In Slovakia, there still exists a significant amount of stigma and prejudice against LGBTI+ individuals. Minority stress negatively affects the mental and physical health of queer people. Apart from minority stress, students experience discomfort associated with their regular and university life. Our study aimed to explore the experiences of queer students, identify facilitators and barriers to their well-being, and understand the role that university plays in their lives. We utilized the Photovoice method and semi-structured interviews. 11 students (9 women and 2 non-binary individuals) from Comenius University Bratislava, Slovakia participated. Through reflexive thematic analysis, we identified 10 themes, broadly regarding (ill-) well-being, university environment, people, queer identity. Well-being evaluation was different for the university environment and the broader social context. The study highlights the challenges of studying, the superior or inhumane staff behavior and queer negativity as barriers. Conversely, we identified inclusivity, visible hints of support, humanity and support in staff and other individuals as facilitators. The study illustrates how both student and queer identity play a role in the well-being of LGBTI+ students, and how diverging and intersecting these experiences may be. These uniquely contextual results can serve as a basis for the development of interventions and further research.

The purpose of this research was to examine variables that impact academic achievement. Using data from the 2020-2021 Healthy Minds Survey conducted by the University of Michigan, the researchers performed two multivariate logistic regression analyses (weighted N=20,476). Results indicated several connections that impact a college student's experience and academic success. Implications relating to mental health, campus experience, parental education socialization, substance usage, and structural security are examined.

Introduction Engineering higher education faces difficulties in attracting and enrolling motivated students in engineering programs. These challenges call for a deeper insight into the factors that influence student choice when selecting an institution and its engineering programs. Understanding these factors enables institutions to comprehend why students prefer one institution over others and leads to strategies that can enhance the overall student experience, which could ultimately increase enrollment and retention. Methods The current study conducted a mixed inductive and deductive content analysis of open-ended responses from a multi-institutional survey administered to undergraduate engineering students ( n = 473) across nine states in the Northeastern and Midwestern United States. Students responded with their main reasons for choosing their current schools for their engineering education. Results The results yielded a total of 25 factors reflecting a robust number of reasons why undergraduate engineering students chose a university/program. The most frequently mentioned factors included location, program standing, career development, athletic, institutional standing, majors, and cost. Meanwhile, factors such as religion, safety, study length, research, influences from others, and expected income were the least frequently mentioned. Results also showed that racial minority students were more likely to have institutional curriculum and tuition assistance programs, but less likely to have school size, location, and athletic programs as reasons why they chose their university/program. The results showed a similar pattern for female students. The results highlight the importance of accentuating and differentiating location in marketing strategies in engineering programs. Discussion Our study highlights several equally influential factors, including Program standing and Career development. These call for a greater effort to establish a distinct brand image for each engineering program to promote themselves instead of leaning heavily on broader reputation and standing as a school. Institutions should tailor their promotional strategy to focus on showcasing the characteristics of individual engineering disciplines that align with a prospective student’s interests, rather than providing a general institutional standing overview. Faculty could showcase real-world projects and incorporate undergraduate research experiences into coursework, matching students’ skill levels and reflecting the practice of “meeting where students are,” ultimately shaping students’ educational paths and career trajectories.

Objective This study aims to investigate the exercise programs that are more suitable for obese college students. Methods A randomized controlled experimental design was used to randomly divide 57 obese college students into Baduanjin combined resistance training group (BRTG, n = 19), resistance training group (RTG, n = 19), and control group (CG, n = 19). Results 1) After an 8-week intervention, BMI, PBF, and VFI of BRTG and RTG significantly decreased, while MM significantly increased; Meanwhile, PBF and MM of BRTG were significantly lower than that of RTG. 2) The SDNN, RMSSD, and HFnorm of BRTG and RTG were significantly increased after intervention, and LFnorm and LF/HF of BRTG and RTG were significantly decreased; Meanwhile, LFnorm and LF/HF of BRTG were significantly lower than RTG, while HFnorm was significantly higher than RTG. 3) The TC, TG, and LDL-C of BRTG and RTG were significantly decreased, while HDL-C was significantly increased after intervention. 4) Compared with single resistance training, Baduanjin combined with resistance training intervention is more conducive to enhancing the subjective exercise experience and compliance of obese college students. Conclusion Moderate-intensity aerobic combined with resistance training is a more suitable exercise program for obese college students and has greater application potential in health promotion.

