The Indian education system has significantly transformed from ancient to modern times. Rooted in traditional systems such as the ‘Gurukul’ education system, it has emerged into a structured, formal and policy-oriented framework. Information and Communication technology (ICT) has transformed the world's educational landscape, influencing teaching practices and professional development of teachers. In the Indian education system, the integration of ICT has become increasingly important, especially with the expansion of digital learning initiatives and the impact of the COVID-19 epidemic. ICT provides teachers with access to digital resources, online professional development programmes, collaborative learning networks and innovative teaching tools. However, the disparity in ICT competence between teachers creates a professional division between technical and limited digital teachers. The paper examines the role of ICT in the professional development of school teachers in India, explores policy initiatives aimed at supporting the integration of ICT, analyses the gap between ICT-skilled and unskilled teachers, and compares the Indian context with practices in developed countries. The study also investigates whether the expertise in ICT leads to tangible incentives or professional benefits for teachers within the Indian education system. This article also examines the structure of the Indian education system, its major challenges, and recent reforms such as the National Education Policy (NEP) 2020. The paper also highlights issues related to access, equity, quality, and employability, providing a comprehensive understanding of the system's current state and future directions. This article explores the concepts of pre-service and in-service training programme in teacher education, their objectives, and their significance in promoting effective ICT-based teaching. It also highlights challenges and suggests strategies for improving teacher readiness in the digital age. Keywords: Teacher Education, Indian Education System, ICT, Pre-service & In-service Training, Digital Pedagogy, NEP 2020, Educational Reforms, School Education, Quality Education.

This study examines secondary school principals’ attitudes toward in-service teacher training and compares these attitudes across gender, age, and professional experience in India. Using a cross-sectional survey design, data were collected through a structured Likert-scale questionnaire administered to public and private school principals. Descriptive statistics, independent sample t-tests, and one-way ANOVA were employed for analysis. The findings indicate an overall above-average positive attitude toward in-service teacher training, with no statistically significant differences across gender, age groups, or years of experience. By incorporating principals’ perspectives an area previously underexplored this study provides practical insights to inform the planning and improvement of in-service teacher training programs aimed at enhancing educational quality.

The present study investigates the relationship between principals’ paternalistic leadership behaviors and teachers’ occupational commitment. A correlational survey design was employed, and participants were selected through simple random sampling from schools located in the central districts of Adana province during the 2022–2023 academic year. Data were collected using the Paternalistic Leadership Behavior Scale and the Occupational Commitment Scale, and the analyses were conducted using SPSS 21 and AMOS. The findings revealed a positive but low correlation between school principals’ paternalistic leadership behaviors and teachers’ occupational commitment. Besides, no statistically significant differences were found in teachers’ perceptions of paternalistic leadership behaviors based on teaching experience, age, or school type. Conversely, significant differences were observed in occupational commitment scores across teaching experience, age, and school type. In light of these results, several recommendations are proposed. Motivational strategies should be implemented to strengthen occupational commitment, particularly among teachers with lower teaching experience. The occupational commitment of secondary and high school teachers may be improved through targeted in-service training programs and seminars. Moreover, considering that teachers perceive principals’ paternalistic leadership behaviors as low, school leaders are encouraged to incorporate such behaviors more consistently to enhance teachers’ sense of value and belonging within the school environment.

