Formal Education Programs Research Articles

Transformation of higher education institutions from rhetoric commitment to a place of lifelong learning organizations: a meta synthesis study

PurposeThe current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal education programs are offered into settings where lifelong learning can be integrated. This demands an inquiry through not only instance investigation but also a more comprehensive evidence upsurge which has great importance in obtaining lessons and drawing conclusions from existing facts to show how higher education institutions can be places where lifelong learning is promoted for the good of both individuals and societal advancement.Design/methodology/approachUsing a meta-synthesis methodology, a comprehensive overview of the current state of knowledge in the area of higher education institutions' role in promoting lifelong learning was synthesized.FindingsThe study identified wide-ranging lifelong learning conceptualizations, potential beneficiaries, learning contents and ways of delivery that can be applied in higher education institutions. Furthermore, the practical challenges, partnership and coordination concerns and policy and reform issues towards promoting lifelong learning were addressed.Originality/valueThis meta-synthesis provides crucial evidence for higher education policymakers and practitioners seeking to guide the transformation of their institutions into settings where lifelong learning is integrated with other forms of educational programs, thereby optimizing individual's professional development and societal progress.

Tackling the radiotherapy (RT) shortage in Sub-Saharan Africa by gathering and using data from LMICs and HICs facilities for designing a future robust RT facility

Purpose Historically, highly sophisticated medical linear accelerators (linacs) produced for high- (HIC) and upper-middle-income country (MIC) markets frequently experience significant additional operational failures in low- and lower-middle-income countries (LMICs). This study focuses on LMICs in Africa where there is a substantial equipment shortfall, projected to be a gap by 2040 of about 5000 linacs. The purpose of this study was to gain an insight into the poor performance of linac components, the unreliable infrastructure often encountered in LMICs and the consequent linac-related treatment downtime. Methods and Materials A questionnaire was sent to at least one cancer center in each of the 28 African countries that had experience treating cancer patients with linacs at the time of the survey (4 more countries have acquired linacs) since we completed this survey. For comparison questionnaires were sent to selected facilities in four high-income countries (Canada, Switzerland, UK, US) and to Jordan, a middle-income country. To investigate factors influencing linac downtime, we first utilised flow diagrams to illustrate the dependence of linac subsystem performance on infrastructural/environmental factors, the availability of spare parts and local repair capability. Secondly, a univariate analysis correlated linac downtime with factors such as method of linac fault diagnosis and staffing. Finally, a multivariate analysis investigated the relationship between GDP per capita and cancer mortality to incidence ratio statistics and compared these with the surveyed linac downtime across low-, middle- and high- income countries. Results Responses to the survey confirmed significant multi-factorial issues that influence the extent of linac downtime especially the performance of multi-leaf collimators, electron guns, vacuum systems, RF power and software. Other challenges include electrical power instability, inadequate national funding (GDP/capita), and workforce capability as well as a significant shortfall in formal education and training programmes for the radiation therapy (RT) workforce. Conclusion This survey identified numerous modes of radiotherapy (RT) equipment failure causing treatment downtime in LMICs that can be overcome by improvements in the design of RT technology but they need to be accompanied by increased RT staff training, improved broadband access and increased annual national funding for RT. The collaborative network of linac-based RT facilities in 28 1 * African countries that was developed to conduct this study is available for further investigations as RT capacity and capability improve in Africa.

Human Resource Management Challenges In The Tourism Industry In Iraq

As Iraq aims to develop its tourism industry to support economic growth following the conflict, a key question arises regarding the workforce needed to enable sustainable sector expansion. This paper explores the unique human resource management (HRM) challenges tourism companies face in this fledgling context through a qualitative study. Semi-structured interviews with eight HR executives from major hospitality firms revealed four major problem themes: recruiting skilled talent, excessive turnover, safety and well-being risks, and inadequate training infrastructure. The findings align with strategic HRM theory in that shortfalls in acquiring, motivating, protecting, and developing human capital obstruct the achievement of organizational growth, productivity, service quality, and continuity goals. Practical implications point to increasing public and private investments in formal tourism education, safety standards, and company-level development programs as priority actions to remedy crippling HRM constraints for the emerging Iraqi tourism sector. The paper spotlights an underexplored yet critically important HRM context, providing empirical insights to inform policies and practices that can unlock the sector's potential.