Purpose This research aims to identify the key obstacles minority students encounter in the event management industry and industry practices that may hinder inclusivity and propose strategies for fostering greater diversity and equality in event management jobs. Design/methodology/approach A qualitative research design was employed, utilizing semi-structured interviews with minority students belonging to various universities of India who are either doing internships or who were placed in the event industry. Purposive sampling was used to ensure representation from diverse backgrounds. Thematic analysis was conducted to identify common challenges related to event industry experiences, industry exposure and cultural inclusion. Findings Preliminary findings indicate that minority students face barriers such as barriers to mentorship and advancement, workplace culture and macroaggressions, access to opportunities and resources and lack of representation and leadership roles. Industry experiences vary, with some students reporting inclusive initiatives, while others highlight gaps in diversity efforts. Practical implications This study provides valuable insights for event industry professionals and policymakers to create a more inclusive work environment for minority students. Additionally, event industry stakeholders can use these findings to develop more equitable hiring practices and inclusive professional development opportunities. Addressing the diversity deficit in the event industry can contribute to a more representative and innovative event industry. Originality/value This research fills a critical gap in literature by specifically examining the experiences of minority students in event management, an area that has received limited academic attention. By incorporating firsthand student experiences, this research offers unique, data-driven insights that can inform future diversity initiatives in both event sector and academia.

This study explores how integrating simulations into lessons on electrical conductivity in aqueous solutions and electrolysis affects eighth-grade students’ academic achievement, motivation, and their perception of classroom climate. The study included 130 students (64 males, 66 females) from six classes in two Israeli middle schools, divided into an experimental group (68 students, simulation-integrated instruction) and a control group (62 students, traditional instruction). Participants completed pre- and post-achievement tests as well as motivation and classroom climate questionnaires. The results revealed significant improvements in achievement, especially for students with a lower initial performance. Additionally, when simulations were utilized, there was enhanced motivation to study chemistry. Simulations also improved students’ perception of classroom climate across all dimensions, with no significant gender differences observed. A strong positive correlation was found between achievements and motivation, as well as between classroom climate and motivation. The findings underscore the value of simulations and digital tools in education, emphasizing their role in creating more engaging learning experiences. These results also highlight the need for decision-makers to integrate such tools into science education to foster better outcomes in student learning experience.

Learning in elementary schools remains predominantly focused on cognitive aspects, leaving the emotional dimensions that significantly influence students' empathy and character development unmanaged as an integral part of the learning process. As a result, issues such as low social sensitivity, limited learning engagement, and weakened intrinsic motivation persist. This study employs a qualitative method with a phenomenological approach, involving eight students, three teachers, and the school leader as research subjects. The study focuses on the emotional learning experiences of students and the neuroeducational practices of teachers. The research was conducted at SDI Ibadurrahman Blitar. Data were collected through in-depth interviews, classroom observations, and documentation. Data validity was ensured through source triangulation, technique triangulation, member checking, and bracketing. Data analysis was conducted through horizontalization, which involved reducing and developing essential themes. This study aims to analyze how students' emotional experiences during learning contribute to the formation of empathy and character, as well as how teachers understand and apply neuroeducational principles to create a learning environment that supports such development. The findings show that a favorable emotional climate, collaborative learning, routine reflection, and teacher role modeling are effective in activating emotional regulation, increasing learning motivation, fostering empathy, and shaping students' prosocial character.

Objective: The purpose of this investigation was to understand the student-perspective impact of an institutional program to support first-year university students during COVID-19. Interviews were conducted with 37 university students nearing the completion of their first year of studies. Methods: Purposive sampling was conducted to interview students with varying degrees of engagement with the Archway program. Thematic analysis was conducted to better understand how Archway specifically supported students during the pandemic and to determine how the program could be improved and adapted to other contexts and schools. Results: Overall, four overarching themes were developed, revolving around the first-year experience, the mentorship program, community events, and barriers students experienced to participation. Conclusions: Implications for these findings may help to better understand first-year student experiences of virtual support mechanisms, which could help to inform strategic initiatives and programming among post-secondary institutions.

The discrimination that Muslim students face on United States (U.S.) university campuses may be heightened in academic biology environments due to perceived stigma against religion in biology. Furthermore, as undergraduate biology courses transition to active learning, interactions among students often increase, so peer interactions may present additional challenges for biology students with concealable Muslim identities as they consider whether they should reveal their identities. In this study, we explored the experiences of 12 students with concealable Muslim identities during peer interactions in their undergraduate biology courses. We found that students felt their Muslim identity was salient during these peer interactions. However, students generally described the culture of biology as unwelcoming to any mention of religion. They anticipated stigma related to their Muslim identity, which contributed to them typically concealing their identity even though most had not actually experienced stigma related to their Muslim identity during peer interactions in biology. Students wished that their peers knew more about Islam and discussed how their own experiences as Muslims may differ based on their racial/ethnic identities. Our findings add to the growing literature on the experiences of Muslim students in academic biology in the U.S.