The growing pace of disruptions in the world such as pandemics, climate changes, technological changes and socio-political uncertainties has highlighted the importance of pedagogical resilience in educational systems. The present paper discusses the notion of pedagogical resilience as the ability of educators to modify, be creative, and maintain valuable learning experiences in times of crisis and swift development. Going beyond emergency responses, the study frames resilience as a multidimensional construct and includes: professional competence, emotional regulation, digital preparedness, collaborative networks, and reflective practice. Based on the modern studies on teacher training, educator crisis management, and educational technologies, the paper discusses how the pre-service and in-service training programs can integrate the resilience based frameworks into curriculum design and teacher development programs. Specific focus is paid to adaptive instructional interventions, trauma-informed education, the integration of blended learning, and the leadership support processes that enhance the capacity of teachers to effectively make responses to uncertainty. The discussion shows that the institutional culture, flexibility of policies, and involvement of the community can contribute to sustainable resilience, in contrast to temporary coping strategies. Results indicate that resilient teachers are characterized by increased instructional continuity, student engagement and professional well-being in case of disruption. The paper suggests a systematic model of resilience-building that combines an approach to scenario-based training, building digital competency, peer mentoring, and continuous reflective assessment. This study can be used in the continued debate on teacher preparedness in unstable education settings by repositioning resilience as a competency instead of a reactionary skill. The study highlights that the development of pedagogical resilience is critical to the survival of crisis as well as long-term change and innovation in the teaching practice.

To determine nurses' level of knowledge and attitudes toward medical device-related pressure injuries (MDRPIs). This descriptive, cross-sectional study was conducted in a university hospital between April and July 2024. Data were collected using the Nurse Descriptive Characteristics Form, Medical Device Associated Pressure Injury Knowledge Scale, and Attitude Scale for Prevention of Medical Device Associated Pressure Injury. The mean MDRPI knowledge score of the nurses was 13.37 ± 2.7 (maximum, 19), and the mean MDRPI attitude score was 46.0 ± 6.4 (maximum, 55). The findings revealed a significant correlation between the mean age and working experience, the unit in which they worked, the setting where they received MDRPI training, and MDRPI knowledge levels. A significant relationship was also observed between the nurses' MDRPI reporting status, pressure injury and MDRPI training status, MDRPI total knowledge score, and attitude levels. The study findings revealed that nurses exhibited low levels of knowledge regarding MDRPI and a favorable attitude toward MDRPI prevention and care behaviors. In light of these findings, the authors recommend that institutional administrators integrate MDRPI training into in-service training programs and that MDRPI education be incorporated into the nursing programs. Further studies should be conducted with different sample groups.

In recent years, the use of radiation diagnostics, treatment services, and many areas of health services has become widespread with technological developments. The widespread use of radioactive substances and radiation-producing devices in health services has increased the need for effective radiation protection programs, and the need for training in terms of the applicability of these programs is also increasing. This randomized controlled trial was conducted to evaluate the effect of on-the-job toolbox training defined as a short, informal safety meeting led by a supervisor that focuses on specific workplace hazards or safe work practices on the knowledge, practices, and safety-related behaviors of healthcare professionals working in radiation environments. Sixty-three participants from the radiology units of a university hospital in Hatay, Türkiye, were randomly assigned to an intervention group (n=33) or a control group (n=30). The intervention group received brief, face-to-face training sessions using visual materials in their work environments. Data was collected before and after the training and at two follow-up periods. After the training, radiation protection knowledge increased significantly in the intervention group (p<0.001), while no change was observed in the control group. Observational assessments revealed that there was an improvement in practice scores in the intervention group and that the gains were largely maintained over time. Additionally, adverse event reporting, an important quality indicator, increased significantly in the intervention group, indicating increased safety awareness. These results confirm that toolbox training is an effective method for improving both knowledge and safe practices among healthcare professionals. Its brief, practical, and workplace-based format contributes to increased engagement and retention of learning. The findings support the integration of toolbox training into in-service training programs as a complement or alternative to traditional methods. Future studies should examine its long-term effectiveness and applicability in a variety of healthcare settings.

