Quality Of Higher Education Research Articles

Application of biomechanical insights in the “Second Classroom Report Card” in mental health education for college students in the big data era

The construction of a comprehensive, reasonable, and scientific evaluation system for the mental health level of college students is a prerequisite for a high-quality mental health education. With the arrival of the big data era and the promotion and implementation of the “Second Classroom Report Card” system in colleges and universities nationwide, a new approach has been provided for the evaluation of college students’ mental health level. The article deeply analyzes the main problems in traditional evaluation of college students’ mental health level and explores how big data can enhance these evaluations. Furthermore, we introduce the biomechanical aspects that influence mental health, such as the impact of physical activity on psychological well-being and the role of movement patterns in stress reduction. Empirical analysis, it is proved that there is a strong correlation between the scores of college students’ second classroom course projects—often involving physical activities—and their mental health level. By integrating biomechanical principles, we can better understand the physical factors that contribute to mental health, thereby enriching the evaluation framework. The establishment of “big data + biomechanical insights + mental health level” evaluation system based on the “Second Classroom Report Card” has improved the timeliness, pertinence, and scientificity of mental health education work in colleges and universities. This approach not only facilitates a more holistic understanding of student well-being but also promotes the importance of physical health in maintaining mental wellness.

The Impact of a Structured Onboarding and Education Program on the Professional Advancement of a Pediatric Sonographer

Objective: The purpose of this study was to determine the quality and effectiveness of a structured, competency milestone-based pediatric sonographer onboarding program and continuing educational curriculum and to ascertain if these experiences influence their professional development, job satisfaction, and retention. Materials and Methods: A survey was distributed to the sonographers in a single echocardiography laboratory. The anonymized data were collected and analyzed to generate descriptive statistics. Results: There were 36 sonographers who responded (80%) and 15 (42%) training with the new onboarding curriculum. The majority reported a positive feeling of preparedness for independent practices (80%) with hands-on teaching, timely feedback, and case-based learning rated as the most effective teaching methods. Physician feedback was preferred over sonographer trainer feedback. Most sonographers perceived the advancement of their knowledge as important for professional growth, job satisfaction, and retention. Conclusion: A structured onboarding program for new hires based on competency milestones was effective in preparing pediatric cardiac sonographers for independent practice. Hands-on bedside training, timely constructive feedback, and case-based learning should be included in the curriculum to ensure high-quality teaching. Physician engagement is highly valued and should be incorporated into the workflow. This study may suggest that continuing education helps positively influence the sonographer’s attitudes toward professional development, job satisfaction, and retention.

SISTEM PENDIDIKAN ISLAM DI FINLANDIA (Tantangan dan Peluang Pendidikan)

The integration of religion-based education into Finland's secular and high-quality national education system demonstrates the distinctive integration of Islamic education in this country. This study examines several aspects of Islamic education in Finland, including the organizational framework of Islamic schools, which consist of private and semi-private institutions, as well as a harmonious curriculum that combines Islamic principles with references to Finnish education. Islamic schools in Finland have successfully addressed issues related to resource allocation, social integration, and curriculum modification, while ensuring that the education they provide not only meets academic requirements but also preserves the religious identity of students. Promising avenues for advancing Islamic education include fostering interfaith collaboration to enhance social discourse and harnessing technology to drive educational innovation. This study emphasizes the role of Islamic education in Finland in promoting the growth of Muslim students and fostering cross-cultural understanding and tolerance. This provides valuable knowledge to other nations on how to handle religious education in a heterogeneous culture.

Pendidikan Sebagai Katalisator Demokrasi: Studi Kasus Partisipasi Politik Perempuan Di Kuba

Improving the quality of education in Cuba encourages the achievement of gender equality, especially in increasing the quota of women in the Cuban government. The revolution of the education system achieved through collaboration between the government and civil society is able to ignite the awareness of women of their rights in political participation. Comprehensive commitment and implementation in Cuba produces a high quality education index and makes Cuba one of the countries with the best education system in the world. The existence of an educational correlation and the achievement of gender -friendly politics is shown by the stable quota of women in the Cuban parliament. By looking at the system, quality and quantity of education as well as government and civil society programs in achieving gender equality and women's empowerment, this research found that there is a relationship between the equality of education as the focus of the construction of the Cuba by achieving the stability of the distribution of seats in parliament through the gender inequality index, especially the value Stable on the quota of women's quota in the Cuban government. This is inseparable from the joint effort between the government and the civil society represented by a feminist organization in Cuba namely Federation of Cuban Women (FMC).

