This study evaluated Google Meet and Zoom as platforms for digital learning delivery among students enrolled in Aircraft Maintenance Technology and Avionics Technology programs at Indiana Aerospace University. Using a quantitative descriptive design, data were collected from 100 students through a structured questionnaire measured on a five-point Likert scale. The study examined students’ perceptions in terms of academic preference, financial accessibility, and information safety and security, as well as the challenges encountered during platform use. Findings revealed that both platforms were generally perceived as supportive of students’ learning needs, with high ratings in accessibility, academic usability, and affordability. However, technical issues such as audio problems, unstable internet connections, video quality concerns, and difficulty maintaining focus were commonly reported. Students also expressed moderate concerns regarding privacy and data protection. The results suggest that while Google Meet and Zoom are effective tools for digital learning, improvements in technical reliability, engagement features, and security measures are necessary. The study recommends that educational institutions consider both pedagogical and technological factors when selecting digital learning platforms, particularly for students in highly technical and practice-oriented programs.

This study explores the barriers to ISO 9001 implementation in Resident Welfare Associations (RWAs) within the Delhi NCR region, focusing on the multidimensional challenges that hinder the adoption of structured quality management systems. Despite the growing relevance of ISO 9001 in improving community-level governance and service delivery, RWAs continue to face significant obstacles rooted in organizational limitations, cultural resistance, financial constraints, regulatory ambiguity, and technological inadequacies. A mixed-methods research design was adopted to gain comprehensive insights, utilizing structured questionnaires to collect quantitative data and semi-structured interviews for qualitative exploration. Data collection tools included Google Forms for surveys and digital meeting platforms such as Google Meet and Zoom for interviews. Quantitative analysis involved descriptive and inferential statistical techniques, while thematic analysis was applied to qualitative responses. The findings underscore the urgent need for targeted policy support, digital literacy enhancement, financial assistance, and community sensitization to facilitate effective ISO 9001 implementation in RWAs. The study contributes to the discourse on urban governance and highlights practical pathways to improve quality standards in resident-led organizations.

The Armed Forces Community (AFC) experience significant health inequalities and barriers to accessing support. Cornwall, England, has one of the highest AFC populations. A social prescribing service, delivered by Active Plus, was developed to improve physical and mental well-being and target wider determinants of health of this population. Uniquely, the service is delivered by social prescribing link workers who are themselves veterans. This evaluation aimed to qualitatively explore the experiences of the service users and the social prescribing link workers. Semistructured interviews of five service users and four social prescribing link workers were conducted online using Google Meet. Service users were sampled to reflect diversity in service branch, age and time since leaving the Armed Forces. Informed consent processes were carried out. Data were transcribed, checked, anonymised and inductively thematically analysed. Service users had struggled to transition from a military to a civilian identity. Referrals were for mental health, social isolation, housing, finances, physical health and domestic abuse. Having a social prescribing link worker who was a veteran was a crucial component of establishing trust, without the need to explain military culture or experiences. This was instrumental in helping service users engage more fully with the service offered. Service users reported improvements in their living conditions and mental health, were more connected to other people and had a renewed sense of hope and optimism. This is the first report of experiences of the AFC receiving bespoke social prescribing support. The findings highlight the crucial nature of designing the social prescribing service to resonate with military culture and the difficulties of transitioning to a civilian identity. Service users had improved well-being and were supported with a range of determinants of health. Further research needs to be carried out on other AFC members to confirm the findings.

Abstract Introduction Sexuality Education is a comprehensive educational process that encompasses knowledge, skills, and values to promote improvements in sexual and general quality of life. Objective To describe the dynamics of an interdisciplinary service that aims to promote sexual education for individuals, both in person and virtually. Materials and Methods Instituto Ciranda Comportamento e Sexualidade is a sexual education service created in November 2019 by a physiotherapist and a psychologist, specialists in Human Sexuality. Together, they promote theoretically and scientifically based educational activities in both in-person and virtual environments. These include lectures and discussion groups, live broadcasts, and the promotion of educational materials posted on social media, such as Instagram and other communication channels. The aim is to promote improved sexuality by addressing various sexual education topics for the population. Results In March 2019, with the support of a marketing consultant, we developed an Instagram page, website, and LinkedIn page, where we have reached 2387 followers to date, 483 posts with educational content, including videos, texts with accessible vocabulary, and live broadcasts viewed. In addition, we held talks and discussion groups via the Google Meet platform for approximately 700 women. We also offer outreach courses for healthcare professionals since 2022, with more than 15 courses delivered to date. Conclusion Investing in equity, online or in-person educational activities, sex therapy services for vulnerable individuals, and sex education training for healthcare professionals is of utmost importance to promote improvements in sexual and general quality of life. Financing No conflict.

