Educational Resilience Research Articles

The mediating role of resilience in the relationship between meaning in life and attitude toward death among ICU nurses: a cross-sectional study

BackgroundThe majority of elderly individuals prefer to spend their final days in the Intensive Care Unit (ICU). ICU nurses are key providers in hospice care, and their attitudes toward death influence the quality of end-of-life nursing. Positive psychology emphasizes promoting positive attitudes toward death. A sense of meaning in life and resilience are critical aspects of positive psychology, which are essential for shaping ICU nurses’ attitudes toward death.ObjectiveThis study aims to investigate whether a sense of meaning in life indirectly affects attitudes toward death through the mediation of resilience.MethodA total of 212 ICU nurses from four tertiary general hospitals in Guangdong and Fujian provinces, China, participated in this study. They completed an online questionnaire, including the Death Attitude Profile-Revised, the Connor-Davidson Resilience Scale, and the China Meaning in Life Questionnaire for ICU nurses.ResultsICU nurses scored highest in natural acceptance (3.26 ± 0.53), followed by escaping acceptance (2.54 ± 0.59), and fear of death (2.53 ± 0.78). The proposed model fit the data well. Both the presence of meaning and the search for meaning were positive predictors of resilience (β = 0.313, p < 0.05; β = 0.256, p < 0.05). Resilience, the presence of meaning, and the search for meaning positively predicted natural acceptance (β = 0.299, p < 0.05; β = 0.294, p < 0.05; β = 0.177, p < 0.05). Conversely, these factors negatively predicted fear of death (β = −0.179, p < 0.05; β = −0.251, p < 0.05; β = −0.192, p < 0.05) and escaping acceptance (β = −0.208, p < 0.05; β = −0.208, p < 0.05; β = −0.219, p < 0.05). Mediation analysis indicated that resilience had a partial mediating role.ConclusionThe presence of meaning and the search for meaning influence attitudes toward death, with resilience serving as a partial mediator. It is recommended that nursing administrators consider ICU nurses’ attitudes toward death and emphasize the importance of meaning in life and resilience in death education. This approach can help protect the psychological well-being of ICU nurses, promote a deeper understanding of life’s meaning, and develop a scientific perspective on death. Such measures are crucial for providing better humanistic care and psychological comfort to terminally ill patients and their families, thereby improving the quality of end-of-life care.

Resilience in Oral Health Professional Education: A Scoping Review.

Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well-being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence-based strategies for promoting resilience in OHP education. The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question 'What concepts contribute to resilience in OHP Education?'. The search strategy included published literature searches and internet searches. In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students. Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations.

Archetypes and change in wildfire risk perceptions, behaviours and intentions among adults in Tasmania, Australia

Background Anthropogenic climate change globally increases wildfire risk. Understanding how wildfire threats impact community-wide risk perceptions and response options will critically inform resilience education strategies. Aim To gain an increased understanding of wildfire risk perceptions and self-evacuation intentions among residents in the wildfire-prone state of Tasmania, Australia. Methods We co-designed survey questions with stakeholders from emergency management, health and community recovery, using a computer-aided telephone interview to survey residents over 18 years of age. Numerical classification analysis, linear regression and descriptive statistics were used to analyse survey data. Results We identified four archetypes – the ‘immediate leaver’, ‘prepared stayer’, ‘unprepared leaver’ and ‘informed leaver’, each with distinct sociodemographic characteristics. Key variables were gender, age, location and income, with women most likely to leave and lower-income householders from rural areas most likely to stay. Previous wildfire experience and owning a home were significantly associated with increased preparedness actions. Compared to 2016, we found a significant increase in the proportion of residents intending to leave their property, with rural men least likely and urban women most likely to leave. Implications Recent education campaigns have likely driven increases in wildfire threat-related self-evacuation, yet the existence of distinct archetypes argues for more tailored messaging and education programs.