The Role of Faith-Based Education in Bangladesh’s Multicultural System and Its Impact on the Sustainable Development Goals (SDGs)

Objective: To examine how faith-based education in Bangladesh's multicultural educational system incorporates religious and secular courses, emphasizing madrasa students' intellectual development and cultural identity. Theoretical Framework: Exploring how to strike a balance between religious principles and the demands of secular education, based on multicultural and integrative education theories. Method: Qualitative research using student and teacher interviews combined with document analysis of curriculum materials and educational policies. Results and Discussion: Students who attend faith-based schools form strong cultural and ethical identities based on religious beliefs, which influence their values and sense of identity. Incorporating secular disciplines like physics and math helps pupils develop their critical thinking abilities and prepares them for various social and academic issues. The integration of a balanced curriculum is still hampered by several issues, such as scarce resources, inadequate teacher preparation, and cultural conflicts between conservative and progressive viewpoints. Research Implications: This paper emphasizes the necessity of laws that help religious schools deliver high-quality instruction that satisfies both contemporary academic requirements and religious beliefs. Originality/Value: Offers unique insights into Bangladesh’s educational landscape, guiding future reforms to promote academic success and cultural integration in a diverse society.

Phenomenon of differentiation as a basic condition for inclusion in primary education

This study focuses on the current trend of increasing the quality of education, which brings with it increased demands on teacher competences in the implementation of differentiated instruction for primary students from the very beginning of schooling. The key subject of the study investigation is the inclusive concept of differentiated instruction, which represents a complex modification of the educational content, process, product and evaluation of the educational process. According to the Strategies of Educational Policy of the Czech Republic until 2030+, ensuring comparable and high-quality teaching in primary schools by introducing internal differentiation and individualisation is a key strategy for improving heterogeneous collectives' teaching quality. However, teachers are not sufficiently prepared for this reality, and very little relevant literature exists. Using a qualitative study design that includes participant observation and semi-structured interviews with seven teachers from three regions of the Czech Republic, this paper seeks to systematically map the implementation of these pedagogical strategies in the years 2021-2023 with first- and second-year primary students in the subjects of Czech language and mathematics. A multi-case study of seven teachers presents a longitudinal study of the implementation of differentiated teaching strategies with a focus on its inclusive concept, which is reflected in all components of the educational process. This dissertation highlights the urgent need for further study in this critically important area, especially considering the lack of exploration of pedagogical means of differentiation and individualisation in the Czech study field.

Impact of different teaching modes on medical students' performance under the scoring criteria for multiple-choice questions: A meta-analysis.

Comparing the impact of different educational modes on medical students' performance under the scoring criteria for multiple-choice questions, would provide a basis for selecting more appropriate and effective teaching modes for talent development. We searched databases such as CNKI, Wanfang, PubMed, and Web of Science to collect publications on the comparison of medical students' performance under the scoring criteria for multiple-choice questions and different teaching modes, with a focus on studies conducted between 2015 and 2024. Chinese search terms included multiple-choice questions, multiple-choice exam, medical students, flipped classroom, simulation teaching, team-based learning, and blended teaching. Equivalent English search terms were "multiple-choice questions," "multiple-choice exam," "medical student," "flipped classroom," "simulation teaching," "team-based learning," and "blended teaching." Two researchers independently conducted publications screening, data extraction, and quality assessment, and performed meta-analysis using R 4.3.0 software. This study included a total of 24 publications, among them 6 on flipped classroom teaching, 13 on simulation teaching, 2 on team-based learning, and 3 on blended teaching, covering 13 countries and involving 2086 participants in the experimental group and 2113 participants in the control group. Using scores from multiple-choice questions as the criterion, flipped classroom teaching and simulation teaching demonstrated significantly higher scores compared to traditional teaching, with standard mean differences (MDs) of 0.39 (95% CI: 0.14-0.65) and 0.33 (95% CI: 0.18-0.48), respectively. However, team-based learning and blended teaching showed no significant differences in scores compared to traditional teaching, with standard MDs of 0.48 (95% CI: -0.36 to 1.31) and -0.63 (95% CI: -1.85 to 0.59), respectively. Compared to traditional teaching, flipped classroom teaching and simulation teaching were more beneficial for students' performance. It is recommended to continue implementing high-quality flipped classroom teaching and simulation teaching to address the challenges in medical education reform.