The study used a descriptive survey to assess science students’ awareness and perceptions of artificial intelligence (AI) tools at Aminu Saleh College of Education, Azare, guided by four research questions and one hypothesis; from the population of all science students, 147 respondents across Biology Education, Health Education, and Agricultural Education completed an online SurveyHeart questionnaire (validated by experts and showing a Cronbach’s alpha of 0.73 via SPSS v.26), and data were analyzed using means, standard deviations, and one‑way ANOVA. Findings showed varied awareness of specific AI platforms—ChatGPT (80%), Meta AI (73%), Google Meet (15%), Google Classroom (7%), and Gemini (7%)—while overall levels of awareness and use were uneven: about 70% of students demonstrated low awareness of AI tools for learning, 31% moderate awareness, 36% reported no awareness of using AI in learning, and only 10% had high awareness. Students’ perceptions were generally favorable, with an aggregate mean of 4.11 indicating that most viewed AI as an efficient academic aid that optimizes study time and provides quick access to personalized resources. Gender comparisons revealed that female students reported a higher mean level of awareness than males (32.06 vs. 26.53), and a one‑way ANOVA found a statistically significant gender difference in awareness and utilization of AI tools (F =4.4, df =146, p=0.04), whereas perceptions did not differ significantly by gender (female mean 4.15 vs. male mean 4.10; ANOVA F =0.20, df =146, p=0.65). Overall, while specific AI platforms are known to many students, substantive gaps exist in practical awareness and use—especially among a large portion with low or no awareness—despite generally positive perception toward AI’s educational benefits, suggesting a need for targeted training and integration strategies to increase equitable and effective adoption across programs and genders.

The global COVID-19 pandemic has had a profound impact on the education system. Education shifted to virtual methods, while there was not enough time to plan and choose a proper educational platform. In this study, we present an up-to-date review of the most commonly used virtual education platforms in Iran during the COVID-19 pandemic. This narrative review systematically searched Persian and English articles (2020-2024) in Medline, EMBASE, Scopus, Web of Science, ERIC, SID, CIVILICA, and PubMed using keywords: "COVID-19", "virtual learning", "online learning", "distance learning", "post-COVID infection", "real and virtual simulation", and "educational platforms". Virtual classes have become increasingly popular during the pandemic. Adobe Connect, Sky Room, Skype, Big Blue Button, Google Meet, Gharar, Zoom, and Navaid System were the most commonly used platforms during the COVID pandemic in Iran. The most frequently utilized systems included Shad (predominant in general education and training) and Navid (leading in medical sciences). Shad had excelled in scalability and institutional integration but faced connectivity issues in rural areas. Despite its technical strengths, Navid was criticized because of insufficient interactivity and misalignment with learner needs in medical English. During COVID-19, online medical education in Iran relied mainly on domestic platforms, which have some limitations. To ensure future equity and competency, a shift toward hybrid models incorporating offline-capable Learning Management Systems (LMS), simulation, and digital literacy training is essential.

Tele-neuropsychological assessment in children with self-limited epilepsy with centrotemporal spikes: a pilot study.

This study addresses the challenge of creating an authentic and adaptive school curriculum (KSP) in Indonesia, where administrative burden often leads to generic "copy-paste" documents. The core challenge is the complex, time-consuming KSP development (4-6 weeks) and the lack of intensive teacher support. This paper introduces the KSP Fast Track innovation, integrating Google Tools and Artificial Intelligence (AI) to transform the supervisory process. The methodology involved using Google Classroom as a Digital Command Center, Gemini AI for automatic KSP analysis/recommendations based on educational report data, and Google Meet for real-time, substantive coaching. Results show a significant 70% reduction in KSP development time (down to 1-2 weeks) and the successful creation of authentic, adaptive KSP documents. This transforms the supervisor's role into an inspirational coach, focusing on educational quality rather than administrative checks.