The Existence of Islamic Education Towards Moral Development in the 5.0 Era

This article discusses the existence of Islamic education towards moral development in the 5.0 era, which necessitates the existence of Islamic education to prevent moral degradation in society. For this reason, Islamic religious education is a necessity for cultivating the spiritual potential of every individual. The purpose of this article is to maintain the existence of Islamic religious education for moral development in the 5.0 era. The research results show that education is a conscious and planned effort to foster the spiritual needs of each individual in the 5.0 era. Likewise, Islamic education shapes individual morals through formal, informal, and non-formal education programs.

ENQUIRE OF THE IMPLEMENTATION OF EDUCATIONAL FUNCTION ON TELEVISI REPUBLIK INDONESIA (TVRI) AS A PUBLIC BROADCASTING INSTITUTION

The function of education is traditionally attached to the role of the Public Broadcasting Service (PBS). Televisi Republik Indonesia (TVRI), stated in the Broadcasting Act 32/2002 as one of the public broadcasting institutions, along with Radio Republik Indonesia (RRI), are to carry out this educational function. This article will analyze the education function performed by TVRI. This research employs a single case study design. Data obtained through interviews and literature review. The results of the study show that educational broadcasts on TVRI have been around for a long time. The results of the documentation study show that educational broadcasts on TVRI receive a positive response from the public. Field research shows that one of the educational programs on TVRI, Study from Home (henceforth referred to as Belajar Dari Rumah/ BDR) has outperformed other public programs. Although traditionally considered one of the main functions of public television, the implementation of educational broadcasts, especially formal education on TVRI is not consistently carried out. The absence of formal education programs at TVRI was due to technical constraints in the form of a lack of compatible studio equipment to record formal education programs and unavailable budgets for the programs..

PEMERKASAAN PENDAKWAH MUALAF DENGAN ILMU KECERDASAN SPIRITUAL DI MUIP

The study aims to identify the knowledge, learning experience, and needs of the module of spiritual intelligence training and modules among converted preachers appointed by the Majlis Ugama Islam dan Adat Resam Melayu Pahang (MUIP). A qualitative method using an interview instrument is used to collect data from the respondents. The interview instrument has been constructed based on the research objectives and has undergone a process of validation by experts. The respondents were randomly selected from a list of converted preachers who have registered and appointed by MUIP. They are from diverse ethnic backgrounds such as Orang Asli, Chinese, and Indians. The interview is conducted face-to-face and online, depending on the location and time factors of the respondent. All interview recordings are translated into text using the Inscribe application. Respondent answers are analysed and categorised by theme. The survey showed that 60% of respondents had spiritual intelligence knowledge at low and medium levels. Some respondents (50%) said they were exposed to the spiritual intelligence knowledge formally and some informally. The majority of respondents (80 %) said they needed the spiritual intelligence knowledge to strengthen themselves internally and consolidate their reputation. Therefore, there is a need to construct a module on spiritual intelligence knowledge and deliver as a formal education program to the converted preachers to strengthen the preaching efforts in Malaysia.

Drama-Based Pedagogy: Ways of Engaging in Mathematics Learning

Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.

Skill Development Opportunities and Challenges in Various Job Markets

In an era defined by rapid technological advancements and evolving global economies, the acquisition of skills has emerged as a pivotal determinant of individual success and societal progress. This research paper undertakes a comprehensive analysis of the multifaceted landscape of skill development, illuminating both the promising opportunities and formidablechallenges that shape this critical domain. Our study delves into the intricate web of skill development, revealing a myriad of opportunities that span formal education and training programs, cutting-edge online learning platforms, collaborative industry partnerships, government policies, and innovative apprenticeship models. We present compelling case studies and empirical evidence that underscore the transformative potential of these opportunities, demonstrating how they have catalyzed skill acquisition, career growth, and economic resilience for individuals and communities. Simultaneously, our investigation does not shy away from the profound challenges that impede equitable and effective skill development. We meticulously examine the hurdles of accessibility and affordability, the persistent issues of education quality and relevance, the growing chasm between skill supply and the dynamic demands of the job market, the disruptive impact of automation and digitalization, and the stubborn socio-economic and gender disparities that persist in skill acquisition. Statistical data and real- world examples provide a rigorous foundation for this analysis, painting a stark portrait of the challenges thatconfront both learners and policymakers.

Advancing Readiness Through Military Programs: An Evidence-Based Practice Perspective.

