Institutional Policies Research Articles

2.A. Practice session: Policy labs: getting public health research into policy and practice

Abstract The process of translating health research into policy and practice benefits is often too slow, taking an average of 17 years globally. Additionally, health policy changes fail when they have an inadequate understanding of the communities and challenges they seek to address. The Policy Institute at King’s College London has developed an innovative ‘Policy Lab’ method, which convenes diverse policy and practice stakeholders such as health workers, patients and policymakers, to discuss a policy challenge, assess the evidence and co-produce viable policy options. The proposed workshop introduces this method in a practical, impactful session aimed at helping participants from any country and research background mobilise their research to improve health outcomes. Policy Labs have been shown to be highly successful method. Previous Policy Lab outcomes include influencing changes to the Mental Health Act in the UK, new international guidance on treatment of type 2 diabetes, and a global coalition on paying for prevention in dentistry. The method can be adapted to different health challenges and considers the potential for change in local, national and international arenas. The workshop teaches this method in a way that enables researchers to apply it to their own work, harnessing the potential of research to improve health outcomes. Objectives of the workshop The workshop aims to teach people the skills to design and run a Policy Lab so that they can better mobilise their research into policy and practice. Participants will learn To develop policy-relevant questions from their research; Stakeholder mapping; To design a policy lab agenda; To develop a research engagement plan. What is the added value of the workshop? The workshop teaches an innovative method that helps researchers greatly increase the policy impact from their work. It provides attendees with practical tools to employ in their own work and bridge gaps between their research and policy and practice changes. The format of the workshop will involve a short presentation on Policy Labs by facilitators, followed by four brief interactive activities for participants, as follows: Facilitator presentation: (10 mins) Introducing the Policy Lab method; Group work 1: (10 mins) Developing a policy-relevant question; Group work 2: (10 mins) Stakeholder mapping; Group work 3: (10 mins) Designing a lab agenda; Group work 4: (10 mins) Developing a research engagement plan. We have allowed 10 minutes to adapt to any arising demands, as well as to bring the session to a close with some key messages. Participants will be guided by the facilitators, and we will use template handouts for participants to complete during the session to reinforce learning. The handouts also ensure that those who wish to work independently rather than in groups may do so if preferred, and will provide participants with the practical tools necessary should be they arrive late or need to leave early. Key messages • Policy Labs are an effective way for researchers to have policy and practice impact with their work. • Participants will learn how to run a successful Policy Lab, and improve their research impact.

Predictors of social withdrawal among early adolescents in Korea: a latent growth class analysis

Abstract Background This study examines the trajectory of social withdrawal from the fourth grade of elementary school to the first grade of middle school in Korea. By classifying them, we identify individual differences such as individual, family, and school factors. Methods This study uses data from the Korean Youth Panel Survey (KYCPS) conducted by the Korea Youth Policy Research Institute, which includes data from the 1st-4th waves of KYCPS 2018, with a total of 2,607 participants (1,313 boys and 1,294 girls). A latent class growth analysis verifies the trajectory of youth social withdrawal, classifies latent classes, and identifies predictive. SPSS 24.0 was used to analyze the main variables’ characteristics, descriptive analysis, and reliability. Mplus 8.9 was used to test the research model. Results First, results indicated that three was the optimum number of latent classes. We identified three latent classes ‘high level of withdrawal continued (HL)’, ‘medium level of withdrawal increased (ML)’, and ‘low level of withdrawal increased (LL)’. Second, when compared the ‘LL’ and ‘HL’ groups, the higher the self-esteem, the higher the friendship, and the higher the dependence on smartphones, the more likely it was to be in the ‘HL’ group. Third, when comparing ‘LL’ and ‘ML’ groups, the more negative the parenting attitude, the more likely it was to be in the ‘ML’ group. On the other hand, higher self-esteem and more positive friend and teacher relationships were associated with a higher likelihood of being in the ‘LL’ group. Conclusions It is necessary to seek differentiated interventions to prevent social withdrawal among early adolescents. Parental education to understand the adolescent period and practical approaches to intervene in the negative psycho-emotional aspects of adolescents continuously are needed to enhance the healthy psychological development of early adolescents. Key messages • The higher the self-esteem, the higher the friendship, and the higher the dependence on smartphones, the more likely it was to be in the ‘high level of withdrawal continued’ group. • Higher self-esteem and more positive friend and teacher relationships were associated with a higher likelihood of being in the ‘low level of withdrawal increased’ group.