Most research on service-learning in health professions education has concentrated on student experiences, with little emphasis on staff engagement. Understanding faculty motivations, challenges, and institutional support in service-learning remains an underexplored area. This study addresses this gap by exploring faculty experiences in an immunisation initiative for the displaced community and identifying factors influencing their participation and engagement. Using a qualitative research approach, focus group discussions were conducted with sixteen participants involved in the initiative. Findings revealed that faculty engagement was driven by hands-on skill development, emotional connection, awareness of community needs, structured project goals, and institutional support. Balancing academic workloads and managing emotional demands hampered sustainable faculty involvement. An unexpected outcome was the depth of faculty members' personal reflection, with many reviewing their privileges and developing a stronger sense of social responsibility. To enhance faculty engagement, this study introduces the HEART framework, which emphasises "hands-on experience, empathy, awareness of community needs, reflection, and teamwork." While the framework provides a structured approach to supporting faculty involvement, further validation is necessary to evaluate its effectiveness across diverse educational settings. Future research should refine its components and explore long-term faculty engagement in service-learning.

The application of VR in interior design education to enhance design effectiveness and student experience

Purpose Socialisation plays a significant role in education, especially for international students, as it helps them develop soft skills that are increasingly valued by employers in the global job market. Since value creation relies on the joint efforts of both the university and the student, these peer interactions play a crucial role in enhancing perceived value. Guided by Weidman’s (1989) seminal framework, this study explores the factors that influence the student’s socialisation process and examines its implications for value co-creation, as conceptualised through Vargo and Lusch’s Service-Dominant Logic. Design/methodology/approach The post-pandemic (Covid-19) study is based on 33 in-depth interviews with international students in Australia. Findings By focussing on the joint creation of value between students and institutions, the study highlights that employability extends beyond the mere acquisition of skills; it involves creating value through meaningful interactions, such as normative perspectives and socialisation processes, which affect students through informal and formal exchanges. Such interactions not only contribute to students’ development but also play a crucial role in building their employability confidence. The findings also highlight how socialisation contributes to understanding different personality traits among international students as they adapt to new academic and cultural environments. Originality/value This study offers valuable insights into the co-creation of value in higher education, particularly as it relates to the socialisation experiences of international students. By integrating the concepts of socialisation and value co-creation, the research enriches existing knowledge on student engagement and development. Additionally, this study lays the groundwork for future research.

Purpose Social determinants of health (SDOH) significantly influence oral and systemic health outcomes yet are often unaddressed in dental hygiene clinical practice. The purpose of this study was to determine the feasibility of integrating SDOH screenings and referrals into a dental hygiene educational clinic and assess the impact on student learning.Methods This two-part, survey-based study included adult patients (n=208) receiving care at a dental hygiene clinic who had completed a validated SDOH needs assessment. Patients with identified needs were referred to community resources using findhelp.org and 211.org, with follow-up conducted via phone calls. A second survey captured reflections from student dental hygienists (n=15) on their experience with the screening and referral process.Results Findings showed that while most patients reported stable housing and food access, a modest number reported concerns related to personal safety, transportation, healthcare access, and emotional well-being. Only a small minority accessed resources post-referral, often due to barriers such as time constraints or that they were not given the website information. Student reflections indicated that the experience increased awareness of patient challenges beyond oral health and fostered empathy, although time limitations and patient discomfort were noted as barriers. Students expressed a variety of views on incorporating SDOH assessments into future practice.Conclusion This study demonstrated that SDOH screening and referral is feasible within dental hygiene education and can enhance student understanding of the broader context of patient care. Further research is needed to determine the experiences of patients and students in other dental hygiene entry-level programs. Future curriculum integration and expansion to additional programs may further support efforts to address health disparities beyond the educational setting to clinical dental hygiene practice.