The development of digital marketing is encouraging service companies, including the hospitality sector, to develop digital reseller-based marketing models. RedDoorz implemented a coaching program through the RedSeller app as part of its training program for new resellers. This community service program aimed to evaluate the effectiveness of the RedSeller coaching program in improving new resellers' understanding of app usage and digital marketing readiness. The method used was descriptive qualitative through participatory observation, pre- and post-tests in the form of open-ended questions, and documentation of coaching activities and follow-up mentoring. The program was conducted online via Google Meet and supported by mentoring through a WhatsApp group. The results showed an increase in RedSellers' understanding of RedSeller app features and digital promotion strategies after participating in the coaching. However, a single coaching session is not entirely sufficient, requiring ongoing mentoring. Therefore, it is recommended to strengthen coaching materials, provide video tutorials, promotional content templates, and provide regular thematic webinars.

High-quality training in anesthesia nursing-particularly in intraoperative monitoring-is essential for ensuring patient safety. However, the rapid shift toward online learning after COVID-19 has led to challenges such as reduced interaction, limited personalization, and decreased student engagement. Structured instructional models combined with artificial intelligence (AI)-based personalization may help enhance the effectiveness of online anesthesia education. This interventional pre-test-post-test study included 350 undergraduate anesthesia nursing students at Ahvaz Jundishapur University of Medical Sciences. Learning styles were identified using the VARK questionnaire and classified through an Artificial Neural Network (ANN) model with 84.7% accuracy. Students were randomly assigned to an intervention group (n = 172) or a control group (n = 168). The intervention group received a Small Private Online Course (SPOC) designed according to Gagné's nine-step instructional model and personalized to individual learning styles. The control group received standard online instruction via Google Meet. Knowledge and skill assessments were administered before and after the intervention. Data were analyzed using paired t-tests, independent t-tests, and effect size calculations. Students in the intervention group showed significant improvements in knowledge (from 50.28 ± SD to 67.76 ± SD; mean change + 17.48, p < 0.001) and skills (from 54.67 ± SD to 65.33 ± SD; mean change + 10.66, p < 0.001). These gains were significantly greater than those in the control group (knowledge + 2.89, p < 0.001; skills + 4.21, p = 0.014). Effect sizes indicated a strong educational impact. The ANN model demonstrated reliable classification of learning styles, with particularly high accuracy for auditory (85.6%) and kinesthetic (88.1%) learners. A hybrid model integrating SPOC delivery with Gagné's nine instructional steps-enhanced through AI-based learning style personalization-significantly improves anesthesia students' theoretical knowledge and practical monitoring skills. This structured and scalable approach offers a promising framework for designing effective online medical education.

At the beginning of March 2020, the Industrial and Technological Baccalaureate Center No. 45 faced the need to continue the academic semester using a virtual learning model, which required the rapid implementation of emergency measures. This situation generated an adaptation process for both students and parents. Objective: To identify the impact of the transition from face-to-face education to a virtual model on students and their families in order to complete the semester in the Technical Program in Programming. Methodology: A qualitative study with an applied ethnographic method conducted between April 20 and May 23, 2020. Semi-structured interviews were carried out with 18 participants (eleven students and seven mothers of students enrolled in the programming program), using Google Meet and, in some cases, in-person interviews following the necessary health measures. Results: The findings revealed the presence of certain levels of stress and anxiety among students due to virtual classes. Although these classes were generally rated as satisfactory, problems related to internet connectivity, schedule overlaps, and a lack of commitment from some teachers were identified. All students expressed a clear preference for face-to-face classes. Conclusions: Adaptation to the virtual learning environment caused high levels of stress among students. Additionally, this modality negatively affected the achievement of optimal learning outcomes in programming students by limiting the development of essential practical competencies required for this technical program.