Resilient education: The role of digital technology in supporting geographical education in Ukraine

AbstractThis commentary spotlights the continued impact of the Russian invasion on geography education in higher education in Ukraine. From discussions with Ukrainian geographers in institutions in contrasting regions of the country, we describe their resilience in adapting the delivery of the physical geography curriculum, especially in the essential area of fieldwork and the use of digital tools. This ‘lived experience’ perspective builds on the theoretical contributions to the discussion initiated by Klinke (2023) in this journal about the challenges posed for geographers. In the third year of the conflict, the challenges set out are considerable, long term, and we call for individuals, universities and funders to further facilitate teaching and learning collaborations despite the limited funds available for the exchange of teaching and learning support and innovation.

Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.

A systematic literature review of building resilience for pre-service teachers

This systematic literature review is the first of its kind to synthesise and analyse existing scholarship on building resilience for pre-service teachers (PSTs). The review is situated in the context of the challenging journey of becoming a teacher and the urgency for initial teacher education to prepare PSTs for the demanding teaching profession. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, 57 studies were included in the review. The review first teased out the contextual, methodological, and conceptual variances within the PST resilience literature. It then focused on three problematics, namely, resilience to what, resilience for what, and resilience because of what – the triad of resilience. A sociological perspective was employed to problematise the individualistic framework and the notion of adaptation. The review calls for a sociology of PST resilience and incorporation of resilience education into initial teacher education for individual and structural transformation.

Education system resilience in the face of inflationary pressures

This paper examines the detrimental impact of rapid inflation on the quality of private education in developing countries. By focusing on the financial challenges faced by private schools, the study highlights the tension between education policy and economic realities. While private schools often attract parents with smaller class sizes and specialized programs, the core motivation lies in investing in children’s future through quality education. However, this study demonstrates how inflation can cripple this sector. The case of Turkey exemplifies this challenge. Post-pandemic inflation created a financial stranglehold on private schools, as rising costs made it difficult to adjust teacher salaries. This, in turn, led to teacher demotivation and a mass exodus, ultimately compromising educational quality. Furthermore, government interventions aimed at protecting parents from high tuition fees, through limitations on fee increases, inadvertently sacrificed the very quality they sought to safeguard. The paper concludes by advocating for alternative policy approaches that prioritize direct support for education system during economic downturns. Such measures are crucial for ensuring a strong and resilient education system that benefits all stakeholders, including parents, students, and the nation as a whole.

Twenty years’ empirical research on teacher resilience: a bibliometric analysis

ABSTRACT Teacher resilience has become a prominent and multidimensional subject of interest in recent educational research. Its growing recognition has fuelled a wealth of investigations, necessitating a quantitative science mapping approach for comprehensive understanding of this evolving domain. This paper conducts a bibliometric analysis of empirical teacher resilience research using Web of Science data. The analysis reveals that teacher resilience is both an emerging and well-established research area. Leading academic institutions, primarily in the U.S.A. Australia, and the UK, have spearheaded investigations from psychological and teacher education perspectives. Thematic analysis identifies five core areas: teacher resilience in educational psychology, mindfulness-based programmes to mitigate teacher stress and burnout, teacher resilience in initial teacher education, the interplay between self-efficacy, identity, and emotional intelligence, and the profound impact of teacher resilience on critical factors like retention, attrition, and motivation. This research sheds light on the current state of teacher resilience research and offers insights into future directions. It serves as a valuable resource for scholars, policymakers, and educators navigating this evolving landscape. The combination of bibliometric analysis and thematic content analysis minimises potential subjective bias, contributing to understanding the multifaceted field of teacher resilience and its implications for the future of education.