Implementing a novel selection criteria and pathway for same-day discharge after TAVI

Abstract Background The expansion in indications for transcatheter aortic valve implantation (TAVI) has fuelled an increase in demand worldwide. Prolonged waiting lists and waiting list mortalities are not infrequent and often arise from limited hospital capacity and infrastructure. Approaches to address this have included procedural modifications – ‘minimalist TAVI’ and more recently the development of pathways to facilitate early discharge post-TAVI, such as same-day discharge (SDD) post-procedure. Purpose This study aims to evaluate the safety and effectiveness of a novel SDD pathway a large volume tertiary referral cardiac centre. Methods A new SDD pathway was established between March 2023 and February 2024 at a large-volume tertiary cardiac centre in UK. All patients accepted for TAVI were screened for SDD suitability based on three factors: 1) availability of adequate social support, (defined as presence of able-bodies adult individual to assist in home recovery), 2) technically suitable for transfemoral approach and 3) presence of previous pacemaker or low risk for conduction abnormalities (defined as no baseline conduction disturbances). Following TAVI, patients were deemed suitable for SDD if they were clinically stable, the procedure was technically successful and there were no procedural complications. Demographic, clinical, procedural and outcome data were collected for all patients enrolled onto the SDD pathway and reasons for non-SDD were identified. Ethical approval was obtained in accordance with local institutional policies. Results From March 2023 to February 2024, 81 out of 305 patients (26.6%) were enrolled onto the SDD pathway (median age 82 years old, 66.7% male, median STS risk score 2.34%). Indications for TAVI were severe native aortic stenosis (74/81, 91.4%), severe native aortic regurgitation (2/81, 2.5%) and severe surgical valve degeneration (5/81, 6.2%). SDD was feasible for 58/81 (71.6%) of patients, with 10/81 (12.3%) discharged the following day and 13/81 (16.0%%) requiring >24 hours hospital admission (Figure 1). Reasons for non-SDD included new conduction abnormality (10/81, 12.3%), vascular complication (6/81, 7.4%), acute stroke (3/81, 3.7%), patient preference (2/81, 2.5%) and haemodynamic instability (2/81, 2.5%). Out of the 58 SDD patients, 25/58 (43.1%) had no previous permanent pacemaker system and in these patients a balloon-expandable valve was selected for 24/25 (96.0%) of patients (Figure 2). Conclusions Patient selection based on the presence of social support at home, low risk of conduction abnormalities or previous pacemaker combined with appropriate valve selection can facilitate a safe and effective SDD post-TAVI programme.

Racism in health care: systemic changes and institutional policies to advance health equity

Abstract Globally, the COVID-19 pandemic has amplified inequalities in health care. Racism is one cause of such inequalities that disadvantage Black, Indigenous, and people of color around the world, but particularly in Germany, European countries, and the United States. To advance health equity and ensure an equitable health care system for marginalized groups, it is necessary to implement systemic change, but international studies indicate there is little evidence of antiracist interventions in organizations and through policies, as well as limited data on their effectiveness. This presentation will present novel research that identifies antiracist interventions on a systemic level, meaning interventions within organizations will be analyzed. The results from this research will be used to derive recommendations and inspire policymakers and providers toward equity-oriented health care. The overarching goal of the proposed research is to contribute to a paradigm shift in Germany and Europe more broadly and enrich a previously deficit-oriented perspective on the topic with important approaches and solutions. It will also increase the geopolitical relevance of the interventions in the US and enable cross-border exchange and partnerships.

