Educational Support Research Articles

Semantic Alignment in Disciplinary Tutoring System: Leveraging Sentence Transformer Technology

In this work, we present a disciplinary e-tutoring system that integrates ONTO-TDM, an ontology designed for teaching domain modeling, with advanced transformer technology. Our primary objective is to enhance semantic similarity tasks within the system by fine-tuning a Sentence Transformer model. By carefully adjusting training parameters with a curated dataset of question-answer pairs focused on algorithms and data structures, we achieved a notable improvement in system performance. The Sentence Transformer model, combined with domain ontology, achieved an accuracy of 91%, a precision of 93%, a recall of 89%, and an F1-score of 90%, significantly surpassing the results of existing works. This methodology highlights the potential to deliver personalized support and guidance in tutoring scenarios. It effectively addresses the evolving needs of modern education by offering tailored answers and reducing the necessity for constant learner-tutor interaction, thereby improving the efficiency of educational support systems.

BEHAVIOURAL PATTERNS OF CHILDREN IN KADUNA STATE ORPHANAGES: A COMPARATIVE ANALYSIS

Background The plight of orphans, exacerbated by conflict, disease, and socioeconomic factors, remains a pressing global issue, particularly in sub-Saharan Africa. Nigeria, notably impacted by the HIV/AIDS epidemic, terrorism, and natural disasters, has witnessed a substantial increase in orphan populations. These children face severe challenges, including child abuse, malnutrition, limited access to education, stigmatization, and a range of psychological and behavioural disorders. Despite some interventions, orphanages primarily address material needs, often neglecting comprehensive medical, social, and psychosocial support. This study explores the behavioural patterns of orphans in Kaduna, Nigeria, and examines how their medical and social challenges compare across various orphanages. Methodology A cross-sectional, comparative analysis was conducted among 100 orphans from selected orphanages in Kaduna. Data were collected through interviewer-administered questionnaires assessing socio-demographics, medical conditions, behavioural patterns, stigma, psychosocial status, and coping strategies. Results The mean age of respondents was 10 years, with 68% being male. Nutritional issues were prevalent, with 53.7% classified as underweight despite 54.9% reportedly consuming balanced diets. Medical concerns were significant, with 33.7% showing clinical signs of illness and 46.7% not fully immunized. Behavioural issues were prominent, including hyperactivity symptoms (27.0%), enuresis (22.3%), and depressive symptoms (1.8%). Socially, most respondents (83.3%) reported positive peer relationships, though bullying (11.4%) and stigmatization (9%) were also observed. Educational access was generally high, with only 2.2% not attending school. However, social support systems varied, with 35.2% reporting strong support and 46.8% adapting their goals as a coping mechanism. Conclusion The findings highlight the complex medical and behavioural challenges faced by orphans in Kaduna's orphanages, underscoring the need for integrated interventions that provide medical, psychosocial, and educational support. A holistic approach is crucial to improving their overall well-being and future prospects.

Transforming Cambodian Education: Full-Time Learning, Technology, and Language Integration for Public Schools

The Cambodian government has announced a significant educational reform to transition public schools to full-time learning by integrating computer and English or Chinese language classes. This initiative is designed to enhance the quality of education and better prepare students for the demands of the modern world. This paper compares these proposed changes by examining practices in five private schools already implementing full-time education and advanced technological and multilingual programs. By evaluating the academic performance, resource availability, and overall educational outcomes of these private schools, this study aims to provide actionable recommendations for successfully adopting these strategies in public schools. The research involved surveys of 565 respondents, including students, teachers, school administrators, parents, and policymakers, and in-depth interviews with 50 key stakeholders. Key findings include strong support for full-time education, higher levels of technology integration, and better multilingual education in private schools. These findings will inform policymakers, educators, and stakeholders about the potential impacts and necessary steps to ensure the successful implementation of these educational reforms in Cambodia's public school system.

