Educational Software Research Articles

Low-intensity ABA intervention for young children with ASD in Italy

ABSTRACT This study investigated the effects of a 12-hr per week education package for 7 children with autism spectrum disorders (ASD) within the context of the Italian public health system. Different from the US, the Italian public health system traditionally offers 1 to 3 hrs per week of speech, occupational, or physical therapy, and/or ABA-based activity for children with ASD. Hence, it is imperative to assess the criteria for effective ABA interventions to enable comparison with various models of care for children with ASD. We employed a treatment package based on the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model. Each participant received interventions for 4 hours a day, 3 days a week for one year. The results revealed a significant difference in the total scores and each sub-test score of both the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) and the Childhood Autism Rating Scale-Second Edition (CARS-2) before and after one year of instruction. Our low-intensity intervention appears to effectively improve the participants’ various academic, verbal, and self-management skills, positively impacting their overall development. Our findings provide insights into testing the effectiveness of an alternative model of ABA intervention while also expanding the application of advanced ABA practices to enhance the developmental trajectory of young children.

Interdisciplinarity in the Use of Playful Technologies in Early Childhood Education: Impacts on Teaching and Learning

Objective: This study aims to investigate the impact of the use of technological resources in early childhood education, highlighting how the introduction of technologies, such as television, digital games, and educational software, can improve learning and interaction in the classroom. Theoretical Framework: The study is based on the theories of Vygotsky (1988) and the contemporary studies of Jankowski and Wrobel (2021), which emphasize the importance of interactivity and the conscious use of technology in the teaching-learning process for children. Method: The research was carried out at the Instituto do Saber Mundo Azul, in Montes Claros - MG, with five teachers who, for a week, used different technological resources in their pedagogical practices. Data collection was done through questionnaires applied to the teachers. Results and Discussion: The results indicated that the use of technology increased students' interest in the activities, however, the retention of the content was limited by the excitement generated by the playful resources. The discussion addresses the importance of planning the use of these tools to maximize their educational impact. Research Implications: This study contributes to the understanding of how technological resources can be effectively incorporated into early childhood education, providing insights into ongoing teacher training and the integration of technologies into the curriculum. Originality/Value: The research offers an analysis of the challenges and benefits of implementing technologies in early childhood education, highlighting the need for appropriate pedagogical strategies for the use of these tools.

The Effectiveness of Regionalization of Perinatal Care and Specific Facility-Based Interventions: A Systematic Review.