Language Teacher Agency and Identity in Internationalized Higher Education: An Ecological Perspective

ABSTRACTSubstantial literature has focused on language teacher agency and identity in relation to learners in classrooms. Relatively little research exists regarding the nature of language teacher identity shaped by contextual factors brought on by the internationalization of education. To address the gap in the literature, this study explored how student teachers in a TESOL program negotiate their language teacher agency and identity in the ecosystems of an internationalized institution of higher education while contributing to different ESL programs. While pursuing an MA degree in TESOL with a teaching opportunity at an Intensive English program for non‐matriculating students or an ESL service program for pathway program students at a US university, seven student teachers participated in semi‐structured interviews, which were triangulated with the student teachers’ portfolios of lesson plans and reflection papers. The analysis demonstrated the student teachers’ agentic beliefs, choices, and practices in relation to contextual factors in the nested ecosystems of internationalized higher education, such as international students’ needs in the microsystem, training opportunities in the mesosystem, institutional policy and practice in the exosystem, and broad cultural norms in relation to language education in the macrosystem.

Clean energy transition in rural Bangladesh: Challenges in adoption and impact

ABSTRACT At the household level, the solar photovoltaic (PV) system is an off-grid clean energy source with significant poverty reduction potential, thereby contributing to the attainment of several sustainable development goals. Nevertheless, there has been limited adoption of renewable or clean energy technologies in Bangladesh. At present, renewable energy sources account for only 3% of the country’s electricity generation. This study thus investigates the drivers of solar PV adoption and the impact of this on household income and poverty in Bangladesh. We present an econometric analysis of data from the International Food Policy Research Institute’s Bangladesh Integrated Household Survey, 2020. Our findings indicate that only 5.51% of the sample households adopted solar PV, with the likelihood of adoption 3.8% higher in households with a mobile phone, 1.7% higher in households with internet access, and 2.8% higher among homeowners. However, the government’s programs to expand the electricity grid made the delivery of solar PV by partner organizations less competitive. Our analysis reveals that the adoption of solar PV has a positive effect on household income of between 9.31% and 13.50%. The poverty gap is likely to decrease by around 20% to 26% due to adoption. These findings are pertinent to ongoing policy development efforts targeted at increasing the adoption of renewable energy to meet the sustainable development goals. Solar PV information could be potentially disseminated through mass media and modern communication technologies that require internet access. Furthermore, increasing the installation of solar PV systems in rented houses may promote the adoption of solar PV. It is imperative to implement policies that provide incentives for the installation and utilization of solar PV.

Neglect, School Violence, and Internalizing Behaviors in Children from Multicultural Families in Korea

Children from multicultural families (i.e., families with at least one parent from a foreign country other than Korea) in South Korea face increased risks of adverse life conditions at home and school. However, few studies have investigated the cumulative effects of family and school adversities, especially internalizing behaviors in this population. This study examined the association between neglect and internalizing behaviors (i.e., depression and social withdrawal) and whether victimization from school violence amplifies the impact of neglect. Data were drawn from the second wave of the Multicultural Adolescents Panel Study (MAPS), which was constructed by the National Youth Policy Institute (NYPI) and included 1500 fifth-graders surveyed in 2012. We first examined the moderating effect of school violence victimization on the association between neglect and depression and subsequently tested the same model to predict social withdrawal. This study showed that neglect significantly increased depression and social withdrawal. Additionally, the impact of neglect on depression and social withdrawal intensified when school violence coexisted. The findings of this study suggest that children from multicultural families exposed to co-occurring adversities require more attention. Assessment of polyvictimization and psychological counseling are necessary for supporting these children who have suffered violence at home and school.

