quality. As an important quality training course, physical education can not only strengthen students physical quality to some extent, but also exercise their minds. As a kind of sports, tennis is very popular among college students. However, the training conditions of tennis are harsh and difficult, and some colleges and universities are unable to do their best in tennis teaching. Under this background, the small field practice method has certain advantages, which can enable students to practice independently. Starting from the main content of small field practice, this paper analyzes the application of this practice in college teaching, aiming at strengthening students physique and promoting tennis level.

Globalized accounting profession and the U.S. certified public accountancy

Globalization has affected the accounting profession most throughout the world. In today’s environment, many international accountants have recently become Chartered Accountants (CA) of the United Kingdom or Certified Public Accountants of the United States and Territories, even though they do not live in those countries. In addition, the number of international candidates has been increasing gradually, and they should know how to be licensed for one or both of those designations. In this context, the paper argues how anglophone accounting institutes and associations of English-speaking countries overwhelmingly have impacted the global accounting profession during the last two decades. In addition, it discusses the requirements for international candidates to become a Certified Public Accountant (CPA) in the United States. Consequently, the paper summarizes and documents the education requirements for international candidates who want to be licensed as a certified public accountant in the United States. National and global stakeholders, such as accounting students, accounting organizations, and regulators, may find this helpful information.

Metadisciplinary competencies and assessment of their maturity in the organisation of the educational process at teacher training colleges

Introduction. The labour market-driven changes in educational requirements, the development of information technologies and transformation of social relations require students’ new subject-specific and metadisciplinary competencies which should be formed at all levels of education. The aim of the study is to substantiate the role of metadisciplinary competencies and assessment of their maturity in the organisation of the educational process in teacher training colleges. Materials and methods. The study involved 1,742 students of teacher training colleges of the Chechen Republic, Republic of Ingushetia, Republic of North Ossetia–Alania, Republic of Dagestan, Kabardino-Balkarian Republic and Karachay-Cherkess Republic (Russian Federation). Methods: source analysis, author’s questionnaire for diagnosing metadisciplinary competencies in students of pedagogical colleges, methodology of assessing communication and organisational aptitudes COA-1 (V.A. Sinyavsky, B.A. Fedorishin). Results. The monitoring of the maturity level in metadisciplinary competencies revealed the deficiency in students’ goal-setting, information search abilities, cooperation and self-assessment. The following maturity level of metadisciplinary competencies in students of teacher training colleges was revealed: the majority of learners showed a goal-setting level (67.4%), information search and analysis ability (67.4%), cooperation level (68.1%), and self-assessment level (68.6%) – as specific of the average level. The elaborated model of educational process continuity covering schools, pedagogical colleges and teacher training colleges was based on the development of metadisciplinary competencies. Network interaction of pedagogical workshops was set up in secondary vocational schools of the North Caucasus Federal District (NCFD) of the Russian Federation – as a mechanism for ensuring consistency and continuity of future teachers’ training in the system of secondary vocational and higher pedagogical education. Conclusion. The implementation of the research results into the practice of pedagogical colleges and universities allows to improve the quality of future teachers’ schooling. The graduates of educational institutions involved in the network interaction of pedagogical workshops will possess not only subject-specific knowledge but also metadisciplinary competencies necessary for successful professional activity.

Digital Literacy Dan Cyber Socialization In The Context Of 21st Century Education: A Systematic Review