Urban green streets and water management safety hubs in public schools lots

Abstract Green Stormwater Infrastructure (GSI) represents an effective approach to enhance urban resilience to climate change, contributing to runoff regulation and localized flood risk reduction. This study examines the potential for transforming open spaces in public schools into safety hubs for stormwater management in Mediterranean urban contexts, drawing on best practices from North America. Through a methodological analysis combining Research Through Design and an international literary scoping review, case studies of schools in the Metropolitan City of Naples are presented and compared with U.S. projects implementing GSI in school areas. The results highlight the importance of strategic coordination guidelines for local administrators, designers, and school principals, aimed at planning, designing, and managing highly performant green infrastructure networks. An integrated and shared metropolitan-level approach can maximize environmental benefits, transforming schools into community centers for urban resilience education and participatory management of risks related to extreme weather events.

Navigating Existence and Community Harmony: A Case Study of Pondok Pesantren in Muslim Minority Ende, Nusa Tenggara Timur

This study examines Pondok Pesantren Wali Sanga Gunung Meja’s strategies to thrive within a Catholic-majority community in Ende, Nusa Tenggara Timur, emphasizing interfaith harmony and educational resilience. This study employs a qualitative case study approach to delve into the institution’s adaptive methods and contributions to communal harmony. It does so through semi-structured interviews, non-participant observations, and document analysis. Results highlight the institution’s ability to foster mutual respect and social cohesion through various programs grounded in its foundation of collaboration between Islamic and Catholic figures. The study identifies critical factors for its sustainability: fostering Silahturahmi (communication and friendship), collaboration with the Catholic community, and commitments to social-cultural integration, education, and self-reliance. These elements collectively enhance the Pesantren’s role in promoting religious understanding and community harmony. The findings suggest that Pesantren’s approach offers a model for navigating religious identity complexities and community integration. Limitations include the study’s focus on a single institution and reliance on qualitative data, pointing to the need for broader comparative research to generalize findings. The study underscores the potential of religious education in advancing social harmony, advocating for further exploration across diverse settings.

Streamlining Organization Tasks: A Grounded Theory on the Perspective and Coping Mechanism of School Administrators in Response to DepEd Order 002, s. 2024

In order to cope with organizational changes that simplify administrative work, educators and administrators must be resilient (Towler, 2021). Recently, public school teachers in the Philippines were relieved of administrative responsibilities, as ordered by the Department of Education (DepEd Order 002, s. 2024), and the responsibility is transferred to school administrators and non-teaching staff. According to the Department of Education (DepEd), administrative responsibilities include all tasks necessary to run schools efficiently while utilizing the fewest resources possible. These obligations include activities, services, and programs that are geared toward problem-solving; they have nothing to do with academics or the educational system. Through in-depth interviews and focus groups with school heads in the public institutions, the research utilized grounded theory to comprehensively explore the impact of shifting administrative responsibilities from classroom teachers to school heads and non-teaching personnel as well as their coping mechanism within educational institutions. This allowed the researcher to develop theories based on the data collected (Cooke, 2014). This study's generation of themes and theories led to the creation of a framework for efficient coping strategies with organizational activities that require flexibility and ongoing modifications. In order to strengthen an adaptive organization, the data collected from the respondents also contributed significantly to the conceptualization of the Modernized Educational Resiliency theory.

Using community collaboration to evaluate the cultural relevance of the Resilience Education Program.

Using community collaboration to evaluate the cultural relevance of the Resilience Education Program.

Supplemental Material for Using Community Collaboration to Evaluate the Cultural Relevance of the Resilience Education Program

Supplemental Material for Using Community Collaboration to Evaluate the Cultural Relevance of the Resilience Education Program

Perpetual emergency education: Urban refugee education in Thailand is disrupted during the COVID-19

This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs’ emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs’ emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of “perpetual emergency education,” which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.