Actual problems of physical education of school- aged children in the conditions of an inclusive environment

The article examines the results of an analysis of statistical data from the Ministry of Education and Science of Ukraine on the state of inclusive education in general secondary education institutions, as well as current issues in the physical education of children with special educational needs (SEN). The study uses official reports from 2020 to 2023, along with data on access to inclusive education for children with SEN in the Lviv and Ternopil regions. It has been established that over the past four years, Ukraine has seen an increasing trend in the number of children with special educational needs involved in the educational process in general secondary education institutions, rising from 0.45% in 2020 to 0.89% in 2023. However, pedagogical approaches for each specific type of developmental disorder among children with SEN, considering their level of support and educational-methodical provision in physical education, have not been developed. Moreover, there is a pressing issue of staffing and the need to train physical education specialists for inclusive education.

Practical teaching in secondary level certificated physics: a view from Scotland

Abstract This study reports on a survey conducted in the Scottish physics education context focusing on practical work within National 5 certificated classes. The online survey was open to all practising educators and technicians in Scotland’s secondary schools and further education colleges. Descriptive statistics were used to analyse the results, alongside basic thematic analysis of text responses. The results indicate a decline in practical work in the classroom but suggests this is not due to the COVID-19 pandemic. Instead, cost and availability of equipment alongside a perceived lack of time for experimental work are cited as the major difficulties. The resulting recommendations are improvements to the curriculum and support for educators to develop best practice.

The White privilege of self-determination in entrepreneurship: how educational supports pipeline White students into business ownership

Worker cooperative entrepreneur spaces are predominantly White despite these companies building the foundation of their business model on equity and sustainability. While some studies have investigated racism in entrepreneurship development, no in-depth study has investigated White privilege in this space. Therefore, this study used a qualitative critical narrative analysis approach to explore White privilege in the entrepreneurship journeys of six White individuals who formed a worker cooperative business. Findings suggest that formal and informal educational experiences fostered four themes of White privilege in entrepreneurship: belongingness and competence in privileged entrepreneurship identity, resource-rich support systems, anti-meritocracy perceptions of competence, and privileged psychology of wealth. Findings suggest that educational spaces foster basic psychological needs of intrinsic motivation required for entrepreneurship, however, racialized gatekept access to these spaces perpetuates racial disproportionality in entrepreneurship. This article concludes with situating findings within self-determination theory and discussions of study limitations, implications, and future directions.

Cognitive and academic outcomes in children with myelin oligodendrocyte glycoprotein antibody-associated disease.

To describe the impact of paediatric myelin oligodendrocyte glycoprotein antibody-associated disease (MOGAD) on academic and cognitive outcomes. This was an observational, retrospective, and descriptive single-centre study, carried out on a paediatric case series of children with MOGAD. A total of 51 patients were included (22 females); their median age was 8 years and the median follow-up duration was 31.1 months (interquartile range 23.5). The most frequent clinical presentation was acute disseminated encephalomyelitis (54.9%), followed by optic neuritis (35.5%). At the last follow-up, regardless of the clinical phenotype at disease onset, 39.5% of patients with MOGAD received academic and educational interventions (p < 0.05 compared to before disease onset), including academic accommodations (p < 0.05) or the need for a learning support assistant (p < 0.05). Ten patients were evaluated with the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The overall IQ was calculated for six patients (mean = 92); two of these patients had an IQ lower than 85. No difference was found regarding prenatal and neonatal neurodevelopmental characteristics between this cohort and the general population. MOGAD was associated with a need for academic support; lower scores were found on the WISC-V. Patients with MOGAD should receive cognitive and academic assessments to inform educational planning and support academic success.

The Moderating Role of Genetics on the Effectiveness of the Mindfulness-Based Stress Reduction for Breast Cancer (MBSR(BC)) Program on Cognitive Impairment.