Knowledge Acquisition and Audience Retention in Stroke Education: Results From a Global Study by the World Stroke Organization.

The World Stroke Academy (WSA), the educational platform of the WSO, provides high-quality stroke education to health care professionals worldwide. Understanding the learning needs and preferences of WSA members is crucial for effective knowledge translation. This study aims to (1) assess demographics and professional backgrounds of WSA members, (2) identify preferences in knowledge acquisition, and (3) evaluate audience retention during WSA webinars. A survey was developed using Qualtrics and distributed via email to all WSA members from May 8 to May 23, 2023. The survey included multiple-choice, rating scale, and ranking questions. Audience retention data were obtained from the latest 6 WSA webinars (May 2023-December 2023). Descriptive variables were reported, and χ2 analysis and multinomial regression models were used. A random sample of 1065 WSO members received the survey; 327 initiated it (participation rate, 30.7%), and 236 completed it (completion rate, 72.2%). The mean age (SD) of participants was 46.7 (±11.6) years; 57.2% identified as male. Most respondents were stroke specialist physicians (65.3%) and were based in Europe (35.2%). Online journal articles represented 41.6% of the total time allocated for stroke education, with 17% allocated to webinars. Social media usage patterns showed X (formerly Twitter) as the top choice (34.7%). Age, profession, and location significantly influenced social media platform use. Audience retention was at 50% at the 57-minute mark and 44.3% at the end of webinars. Tailoring WSA webinar content to meet health care professionals' needs and enhancing interactive components can improve audience retention. These insights will guide the future development of the WSA portfolio.

A REVIEW ON THE EXPERIENCES FACED BY ESL TRAINEE TEACHERS DURING TEACHING PRACTICUM

Good and high-quality tertiary education is crucial to ensure that learners can compete globally and achieve high employability. Sustainable Development Goal 4 (SDG 4) emphasizes good quality education where the learners must be equipped with all the necessary skills and abilities needed by the industries. In line with SDG 4, the Ministry of Education of Malaysia also greatly emphasises the ESL students’ skills and competencies. Thus, teaching practicum becomes necessary to produce well-equipped future teachers in learning institutions. Past works of literature revealed mixed perceptions among the teacher trainees’ expectations and the reality they face during their practice. Students often have different expectations from the actual experience. This shows that there is a gap between theory and practice. Additionally, practicum teachers discovered challenges that had huge implications for their teaching performance. Entering a teaching practicum, students are often filled with anticipation and expect to apply their learned strategies in the classroom. Yet the reality often challenges these expectations, showing how complex teaching can be. A review that included previous articles related to teacher trainee experiences revealed an in-depth investigation of their various expectations and realities. Findings based on this review benefit the Ministry of Education, the administrators of universities, and educators in terms of implementing appropriate adjustments for a better practicum experience, particularly for trainee teachers. In conclusion, the contrast between what practicum students expect and what they experience in the classroom highlights the unpredictable nature of teaching. However, these challenges are invaluable for long-term success in education.

Educational Inequality Among Left-Behind Children in China and Vietnam

This essay delves into the issue of educational inequality faced by left-behind children in China and Vietnam, a challenge closely tied to the rapid economic transformations in both countries that have driven significant internal migration. Children who remain in rural regions often encounter profound academic and social disadvantages, further entrenching cycles of poverty and inequality. Through a comparative lens, this study examines how institutional barriers--such as China’s Hukou system--and Vietnam’s geographical and ethnic divisions exacerbate these disparities in education. The research draws upon government policy analyses, demographic trends, and existing scholarly work to illuminate the particular obstacles these children face. The findings underscore that in China, the Hukou system serves as a key obstacle to rural children’s access to high-quality education, whereas in Vietnam, ethnic minorities and those living in isolated areas contend with issues such as language barriers, geographic remoteness, and the impacts of climate change. The essay concludes with recommendations for policy reform and future areas of study, advocating for more comprehensive strategies and international cooperation to address the entrenched inequalities at play.