Appropriate perinatal care provision and utilization is crucial to improve maternal and newborn survival and potentially meet Sustainable Development Goal 3. Ensuring availability of healthcare infrastructure as well as skilled personnel can potentially help improve maternal and neonatal outcomes globally as well as in resource-limited settings. A systematic review on effectiveness of perinatal care regionalization was updated, and a new review on facility-based interventions to improve postnatal care coverage and outcomes was conducted. The interventions were identified through literature reviews and included transport, mHealth, telemedicine, maternal education, capacity building, and incentive packages. Search was conducted in relevant databases and meta-analysis conducted on Review Manager 5.4. We conducted subgroup analysis for evidence from low- and middle-income countries (LMICs). Implementation of regionalization programs significantly decreased maternal mortality in LMICs (OR: 0.43; 95% CI: 0.34-0.55, 2 studies), stillbirth overall (OR: 0.70; 95% CI: 0.54-0.89, 5 studies), perinatal mortality overall (OR: 0.54; 95% CI: 0.5-0.58, 2 studies), and LMICs (OR: 0.54; 95% CI: 0.50-0.58, 1 study). Transport-related interventions significantly decreased maternal mortality overall (OR: 0.55; 95% CI: 0.40-0.74, 1 study), neonatal mortality (RR: 0.76; 95% CI: 0.66-0.88, 1 study), perinatal mortality (RR: 0.86; 95% CI: 0.77-0.95, 1 study), and improved postnatal care coverage (OR: 6.89; 95% CI: 5.15-9.21, 1 study) in LMICs. Adding maternity homes/units significantly decreased stillbirth (OR: 0.75; 95% CI: 0.61-0.93, 1 study) in LMICs. Incentives for postnatal care significantly improved infant mortality (RR: 0.79; 95% CI: 0.65-0.96, 1 study), stillbirth (OR: 0.60; 95% CI: 0.44-0.83, 1 study), and postnatal care coverage (RR: 1.13; 95% CI: 1.03-1.25, 1 study) in LMICs. Telemedicine improved postnatal care coverage significantly in LMICs (RR: 2.54; 95% CI: 1.22-5.28, 3 studies) and decreased maternal mortality (OR: 0.46; 95% CI: 0.21-0.98, 1 study) and infant mortality (OR: 0.65; 95% CI: 0.45-0.95) in LMICs. Maternal education significantly decreased neonatal mortality (RR: 0.75; 95% CI: 0.66-0.84, 2 studies), perinatal mortality (RR: 0.86; 95% CI: 0.77-0.95, 1 study), infant mortality (RR: 0.79; 95% CI: 0.65-0.96, 1 study), and stillbirth (RR: 0.61; 95% CI: 0.45-0.82, 1 study). Capacity-building interventions significantly decreased maternal mortality in LMICs (OR: 0.37; 95% CI: 0.29-0.46, 5 studies), neonatal mortality overall (OR: 0.72; 95% CI: 0.53-0.98, 4 studies) and in LMICs (OR: 0.63; 95% CI: 0.54-0.74, 3 studies, and RR: 0.61; 95% CI: 0.48-0.79, 3 studies), perinatal mortality (OR: 0.53; 95% CI: 0.45-0.62, 2 studies, and RR: 0.86; 95% CI: 0.77-0.95, 1 study), infant mortality (OR: 0.50; 95% CI: 0.43-0.59, 1 study, and RR: 0.79; 95% CI: 0.65-0.96, 1 study), under-5 mortality (RR: 0.79; 95% CI: 0.66-0.94, 1 study), and stillbirth in LMICs (OR: 0.71; 95% CI: 0.62-0.82, 4 studies), and preterm birth overall (OR: 0.39; 95% CI: 0.19-0.81, 1 study). Perinatal regionalization and facility-based interventions have a positive impact on maternal and neonatal outcomes and calls for implementation in high burden settings but a better understanding of optimal interventions is needed through comprehensive trials in diverse settings.

Assessing the potential impact of an oral health education package integrated with augmented reality in improving oral health knowledge in children: a pre-post study design.

ABSTRACTIntroduction: Augmented reality (AR) technology provides a novel approach to oral health education. This study examines the impact of AR-based educational tools on improving children's oral health knowledge, specifically assessing whether AR can significantly enhance knowledge compared to baseline. The primary objective is to determine if AR technology can increase oral health knowledge in children. Methods: This pre-experimental study used a pre-test and post-test design with a single group of 49 children aged 7 years. The AR-based tool was developed using the ADDIE model and implemented over two weeks. The effectiveness of the tool was assessed through a standardized oral health knowledge questionnaire, and data were analyzed using paired t-tests. Results: The results showed a significant increase in children's knowledge after the intervention, with mean scores rising from 5.27 (SD = 1.36) to 8.65 (SD = 0.9) (p < 0.05). The proportion of children with good knowledge increased from 8.2% to 88% post-intervention. Conclusion: The study demonstrates that AR-based tools can significantly improve children's oral health knowledge. This suggests that AR could be an effective educational medium in promoting better oral health practices among young learners.

Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy?

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.

Educational Software for Stress Analysis of Open Thin-Walled Structures

Thin-walled structures are commonly employed in aerospace and automotive structures because of their high strength to weight ratio. Design and hence the stress analysis of thin-walled structures is tedious and time-consuming. An educational software which can aid students in stress analysis of thin-walled open sections will enhance the teaching-learning process. With the present available software, the number of sections that can be analysed is limited, hence in this work, a generalized section has been developed through which many new complex sections can be generated and analysed for stresses. The objective of the present work is to develop educational software that will provide a solution for the section properties like centroid, moment of inertia and shear centre, and the stresses on the section for a given loading. The software enables students to select different cross-sections which may be subjected to bending, shear or torsional loads and evaluate the stresses on it. Results obtained through this software have been validated against literature. The software has been developed using MATLAB with graphical user interface (GUI). The software is expected to be a useful tool for effective teaching learning process of courses on thin-walled structures, aircraft structures and advanced mechanics of materials.