Genetics may influence symptoms experienced by breast cancer survivors (BCS) by moderating the effects of stress-reducing interventions, including the Mindfulness-Based Stress Reduction (MBSR(BC)) program, to reduce symptom severity. As part of a larger clinical trial, the aim of this study was to evaluate genetic variants as moderators of MBSR(BC) on improvements among BCS in cognitive functioning and symptoms. BCS (n = 128) were randomized to MBSR(BC) or the Breast Cancer Education Support Program. Objective neuropsychological and subjective measures of cognitive performance, and psychological and physical symptoms were collected at baseline, 6, 12, and 26 weeks. Linear mixed models were implemented to identify MBSR(BC)'s effects over time. A total of 22 single nucleotide polymorphisms (SNPs) from 20 genes known to be related to these symptoms were investigated using genomic DNA. These SNPs were tested as moderators of MBSR(BC) program effects. Results showed MBSR(BC) participants experienced significantly greater benefits in cognitive functioning, however, the level of benefit varied based on one's genetic profile. Effects sizes, consistency across similar measures were investigated. Among 22 candidate SNPs, rs4680 in COMT, rs1800497 in ANKK1, and rs6277 in DRD2 demonstrated the strongest, most consistent positive effects in moderating MBSR(BC)'s impact on cognitive outcomes. Although the effects were small, this translational research may potentially identify BCS with genotypes that would be most influenced by the MBSR(BC) program. These results may be used to develop personalized intervention programs tailored to the genetic profile of each breast cancer survivor who received chemotherapy or chemotherapy and radiation. ClinicalTrials.gov, https://www.ClinicalTrials.gov Registration Number: NCT02786797.

Organizational Support as an Influencer of Teachers’ Performance in Chinese Colleges and Universities

This study aims to explore the relationship between organizational support and faculty performance in Chinese higher education institutions in order to fill the gaps in the existing literature and provide new insights into human resource management in higher education. Given the importance of university faculty performance in the field of higher education, this study has important theoretical and practical implications. This study expects to provide solutions to improve faculty performance and to have an impact on policies/practices related to organizational support in higher education. The study used quantitative research methods to obtain data by means of questionnaires. The subjects of the study were Lingnan Normal University, Guangzhou University and Zhanjiang College of Science and Technology, and the sample size was 359. For data analysis, the study utilized SPASS statistical software and methods such as mean, standard deviation, t-test, one-way ANOVA and Pearson r to ensure the accuracy and reliability of the results. Ethical guidelines were followed during the study to ensure the validity and fairness of the study. The results of the study indicate that organizational support positively and significantly influences the performance of college teachers, supporting the research hypotheses and theories. Through an in-depth analysis of the data/results, this study reveals that organizational support (Vocational support, Instrumental support, Emotional support, Adaptive support, Organizational equity, psychological contract) on teacher performance (Task performance, Relationship Performance, Adaptive Performance) in higher education. In addition, the study found that providing teachers with the necessary tools and resources is particularly important in promoting good relationships with colleagues and leaders. This provides a fresh perspective for research in related fields. The findings of this study are instructive for college and university administrations to develop organizational support policies to improve faculty performance and provide a foundation for subsequent research.

A change of mind: Error motivation is shaped by error perceptions in different learning environments

Background The medical profession has traditionally had a culture of “blame and shame,” despite the importance errors have for learning, motivation, and improvement of clinical skills. This study aimed to explore how medical students and newly graduated doctors perceive errors across different learning contexts and levels of expertise, and how error perceptions influence motivation and engagement in learning activities. Methods Semi-structured interviews were conducted, and thematic analysis was used to identify themes. Survey questions were developed based on the themes. The final survey included 27 questions divided into three sections. The survey was distributed via RedCap to medical students in year 1, year 4, and year 6 together with newly graduated doctors in Denmark. Results Of the 541 respondents, a majority anticipated making errors in both non-clinical (77.4%) and clinical (61.5%) learning situations, finding them motivating for participation (91.9% and 96.2%, respectively). A psychologically safe learning environment was seen to enhance the perception of errors as learning opportunities (96.9%) and increase risk willingness (96.3% non-clinical, 97.7% clinical). Respondents focused on the specific errors they made (86.0%), and their supervisors were perceived to focus more on correct handling of errors (70.7%). Respondents expected to conduct fewer errors in non-clinical learning situations in PGY-1 compared to medical students in year 1 (F(3529) = 3.0, adjusted p = 0.03). They showed an increase in risk willingness in clinical learning situations from year 6 to PGY-1 (F(3520) = 2.7, adjusted p-value 0.006) as long as the learning situations were considered psychologically safe. Conclusion The study suggests that a psychologically safe learning environment mitigates the “shame and blame culture” associated with errors. Respondents generally embraced errors as valuable learning experiences but noted a lack of specific error-related feedback. These findings underscore the nuanced relationship between errors, explicit learning activities, and supervisor support in medical education.