Military nurses comprise the largest percentage of military health care providers. In the current military health care system, they have two roles: (1) Patient care in military treatment facilities (MTFs) and (2) patient care during combat operations. Although in MTFs, the military nurse's roles are similar to those of their civilian counterpart, their roles are unique and varied in the combat operational environment. These combined roles lead to questions regarding readiness training to ensure that nurses are proficient in both MTFs and combat operational settings where treatment requirements may differ. The purpose of this paper is to (1) present the current state of educational readiness programs to maintain a ready medical force that entail formal teaching programs, military-civilian partnerships, and joint exercises of combat simulations, and (2) identify gaps as presented in an evidence-based practice educational panel. On March 11, 2022, TriService Nursing Research Program hosted the virtual First Military Evidence-Based Practice Summit from the Uniformed Services University of the Health Sciences in Bethesda, MD. As part of the summit, an evidence-based practice education panel discussed the availability of current evidence-driven military medical readiness programs and identified gaps in the integration of military readiness for nursing personnel into the Defense Health Agency and Armed Services. The panel participants discussed the separate requirements for training within the MTFs and in combat operational settings. The available training programs identified by the panel were primarily those developed in local MTF settings to meet local needs. Although these programs support the MTFs' peacetime mission, competing roles, limited time, and limited funds contributed to limited preparation of nursing personnel in skills associated with combat-related injuries and illnesses. Prolonged casualty care has become an important focus for the Department of Defense as greater considerations are directed to wartime operations in austere expeditionary environments. Although there is some training available that is specific for prolonged casualty care, the focus has been the adaptation of combat casualty care during contingency operations. A keynote here was the concept that combat casualty care training must include both development of individual skills and integration of the team since maximal care can be achieved only when the individual and the team operate as a unit. A key point was the utility of central repositories for storing information related to training a ready medical force at individual and unit levels and that these repositories could also be used to collect and facilitate the accession of current evidence-based information. Optimal patient care at all levels of the military health system requires training that maximizes individual and unit skills specific to the environment at an MTF or in a combat operational setting. Training must be designed to incorporate evidence-driven knowledge in all military settings with guidance that is specific to the environment. Enhanced communication of evidence-based training and knowledge is an important component of maintaining a ready medical force for broader medical support of combat contingency operations.

Clinician-perceived barriers and facilitators for the provision of actionable processes of care important for persistent or chronic critical illness.

To explore clinician-perceived barriers to and facilitators for the provision of actionable processes of care important for patients with persistent or chronic critical illness. Qualitative descriptive interview study. Secondary analysis of semi-structured telephone interviews (December 2018 - February 2019) with professionally diverse clinicians working with adults experiencing persistent or chronic critical illness in Canadian intensive care units. We used deductive content analysis informed by the Social-Ecological Model. We recruited 31 participants from intensive care units across nine Canadian provinces. Reported intrapersonal level barriers to the provision of actionable processes of care included lack of training, negative emotions and challenges prioritizing these patients. Facilitators included establishment of positive relations and trust with patients and family. Interpersonal barriers included communication difficulties, limited access to physicians and conflict. Facilitators included communication support, time spent with the patient/family and conflict management. Institutional barriers comprised inappropriate care processes, inadequate resources and disruptive environmental conditions. Facilitators were regular team rounds, appropriate staffing and employment of a primary care (nurse and/or physician) model. Community-level barriers included inappropriate care location and insufficient transition support. Facilitators were accessed to alternate care sites/teams and to formalized transition support. Public policy-level barriers included inadequacy of formal education programs for the care of these patients; knowledge implementation for patient management was identified as a facilitator. Our results highlighted multilevel barriers and facilitators to the delivery of actionable processes important for quality care for patient/family experiencing persistent or chronic critical illness. Using the Social-Ecological Model, the results of this study provide intra and interpersonal, institutional, community and policy-level barriers to address and facilitators to harness to improve the care of patients/family experiencing persistent or chronic critical illness. Consolidated criteria for reporting qualitative studies. No patient or public contribution.