Revolutionising Anatomy Education: The Current Role of Digital Technologies in Enhancing Anatomy Learning for Undergraduate Medical Students.

Anatomy education, which forms the cornerstone of today's medical education, has traditionally centered on cadaveric dissections and prosections as its core teaching methods. However, these methods present with challenges, including student anxiety, nausea, and limited cadaver availability. Recent advancements in digital technologies have led to the proliferation of innovative learning tools, introducing novel and transformative approaches to enhance anatomy education. While numerous studies explore the potential applications of innovative technologies in anatomy education, few studies have examined their current application in anatomy teaching for undergraduate medical students. This gap in the literature is significant, as understanding the usability and acceptance of digital tools in anatomy teaching is crucial for ensuring that students receive high-quality education. To address this, a comprehensive review was undertaken to explore the breadth of research activity in this field, exploring the integration of digital technologies in anatomy teaching. This review aimed to address the research question: "How are digital technologies currently being used in the delivery of anatomy teaching in undergraduate medical education?". A systematic search was performed across multiple databases including PubMed, MEDLINE, Education Resources Information Center (ERIC), Embase, Scopus, and Web of Science, with studies screened using Covidence (Veritas Health Innovation, Melbourne, Australia), a web-based software platform. Eligible studies were systematically reviewed and data extracted and organised, with findings presented graphically, accompanied by descriptive narratives. Our findings indicate that while innovative digital tools are increasingly being adopted, many medical schools continue to rely predominantly on traditional cadaver-based methods for anatomy teaching. Only a limited number of institutions have fully integrated digital technologies into their teaching practices. Additionally, traditional approaches, such as cadaveric dissections and prosections, remain the preferred choice among students for learning anatomy. A commonly reported limitation of digital tools is their difficulty in effectively conveying spatial relationships between anatomical structures, a critical component in anatomy learning. Despite this, recent studies have revealed that students and educators increasingly value multimodal approaches that combine traditional cadaver-based teaching methods with digital tools to enhance anatomy learning. This review provides valuable insights into how digital technology is currently being utilised in anatomy teaching for undergraduate medical students. We found that while various innovative pedagogical approaches have been adopted in anatomy teaching, traditional methods such as cadaveric dissections and prosections remain the most preferred by students. While digital technology is increasingly being used to complement anatomical education, modern anatomy teaching currently adopts an integrated and multimodal approach, utilising various pedagogical methods to enhance anatomy learning. It is therefore essential that educators recognise that no single pedagogical approach suits all students and a combination of various modalities is often required to meet diverse learning needs in anatomy teaching.

Validation of a peer observation and evaluation tool for online teaching in the U.S.

AbstractThe benefits of peer evaluation of teaching effectiveness and quality in higher education are well documented. While instruments exist for the review and evaluation of entire online courses, there is no standardized single-lesson, peer evaluation instrument available for online instruction. This pilot study focused on the validation of a peer observation and evaluation tool for use with single lessons in both synchronous and asynchronous online courses in an inter-professional school of health professions. The researchers modified a psychometrically validated instrument developed for in-person peer observation by adding items from a renowned online course rubric to create a peer observation tool, entitled the Peer Observation and Evaluation Tool-Online (POET-O). The resulting instrument demonstrated adequate construct validity and reliability by using the many-facet Rasch measurement (MFRM) technique. MFRM results also indicated potential places to revise and improve the instrument. Recommendations for implementing the peer evaluation process of teaching are provided.