This research provides an in-depth review of the integration of digital literacy and cyber socialization in 21st-century education, positing the importance of these two aspects in preparing students for an ever-evolving world. Using PRISMA's framework for systematic analysis, the study evaluated articles from reputable journals between 2014 and 2024, presenting results that underscore a significant shift in the educational paradigm from traditional to digital. Digital literacy, defined as the ability to use technology efficiently, search and evaluate information, and communicate effectively on digital platforms, has become an essential requirement in modern education. The study shows that digital literacy not only improves technical skills but also supports critical and creative learning among students. In addition, digital literacy education includes teaching ethics and online safety and encouraging responsible internet use. Cyber socialization, with its focus on interaction through social media and digital platforms, has enriched the learning experience through wider collaboration and exchange of resources. However, it also poses challenges such as cyberbullying and security issues, which demand a structured educational response to address related social and psychological issues. The Industrial Revolution 4.0 and the COVID-19 pandemic have accelerated the acceptance of technology in education, emphasizing the importance of character education and the adaptation of innovative teaching methods. Education that is responsive to technological change must integrate digital literacy into all aspects of learning, leading to a more holistic and inclusive approach. Overall, the study underscores the importance of digital literacy and cyber socialization in shaping adaptive and supportive learning environments. 21st-century education must recognize and utilize technology not only as an auxiliary tool but as an integral part of the curriculum, to equip students with the skills needed to succeed in the digital age. By ensuring that digital literacy and cyber socialization are at the heart of education, we can anticipate future needs and challenges, shaping a generation that can not only survive but thrive in an ever-changing digital landscape.

AI and VR Integration in E-Learning: Designing meaningful learning environments

The main idea of the educational process based on artificial intelligence and virtual reality forms a new, effective methodology of training. This article examines how AI facilitates VR environments and enriches them with immediate feedback, learner-generated learning paths and big data, resulting in personalizing the education requirements for a spectrum of learners. The literature review addresses the subject through different areas where AI and VR have been applied in a timely manner to learning and comprehension, as well in fields such as engineering, healthcare, and humanities. Also, the advantages of this integration, including enhanced activity, access to the material, and potential to get practical training, are outlined. But, it is imperative to also consider the implementation costs, technology enforcement issues, as well as the probable data privacy problems. Direction and opportunity are explored, along with such areas as further development of adaptive learning environments, more realistic VR settings, and challenges of data utilization in learning. Finally, this article underlines the valuable possibility of the AI and VR applying in the educational field and the necessity of overcoming the barriers to the educational standards.

From Marine Culture to Ocean Literacy: Ocean Education as Taiwan's Nation‐Building Project

AbstractThis paper explores the difficulties related to the implementation of the ocean education policy in Taiwan, based on interviews. Viewing nationalism as an ethnic ideology, a primary objective of the Taiwan Independence Movement (TIM) is to establish an ethnic boundary between Taiwan's residents and the Chinese people on the mainland. One way in which the TIM is seeking to erect this boundary is to assert that Taiwan is a marine nation‐state, contrasting it with China as a continental state. Initially aimed at fostering marine consciousness and culture, Taiwan's ocean education policy later shifted toward improving ocean literacy. The government, which is aligned with the TIM, accepted this shift because its educational goals and approach can serve as a propaganda tool for demonstrating Taiwan's distinctiveness from China. In contrast, frontline educators must adapt ocean education's content to suit the local marine customs, and geographical and economic conditions, and so meet the educational requirements. A strict adherence to the national identification objectives within ocean education raises problems regarding policy implementation. By denying the existence of marine culture in Taiwan, Taiwan's ocean education policy has been assigned a utopian mission that is too radical to be achieved.

Wellbeing, career satisfaction, and educational requirements in healthcare assistants in Ireland

Abstract Background The long-term residential care (LTRC) sector in Ireland relies heavily on Health Care Assistants and Carers (HCAs). This workforce has become increasingly diverse in recent years, often relying on non-national temporary workers with varying levels of education. In 2022, of 22,495 HCAs and 5,289 Healthcare Support Assistants working in 563 nursing homes caring for some 30,000 residents, 22% were non-national. Their plight became evident during COVID-19 which had profound consequences in the LTRC sector. Objectives In this study, we investigate the recruitment, training, employment terms and conditions of HCAs in Ireland, as well as their general well-being and career satisfaction. Methods A cross-sectional study of members of ‘Care Assistance Ireland’, for which ethics approval was granted for an estimated sample of 1,052, is conducted. Validated instruments used are: the Maastricht Instrument for Sustainable Employability (MAISE); Utrecht Work Engagement Scale (UWES); General Wellbeing Schedule (GWBS) and Minnesota Career Satisfaction Survey (MCSS). Results The internal consistency reliability (Cronbach’s alpha) of GWBS and MCSS instruments were high. The response rate in the selected sample is estimated circa 60%, the majority being female and qualified. General well-being status will be investigated once all responses are submitted. Spearman correlation is predicated to show moderate to strong positive correlations (0.2-0.9) for all GWBS and MCSS questionnaires questions. While MAISE and UWES are still under investigation. It is predicted that there is variability in the requirements for, and terms and conditions of, employment among HCAs in Ireland, while job security remains a concern. Conclusions These findings reinforce the importance of ensuring standards for recruitment, training, job security and well-being for the LRTC workforce. The lack of educational requirements for HCAs in some settings is a critical consideration. Key messages • Findings will impel a more agreeable, consistent entry award in the healthcare system. • It profiles career needs of HCAs outlining the long-term shortfalls preventable with health policy enactments.