Developing Language Assessment Literacy of Teachers: needs, effective factors, and constraints

In recent years, developing language assessment literacy (LAL) has become crucial for teachers in enhancing their teaching practices and improving students’ learning outcomes. Empirical research reported that there was a training need for formal education and professional development programs in assessment (Berry et al., 2017; Vogt & Tsagari, 2014). Therefore, this paper reports a systematic review of teachers’ language assessment literacy development: training needs, training effective factors, and language assessment practice constraints. The purpose of the review is to provide an updated overview of the empirical research on language assessment development. I utilized systematic review for social studies using the following steps: forming research questions, choosing the appropriate search terms and strategy, starting the literature search, developing inclusion criteria, determining relevant studies, and extracting data (Petticrew & Roberts, 2006). The search was limited to the 12 years’ publications because there was an increase attention on developing teacher’s language assessment literacy in these years. The selected studies were analyzed using the content analysis approach. The results suggested that teachers needed in-service training in different LAL content areas that varied according to the educational context needs in their countries. The results also revealed that teachers' experience and self-reflection needed to be considered in development programs and teachers should be involved in collaborative learning communities. The collaborative learning communities provided the needed professional support and give the chance for teachers to share their experience. Furthermore, the reality and constraints needed to be recognized as they influenced teachers' assessment practices. Finally, research implications and future research directions on teachers’ language assessment literacy are discussed.

Knowledge and predictors of attitudes of hepatitis B virus infection prevention among adults in Tolon, Northern Ghana.

Viral hepatitis is one of the major public health concerns, targeted for eradication by 2030. Though previous research has concentrated largely on pregnant women and urban areas, rural populations are reported to be greatly affected in northern Ghana. This study determined knowledge and predictors of attitudes toward hepatitis B virus (HBV) infection prevention among adults in Tolon District, Northern Ghana. This was a population-based cross-sectional descriptive study with a quantitative approach. A multistage stratified random sampling technique was used to select 195 adults. Data were analysed using SPSS version 26. Composite scores were generated for knowledge and attitude levels. At 0.05 precision level, multiple linear regression was performed to determine predictors of respondents' attitudes. The overall knowledge level (48.7%) of participants on HBV infection was average, with the majority (67.0%) demonstrating unsatisfactory attitudes towards the prevention. The regression equation was statistically significant (F (3,191) = 61.051), p < 0.001. About half (49%) of the variance in attitude was explained by the independent variables. Participants predicted attitude score was determined as 3.784 - 0.040 (age) + 0.435 (knowledge), where age was measured in years and knowledge was measured as scores on a continuous variable scale. Knowledge levels are sub-optimal with unsatisfactory attitudes toward HBV infection prevention in the study setting. Participants' age and knowledge of HBV are significant predictors of attitudes toward its prevention. There is a need to increase access to formal education and health promotion programs in the district, to complement government efforts to attain Sustainable Development Goal 3 (SDG-3).

516 Ultrasound Cannulation Training: A Hit or a Miss

Abstract As a junior doctor, familiarisation with ultrasound skills can be very useful. This reduces stress for patients from multiple access attempts, as well as preserving venous access. In our District General Hospital (DGH), there was no teaching on ultrasound-guided venous access available. Our aim was to create a formal training programme on ultrasound-guided venous access for junior doctors. Discussions were held with the medical education team at our DGH in order to understand how to organise a formal teaching programme. The interest of junior doctors was gathered through informal discussion. Those interested were then asked to complete pre and post-course evaluation forms. Data was gathered on experience using ultrasound, confidence (out of 5) in performing ultrasound cannulation before and after the session, and usefulness of the session. Of the 16 participants, only 81% (n=13) filled in the pre-session form, therefore data was only analysed from these individuals. 54% of participants (n=7) had previous experience using an ultrasound machine. 100% (n=13) felt more confident performing ultrasound-guided venous access after attending the session. The average confidence score pre versus post-session was 1.69/5 vs 4.08/5. This programme has the potential to improve confidence in procedural skills amongst junior doctors whilst also minimising the stress for patients of multiple access attempts. Though the sample obtained was small, it is clear to see increased confidence in participants, regardless of prior experience. The results from this study will be critical in continuing this training programme in our hospital and hopeful roll out to a wider audience.

Decoding Digital Learning Outcomes Among Diverse Learners

The democratization of online platforms through technological advancements has helped in the growth of new tools for digital learning. The global pandemic in 2019 accelerated the shift to a digital environment for organisations worldwide. With a shift to online learning, there has been a sudden spike in enrolments for massive open online courses. The present study addresses this gap in the literature by analysing the impact of MOOC courses on the achievement of program outcomes of a formal education program. The authors attempt to understand if digital learning outcomes vary among diverse learner groups, if the adaption of MOOC courses enhances the achievement of program outcomes among diverse learner groups. The data for this study were collected using purposive sampling from students pursuing a management course at a B-school in India. The results of the study indicate that diversity has no impact on the achievement of program outcomes.