Background: Abdominal examination is crucial in the initial assessment of labor, helping to confirm its onset and assess fetal condition, including lie, presentation, and position. The Leopold maneuvers comprise four steps: identifying fetal lie and presentation, locating the fetal spine, assessing engagement of the presenting part, and confirming fetal position by locating the forehead and occiput in the lower abdomen. Aim: evaluate how an instructional package influenced nursing practices in general procedures, abdominal examination, palpation, and auscultation of fetal heart rate during the first stage of normal labor. Subjects and Methods: Design: A quasi-experimental design with a one group pre-posttest. Setting: labor unit at Beni-Suef University and Beni-Suef Specialist Hospitals. Sample: A convenience sample consisting of 50 maternity nurses. Tools: Observational checklist: Part I: checklist used to assess the general practices. Part II: checklist of performing abdominal examination. Part III: The checklist of performing Leopold's maneuvers. Part IV: The checklist of performing auscultation fetal heart rate. Results: 30% of nurses filled out admission card information pre-instruction compared to 80 post-one. Also, 40% of the nurses had position women in a dorso-recumbent position pre-instruction while 80% were done post-one, p value ≤0.001 for all sub item of abdominal examination. Moreover, 68.0% of nurses did not auscultate fetal heart rate pre-instruction compared to 12.96% post-one. Moreover, it shows that there were highly statistically significant differences for all items of the studied maternity nurses’ reported practices regarding performing Leopold's maneuver items at p-value ≤0.001 between pre- and post-instructional package implementation. Conclusion: There was a significant improvement in maternity nurses' practices concerning nursing care in the first stage of normal labor, covering general practices, fetal heart rate auscultation, abdominal palpation, and post-instruction examination. Recommendations: Implementing a periodic in-service training program aims to enhance maternity nurses' practices for abdominal and vaginal examination, and auscultation of fetal heart rate.

This study aimed to determine the extent of effects of in-service training programs on the professional development and work performance of teachers in public elementary schools in Binangonan Sub-Office, Division of Rizal, during the School Year 2024 - 2025. The respondents of the study were the teachers in a public elementary school, composed of 420 teachers. A descriptive correlational research design was employed, utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data to determine the extent of effects of in-service training programs on the professional development and work performance of elementary teachers in selected public elementary schools. The result of the study implies that in-service training programs are highly effective in promoting teacher development, particularly in fostering professionalism, personal growth, and instructional competence. However, the relatively lower rating in technical skills presents an opportunity for improvement, emphasizing the importance of future training that addresses the demands of digital and technology-integrated teaching. The results also indicated that their commitment to their duties may also suggest a beneficial impact of in-service training programs on their work effectiveness. The findings concluded that personal skills, technical skills, evaluative skills, and professionalism did not significantly predict teachers’ work performance. Despite this, the results underscore the need for continuous professional development. It is therefore strongly recommended that school administrators consistently implement in-service training programs to keep teachers abreast of current educational trends, enhance their technical competencies, and support their capacity to adapt effectively to the evolving demands of the profession.

This study investigates the challenges faced by kindergarten teachers in teaching English as a foreign language (EFL) in Indonesian early childhood education settings. Using a qualitative research design, data were collected through semi-structured interviews and classroom observations involving kindergarten teachers responsible for English instruction. The findings reveal four major challenges: limited professional training in teaching English to young learners, unclear curricular guidance for early English instruction, limited use of English in classroom interaction, and classroom management difficulties. Among these, insufficient teacher training emerged as the most dominant issue, influencing teachers’ pedagogical confidence, instructional strategies, and language use in the classroom. Teachers reported that pre-service and in-service training programs emphasized theoretical knowledge rather than practical approaches suitable for young learners. The absence of clear curricular direction and limited instructional time further contributed to inconsistent teaching practices. Additionally, teachers’ varying levels of English proficiency affected their ability to provide accurate language models, often resulting in heavy reliance on the first language. Classroom management difficulties were also intensified by children’s limited comprehension of English instructions. These findings highlight the need for clearer curricular frameworks, targeted professional development, and improved pedagogical support to enhance the quality of early childhood EFL instruction in Indonesia.