In this text is discussed the issue of insecurity during the first five years of teaching, which ranges from the shortcomings of Initial Teacher Training in preparing future teachers for the profession to the instability of the teaching career. It presents an excerpt from the postdoctoral research titled “Reflections of the Lesson Study experience lived during undergraduate studies on the practice of Mathematics teachers,” which involved seven teachers who had participated in a Lesson Study experience carried out through the Pedagogical Residency Program in 2019, while they were still students in the Mathematics Teaching Degree program at FCT/UNESP. The participants were interviewed in the first semester of 2024 via the Google Meet platform. The meetings were recorded and transcribed in order to be analyzed using Discursive Textual Analysis, following the stages of unitization, categorization, and metatext. This text presents some of their responses with the aim of identifying the factors that caused insecurity at the beginning of their teaching careers. The importance of shedding light on this topic is emphasized, as such insecurities can lead to teachers giving up or abandoning the profession, thus highlighting the need for changes in Initial Teacher Training programs and for the expansion of policies integrated into this stage of training.

This study aimed to explore the challenges faced by higher education students on the use of digital learning resources in classrooms during and after the COVID-19 pandemic. The study was conducted among higher education students studying in the Master of Education (M.Ed.) programme with specialized in Health Education from Tribhuvan University (TU), Nepal employing an exploratory qualitative research design with a narrative inquiry approach. For this study, three campuses under the TU were selected purposively, where three focus group discussions were conducted to solicit information from 18 participants, with six from each campus. The Technological Pedagogical Content Knowledge (TPACK) explanatory framework was used to analyze the data under four broader themes: technological challenges, pedagogical challenges, content-related challenges, and other challenges. The findings of the study indicated that the students faced multiple levels of challenges such as lack of personal hardware devices, internet service, and appropriate knowledge of using digital learning resources like Zoom, Google Meet, and Microsoft Teams, along with financial and pedagogical challenges that further impeded their access to these resources. Despite the university's adoption of online classroom teaching guidelines, the implementation was ineffective, and the curriculum remained outdated, hindering the ability to envision classroom activities beyond the university's premises. The study underscores the need for systemic reforms, including investments in ICT-based infrastructure, faculty professional development programs, curriculum modernization, and policy reform to ensure equitable access and effective digital learning. Future researchers are encouraged to conduct intervention-based studies in collaboration with stakeholders to address the underlying challenges as identified by this study.

ObjectiveTo explore physiotherapists' perceptions of integrating scientific knowledge into clinical practice and the role of social media in supporting evidence-based rehabilitation.DesignQualitative exploratory study.SettingOnline interviews.ParticipantsTwenty-eight physiotherapists representing a range of clinical specialities.MethodsSemi-structured interviews were conducted via Google Meet, lasting on average 25 minutes. Sessions were recorded, transcribed verbatim and analysed using Braun and Clarke's thematic analysis. Coding was performed independently by two researchers, with triangulation to ensure trustworthiness. Data collection continued until thematic saturation was reached.ResultsTwo overarching themes were identified, comprising 10 sub-themes. (1) Application of scientific knowledge in clinical practice: participants recognised the importance of research evidence but reported barriers such as limited time, complex academic language and lack of institutional support. Strategies to overcome these challenges included targeted reading, continuing professional development and peer exchange. (2) Social media as a source of scientific information: platforms such as Instagram and YouTube were valued for accessibility, brevity and opportunities to share knowledge, but concerns were raised regarding superficiality, misinformation and commercial interests.ConclusionPhysiotherapists value scientific knowledge in clinical decision making but face persistent obstacles to its systematic use. Social media was perceived as a complementary resource for professional development, provided it is approached critically. Enhancing scientific and media literacy may improve the safe integration of digital content into evidence-based practice.