Financial inclusion, ICT development and economic growth in WAEMU countries: evidence of governance

PurposeThe main objective of this paper is to examine how short- and long-term dynamics can be promoted through economic growth policies, financial inclusion initiatives, institutions and ICT infrastructure development. The study focuses on West African Economic and Monetary Union (WAEMU) member countries over for the period 2000–2020 and the empirical evidence is based on the autoregressive distributed lag (ARDL) method. Our empirical results show that the synthetic index variables of financial inclusion, ICT infrastructure development and individual or composite governance institutions indicators are positively and significantly interrelated in both the short and long runs. A dynamic combination of variables is essential for WAEMU countries to achieve long-term economic development. Policy implications are discussed.Design/methodology/approachConsistent with our goal of testing the dynamics of financial inclusion, governance and ICT on economic growth, we will estimate our equations using the ARDL panel method. ARDL models or autoregressive models with staggered or distributed delays are dynamic models. The particularity of these models is that they take into account temporal dynamics (i.e. expectations, adjustment delays and inter alia), so we adopted a lagged autoregressive model (ARDL). The popularity of the ARDL approach also stems from the fact that the cointegration of nonstationary variables is equivalent to an error correction (EC) process.FindingsThe empirical results simultaneously depict strong endogenous associations between these variables in the short and long run. The short-run analysis indicates that economic growth, financial inclusion, institutional quality and ICT infrastructure development are strongly interdependent. These union states, in their economic growth policies, encourage the financial inclusion (access and penetration of bank branches) of disadvantaged communities. However, efficient institutional policies reinforce this sustainable growth. The efficient use of telecommunications infrastructure requires the regulation of informal employment in WAEMU countries for the better deployment of efficient, secure and cost-effective digital financial payment systems (fintech).Research limitations/implicationsThe findings in this study evidently leave space for future research, especially as it concerns considering how composite governance can be employed as a moderating indicator for financial inclusion. In conclusion, there is an interdependence between financial inclusion, ICT, institutions and economic growth. An effective combination of these elements can create an ecosystem conducive to economic development by promoting access to financial services, harnessing the benefits of ICT and building robust institutions. However, challenges can also arise, such as the need for appropriate regulations and security guarantees for electronic transactions.Practical implicationsGovernments should strengthen financial inclusion and promote policies aimed at improving access to financial services, such as microcredits, mobile banking and initiatives for the unbanked. Financial education is crucial for enhancing financial inclusion. Educational programs that teach citizens how to use financial services can increase participation and stimulate economic growth. Moreover, policies should focus on improving digital infrastructure, such as broadband networks and data centers, to facilitate access to the internet and other technologies and to promote innovation and startups. Governments should strive to create a balanced regulatory framework that encourages investment and innovation while avoiding excessive regulation that could hinder growth. Implementing targeted regulatory reforms to improve efficiency and transparency can enhance investor confidence and support a more dynamic economic environment.Originality/valueThis work constitutes a considerable contribution to the literature on finance, institutions and growth in WAEMU countries and in terms of methodology. The findings in this study evidently leave space for future research, especially as it concerns considering how composite governance can be employed as a moderating indicator for financial inclusion. In conclusion, there is an interdependence between financial inclusion, ICT, institutions and economic growth. An effective combination of these elements can create an ecosystem conducive to economic development by promoting access to financial services, harnessing the benefits of ICT and building robust institutions.

A study of professional practices, attitudes and barriers to blended tube feeding in Australia and New Zealand.