The ravages of war: challenges and resilience in medical education in Sudan

The armed conflict between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) beginning on April 15, 2023, has thrust Sudan into a worsening humanitarian crisis, severely affecting all aspects of Sudanese life, including medical education and healthcare systems. This commentary explores the current state of medical training in Sudan amidst this conflict and discusses potential strategies to address the challenges faced by both students and educators.Following a comprehensive literature review of articles using keywords, and published from 2015 to the present, 2024, the challenges were categorized into issues related to the curriculum, educational resources, wellbeing of students and educators, human resources, and oversight by governing bodies. The proposed solutions involve the government, humanitarian organizations, medical schools, and innovative curricular strategies. Partnerships and the involvement of the Sudanese diaspora are crucial for situational assessment and execution of culturally sensitive, contextualized solutions. Alliances with other medical schools can facilitate the relocation of students and faculty. Faculty development programs and student support are paramount during this phase.Deploying distant learning strategies combined with small group learning, such as e-learning, problem-based learning (PBL), team-based learning (TBL), and ambulatory teaching, can mitigate some adversities in the Sudanese educational experience during war. Implementing collaborative evaluations and solutions can help Sudan's educational system navigate the conflict, enhance resilience, promote healthcare, and facilitate planning for the post-conflict period.

The Study of Augmented Reality Typhoon Resilience Education for Elementary Special Education Students: A Case Study in Taiwan

The Study of Augmented Reality Typhoon Resilience Education for Elementary Special Education Students: A Case Study in Taiwan

Resiliencia educativa en el pensamiento crítico de estudiantes de contabilidad de una universidad privada de Lima-Metropolitana

The objective of the research was to determine the incidence of educational resilience in the critical thinking of accounting students from a private university in Lima-Metropolitana, 2023. The methodology was quantitative, non-experimental cross-sectional research design, a questionnaire was administered to 100 accounting students from a private university through the survey, allowing information to be collected on the variables under study. The results showed that as educational resilience increases, critical thinking tends to improve, suggesting a positive association between these two variables. The findings support the idea that strengthening resilience in the educational field could be an effective strategy to enhance critical thinking skills in students. Along these lines, it was concluded that the research provides a valuable perspective that not only enriches our understanding of the study in question, but also opens new doors for additional research in the educational field, promoting the comprehensive development of students.

A Review of Resilience in Higher Education: A Case of Strategies, Challenges and Opportunities

A Review of Resilience in Higher Education: A Case of Strategies, Challenges and Opportunities

Integrating School Physical Education Into Adolescent Resilience Education in the Context of Integration of Sports and Education in the New Era: A Literature Review Study

Integrating School Physical Education Into Adolescent Resilience Education in the Context of Integration of Sports and Education in the New Era: A Literature Review Study

The mediating role of self-efficacy in the relationship between past professional training and burnout resilience in medical education: a multicentre cross-sectional study

BackgroundMeta-analyses indicate a high prevalence of burnout among medical students. Although studies have investigated different coping strategies and health interventions to prevent burnout, professional experience’s influence on burnout resilience as seldom been explored. Therefore, in our study we aimed to examine the self-efficacy’s mediating role in the relationship between past vocational training and burnout resilience. In the process, we also analysed the associations between study-related variables and burnout resilience.MethodsIn our cross-sectional study, we analysed the data of 2217 medical students at different stages of their university education (i.e. 1st, 3rd, 6th, 10th semester, and final year) at five medical faculties in Germany. The questionnaire included items addressing variables related to medical school, previous professional and academic qualifications, and validated instruments for measuring burnout and self-efficacy.ResultsThe overall prevalence of burnout was 19.7%, as defined by high scores for emotional exhaustion and notable values in at least one of the other two dimensions (cynicism or academic efficacy). Higher levels for self-efficacy (p < .001), having children (p = .004), and financing education with personal earnings (p = .03) were positively associated with burnout resilience, whereas having education financed by a partner or spouse (p = .04) had a negative association. In a mediation analysis, self-efficacy exerted a suppressor effect on the relationship between vocational training and burnout resilience (indirect effect = 0.11, 95% CI [0.04, 0.19]).ConclusionsSelf-efficacy’s suppressor effect suggests that the positive association between vocational training and burnout resilience identified in the mediation analysis disappears for students who have completed vocational training but do not feel efficacious. Those and other findings provide important insights into the psychological mechanisms underlying the development of burnout resilience in medical students and suggest the promotion of self-efficacy in medical education.