Using Raz-kids Reading Program to Enhance Fifth Grade EFL Omani Students’ Reading Comprehension Skills and Boost their Motivation

This study aimed to evaluated the impact of Raz-kids program on the reading comprehension of fifth-grade students using a quasi-experimental design. A total of 64 students from Welayat Bidbid School in A’Dakhilia Governorate in the Sultanate of Oman, were divided into two groups: control and experimental. Over a two-month period, the experimental group used Raz-kids reading program daily at home, engaging in reading activities, listening exercises, and quizzes to enhance their reading skills. The findings indicated a noticeable improvement in reading comprehension scores, although it is not statistically significant, among participant students in the experimental group compared to the control group. Also, it was found that, the program positively influenced students' motivation towards reading, with participants expressing a willingness to recommend it to their peers. These results suggest that Raz-kids program is an effective supplementary tool for improving reading comprehension and fostering positive attitudes towards reading among fifth-grade students.

Development and Validation of Deep Learning Preoperative Planning Software for Automatic Lumbosacral Screw Selection Using Computed Tomography

Achieving precise pedicle screw placement in posterior lumbar interbody fusion (PLIF) is essential but difficult due to the intricacies of manual preoperative planning with CT scans. We analyzed CT data from 316 PLIF patients, using Mimics software for manual planning by two surgeons. A deep learning model was trained on 228 patients and validated on 88 patients, assessing planning efficiency and accuracy. Automatic planning successfully segmented and placed screws in all 316 cases, significantly outperforming manual planning in speed. The Dice coefficient for segmentation accuracy was 0.95. The difference in mean pedicle transverse angle (PTA) and pedicle sagittal angle (PSA) for automatic planning screws compared to manual planning screws was 1.63 ± 0.83° and 1.39 ± 1.03°, respectively, and these differences were either statistically comparable or not significantly different compared to the variability of manual planning screws. The average Dice coefficient of implanted screws was 0.63 ± 0.08, and the consistency between automatic screws and manual reference screws was higher than that of internal screws (Dice 0.62 ± 0.09). Compared with manual screws, automatic screws were shorter (46.58 ± 3.09 mm) and thinner (6.24 ± 0.35 mm), and the difference was statistically significant. In qualitative validation, 97.7% of the automatic planning screws were rated Gertzbein–Robbins (GR) Class A and 97.3% of the automatic planning screws were rated Badu Class 0. Deep learning software automates lumbosacral pedicle screw planning, enhancing surgical efficiency and accuracy.

Effectiveness of The Culture-Based Anti-Stunting Education Package on Family Behavioral Changes in Stunting Prevention

Stunting remains a pressing global health concern, as evidenced by the prevalence of stunting in Indonesia. The Pasuruan Regency Government continues its efforts to reduce the stunting rate. Coastal areas are characterized by a relatively high incidence of stunting, which stands at 22.8%. The urgency of this research lies in the need for a change in family behavior toward stunting prevention through education optimalization in coastal areas. Stunting prevention education within the family can be summarized into the "Anti-Stunting Education Package", consisting of education on nutritious maternal food intake starting from 1000 days before childbirth, exclusive breastfeeding, adolescent health, and access to clean water. This research aims to demonstrate the effectiveness of anti-stunting education package in changing family behavior to prevent stunting in coastal areas. This was pre-experimental study with a pretest-posttest design approach. The research is conducted in coastal areas with a sample size of 30 stunting families selected through purposive sampling. The results of the research indicate that the Anti-Stunting Education Package is highly effective in improving knowledge, attitudes, and behavioral changes among mothers in supporting stunting prevention in coastal areas. This study falls under TKT 3, which demonstrates the analytical concept and experimental functions, providing stunting education through booklets with a focus on local culture to prevent stunting in coastal areas. The outcomes of this research serve as an innovation and technological development for maritime community well-being.

Teaching Reform and Practice Based on Four Dimensions and One Penetration for Sensing and Detection Technology

Sensing and Detection Technology is a core course in engineering specialties. Traditional sensor teaching methods have obvious deficiencies in cultivating students’ ability. To better foster students’ comprehensive qualities, this study explored a 4D1P (Four Dimensions and One Penetration) teaching mode. We independently developed an industrial sensor teaching platform with intellectual property rights, integrating classroom and sensor experiments to address the disconnection between traditional sensor teaching and practical application. This mode combined the teaching platform with SPOC (small private online courses) and Rain Classroom teaching software, enriching classroom teaching and stimulating students’ interest. By applying industry-academia-research integration to sensor teaching, students’ horizons were broadened and their creative thinking enriched. The mode set up discussion-based learning in the classroom, making the class atmosphere lively. Throughout the teaching process, data-driven learning and teaching evaluation were consistently applied, allowing teachers to promptly understand students’ learning situations. Data shows that under the backdrop of the COVID-19 pandemic, students’ grades improved and they were satisfied with this teaching mode. This mode solves most current problems in university classroom teaching and significantly enhances students’ practical abilities. It also has certain significance for education in other disciplines.