The impact of Secure Communities on the labor market outcomes of immigrant women

AbstractThe United States deported nearly 400,000 unauthorized immigrants under the Secure Communities (SC) interior immigration enforcement program between 2008 and 2014. This paper uses variation in the intensity of deportations across immigrants’ country of origin and city of residence to assess the labor market consequences of SC on foreign‐born women. We find no effect on the total number of employed immigrant women, but both annual wages and the number of hours worked fell. Moreover, SC induced a shift toward occupations with lower average pay and education requirements, higher exposure to hazards, and less contact with others. This is consistent with a chilling effect in labor markets such that some foreign‐born women were willing to sacrifice better pay and working environments for the ability to avoid detection.

Teaching Statistics for the Social Sciences Using Active Learning: A Case Study

US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical approach that places emphasis on students’ collaborative work, has been shown to increase student learning and course success in STEM fields of study and in mathematics courses. Active learning has also been shown to be adaptable to courses involving computer software and programming, such as introductory statistics. This case study is based on the author’s experience implementing an active learning model in an introductory statistics course for students majoring in sociology and related social sciences. Results indicate that the active learning approach was adaptable to the structure and particular learning goals of the course. Students perceived greater learning relative to other courses despite doing less work outside of class, and attributed this to the active learning structure of the course. These findings align with more systematic studies on the impacts of active learning in science and mathematics courses.

Music Education Inequality: A Case Study in Zhejiang

Abstract: This article describes the inequality distribution of music education resources in Zhejiang Province, such as the difference in music classroom facilities and music teaching equipment, and makes a statistical analysis of the data. Zhejiang Province has a high level of economic development compare with other Chinese provinces and the music facilities in the urban areas are great. Compared with rural schools, students in the urban area have more music learning opportunities and resources. However, for students in rural areas, the venues and conditions for music activities are limited, and it is difficult to meet the needs of students' music education requirements, so their level of music training is relatively low. Based on the differences between urban and rural schools in Jiaxing and Haining cities in Zhejiang Province, the essay describes that there are certain differences between urban and rural schools. Urban schools have more perfect facilities and equipment, and they can invest a lot of money in education, while rural schools are relatively backward in facilities and lack of educational resources.

Exploring lower secondary Malaysian teachers’ perceptions of using the listening materials in the ‘Pulse 2’ textbook