Background: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition for which early diagnosis is critical to ensure timely intervention and improved outcomes. Health care professionals, particularly physicians and nurses, play a key role in the early identification and referral of children with ASD. However, limited data are available regarding ASD-related knowledge among health care workers in Iraq. Objective: This study aimed to determine the level of knowledge regarding ASD among health care professionals working in training hospitals in Al-Diwaniyah, Iraq, and to examine factors associated with knowledge levels. Methods: A descriptive, cross-sectional study was conducted among 447 physicians and nurses working in two training hospitals in Al-Diwaniyah. Data were collected using a Sociodemographic Data Form and the Autism Spectrum Disorder Knowledge Questionnaire. Descriptive statistics and Pearson chi-square tests were used to analyze the data. Results: Overall, 49% of participants demonstrated a moderate level of knowledge regarding ASD, 37.6% had good knowledge, and 13.4% had low knowledge. Knowledge levels were significantly associated with age, gender, marital status, educational level, professional experience, job title, workplace, working pattern, and sources of information (p &lt; 0.05). Younger participants, those with higher education, academic nurses, and health care workers employed at Al-Diwaniyah Teaching Hospital exhibited higher knowledge levels. The internet was the most frequently reported source of ASD-related information, while participation in formal continuing medical education was limited. Conclusion: Health care professionals in Al-Diwaniyah demonstrated a predominantly moderate level of knowledge regarding ASD. Strengthening structured, evidence-based in-service training programs and integrating ASD-focused content into continuing professional education may enhance early recognition and referral, ultimately improving outcome

The Relationship Between Nurses' Pain Beliefs and Ethical Attitudes to Pain.

The increasing threats of zoonotic and transboundary animal diseases highlight the urgent need for a skilled veterinary epidemiology workforce. Before 2010, China had limited capacity in this field. To address this gap, the China Field Epidemiology Training Program for Veterinarians (CFETPV) was established as a competency-based, in-service training program. This study assesses the contributions of CFETPV in enhancing epidemiology practice within animal health services, supporting alumni professional development, and enabling institutional integration in the government system. A quantitative study design was employed, drawing on two alumni surveys conducted in 2019 and 2024, alongside routine program monitoring, administrative data and program progress briefs. Surveys assessed alumni's application of epidemiological competencies in field study, teaching and policy engagement. Descriptive analyses summarised alumni profiles and contributions. Since 2010, CFETPV has trained 265 professionals through its introductory course and graduated 153 from the two-year program across 31 provinces. Trainees completed 305 field practices during the training. After graduation, alumni conducted 730 epidemiological investigations and studies, contributed to 297 risk assessments, supported major disease control efforts and informed 98 national and provincial guidelines. In 2019, CFETPV became fully funded by the Chinese government, achieving full integration into the national veterinary service. The successful integration was supported by an adaptive competency framework aligned with national priorities, strong alumni support, robust local trainer and mentor networks and consistent stakeholder engagement. These experiences offer insights for countries developing competency-based, in-service veterinary epidemiology training embedded within public veterinary services to strengthen animal health systems and One Health capacity.

Surgical Nurses' Perceptions and Self-confidence Levels Regarding Family Involvement in Cardiopulmonary Resuscitation Practices: A Cross-sectional Study.

The authors of this paper conducted a literature review on pedagogy for teaching climate change education. The paper reviews the literature on challenges in teaching climate change to secondary school students, pedagogical strategies for implementing climate change education, planning climate change lessons for secondary school students, challenges affecting the integration of climate change education into the school curriculum, and methodologies for teaching climate change education to secondary school students. We employ the sociocultural learning theory propounded by Vygotsky as the only theory to underpin the study. The study concludes that pedagogy for teaching climate change to secondary school students requires specialized instructional strategies and practices that will assist them to develop the capacity to adapt to and mitigate the climate change problem. The study also concludes from the literature that different frameworks are adopted for teaching climate change to secondary schools. The study also identifies some challenges affecting teaching climate change, from poor pedagogical and content knowledge by teachers teaching climate change education in secondary schools to a lack of capacity. The study recommends an in-service teacher training program to capacitate teachers and integrate climate change education into the curriculum on a subject-by-subject basis, rather than teaching the knowledge area from the STEM subject alone