Predictors of Acceptance and Barriers to the Uptake of Mass Drug Administration Program for Eliminating Trachoma in Taura District, Jigawa State Nigeria: A Mixed Methods Study

Aim: To identify predictors and barriers to antibiotics acceptance during mass drug administration (MDA) for trachoma in Taura Local Government Area of Jigawa state Nigeria, which is one of the trachoma-endemic districts with repeated reports of low coverage rates. Methods: A mixed-method cross-sectional survey was carried out. A survey questionnaire on attitude, belief, and practice associated with the acceptance of MDA for trachoma was administered to a cross- section of 1502 persons from 202 randomly selected households of 30 clusters. In addition, four key informant interviews (KII) and three Focus Group Discussions (FGD) were conducted to explore barriers to the acceptance of antibiotics during mass treatment. Quantitative data were analyzed using STATA version 14.0, while the qualitative data were analyzed using thematic framework. Results: Predictors of antibiotics acceptance were older age [adjusted odds ratio (AOR) = 1.84], higher educational qualification (AOR = 2.64), perception of being at risk of disease, perception of additional benefits of the drug, and household participation in the previous MDA. Major reasons for non-acceptance were previous personal experience of side effects (32%), fear of side effects (23%), and participants’ belief that they were not suffering from any illness (16%). Major barriers were low felt need, effect of rumor, fears of side effects, and unsuitable timing of distribution. Provider-related barriers were poor motivation of community drug distributors (CDDs) and lack of pre-distribution awareness campaigns. Conclusion: If MDA programs are to succeed, consideration must be made for a pre-distribution community awareness campaign, on-the-spot consumption strategy, appropriate timing, and motivation of CDDs.

Digital Literacy as a Key Factor in the Preservation and Development of the Educational Process in Times of War

The purpose of the article is to explore the role of digital literacy in ensuring the continuity and quality of higher education during the war, to identify the main challenges facing the educational process in times of crisis, and to outline ways to effectively use digital technologies to expand educational opportunities. The article aims to substantiate the need to develop digital skills among students, teachers and administrators of higher education institutions as a tool for adapting to modern challenges under martial law. The research methodology – systematic analysis, generalization, and forecasting were applied, which made it possible to identify opportunities and prospects for the introduction of digital technologies into the educational process in the wartime and post-war period. The scientific novelty is to substantiate the definition of digital literacy as a strategic resource, to develop recommendations for improving the effectiveness of digital literacy in the educational process and the level of digital competence among students and teachers, taking into account the specifics of martial law and post-war reconstruction. Conclusions. In today’s environment, digital literacy is an integral part of information security, data storage, and critical perception of information, and plays a key role in supporting and ensuring the educational process. Teaching basic digital literacy skills should remain a priority for society. The use of distance learning platforms, interactive tools, and cloud services has made it possible to continue learning even in the most difficult conditions. To overcome the digital divide, optimize educational processes and increase the level of digital skills, taking into account the conditions of the educational process in wartime, the following solutions are proposed: cooperation with local authorities and international organizations to expand access to high-speed Internet and technical equipment, especially in rural and remote regions; combining synchronous and asynchronous learning for the convenience of students; use of electronic platforms for distance learning; multimedia adaptation of educational content; and It is noted that the combination of innovative technologies and flexibility in teaching approaches will ensure a gradual reduction of the digital divide, optimization of the educational process and increase of the level of digital skills among students and teachers.

Functional Griteria for the Effectiveness of Correctional work with Primary Schoolchildren with Mental Retardation Using Art Therapy