Trends in South Korean Medical Device Development for Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder: Narrative Review.

Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are among the most prevalent mental disorders among school-aged youth in South Korea and may play a role in the increasing pressures on teachers and school-based special education programming. A lack of support for special education; tensions between teachers, students, and parents; and limited backup for teacher absences are common complaints among Korean educators. New innovations in technology to screen and treat ADHD and ASD may offer relief to students, parents, and teachers through earlier and efficient diagnosis; access to treatment options; and ultimately, better-managed care and expectations. This narrative literature review provides an account of medical device use and development in South Korea for the diagnosis and management of ADHD and ASD and highlights research gaps. A narrative review was conducted across 4 databases (PubMed, Korean National Assembly Library, Scopus, and PsycINFO). Journal articles, dissertations, and government research and development reports were included if they discussed medical devices for ADHD and ASD. Only Korean or English papers were included. Resources were excluded if they did not correspond to the research objective or did not discuss at least 1 topic about medical devices for ADHD and ASD. Journal articles were excluded if they were not peer reviewed. Resources were limited to publications between 2013 and July 22, 2024. A total of 1794 records about trends in Korean medical device development were categorized into 2 major groups: digital therapeutics and traditional therapy. Digital therapeutics resulted in 5 subgroups: virtual reality and artificial intelligence, machine learning and robot, gaming and visual contents, eye-feedback and movement intervention, and electroencephalography and neurofeedback. Traditional therapy resulted in 3 subgroups: cognitive behavioral therapy and working memory; diagnosis and rating scale; and musical, literary therapy, and mindfulness-based stress reduction. Digital therapeutics using artificial intelligence, machine learning, and electroencephalography technologies account for the biggest portions of development in South Korea, rather than traditional therapies. Most resources, 94.15% (1689/1794), were from the Korean National Assembly Library. Limitations include small sizes of populations to conclude findings in many articles, a lower number of articles discussing medical devices for ASD, and a majority of articles being dissertations. Emerging digital medical devices and those integrated with traditional therapies are important solutions to reducing the prevalence rates of ADHD and ASD in South Korea by promoting early diagnosis and intervention. Furthermore, their application will relieve pressures on teachers and school-based special education programming by providing direct supporting resources to students with ADHD or ASD. Future development of medical devices for ADHD and ASD is predicted to heavily rely on digital technologies, such as those that sense people's behaviors, eye movement, and brainwaves.

Challenges Experienced by Youths Leaving Kinship Foster Care in Johannesburg, South Africa

Young people who leave kinship foster care in South Africa typically encounter greater difficulties transitioning to adulthood when compared to their peers who grow up with their biological parents. The aim of this study was to explore the challenges experienced by youths leaving kinship foster care in the City of Johannesburg Metropolitan Municipality, Gauteng, South Africa. The study used a qualitative approach and exploratory, descriptive and contextual research designs. Twenty-three participants were selected by using purposive sampling. The researchers utilised semi-structured interviews as an in-depth data collection tool. Thematic analysis was used to analyse the data. The findings demonstrated that although youths leaving kinship foster care had access to education, some were unable to finish their secondary education. In addition, the findings showed that poverty and job insecurity were some of the challenges experienced by youths leaving kinship foster care. Furthermore, the findings indicated that youths leaving kinship foster care required social support services such as educational and financial support. Thus, the study recommends developing initiatives to improve school completion rates for youths in kinship foster care; establishing financial support programmes; creating job placement services; offering comprehensive social support; and advocating for policy reforms to help these youths transition to adulthood and independent living.