The integration of Information and Communication Technology (ICT) into the education curriculum has become a strategic priority in many developing countries. However, successful implementation remains constrained by structural, institutional, and human resource challenges. This study investigated the challenges affecting the implementation of ICT in the curriculum in selected primary and secondary schools in Chipata District, Eastern Province of Zambia. A descriptive survey design employing both quantitative and qualitative approaches was used. The study sample comprised 64 respondents, including head teachers, ICT teachers, and learners from four public schools. Data were collected through questionnaires, interviews, and focused group discussions and analyzed using descriptive statistics and content analysis. Findings revealed that although ICT had been introduced in all sampled schools, implementation effectiveness was significantly hindered by inadequate infrastructure, shortage of trained ICT teachers, high computer–pupil ratios, limited ICT textbooks, and poor technical support systems. The study further established that most ICT instruction was theoretical due to insufficient practical facilities. Recommendations include government provision of grants for ICT infrastructure, expedited recruitment of qualified ICT teachers, structured in-service training programs, and enhanced administrative support. The study contributes to policy discourse on digital curriculum reform in resource-constrained educational contexts.

ABSTRACT As the primary observers, facilitators, and promoters of teaching activities, teachers’ professional competence is the core element for ensuring the improvement of teacher‒child interaction quality in the classroom. To examine the specific effects of in-service teacher training programs on teachers’ professional development and teacher‒child interaction quality, this study conducted a meta-analysis of 37 empirical studies (including 224 effect sizes). Research Findings: The results revealed that in-service teacher training programs had a significant moderate-to-high effect on improving teacher‒child interaction quality (g = 0.582, SE = 0.051, p < .001). Further analysis of 13 studies (involving 2665 teachers) that provided data on both teacher professional development and classroom interaction quality revealed a moderate effect at the teacher level (g = 0.463, SE = 0.0791, p < .001). Notably, the improvement in teachers’ professional competencies (instructional beliefs, teacher‒child interaction knowledge, and interaction skills) accounted for 66% of the variance in classroom interaction quality effect sizes (R2 = 0.66). Practice or Policy: These findings demonstrate that in-service teacher training can effectively enhance classroom teacher – child interaction quality by improving teachers’ professional competencies.

Purpose Although theoretical approaches widely recognize that leadership can shape school culture, empirical research on how culture is associated with the emergence and functioning of distributed leadership and how this form of leadership contributes to organizational justice remains limited. However, in school contexts, cultural dynamics are directly associated with how leadership is experienced and how justice is perceived. By challenging prevailing assumptions in the literature, this research seeks to provide empirical insight into how cultural dynamics distribute leadership practices and, in turn, are associated with perceptions of justice within school settings. Design/methodology/approach The study employed a temporal cross-sectional design to investigate the mediating relationship among school culture, organizational justice and distributed leadership variables. The final data consisted of three scales administered to 391 teachers in Gaziantep, Türkiye. Findings The results indicated that distributed leadership mediated the relationship between school culture and organizational justice, and this mediation remained robust after controlling for gender, school type and socioeconomic context. These results contribute to empirical testing of the relationship between school culture and leadership and of the role of distributed leadership as an organizational property. Practical implications Considering that leadership practices are a key factor in the transmission of culture, focusing on understanding culture within leadership-based in-service training programs could be a strategic step for policymakers to positively influence employees’ perceptions of the organization and, consequently, organizational behaviour. Social implications Integrating efforts to understand and strengthen school culture into professional development courses may facilitate the positioning of distributed leadership in schools and contribute to improving organizational outcomes. Originality/value To the best of our knowledge, this study is the first of its kind to use school culture as a root metaphor in line with the anthropological approach to the culture-leadership relationship and to treat distributed leadership as a mediating variable. Leadership cannot directly manipulate school culture; rather, culture evolves through shared practices and meanings. Hence, it significantly contributes to the educational leadership and management literature. In addition, this study is essential in that its results confirm Schein’s culture leadership model.