Currently, the integration of children with disabilities in terms of building a system of high-quality continuous education for them is associated with solving the problem of developing effective correctional practices aimed at the successful adaptation of children in this category to the educational process. One of the most represented groups of children with disabilities in primary school are students with mental retardation. This developmental disorder is characterized by heterogeneity of manifestations (underdevelopment of mental processes, voluntary regulation of behavior, motor sphere, etc.) depending on the qualitative originality of the primary defect. But with all variants of mental development delay, children experience immaturity of the emotional-volitional sphere and a lag in the maturation of interhemispheric interactions, which is important to take into account when creating individual educational routes for children in this category. The purpose of the study is to evaluate the effectiveness of the use of art therapy in correctional work on indicators that reflect the success of adaptation to learning of primary schoolchildren with mental retardation in the inclusive education system: development of the emotional sphere, lateralization of brain functions and universal educational actions. Methodology and methods. The study involved 118 children studying in the first grade according to an adapted general educational program for children with mental retardation (option 7.2), of which 60 children were included in the experimental group, and 58 junior schoolchildren were included in the control group. Diagnostics were carried out using methods for studying universal educational actions, emotional state (M. Luscher test) and lateral profile. Correlations were identified between the studied indicators. Diagnosis of the studied indicators was carried out before and after correctional work; In the experimental group, several types of art therapeutic practices were used for this purpose. Research results. Compared to students in the control group, younger schoolchildren with mental retardation in the experimental group, after using art therapy tools in correctional work aimed at developing the emotional, motor sphere, and interhemispheric interactions, showed more pronounced changes in the indicators of personal, regulatory, communicative and cognitive universal educational actions, the formation of which is necessary for effective learning at school. Conclusion. The results of the study showed that the use of kinesiological exercises, music, color therapy, fairy tale therapy in correctional work with primary schoolchildren with mental retardation helps to increase the effectiveness of correctional work and the development of universal educational actions in students against the background of normalization of their emotional state and the development of interhemispheric relationships.

영유아 교사 교권 관련 연구동향 분석: 최근 20년간(2004-2023)간 국내 학술지 및 학위논문을 중심으로

Objectives As interest in the teaching rights of early childhood teachers has increased, related studies have been conducted continuously. However, systematic analyses of research trends in the field of teaching rights remain insufficient. This study aims to analyze the research trends on the teaching rights of early childhood teachers to explore strategies for establishing their teaching rights and to provide fundamental data and implications for designing future educational policies and systems. Methods Over the past 20 years (2004–2023), a total of 66 studies related to ‘early childhood teachers/ kindergarten teachers/ childcare teachers’ were analyzed. These studies, published in major domestic journals and dissertations, were identified using keywords such as ‘teaching rights/ educational rights/ authority/ status/ violation of teaching rights/ protection of teaching rights’. The analysis was conducted in five-year intervals, focusing on research types, subjects, themes, and the content and outcomes of major topics. Results Among the studies on early childhood teachers' authority published between 2004 and 2023, there were 36 journal articles and 30 theses, totaling 66 papers. An analysis of the research output in five-year increments showed an increasing trend in the number of studies. Of the 66 papers analyzed, quantitative research was the most common, with 47 studies, and 45.5% of the research focused on childcare teachers. Regarding research topics, studies on teachers' perceptions of authority accounted for the highest proportion at 68.2%. When further subdividing the topics into subcategories, the perception of authority remained the most frequently studied. Conclusions Research on the authority of early childhood teachers has been steadily increasing, highlighting its importance for providing high-quality education and care. Continuous analysis of research trends in this area is necessary. In addition to quantitative research, future studies should employ qualitative methods such as observations and interviews to allow for more interpretive and contextual analysis of emerging phenomena. Furthermore, expanding the scope of research subjects to include parents, education and care professionals, and the general public will ensure that diverse perspectives are considered. Various research topics related to teacher authority should also be explored to provide a comprehensive understanding of this critical issue.

DILEMMAS AND RELIEF STRATEGIES FOR RURAL TEACHERS' PROFESSIONAL DEVELOPMENT

This paper examines the professional development dilemmas faced by rural teachers in the context of high-quality rural education development and proposes solutions. It analyzes the challenges rural teachers face in professional identity, professional competence, and local knowledge, while suggesting solutions including enhancing professional identity, building professional learning communities, strengthening internal motivation, and implementing targeted training programs. These aims to promote rural teachers' professional growth and advance high-quality development of rural education. KEYWORDS: Rural teacher professional development; Dilemmas; Relief strategies