The effects of an educational intervention on reducing stigma among medical students toward patients with psychiatric disorders

BackgroundStigma surrounding psychiatric disorders persists among medical students, who represent the future of healthcare provision. The reluctance of these students to engage with patients with psychiatric conditions poses challenges in delivering appropriate healthcare services. This study aimed to evaluate the effects of an educational package on reducing stigma and altering attitudes toward patients with mental illnesses among medical students.MethodsThis interventional and quasi-experimental study enrolled medical students who entered in a 4-week clinical post in psychiatry wards from September 2021 to February 2022. Each group of students was randomly assigned to the intervention or control group. All students in the two groups underwent practical training in psychiatry wards. An anti-stigma educational package was provided for the students in the intervention group. This package consisted of three components, including a one-hour virtual training session titled “Stigma, its importance, and coping strategies”, watching three short documentary films on the experiences of successfully treated patients with mental illness, and writing a reflection after a face-to-face interview with a hospitalized patient. The Attitudes Toward Mental Illness (ATMI) questionnaire was used to evaluate the attitudes of all students at the end of the rotation. Additionally, content analysis was performed on the reflection writings of the intervention group.ResultsThe intervention group (n = 142) and control group (n = 92) showed slight changes in ATMI. The effect sizes were small. Both the intervention and control groups demonstrated significant improvements in attitudes toward the treatment of mental illness. Content analysis of reflection writings highlighted increased awareness, empathy, and medical students’ need for more educational content on the significance of stigma and how to address it.ConclusionsThe educational intervention did not significantly impact medical students’ attitudes toward patients with psychiatric disorders; however, the standard clinical training and exposure to psychiatric patients may be sufficient to enhance students’ perspectives on the treatability of mental illness. Writing a reflection regarding face-to-face exposure with a patient with mental illness may increase awareness and empathy in medical students. Further investigation is needed to assess the long-term effects of reflection on medical students’ behavior.

Wearable neurofeedback acceptance model for students’ stress and anxiety management in academic settings

This study investigates the technology acceptance of a proposed multimodal wearable sensing framework, named mSense, within the context of non-invasive real-time neurofeedback for student stress and anxiety management. The COVID-19 pandemic has intensified mental health challenges, particularly for students. Non-invasive techniques, such as wearable biofeedback and neurofeedback devices, are suggested as potential solutions. To explore the acceptance and intention to use such innovative devices, this research applies the Technology Acceptance Model (TAM), based on the co-creation approach. An online survey was conducted with 106 participants, including higher education students, health researchers, medical professionals, and software developers. The TAM key constructs (usage attitude, perceived usefulness, perceived ease of use, and intention to use) were validated through statistical analysis, including Partial Least Square-Structural Equation Modeling. Additionally, qualitative analysis of open-ended survey responses was performed. Results confirm the acceptance of the mSense framework for neurofeedback-based stress and anxiety management. The study contributes valuable insights into factors influencing user intention to use multimodal wearable devices in educational settings. The findings have theoretical implications for technology acceptance and practical implications for extending the usage of innovative sensors in clinical and educational environments, thereby supporting both physical and mental health.

From Teacher Beliefs to Practices: Unpacking the Benefits and Barriers of Extensive Reading Programmes in Macau Secondary Schools

Extensive reading entails language learners’ independent reading of abundant materials suitable for their proficiency levels. Previous studies have revealed extensive reading as effective for improving various aspects of second language (L2) proficiency. However, many Macau secondary schools have cancelled or reduced their extensive reading programmes (ERPs), prompting the need for a qualitative study to comprehend these modifications. In this case study, five L2 English teachers from different Macau secondary schools shared their beliefs and practices during semi-structured interviews. Qualitative content analysis of the interview transcripts revealed all teachers supported incorporating extensive reading in their respective English curriculums; they believed students’ engagement in ERPs enhanced reading fluency and comprehension, vocabulary knowledge, and L2 learning motivation and confidence. However, the teachers also believed restricted time and unengaged students hindered the ERPs. The schools’ possible misinterpretations of extensive reading and their potentially unrealistic expectations regarding short-term returns against limited investment in extensive reading may have contributed to the abandonment or reduction of ERPs. To engage students in ERPs, schools should allow students to choose their own reading materials, reduce the emphasis on extensive reading tests, incorporate more intrinsic and extrinsic motivators, and consider combining extensive reading with reading strategy instruction.