This study investigates the utilisation of blended tube feeding by health professionals in Australia and New Zealand, assessing factors influencing its implementation following the Australasian Society of Parenteral and Enteral Nutrition blended tube feeding consensus statement. A cross-sectional survey was conducted targeting health professionals across Australia and New Zealand. The survey comprised 35-questions including multiple choice, Likert scales and open-ended responses, to gain insights into blended tube feeding practices and perspectives. The effect of the health professional factors on outcomes was explored in pairs with a series of Chi-squared tests. Odds ratios (ORs) were calculated using standard univariate logistic regression. An exploratory content analysis was used to code the open-ended text responses to the survey questions which were then categorised and further synthesised into overarching themes. Out of 89 health professionals who completed the survey, the majority were dietitians, 63% reported managing fewer than five patients using blended tube feeding within their services. Parental request was the leading reason for adoption. Notable barriers included clinician time constraints, resource limitations and a lack of formal guidelines. Some health professionals considered the primary risk associated with blended tube feeding to be poor growth and/or weight loss. Professional development was pivotal in increasing confidence and advocating for blended tube feeding, with significant correlations observed between blended tube feeding training and clinical practice. This study emphasises the essential role of education, resource availability and institutional policy in promoting blended tube feeding practices for health professionals. Findings suggest that focusing on professional development and standardised resources could significantly enhance knowledge, confidence and competence of health professionals in blended tube feeding application. The outcomes point towards the need for a coordinated approach to support evidence-based blended tube feeding practices, aligning with the Australasian Society of Parenteral and Enteral Nutrition blended tube feeding resources and recommendations.

Public Services in the Field of Basic Health for Mothers and Children in Talawaan District, North Minahasa Regency, North Sulawesi Province

Maternal mortality rate and infant mortality rate are an indication of the low level of population welfare. Likewise, the high disparity in socio-economic levels - rich and poor, between regions and between urban and rural areas. Therefore, health services for mothers and children are the main priority in health development. The government at all levels of government has established and implemented health programs for mothers and children. However, it has not provided a good impact on the aspect of basic public services. Health services for mothers and children through integrated service posts are more visible at the village level and require serious attention from the government because they are very far from health service centers such as regional hospitals. Therefore, this study was conducted to describe and explain basic public health services for mothers and children in Talawaan District, North Minahasa Regency. This study is considered important from the aspect of public health and related to strengthening social capital in the superior fields of social humanities, arts and culture as well as the development and strengthening of institutional systems, health policies, and community empowerment in the superior fields of health and medicine in the Sam Ratulangi University research strategy plan. Data were collected through interviews with the Head of the Health Service and Health Center, Posyandu officers and pregnant mothers and those with toddlers. Observations were made by looking directly at basic health services in Talawaan District. Secondary data were collected during health service activities and conducting electronic searches on Google Scholar and ResearchGate. The analysis was carried out based on the stages of reduction, interpretation, drawing conclusions and verification/triangulation. The research findings that public services in the field of basic health are accessible, acceptable, fair and safe for mothers and children but are not yet fully efficient and effective in their implementation. The concept found from this study is that the community needs basic health services for mothers and children that are easy to access and accept, fair to all levels of society and medically safe. While the principles of efficiency and effectiveness are more about the interests of the organization in the use of resources and achieving goals.

Examining the effect of forest certification on timber harvest best management practice implementation

ABSTRACT Forest certification programs are voluntary initiatives emphasizing sustainable forestry and harvest practices. Compliance with certification standards is enforced through third-party audits. One requirement of most forest certification systems is the use of best management practices during harvesting activities. These practices are designed to mitigate potential negative outcomes of forest management and timber harvesting activities. Best management practice implementation has been found to have a variety of positive outcomes on water quality and other resources. However, information relating forest certification to implementation of best management practices and environmental outcomes on certified versus noncertified lands is scant. Here, we examine the role of third-party certification as it contributes to enhanced forest stewardship via implementation of voluntary best management practices. Our study adds to the limited body of research comparing sustainability practices and outcomes on certified vs. noncertified lands. In alignment with previous research on the topic, our study suggests that adherence to best management practices is better on certified versus noncertified forests. Our findings also suggest that for large public agency ownerships, organizationally driven factors beyond forest certification (e.g. institutional policy and trained staff) influence the use of best management practices during timber harvests.