This study examined the influence of in-service training on the job performance of senior high school teachers in the Bongo District of Ghana. By way of its theoretical framework, Odiorne's Theory of Human Capital was found to be suitable, and the same was utilised in guiding the study. The study employed a descriptive survey design. A sample size of one hundred and thirteen (113) out of a targeted population of one hundred and sixty-three (163) teachers from four (4) senior high schools in the administrative area was obtained using the simple random sampling technique. The data collection tool was a questionnaire that the researcher constructed. Descriptive statistical tools, thus means and standard deviations, were used to analyse the data. The study revealed that in-service training promotes networking among teachers and enhances teachers’ performance in the teaching and learning situation. Further, some notable challenges of implementation include inadequate trainers in the various subject areas and inadequate funding. To conclude, therefore, in-service training programmes do have a multitude of positive effects on the core mandate of teachers. However, there are knotty challenges that should be addressed. This study thus recommends the need for relevant stakeholders in education to intervene by pulling their synergies together in order to address these concerning challenges.

Background: Infective endocarditis carries a high risk of morbidity and mortality. Rapid diagnosis, effective treatment, and prompt recognition of complications are essential to good patient outcomes. Aim: This study aimed to evaluate health outcomes among patients with acute infective endocarditis linked to nurses’ performance along with standard care protocol. Design: A quasi- experimental research design was utilized in this study. Setting: The study was carried out at Coronary Care Unit in Benha University Hospital, Egypt. Sample: Convenient sample of (45) nurses and purposive sample of (60) adult conscious patients. Tools: Three tools were used; Tool (1): Self-administered questionnaire to assess nurses' knowledge concerning acute infective endocarditis. Tool (2): Observational checklist to assess nurses' practice regarding acute infective endocarditis patients. Tool (3): Structured interviewing questionnaire to assess patients’ health outcomes. Results: The study revealed that 20.0% of studied nurses had satisfactory level of total knowledge. Moreover, 15.6% of studied nurses had adequate level of total practice about nursing care for patient with acute infective endocarditis pre standard care protocol, which improved immediately and post one-month of implementation to become 71.1%, 64.4%, respectively with a statistically significant difference at (p≤0.05). Also, incidence of complications pre standard care protocol was among 96.7% of patients, which slightly declined immediately and post one-month periods of implementation to become 86.7%, 50% respectively. Conclusion: Standard care protocol has been shown to be effective in improving health outcomes of patient with acute infective endocarditis. Recommendations: conducting in-service educational and training programs for nurses and patients regarding acute infective endocarditis.

Background: Primary Eye Care (PEC) services are an integral part of comprehensive eye care involving the provision of quality ocular healthcare services to the populace. This study aims to determine the knowledge, attitude and competency in providing primary eye care (PEC) services among primary health care workers (PHCWs) in Rivers State, Nigeria. Materials: This study utilized a descriptive design, and was conducted among 271 PHCWs in selected Model and Comprehensive PHC facilities located in all 23 Local Government Areas (LGAs) of Rivers State. Responses were elicited from all willing respondents using a self-administered adapted questionnaire. Assessment of the respondents’ attitude and knowledge of PEC services was done using a set of ten and fifteen questions respectively. Competencies in providing PEC services were also elicited. Responses were then collated and analysed on a Microsoft Excel spreadsheet. Results: This study identified that most of the PHCWs had good knowledge 226 (83.4%) and good attitude 239 (88.2%) towards the PEC services provision. PHCWs were of the opinion that they were competent providing some and not all of these services. Services in which they were competent included doing a good eye care health talk 182 (67.2%), how to counsel a patient in need of PEC 179 (66.1%), how to refer a patient 169 (62.4%), how to apply eye ointment 168 (62.0%), how to instill eyedrops 163 (60.1%), screening procedure for near vision 131 (48.3%) as well as for distance vision 130 (48.0%) among others. Conclusion: Most PHCWs were found to have good knowledge and good attitude towards the provision of primary eye care services, however, the workers were competent in providing some of the PEC services. It was recommended that healthcare stakeholders in Rivers State develop and implement in-service training programs targeting the development of these skills for primary healthcare workers in Rivers State.