IMPLEMENTATION OF FRONT END ANALYSIS IN DEVELOPING MEANINGFUL INSTRUCTIONAL OBJECTIVES IN COASTAL SCHOOLS: A CASE STUDY

One of the main drivers of human resource development is education. Particularly in coastal regions like Mantigola village, which is home to the Bajo tribe, Indonesia struggles to provide fair and high-quality education. One of the factors contributing to unequal access to education, according to the National Development Planning Agency (2014), is remote rural geographic settings. Aside from topographical issues, the primary concerns at Mantigola State Satap Middle School are inadequate infrastructure, low reading and writing literacy, and the pupils' fishing culture. The Merdeka Curriculum places a strong emphasis on creating learning experiences that are student-centered. Before establishing learning objectives, the Dick and Carey methodology provides a way to assess instructional needs using Front End Analysis (FEA). This study investigates how FEA is used at Satap Negeri Mantigola Middle School to create learning goals that are pertinent to the Merdeka Curriculum and appropriate for the students' setting. The implementation of FEA in this situation was examined using a qualitative descriptive case study methodology. The findings demonstrate how FEA aids in determining the needs, performance, and learning environments of students as well as in creating more purposeful and flexible learning objectives.

Using RE-AIM to Assess Infant Early Childhood Mental Health Practices in Classrooms Serving Children with and Without Disabilities.

Background/Objectives: High-quality inclusive education is important for promoting the positive development of children with disabilities in early childhood care and education (ECCE) settings. However, ECCE teachers may not have the knowledge and skills to manage challenging behaviors in young children, especially those with disabilities. Infant and Early childhood mental health consultation (IECMHC) is one mechanism to support the professional development of teachers. This study explored the impact of an evidence-based IECMHC program, Jump Start Plus COVID Support (JS+CS), on outcomes for teachers in classrooms including children with disabilities. Methods: Utilizing a RE-AIM framework, we examined the extent that JS+CS impacted teacher outcomes related to classroom practice and teacher attitudes after the initial intervention period. In addition, we examined the extent that the classroom children with disability ratio moderated the impact of the intervention on teacher outcomes. Using a cluster randomized controlled trial in a sample of 138 racially and ethnically diverse teachers in 31 ECCE centers, we examined the reach, effectiveness, adoption, and implementation of JS+CS. Results: The results indicate that the JS+CS program shows promise as an intervention to support ECCE teachers working in classrooms with children with disabilities, particularly in improving teacher safety practices, behavior management skills, and resiliency coping. In addition, the program was adopted equally in classrooms that served children with and without disabilities. Conclusions: This is a unique contribution to the literature given that no previous IECMHC programs have examined adoption in classrooms serving children with disabilities. Further investigation is needed to determine the specific factors that impact program implementation considering that this study was conducted during various phases of the COVID-19 pandemic.

The effect of digital technology usage on higher vocational student satisfaction: the mediating role of learning experience and learning engagement

The fourth industrial revolution and the digital transformation represented by Industry 4.0 have stimulated digital innovations in economic and social spheres, accelerating the structural transformation of the labor market and increasing the demand for high-quality vocational education and training. The influence of digital technology on student satisfaction is acknowledged; nonetheless, the precise mechanisms via which it impacts student satisfaction related to learning experience and learning engagement remain largely unexplored. This study seeks to investigate the impact of digital technology usage on student satisfaction of Chinese higher vocational college students, mediated by learning experience and learning engagement, employing Social Cognitive Theory (SCT) as the theoretical framework. In June and July 2023, 424 participants were chosen from public vocational institutions in Hubei Province, Central China, using the simple random sampling method. Results were analyzed utilizing structural equation modeling (SEM) in AMOS 24.0 and SPSS 26.0. The findings indicated a significant correlation between digital technology usage and student satisfaction. Moreover, the digital technology usage exhibited an indirect and positive correlation with student satisfaction of vocational students through learning experience and learning engagement, respectively. The findings highlight the importance of learning experience as a crucial element connecting digital technology usage to student satisfaction. This study urges administrators and educators to recognize the significance of learning experiences and learning engagement in the use of digital technology, fosters a supportive educational environment through digital resources, facilitates substantial changes in teaching and learning in higher vocational education, and executes strategies to connect academia with industry. This study’s distinctiveness lies in its enhancement of theoretical understanding of digital technology usage by investigating the mechanisms via which it affects student satisfaction. This clarifies the complex interconnections among digital technology usage, learning experience, learning engagement, and student satisfaction, emphasizing the mediating roles of learning experience and learning engagement in the Chinese context.