Epistemic silences, subversive politics: post-disaster economic assessments as technologies of persistent coloniality and route to an emancipatory climate justice agenda in the Caribbean

ABSTRACT Economic analyses of losses and damages or post-disaster needs assessments (PDNAs) are silent about the longstanding reparatory claims related to the legacies of African enslavement, colonial violence and indigenous dispossession that compound uneven racialized geographies in the Caribbean. This paper unpacks these so-called ‘objective’ valuations drawing attention to their (neo)liberal framings, technocratic underpinnings, and historical origins in the Caribbean plantation economy. Using case studies of catastrophic hurricanes Matthew (2016), Irma (2017) and Dorian (2019) in Haiti, Antigua and Barbuda, and The Bahamas respectively, the paper exposes critical tensions, knowledge hierarchies, and contradictions embedded within empirical assessments that justify and prioritize preferred policies of powerful international development, financial and governance institutions. PDNAs under-value and neglect important community and local knowledge, solidarity practices, cultural institutions, and relational ethics in the face of climate disasters in these Caribbean islands. Taking a Black geographies and political economy approach, the paper addresses the limitations and risks associated with PDNAs, deemed political tools or technologies of climate disaster that reinforce oppression. To advance an emancipatory climate justice agenda to enable more radical reparative measures and possibilities, the paper suggests that analyses and political strategy must be grounded in people's history, cultural, ethical, and communal governance practices.

Developing the faculty team in agriculture, forestry, and aquaculture through a competency-based approach: Insights and strategies for colleges in Vietnam

This paper explores the development of faculty teams in agriculture, forestry, and aquaculture in Vietnamese colleges by applying competency-based education. Using a mixed-methods approach, the study evaluates the competencies of 124 faculty members from eight institutions, focusing on their academic qualifications, teaching skills, technological proficiency, and research involvement. The findings highlight strengths in academic preparation but reveal significant gaps in the use of technology, research engagement, and collaboration with industry partners. These gaps emphasize the need for comprehensive faculty development strategies to align education with labor market demands. Key solutions proposed include establishing a competency framework specific to agriculture, forestry, and aquaculture education to guide curriculum and professional development. The study also recommends strategic workforce planning based on competencies to ensure the optimal distribution of teaching expertise. Furthermore, competency-based recruitment and utilization practices will help institutions select faculty best suited for teaching and research roles. Continuous training and professional development programs aligned with this framework are necessary to help faculty integrate new technologies and teaching methods. The study emphasizes the importance of performance evaluation systems to monitor and support faculty progress and institutional policies that foster a motivating and supportive work environment.

MULTIPLE LINEAR REGRESSION OF FACTORS INFLUENCING FEMALE ENGINEERING STUDENTS’ SATISFACTION: AN APPLICATION IN SAUDI ARABIA

Students are the most significant stakeholders in any educational institution as they play a pivotal role in education. Since they are directly impacted by the quality of education in the institution, they can provide valuable insights for improving teaching methods, curriculum design, and institutional policies. Their growth and success will contribute to the development of the overall society. This research aims to model the relationship between teaching quality, assessments and facilities, practical sessions, and engineering student satisfaction using multiple regression analyses. The data was collected based on a survey prepared by the College of Engineering - girls’ campus at Saudi University. The sample analyzed in this study consisted of 5577 cases. The results show that teaching quality, practical sessions, assessments, and facilities significantly influence engineering student satisfaction (P-value < 0.05). The coefficient of determination is 0.66 indicating that the independent variables could explain 66%. The remaining 34% required further investigations.