Pediatric Tracheostomy Education Program Structures, Barriers, and Support: A Nationwide Survey of Children's Hospitals.

Safe discharge for children with tracheostomies requires caregivers to be competent in tracheostomy management, including emergency interventions. Inpatient pediatric units are tasked with preparing families for discharge, yet variations exist in the standards of tracheostomy education across institutions. To address this gap, we aimed to describe the inpatient tracheostomy education programs in children's hospitals across the United States. This is a cross-sectional study conducted between May and July 2022. We distributed an online survey to a purposeful sample of representatives from participating children's hospitals. The 42-item survey evaluated various aspects of tracheostomy education, including teaching strategies, timing of education, operational support, and overall program structure. Descriptive statistics were generated, and researchers reviewed open-ended items to identify themes. Thirty-seven institutions participated, 26 of which were free-standing children's hospitals. All programs surveyed conducted bedside checkoffs, required a rooming-in period, and provided tracheostomy cardiopulmonary resuscitation and low-fidelity simulation for emergency teaching. Programs varied in the order of education and the type of support received. Many programs lacked a postdischarge follow-up structure and the majority evaluated program effectiveness with readmission rates. Lack of private-duty nursing was the primary barrier to discharge, followed by family availability and reluctance to participate in education. The program structure and support variations suggest that more investigation is needed in discharge education and postdischarge follow-up for children with tracheostomies. A national guideline for tracheostomy education and identification of standardized quality metrics for program evaluation would benefit current and emerging programs.

유아교사의 디지털 교육 운영 경험의 현상학적 연구

Objectives We fundamentally understand the phenomenon that appears in early childhood teachers' digital education experiences and operation cases, and through interviews and in-depth technology, we derived early childhood teachers' digital education use experience and operation and demands for digital education operation, and proposed effective application in the educational field. Methods Seven early childhood teachers with digital education experience at a daycare center in Incheon were selected as research subjects. Research data was collected through focus group interviews from April 25 to 26, 2024, through group face-to-face interaction tailored to the circumstances of the research participants, and phenomenological research methods of interpretation, coding, and classification according to qualitative data analysis procedures. was analyzed. Results The experiences of early childhood teachers using digital education were as follows: ‘educational value of digital media’, ‘role of early childhood teachers in utilizing digital education’, ‘positive experience of digital education’, and ‘digital education that realizes dynamic play’. Digital education operation experience was expressed as ‘classroom environment for digital education operation’, ‘selection and use of digital media’, ‘classroom operation using digital media to develop early childhood teachers’, and ‘digital education influenced by finances’. , The demands for operating digital education include ‘problems and limitations of digital education,’ ‘concerns in the process of operating digital media education,’ ‘plans for the development of digital education,’ and ‘education using digital media where our voices coexist.’ ','Literacy education for a digitally safe world for both children and parents.’ Conclusions The role of an early childhood teacher can be seen as connecting with appropriate digital media, recognizing the importance of linking with the elementary education curriculum, and understanding that the level of class varies depending on the teacher's ability to use digital media. In order to operate digital education in the educational field, professional education and financial support from the government must be supported. Early childhood teachers need a willingness to not focus on the convenience of digital education and an attitude of self-vigilance. When providing digital media to young children, they need to have a balanced perspective by teaching them how to use digital media safely and correctly, as well as the need to prevent addiction and limit time. The significance of the study is that it has derived a direction that should help in the formation of and act as a filter to filter out negative things.