Coach experiences of formal coach education developed by national governing bodies: a systematic review

ABSTRACT Background The education and training of coaches is considered central to maintaining and improving the quality of coaching. Formal coach education is accessed by thousands of coaches each year. However, evidence would suggest this form of learning plays only a minor role in coaches’ development. One possible reason for this is the lack of consideration of the coaches’ perspective in the design of current programmes. Purpose The purpose of this study was to systematically review the existing empirical evidence about how coaches experience formal coach education programmes developed by NGBs. Methods A systematic review was conducted. Based on the ENTREQ guidelines, a comprehensive search was performed in six electronic databases (ERIC, PsycInfo, PsycARTICLES, Sport Discus, Scopus, Web of Science) using key words related to coach experience, coach education and national governing bodies. The inclusion criteria were: coach, coach trainee, coach learner; formal coach education courses developed by NGBs; peer-reviewed articles in English published between 2000 and 2021; qualitative methods studies. Thematic analysis was used to analyse data from the included articles. Results 15 studies met the study’s inclusion criteria. Analysis showed three main themes influenced coaches’ course experience: (1) coach educator pedagogy (2) learning design, and (3) course content. More specifically, coaches’ experience depended heavily on (a) whether the educator used pedagogical approaches which include interactive elements and (b) whether educators had good interpersonal skills. In addition, coaches experienced their NGB course positively when there were opportunities to apply their learning in practical-based workshops. Conclusion The review provides a detailed understanding of what coaches perceive they want and need from NGB coach education courses. While we cannot claim that the perceptions from the coaches in this systematic review can be generalised or represent the experiences of every coach, these findings provide insight to inform how future NGB’s designers and educators could think about what coaches want and need from their education and training experiences. What we found surprising was the limited number of published, peer-reviewed work, which has attempted to learn about how coaches’ experience NGB led coach education. This is especially so given this is often the only mandatory learning coaches are required to complete.

Adolescents’ Familiarity with Ageism and Their Attitudes towards Negative Stereotypes about Older People

Attitudes towards negative stereotypes about older people have their roots in childhood, develop through adolescence and lead to ageism. The current study investigated how many adolescents have heard of ageism and if their age affects their attitude towards negative stereotypes about older people. In the year 2022, 188 secondary school students (aged 15–19, Mean 16.9, SD = 1.37) participated in an online survey about their familiarity with ageism and attitude towards negative stereotypes about older people. Out of all 188 respondents, only 35 of those with an older relative (18.6%) were familiar with ageism (p=0.039). Of these 35 respondents, 11 of them (31.4%) learned about ageism at school, 5 (14.3%) in the media, 4 (11.4%) at home and 4 (11.4%) on the Internet. Further, the majority, i.e. from 33.9% to 59.6% of younger respondents (aged 15 - 17) and 35% to 59.5% of older ones (aged 18 - 19) expressed a neutral attitude towards negative stereotypes about older people. Furthermore, 8.3% to 44.0% of younger and even 10.1% to 50.6% of older respondents agreed with negative stereotypes about older people. A higher proportion of younger respondents agreed than older ones (28.4 % vs.17.7 %) agreed with statement that older people accept innovations (p=0.032). Due to the insufficiently small and unrepresentative sample of the study population, the findings of the research can only be generalized to the population of students of the two secondary schools that participated in research, and to the population of Slovenian adolescents only conditionally. Already in the early period of adolescence it is necessary to carry out preventive activities to reduce ageism, such as quality intergenerational contacts combined with formal and informal educational programs about ageism and aging, in which older people with a positive view of aging would actively participate.

Fostering ocean literacy through informal marine education programs

Despite general interest in the concept, there is a lack of formal education systems that foster ocean literacy. Informal marine education programs may be filling this gap; where students undertake unique, immersive learning experiences connected to the marine environment. This paper consolidates information about marine education programs within Australia's temperate region – the Great Southern Reef – and evaluates the extent to which ocean literacy is being delivered through these programs under the banner of Australia's national curriculum. Using the mixed methods approach of a survey and semi-structured interviews, we found that participants are familiar with ocean literacy principles (89.4 %), and half of the informal providers (51 %) reported incorporating these principles into their education programs. We discuss the barriers to teaching and learning about ocean concepts reported by respondents, and argue that formal and informal education programs, working in tandem, can improve school curricula and promote greater ocean literacy.