Demand for milk and milk products in the rural household of Bangladesh: A panel data analysis

Milk is considered an essential source of protein for people of all ages. However, Bangladeshi people, particularly those living in rural areas, tend to consume less milk and milk products than necessary. Therefore, this study aims to investigate the demand for milk and milk products among rural consumers and the factors affecting their consumption habits. The study utilizes balanced panel data from three waves of the Bangladesh Integrated Household Survey: 2011–12, 2015, and 2018–19, collected by the International Food Policy Research Institute. Both the Almost Ideal Demand System (AIDS) and Fixed Effects Model were employed. The expenditure elasticity for liquid milk, powdered milk, and condensed milk was found to be 1.013, 1.856, and 1.060, respectively, indicating that these products are considered luxury goods in rural Bangladesh. Additionally, powdered milk is more price-sensitive than liquid or condensed milk in these areas. Milk and milk products exhibit a substitutable relationship based on the Slutsky and Cournot cross-price elasticities matrix. Consumption of liquid milk is significantly influenced, either positively or negatively, by several factors, including age, education, family size, ownership of dairy animals, income, expense of food, and year. Furthermore, while the consumption of powdered milk is increasing over time, factors such as family size and livestock ownership negatively impact its consumption. Similarly, the consumption of condensed milk is negatively affected by education and ownership of dairy animals. Based on our study results, we recommend increasing household income through on and off-farm job creation, promoting educational campaigns on the benefits of milk, and supporting livestock ownership to reduce reliance on processed milk products.

INTEGRATING ISLAMIC SPIRITUALITY IN TEACHER TRAINING: ANALYSIS OF FACULTY DEVELOPMENT PROGRAMS AND THEIR IMPACT ON TEACHING PRACTICES

he significance of integrating Islamic spirituality-based pedagogy into teacher training programs for the enhancement of both academic and moral teaching is now widely recognized.This paperattempts to analyzethe role of Islamic spirituality as a component in teacher training programs by looking at several faculty developmentsmodels. Additionally, this paper explores the types of teacher training programs in integrate spirituality at the respective faculty. Rather than providing instruction in institutional policy and regulations, as is the case in professional programs, these programs focus on spiritual leadership, ethical teaching, and reflective practice to educate educators who are academically proficient as well as capable of moral and spiritual development of their students. This paper explains that integrating Islamic spirituality within educator training improves teaching methodology, fostering student engagement, and enables holistic education. Although the benefits are clear, there are significant challenges, particularly in secular educational settings where balancing religious teachings with secular rules requires careful negotiation. This paper examines these challenges, including the shortage of trained Islamic educators and the difficulties of integrating religious values within secular systems.Nevertheless, positive ways of providing an opportunity are via inter-religious dialogue and can build a mutual understanding among the different nationalities in multiculturalclassrooms.Moreover,it is imperative to fill these gaps and complete training programs that involve tackling both religious and secular goals with a view to makingIslamic spirituality successfully embedded in education.Keywords:Islamic Spirituality, Faculty Development, Teacher Training

INTEGRATING ISLAMIC SPIRITUALITY IN TEACHER TRAINING: ANALYSIS OF FACULTY DEVELOPMENT PROGRAMS AND THEIR IMPACT ON TEACHING PRACTICES

The significance of integrating Islamic spirituality-based pedagogy into teacher training programs for the enhancement of both academic and moral teaching is now widely recognized.This paperattempts to analyzethe role of Islamic spirituality as a component in teacher training programs by looking at several faculty developmentsmodels. Additionally, this paper explores the types of teacher training programs in integrate spirituality at the respective faculty. Rather than providing instruction in institutional policy and regulations, as is the case in professional programs, these programs focus on spiritual leadership, ethical teaching, and reflective practice to educate educators who are academically proficient as well as capable of moral and spiritual development of their students. This paper explains that integrating Islamic spirituality within educator training improves teaching methodology, fostering student engagement, and enables holistic education. Although the benefits are clear, there are significant challenges, particularly in secular educational settings where balancing religious teachings with secular rules requires careful negotiation. This paper examines these challenges, including the shortage of trained Islamic educators and the difficulties of integrating religious values within secular systems.Nevertheless, positive ways of providing an opportunity are via inter-religious dialogue and can build a mutual understanding among the different nationalities in multiculturalclassrooms.Moreover,it is imperative to fill these gaps and complete training programs that involve tackling both religious and secular goals with a view to makingIslamic spirituality successfully embedded in education.Keywords:Islamic Spirituality, Faculty Development, Teacher Training