Supporting adherence to a home practice reading program using self-monitoring in persons with aphasia: a single case experimental design study

ABSTRACT Background Impairments in reading comprehension impact participation in daily activities for persons with aphasia. Home practice programs can be used by speech-language pathologists to extend treatment by providing additional practice to support recovery. However, adherence to home programs is often low and factors that enhance adherence to home programs are poorly understood. Aims We sought to examine if using self-monitoring practice with an aphasia-friendly logbook and a timer is an effective mechanism to support home program adherence and to explore the perception of this technique by individuals with aphasia. Methods & procedures This non-concurrent multiple baseline single case experimental design was completed during the COVID-19 Pandemic. Procedures were completed virtually or in person. If in person, assessments were done in the clinic or in the participant’s home. The participants (n = 6) were at least six months post-stroke, diagnosed with aphasia, and reported interest in practicing reading. There were five males and one female. During the baseline phase, participants received training on a mobile reading comprehension application on an iPad. They were instructed to practice reading 80 minutes seven days a week, and were not provided with self-monitoring supports, but were given a single cue card that indicated the practice expectation. The number of data points in the baseline phase was at least five and increased across participants. At the end of baseline, participants received training on the use of a timer and an aphasia-friendly logbook for self-monitoring minutes of practice. They were instructed to continue practicing for 80 minutes every day. In both phases, participants received weekly check-ins to ensure the technology was working. Outcomes & results The primary outcome measures were minutes of practice and percent adherence. Three out of the six participants demonstrated an effect with the self-monitoring intervention with more minutes of practice or greater percent adherence during the intervention phase. Responders typically had higher self-efficacy for exercise scores and a shorter baseline phase. Three participants did not demonstrate an effect of the self-monitoring intervention. The logbook was reported as one of the two most helpful features of the intervention by all the participants with weekly technology check-ins and iPad training as the least helpful elements. Conclusions Self-monitoring with an aphasia-friendly logbook and timer can support some individuals with aphasia in achieving a greater amount of home program practice. Additional research with a larger more diverse sample that incorporates timing and self-efficacy for exercise is warranted.

AI Concepts Integration in Developing E-Muhadathat Kits For Non-Arabic Speakers

Recent educational reforms focus on strategically integrating technology into teaching, aligning with the principles of the fourth industrial revolution (IR 4.0). Among the swiftly evolving technologies in language learning is Artificial Intelligence (AI), particularly in the form of Natural Language Processing (NLP). This technology has been applied to create the E-Muhadathat kit, an interactive Arabic conversation simulation tool designed to enhance communication skills for non-Arabic speaking students in Malaysian public universities. This study aims to investigate the role of AI in education, address the challenges in developing AI-based Arabic language learning software, and propose a model for the E-Muhadathat kit tailored for non-Arabic speakers. This literature review uses documentary methods to gather information from journals, conference proceedings, articles, dissertations, and digital books from databases such as Google Scholar, Springer Link, Science Direct, and Research Gate. The collected data undergoes descriptive analysis based on thematic categorization. The findings indicate that the concept of AI consists of three core components: machine learning, deep learning, and neural networks. Arabic linguists have recognized several challenges in developing AI-based software, such as orthographic, morphological, syntactic, anaphoric, and semantic ambiguities. Moreover, the E-Muhadathat kit's design integrates machine learning and deep learning techniques, featuring applications for both spoken and written language. The study's findings support educators and researchers aiming to create Arabic language software tailored for non-native speakers in Malaysian higher education institutions. As a result, the study advocates for further investigation into the use of AI in Arabic language education to enhance the communication abilities of non-native speakers in Malaysia.