Services for perinatal patients with opioid use disorder: a comprehensive Baltimore City-wide 2023 assessment

BackgroundOverdose is a leading cause of maternal mortality; in response, maternal mortality review committees have recommended expanding substance use disorder (SUD) screening, improving collaboration between obstetric and SUD treatment providers, and reducing fragmentation in systems of care. We undertook an analysis of the perinatal SUD treatment landscape in Baltimore, Maryland in order to identify barriers to treatment engagement during pregnancy and the postpartum period and guide system improvement efforts.MethodsWe conducted a survey of seven birthing hospitals, 31 prenatal care practices, and 108 SUD treatment providers in Baltimore from April-June 2023. Organizations were asked to quantify care for perinatal patients with opioid use disorder (OUD) as well as about screening, service availability, referral practices, and support needed to improve care.Results61% of the 145 contacted organizations responded. Birthing hospitals reported caring for pregnant persons with OUD with greater frequency than prenatal care practices or SUD treatment programs. Most birthing hospitals and prenatal care practices reported screening for OUD at intake, but the minority reported using validated tools. Service availability varied by type of organization and type of service. In general, prenatal care practices offered the fewest number of SUD-related services. Most SUD treatment programs that offered buprenorphine or methadone to the general population also offered these medications to pregnant patients. Withdrawal management for comorbid alcohol/benzodiazepine use disorders during pregnancy was more limited. The majority of birthing hospitals and prenatal care practices reported offering neither direct naloxone distribution nor prescriptions. Few SUD treatment programs offered tailored services for perinatal patients or for parents of young children, and many programs do not permit children onsite. Respondents reported high levels of interest in education and consultative support on SUD treatment in pregnancy within obstetric settings and on pregnancy-related medical concerns within SUD programs.ConclusionsThis project provides a comprehensive picture of services available for treatment of perinatal OUD in a major US city. Results have served as a guide for ongoing citywide system improvement efforts by our project team and offer a model for other jurisdictions hoping to strengthen services for perinatal OUD and reduce maternal mortality.

Determinants of Poor Academic Performance among Secondary School Students in Mogadishu Somalia

The study examines the key factors contributing to the poor academic performance of secondary school students in Mogadishu, Somalia. The primary objectives of this research were: to investigate the relationship between limited access to quality education and academic performance; to examine the impact of economic challenges, such as poverty and inability to afford education expenses, on student performance; to explore the role of instability and cultural attitudes towards education; to determine the influence of curriculum quality; and to evaluate the impact of education policy and support. The study employed a quantitative, descriptive research design to achieve these objectives. The target population consisted of 135 head teachers and teachers from the Northern Zone of the Banadir region, which was selected as the most populated area in terms of schools. A sample of 82 respondents was utilized for the investigation.The findings indicate that the various factors examined in the study, including access to quality education, economic challenges, instability, cultural attitudes, curriculum quality, and education policy and support, all have a significant influence on the poor academic performance of secondary school students in Mogadishu. The influential nature of these factors highlights the need for a comprehensive plan to address the issue, which the researcher recommends should involve infrastructure improvements, teacher training, policy updates, awareness campaigns, psychosocial support, and the establishment of collaborative parent-teacher associations and school committees.

Digital Health Tools and Behavioral Strategies to Increase Engagement With Diabetes Self-Management Education and Support: Design and Feasibility of DM-BOOST.