Background: Clinical psychiatric placement is one of the most significant aspects of the nursing programme, where nursing students get the opportunity to integrate theory learned in the class with practice at psychiatric hospitals accredited by the South African Nursing Council (SANC). Aim: The objective of the study was to have an in-depth understanding of the experiences of undergraduate nursing students regarding clinical placement in psychiatric hospitals of the North West Province (NWP), South Africa (SA). Setting: This study was conducted in only one campus of the three campuses of the selected Nursing Education Institution (NEI) in NWP, SA. Thus, the findings cannot be generalized to other campuses or NEIs in the country. Method: A qualitative-explorative-descriptive and contextual research design was used to conduct the study. A non-probability purposive sampling technique was used to select 12 undergraduate nursing students who participated in the study. All 12 participants were recruited from the selected NEI, and eight of them were females while only four were males. Semi-structured in-depth individual interviews, through Google Meet, were conducted with third- and fourth-year undergraduate nursing students. The researcher and an independent co-coder used thematic analysis to analyze data. Results: Three themes emerged from the study as follows: positive experiences of being placed in a clinical psychiatric environment; negative experiences of being placed in a clinical psychiatric environment; and suggestions to improve clinical psychiatric placement. Conclusion: The study revealed different challenges that impede learning and competency of third- and fourth-year undergraduate nursing students during clinical psychiatric placements in psychiatric hospitals. It is crucial to apply intensive interventions to resolve and mitigate the negative challenges revealed in the study. Contribution: This study could make an impact in NEIs and psychiatric nursing practice. The study may also add important information to the field of psychiatric nursing science.

Purpose: this article aims to understand how the characteristics (food, service and environment) of a organic restaurant are linked to the principles of the social axis of ESG and how they are perceived by consumers. Design/methodology/approach: the research was configured as exploratory, with a qualitative approach. Through in-depth interviews, supported by a semi-structured script, with the restaurant owner and consumers. The questionnaire used to guide the interviews was prepared considering the criteria of the Social axis of ESG of the ABNT PR 2030 (2022) standard and validated by experts. The selection of interviewees took place using non-probabilistic, convenience sampling techniques. The interviews were carried out in April 2024 in person with the owner and some consumers. Likewise, the Google Meet® tool was used to interview other customers. The interviews were transcribed and content analysis was subsequently used. Findings: the research showed that there is coherence between the restaurant's purposes and customers' perception of practices related to the social axis of ESG as provided for in the ABNT PR 2030 Standard (2022). The analysis of the owner's and consumers' statements showed that the five themes of the social axis (social and territorial dialogue, human rights, diversity and inclusion, work relations and practices and social responsibility in the value chain) are present in the enterprise's routines and are recognized by visitors. It was found that dialogue with the community occurs in a welcoming and informal way, through interaction with customers, employees and suppliers, in addition to the use of social networks. Respect for human rights and cordiality were perceived both in the internal organization of activities and in the environmental climate experienced by customers. Actions related to diversity, equity and inclusion are reflected in the physical space, furniture and living possibilities, being understood as differentiators. Concern for the well-being, health and qualifications of employees was perceived by consumers as an element that improves service and the experience at the location. Trust relationships with suppliers and the use of seasonal inputs were also observed, reinforcing the bond with the territory. Thus, the results show that the daily practice of the restaurant incorporates, in an integrated way, social values that benefit employees, customers, suppliers and the community. Practical implications: the analysis showed that simple and sometimes informal practices, when aligned with social values and well perceived by customers, can generate positive impacts both internally and externally. The study shows that prioritizing local suppliers, taking care of interpersonal relationships with employees and customers, promoting physical and cultural inclusion in the environment and maintaining transparent communication contribute to socially responsible management. Thus, the enterprise strengthens ties, generates benefits for the community and reinforces the importance of practices aligned with the social axis even without necessarily formalizing processes. Originality/value: the study offers originality/value by highlighting how a restaurant with organic appeal incorporates, in a practical and everyday way, themes from the social axis of ABNT PR 2030, proven both by the owner's speech and by the customers' perception. The research contributes by demonstrating that the alignment between real practices and external perceptions adds legitimacy and strengthens social impact. The work also shows that it is possible to produce positive effects on labor relations, human rights and inclusion without relying on complex formal structures. Research limitations: the research was based on the report of the owner and a group of customers, not covering all possible audiences involved. The practices observed are valid for the specific context of the restaurant analyzed, not allowing generalizations. Furthermore, the absence of formal procedures for some practices may limit the verification of systematic evidence.