As Malaysia’s education is going through major reforms, an impact from the recent global development worldwide, various efforts have been put forward to ensure the Malaysian education system is globally competitive. One of the crucial steps taken was to align its English language education system to the Common European Framework of Reference (CEFR). In implementing the CEFR-aligned curriculum in the Malaysian classrooms, the Pulse 2 Textbook was introduced as the key resource. Although the initiative to bring in Pulse 2 textbook was a welcomed approach, just like any policy implementation, the textbook brought various challenges. This hindered both teachers’ and students’ capability to fully participate in the curriculum and accomplish the required language proficiency outcomes. The study reported in this paper is one part of a larger study on CEFR-aligned curriculum in the Malaysian classrooms. Since this study was one of very scarce studies that explored the practicality of the foreign, CEFR-aligned English textbook to teach listening skills, the focus was to explore teachers’ perceptions. Specifically, the study investigated teachers’ level of satisfaction, pedagogical approaches, and challenges in using Pulse 2 for teaching listening skills to lower secondary students. A phenomenological qualitative research design using open-ended interviews was applied to gain a detailed understanding of teachers’ perceptions of using the listening materials in the Pulse 2 textbook. The sample consisted of five teachers currently employed as lower secondary English language teachers in a government school in Semenyih. Data was analyzed using Braun and Clarke’s Six-phase Thematic Analytic Process. Coding was done using the In-Vivo coding method to develop themes for discussion. The study found that overall, teachers were satisfied with the materials in the textbook to be used in teaching listening skills. Although teachers still faced issues of cultural content and lexical suitability, activities from the textbook were easily modified and adapted for students of various proficiencies to achieve curriculum objectives. However, much still needs to be done in terms of improving school infrastructure, supplying quality equipment and providing professional development support to teachers to ensure that they can accurately and confidently carry out the listening activities outlined in the Pulse 2 Textbook. This study has crucial implications that suggest a need for a more inclusive and supportive approach to managing both the pedagogical requirements and professional development of teachers involved in teaching listening skills to lower secondary students using the Pulse 2, CEFR-aligned textbook.

Investigation of 3rd Grade Life Science Textbook Texts and Activities According to Lipman's Critical Thinking Theory

Aim: Individuals need to have a philosophical critical thinking skill in order to have a reasonable approach to the situations and events they will encounter throughout their lives and to benefit themselves and the society Philosophical critical thinking is a process that enhances individuals' capacity to interrogate, analyse, and assess. In this regard, an inquisitive critical approach acquired at an early age makes important contributions to personality development. The current study aims to examine the text and activity contents in the 3rd grade Life Science textbook according to Matthew Lipman's critical thinking theory. Methodology: Methodologically, document analysis was used in the study. In the 3rd grade Life Science textbook, the main approach in the data on text contents, activity questions and statements are that the statements have both a philosophical and critical meaning. The relevant data were analyzed according to the categories in Lipman's critical thinking approach and presented in tables. Findings: The findings revealed that the questions and statements that meet Lipman's critical thinking categories were insufficient. While the expressions among the categories were predominantly judgment formation and being criterion/measure based, the least common categories were context sensitivity and self-correction. Highlights: In this context, it is essential to consider the developmental stages of primary education students and contemporary educational requirements, while integrating a philosophical critical thinking approach more thoroughly into the curriculum and practices to foster an active and inquisitive student personality.

Variability in youth coach concussion education requirements across states.

Youth sports coaches play a critical role in proper concussion recognition and management, reinforcing the need for coach concussion education. As of 2021, most states have statutory and policy measures mandating concussion education for coaches. In practice, these mandates have been enacted through state legislatures and their respective youth sport governing bodies. Prior studies have found significant variations in the contents of state-level concussion risk reduction policies and have raised questions about their specificity. To expand on previous analyses to provide an overview of youth sports coach concussion education, highlighting variations in state policies and discrepancies between state mandates and youth sport governing bodies. This report utilized qualitative content analysis to characterize and compare U.S. state and governing body concussion education requirements for youth sport coaches. State concussion statutes were identified via the National Conference of State Legislatures and Open States databases, and governing body handbooks/bylaws were obtained via their websites. Two researchers independently coded the policies, and discrepancies were resolved through consensus meetings with additional youth traumatic brain injury experts. We found significant variability in educational requirements and their implementation. A majority (68%; n = 34) of states require the completion of concussion education training for coaches. Notably, many states designate responsibility for enforcement and implementation of provisions to another party but just four state statutes delineate explicit consequences for noncompliance. Additionally, only 12 state statutes extend mandates to noninterscholastic sports, limiting their reach. In most cases, independent sanctioning authorities implement more stringent policies than the minimum acceptable standard established by state law. Our findings provide a coded data set of youth coach concussion laws and independent sanctioning authority guidelines that can be used in future research efforts. Further research investigating a relationship between the strength of coach concussion education policies and relevant youth and adolescent concussion-related metrics is required.