The purpose of the study was to describe the development and feasibility of implementing the DM-BOOST program in support of an established diabetes self-management education and support (DSMES) program. A patient panel of 4 adults with type 2 diabetes (T2DM) codesigned DM-BOOST. DM-BOOST is a patient-focused program that includes peer-written text messages about diabetes self-management behaviors and digital health training to improve patient portal use and initiate goal setting prior to a scheduled DSMES appointment. Adults with T2DM and A1C ≥8.0% participated in a 6-month feasibility pilot. Participants were randomly assigned (1:1) to receive either DM-BOOST or usual care. Outcomes included DSMES engagement (scheduled and attended DSMES appointments) and changes in diabetes self-efficacy and treatment satisfaction. Pilot participants (n = 60) were 60.0% female with mean age 45.5 years (SD 8.3) and A1C 10.1% (SD 1.8%). All DM-BOOST participants (30/30, 100%) had DSMES appointments scheduled compared to 86.7% of usual care (26/30). DM-BOOST participants had fewer DSMES appointment no-shows/cancellations (3/30, 10%) compared to usual care (10/26, 35%). There was greater improvement in diabetes self-efficacy in the DM-BOOST group compared to usual care and no difference in treatment satisfaction. DM-BOOST, leveraging peer-written text messaging and digital health training, increased DSMES engagement. Implementation of DM-BOOST was determined to be feasible, with several system-level barriers identified, including obtaining provider referrals and scheduling appointments. An effectiveness trial of DM-BOOST is needed to evaluate the impact on clinical outcomes.

Delivering a pilot Institution Wide Language Programme (IWLP) at an Irish University: teachers’ perspectives

Abstract This paper analyses the language educator’s experience of delivering an Institution-Wide Language Programme (IWLP) in an Irish University. It uses a focus group to explore the experiences of six International Language Tutors who delivered modules on a pilot IWLP between 2021 and 2024. The findings indicate that designing and delivering the programme was a predominantly rewarding experience for the tutors involved. Positive aspects included engagement levels among students who completed the programme, the freedom to design, deliver and assess modules in a flexible and innovative manner, and the supportive nature of the tutor team. Negative aspects relate to policy issues concerning student eligibility for the programme, operational issues such as (de-)registration, attendance and attrition rates, and misalignment between student and module proficiency levels. Recommendations relate to IWLP design and administration as well as to supports for IWLP language educators. They include the use of hybrid teaching as standard, the opening of IWLPs to all staff and students (using caps on numbers and waiting lists), clear communication to potential participants in relation to the relationship between IWLP language modules and main degrees reflected in simplified registration, deregistration and certification processes, the provision of training in hybrid design and delivery of language modules as well as of appropriate teaching infrastructure, and full integration of the IWLP teaching team into institutional support structures.

Education, research and globalization

The objective of this study is to explore and analyze the emerging challenges in the field of education in the modern era. With the rapid advancements in technology, shifting societal dynamics, and evolving pedagogical approaches, this research aims to identify the key obstacles faced by educators and institutions in delivering effective learning experiences. Understanding these challenges is crucial to devising innovative solutions that can enhance the quality of education and prepare students for the complexities of the 21st century. This study employs a comprehensive literature review, qualitative surveys, and in-depth interviews with educators, administrators, and policymakers across diverse educational settings. By gathering data from various sources, including academic journals, educational reports, and expert opinions, a thorough analysis of the current educational landscape is conducted to identify the multifaceted challenges faced by stakeholders. The findings of this research reveal a myriad of challenges in contemporary education, such as adapting to digital learning environments, addressing the learning disparities exacerbated by socioeconomic factors, and fostering inclusive educational practices. Additionally, the study highlights the significance of mental health support for both educators and students, as well as the importance of nurturing critical thinking, creativity, and adaptability in the curriculum. This study contributes to the existing body of knowledge by providing a nuanced understanding of the new challenges in education and proposing innovative strategies to address them. The research emphasizes the need for collaborative efforts among educators, policymakers, and technology developers to create a responsive and inclusive educational system. By exploring novel approaches and solutions, this study paves the way for a more resilient and equitable education system, ensuring learners are well-equipped to thrive in the rapidly changing global landscape.

Current Congenital Heart Surgery and Pediatric Perfusion Practices in Japan and Vietnam.

The declining birth rate and aging population are becoming increasingly serious social issues in Japan. In this report, we summarize the current congenital heart surgery and pediatric perfusion practices in Japan and Vietnam. In addition we report the rapid growth and development of congenital heart surgery in Vietnam made possible by medical education support provided by Japan over the past decade.