Internationally, nationally, and locally, cloud computing (CC) is transforming operations across both public and private sectors, including the library environment. Libraries increasingly adopt CC to enhance service delivery and improve access to information. This study sought to describe and explore the use of CC in public libraries. Its objectives were to identify the CC tools used by librarians and to determine the factors that influence CC adoption within libraries. A mixed-methods approach was employed, with quantitative data collected from librarians and qualitative data obtained from library managers. The findings reveal that librarians make use of CC applications such as Google Meet to support collaboration and communication within library settings. However, the study also highlights significant challenges, particularly the difficulty of rolling out and maintaining reliable internet connectivity owing to inadequate network infrastructure and the high cost of internet services. The study recommends that the government increase budget allocations and implement measures to ensure equitable and sustainable funding for public libraries.

Healthcare systems in towns and rural areas have a lot of problems. For example they do a job of handling appointments medical records are all over the place people speak different languages and it is hard for people to get medical help from far away. HealthConnect is a way to manage healthcare that can help with these problems. It is a website that people can use to talk to their doctors and manage their care. The people who made HealthConnect used tools like React.js, Vite and Supabase to build it. This means that patients and doctors can now talk to each other easily. Patients can make appointments. Everyone can see what is going on. Doctors can also give patients prescriptions and medical records are kept safe. HealthConnect is trying to make healthcare better, for people who live in towns and rural areas. The HealthConnect platform has two dashboards, one for patients and one for doctors. This makes it easy for HealthConnect users to use and understand. HealthConnect is available in two languages, English and Marathi. This means people who do not speak English can use HealthConnect too. HealthConnect also has a computer program that can talk to users it is like a robot that can give health advice and help users find what they need. Users can even have video meetings, with doctors using Google Meet, which's a safe and secure way to meet online. This paper presents the design, methodology, implementation, and outcomes of HealthConnect, highlighting its potential to improve healthcare accessibility, efficiency, and patient engagement

Interactive speaking performance—understood as dialogic communication through peer exchanges, discussions, and collaborative dialogues involving real-time negotiation of meaning—together with affective improvement remain pedagogically and technologically challenging in language learning. The current study examines the impact of virtual exchanges (VE) on Japanese high school EFL learners’ Willingness to Communicate (WTC), International Posture (IP), and oral proficiency. Three VEs between 36 Japanese and 28 Taiwanese high school students were conducted using Google Meet. Analyses of four sources of data (e.g., an eight-item questionnaire on WTC, a 24-item questionnaire on IP, open-ended reflection responses, and paired face-to-face speaking tests) revealed four benefits: enhancement of WTC, promotion of IP, improvement of speaking proficiency, and development of partner-oriented communication. Participant self-perceptions of VEs correlated with prior enjoyment of English classes through junior high school. Furthermore, reflection text-mining indicated that both proactive and passive groups of Japanese participants developed cross-cultural awareness, with proactive learners reporting a sense of fulfillment and passive learners expressing self-criticism about English communication. These findings indicate that greater frequency and duration of international VEs enhance WTC, IP, and oral proficiency while encouraging proactive behaviors in language learners.

This study examined the utilization and perceived effectiveness of digital-based assessment tools in Oral Communication classes among 150 senior high school students and 32 teachers from Cebu Province. Using a descriptive quantitative design, the study identified the frequency, extent, and perceived impact of digital assessment tools on engagement and performance. Findings revealed that students frequently used Zoom (69%), Google Meet (61%), Canva (55%), and Socrative (52%) for formative assessments, while teachers commonly used Microsoft Teams (50%), Canva (47%), and Duolingo for Schools (50%). The overall mean of 3.44 indicated that teachers strongly agreed on integrating digital tools to enhance assessment and engagement. Teachers also perceived a positive impact on student motivation (M = 3.66) and confidence (M = 3.38). Similarly, students reported improved engagement (M = 3.18) and communication skills (M = 3.20). Despite challenges such as limited feedback, personalization, and technical issues, both groups agreed that digital tools provide efficient, interactive, and engaging assessment methods. The findings underscore the importance of continued professional training and infrastructure improvement to optimize the use of digital-based assessments in oral communication instruction.