Key aspects of teaching that affect perceived preparedness of medical students for transition to work: insights from the COVID-19 pandemic.

The self-perceived preparedness of medical students to transition into practising junior doctors has implications for patient safety, graduate well-being and development of professional identity. To examine the impact of changes to final-year education and placements and determine key elements that contribute to self-perceived preparedness for transition to work. An online survey among final-year medical students at one Australian medical school in 2020 (the cohort most affected by the coronarvirus disease 2019 [COVID-19] pandemic), exploring overall self-perceived preparedness and specific competencies, including questions in previous Australian Medical Council/Medical Board of Australia annual national surveys. Quantitative and qualitative content analyses were performed. Thirty-three percent of eligible participants completed the survey. There was a significant decline in overall self-perceived preparedness among participants (mean preparedness, 3.55 ± 0.88) compared with 2019 graduates from the same medical school (mean preparedness, 4.28 ± 0.64, P < 0.001) and the national average (mean preparedness, 3.81 ± 0.93, P = 0.04). There was a decline in self-perceived preparedness for all specific competencies, with complex competencies more greatly affected. Qualitative content analysis of free text responses identified limitations of an online compared with a face-to-face formal education program and specific aspects of placements, which contribute to perceived preparedness. The current study highlights key aspects of clinical placements and formal teaching programs that contribute to perceptions of preparedness for transition to clinical practice. Relevant experiential learning in the clinical setting, opportunities for deliberate practice of necessary skills (in simulation and the clinical setting) and reflective opportunities from formal teaching programs contribute to perceived preparedness and are important elements to be included in the final phase of any medical program.

Master’s degree programmes and the development of language teacher TEL expertise in times of digital transformation

The potential of digital technologies to transform the way languages are learned has long been widely recognised and researched. However, the issue of developing teachers’ TEL (technology-enhanced learning) expertise has received less attention. This study employed a qualitative survey methodology and TPACK as a theoretical lens (Mishra & Koehler, 2006) to better understand how UK master’s programmes in TESOL/ Applied Linguistics help teachers to develop their TEL expertise. Based on an analysis of publicly available programme documents and ten semi-structured graduate interviews, the study found that not all programmes pursue the development of teachers’ TEL expertise; where they do, that is accomplished either through standalone TEL-related modules or through TEL-related content within TESOL/Applied Linguistics modules. The key takeaway from this analysis is that merely offering these structures does not suffice, as much depends on whether there is a purposeful blending between technology, pedagogy, and content in the module, as well as on the instructional design of the entire programme. Considering the need for deeper and wider digital transformation in language education, especially following the Covid-19 pandemic, these findings are important to formal language teacher education programmes that seek to develop courses that enhance teacher TEL expertise.Keywords: language education; language teaching; formal teacher education; TESOL & Applied Linguistics; postgraduate programmes; TEL (Technology-Enhanced Learning); CALL (Computer-Assisted Language Learning); TPACKPart of the Special Issue Teaching practices in times of digital transformation <https://doi.org/10.21428/8c225f6e.ac86609b>

Cybersecurity Workforce Landscape, Education, and Industry Growth Prospects in Southeast Asia

Given the chronic lack of qualified professionals in the cybersecurity industry, the present paper seeks to evaluate the current interest in cybersecurity across Southeast Asia nations and then compare it with the available educational offerings of related degrees in each country to identify eventual gaps in the market. The goal is to assess whether there is a need for additional degree programs in cybersecurity and to evaluate the potential for future growth in the industry by providing a solid educational foundation for aspiring professionals. To estimate current interest from prospective students and profesionals in cybersecurity across each country, leaderboards from the popular TryHackMe gamified cybersecurity training platform are referenced. We further discuss issues by considering the related formal education programmes offered by the top universities in each country, identified by their presence in the QS world university rankings. The data are then used to propose two new metrics: the ‘Cybersecurity Education Prospects Index’ (CEPI) and the ‘Cybersecurity Industry Prospects Index’ (CIPI), which show how most of the eleven countries in Southeast Asia do have an unmet demand for cybersecurity education and only a few of them have already developed an educational infrastructure that is ready to support the growing needs of the local and international industry.