INTEGRATING ISLAMIC SPIRITUALITY IN TEACHER TRAINING: ANALYSIS OF FACULTY DEVELOPMENT PROGRAMS AND THEIR IMPACT ON TEACHING PRACTICES

he significance of integrating Islamic spirituality-based pedagogy into teacher training programs for the enhancement of both academic and moral teaching is now widely recognized.This paperattempts to analyzethe role of Islamic spirituality as a component in teacher training programs by looking at several faculty developmentsmodels. Additionally, this paper explores the types of teacher training programs in integrate spirituality at the respective faculty. Rather than providing instruction in institutional policy and regulations, as is the case in professional programs, these programs focus on spiritual leadership, ethical teaching, and reflective practice to educate educators who are academically proficient as well as capable of moral and spiritual development of their students. This paper explains that integrating Islamic spirituality within educator training improves teaching methodology, fostering student engagement, and enables holistic education. Although the benefits are clear, there are significant challenges, particularly in secular educational settings where balancing religious teachings with secular rules requires careful negotiation. This paper examines these challenges, including the shortage of trained Islamic educators and the difficulties of integrating religious values within secular systems.Nevertheless, positive ways of providing an opportunity are via inter-religious dialogue and can build a mutual understanding among the different nationalities in multiculturalclassrooms.Moreover,it is imperative to fill these gaps and complete training programs that involve tackling both religious and secular goals with a view to makingIslamic spirituality successfully embedded in education.Keywords:Islamic Spirituality, Faculty Development, Teacher Training

Barriers and Facilitators to the Success of Black Academic Physicians.

Despite efforts to recruit and retain Black physicians, Black individuals continue to be underrepresented in medicine in the USA. Although numerous studies have investigated the experiences of academic physicians from racial/ethnic backgrounds underrepresented in medicine, the experience of Black academic physicians, who may face additional unique challenges, remains underinvestigated. Using a qualitative research design, we investigate barriers to and facilitators of success and well-being of Black faculty at one academic medical center through interviews of 30 Black faculty members. Overall, ten themes emerged as barriers or facilitators to faculty success and well-being. Significant barriers include continued lack of representation; devaluing of research in community health and health disparities, as well as other diversity-related activities; and both overt and implicit discrimination, which contribute to feelings of isolation and disrespect. Facilitators include having a community to maintain sense of belonging, financial support for health disparities and diversity-related contributions, and collaboration with peers. Good mentorship and sponsorship as well as an institutional culture that supports inclusion can play significant roles as facilitators, whereas the lack of these factors can present substantial barriers. Institutional policies and external socio-political factors have a major influence on both the barriers and facilitators to the success and well-being of Black faculty. Our study has put a clearer focus on barriers that are unique to or more pronounced among Black faculty and the facilitators that may serve to mitigate these barriers. These findings can inform the design of interventions to recruit and retain Black faculty in medicine.

HyFlex Course Design in Community Colleges: Instructors’ Challenges, Strategies, and Supports

ABSTRACT This study investigates community college instructors’ experiences with teaching Hybrid flexible (HyFlex) courses. Using a multiple methods approach, the study seeks to determine the challenges that the HyFlex modality presents to community college instructors and the strategies, technologies, and supports that they find most beneficial in mitigating these challenges. Twenty-two instructors teaching at five community colleges completed an electronic survey, and six of these instructors participated in a semi-structured interview. Analysis revealed that community college instructors face challenges in facilitating communication between students attending HyFlex classes in different modalities, engaging online students, managing technology, and managing instruction in two or more modalities simultaneously. They meet these challenges with a variety of instructional technologies and strategies, including trial and error and their colleagues’ support, but would like more access to technical support, training in HyFlex strategies, and consistent institutional policies for managing HyFlex courses. Implications and recommendations for future research are discussed.