The comprehension of renal physiology is challenging for undergraduate students. Augmented reality (AR) offers a promising tool to improve comprehension of complex mechanisms. This study examines the students' perceptions and the effectiveness of an AR-based learning sequence on pre- and poststudent drawings of renal physiology. Three cohorts in their first year of undergraduate biomedical education (experimental groups) were enrolled and compared to three cohorts (controls) that performed a regular teacher-centered activity, following parallel content at the same time. The experimental groups performed an activity using the smartphone/tablet application that included a teacher and student guide. We used pre- and postactivity assessments that involved asking the students to draw an integrative diagram that represents the main functions of the kidney from a macroscopic and microscopic point of view. Drawings were analyzed with Kozma and Russell's levels of representation to evaluate learning progressions. In experimental groups, most of the students maintained their level of representation by comparing the pre- and postactivity assessment (54%). However, 42% of the participants advanced towards higher levels of complexity. Scores on the final physiology test showed a significant increase in the experimental groups versus controls. Regarding perception, 95% of the students believed that AR technology enhanced their understanding of kidney physiology, and 73% reported a better comprehension of glomerular filtration. Furthermore, 90% of the students recommended AR as a valuable complement to traditional teaching. Our study suggests that AR has the potential to improve teaching in biomedicine by providing a more interactive and enriched learning experience.NEW & NOTEWORTHY This research evaluates the effectiveness and perceptions of an augmented reality-based learning sequence in undergraduate biomedical students. The augmented reality (AR)-based learning sequence included three-dimensional images of renal anatomy that include zoom and rotate functions and a teacher guide. Using pre- and postactivity assessments, we evaluated student drawing and representations of renal physiology processes at different levels of complexity. The drawings were analyzed with Kozma and Russell's levels of representation. Results suggested that AR has the potential to improve the learning experience in biomedical students.

Learning in pairs in Swedish delivery wards: A win-win approach for midwifery preceptors and students.

Impact of weather-related disasters on medical student rural placements: Implications for clinicians and medical schools.

Faculty-in-residence initiatives can face many challenges, but when successfully implemented, they can have a positive impact on the experiences of both students and faculty. This study explores how faculty serving as faculty-in-residence (FIR) at a public university in Southern California described their integration into residential communities, the challenges they encountered, and the impact of these roles on the broader faculty experience. Using a qualitative interpretive approach, we conducted in-depth interviews with eight FIRs to develop insights into the implementation of FIR programs. Our findings reveal that while the FIRs faced significant challenges—such as time constraints, low student participation, and differing visions of faculty and student affairs professionals—successful integration into residential communities led to meaningful faculty-student interactions and enhanced connection and engagement. The study concludes with recommendations for establishing successful FIR initiatives and emphasizing the role of personalized support, realistic program expectations, and strong collaboration among faculty and student affairs professionals.

Undergraduate research programs (URPs) play an important role in preparing the next cohort of professionals in the health research workforce. URPs also provide continuity and structure during times of stress and uncertainty, like the COVID-19 pandemic and racial reckoning of 2020. This mixed-methods study describes the relationships between student stressors and educational experiences while examining program factors that might have mitigated negative consequences. Participants of an NIH-funded URP, BUILD (Building Infrastructure Leading to Diversity), aimed to increase the number of students from underrepresented backgrounds in biomedical and behavioral sciences Ph.D. programs and research careers (N = 45), were surveyed in September 2020 and again in May 2021 to understand their personal, programmatic, and educational-related concerns during the twin pandemic of COVID-19 and racial injustice. Concurrent and longitudinal correlational relationships as well as qualitative data were examined to describe trainee experiences and inform best practices in supporting academic pursuits and well-being. In fall 2020, students reported high levels of mental health and academic concerns. Additionally, there was a wide spectrum of personal needs concerns, and of emotional impacts of anti-Black racism on students. High levels of these concerns and impacts of racial injustice were related to poorer personal resource management and programmatic working relationships, as well as educational and graduation impacts after students completed a virtual academic year. Students continued to feel emotionally and academically impacted by both anti-Asian and anti-Black racism, and a majority also indicated heightened awareness and engagement with racial injustice topics. Finally, results showed that negative early experiences were related to poorer end-of-the-year educational experiences, and in some cases, these relationships were significant only for students with a weaker sense of belonging, resource management skills, or working relationships. Results supported the URPs’ importance of developing belongingness, strong working relationships, and personal management skills, which improved students’ research and academic success, particularly for those with personal, mental health, and/or academic needs or concerns. Building a network of support and these skill sets as undergraduates may have long-reaching effects to help trainees endure and flourish when faced with future challenges.

Integrating climate change education in preregistration nursing degree in Indonesia: A case study.

English Learning Experiences of Secondary School Students: A Qualitative Analysis