Contribution of Artificial Intelligence (AI) to Code-Based 3D Modeling Tasks

The rapid advancement of technology and innovation is also impacting education across different levels. The rise of Artificial Intelligence (AI) is beginning to transform education in various areas, from course materials to assessment systems. This requires educators to reconsider how they evaluate students’ knowledge. It is crucial to understand if and to what extent assignments can be completed using AI tools. This study explores two hypotheses about the risks of using code-based 3D modeling software in education and the potential for students to delegate their work to AI when completing assignments. We selected two tasks that students were able to successfully complete independently and provided the same amount of information (both textual and image) to AI in order to generate the necessary code. We tested the widely used ChatGPT and Gemini AI bots to assess their current performance in generating code based on text prompts or image-based information for the two models. Our findings indicate that students are not yet able to entirely delegate their work to these AI tools.

“A Quasi Experimental Study To Assess The Effectiveness Of Educational Package On Knowledge Regarding Disaster Preparedness Among High School Students At Adityanath Jha Inter College Rudrapur, Uttarakhand.”

“A Quasi Experimental Study To Assess The Effectiveness Of Educational Package On Knowledge Regarding Disaster Preparedness Among High School Students At Adityanath Jha Inter College Rudrapur, Uttarakhand.”

Effectiveness of an Educational Package on Knowledge Regarding Telehealth among B.Sc Nursing Final Year Students in Selected College of Indore, Madhya Pradesh

The onset of Covid-19 emerged the need of telehealth as a new standard of care for patient. The current study aimed to evaluate the effectiveness of an educational package on telehealth among B.Sc. nursing final year students. A quantitative approach with pre experimental one group pre-test, post-test design was adopted for the study. The samples from the selected college were selected using purposive sampling technique. The sample consist of 200 B.Sc. nursing final year students. The tool used for data collection was structured knowledge questionnaire. Comparing the knowledge level between pretest and posttest revealed that the mean pretest score rose from 9.05 to mean score 12.98 in posttest and was found to be statistically significant at p<0.001. Study result showed significant improvement in the level of knowledge among B.Sc nursing final year students on telehealth.

A Study to Assess the Effectiveness of Educational Package in Terms of Knowledge Regarding Essential New Born Care among Mother in the Postnatal Wards of Selected Hospital, Nadiad

BACKGROUND: The neonatal period, covering the first 28 days of life is a vital stage marked by significant physiological changes and the new borns adjustment to the crucial for the baby’s survival and long term health. Proper new born care is essential in decreasing neonatal illness and death promoting healthy growth and development. Worldwide neonatal mortality is a major public issue, especially in low and middle income nations. The World Health Organization (WHO) reports that nearly 2.4 million children die within their first month of life annually, with most of these deaths happening within the first week. Infection are a leading cause of neonatal mortality, responsible for about one-third all neonatal deaths. New born are practically vulnerable to infection due to their underdeveloped immune system. Education on essential new-born care, covering aspects like infection prevention, breastfeeding thermal care, and immunization, plays a critical role in decreasing these fatalities. Postnatal wards offer a special chances to educate mothers about essential new-born care. During this period mothers are typically more open to learning and incorporating new practice that can benefit their infants. Tailored educational programs designed for postnatal mothers of essential new-born care practice and encourage their adoption. AIM This study assess the effectiveness of an educational package design to enhance mothers' knowledge regarding essential new born care in selected hospital in Nadiad. OBJECTIVE: To evaluate the impact of an educational package on mothers' knowledge about essential new born care in post natal wards. METHODS A quasi experimental study design was employed. The study include 40 mothers in post natal wards from selected hospital in Nadiad. Participants were divided into two groups: An experimental group receiving the educational package and a control group receiving standard care. Pre-test and post- test knowledge assessments were conducted using a structured questionnaire. INTERVENTION: The educational package comprised informative flip book interactive session focus on essential new born care such as breast feeding, hygiene, immunization and recognizing dangerous sign.RESULTS: The pre-test knowledge scores of both groups were comparable. Post intervention, the group showed a significant increase on knowledge scores compared to the pre- test. Statistical analysis using paired T test revealed that the educational package effectively improved mother’s knowledge of essential new born care (p< 0.05). The educational package significantly enhanced mother’s knowledge regarding essential new born care in post natal wards. Implementing such educational interventions can improve new born health outcomes by empowering mothers which crucial care. Further studies are recommended to assess long term retention of knowledge and its impact on new born health.

Digitalization's Impact on Chinese Higher Vocational Teachers: Identity, Satisfaction, Resignation

In the changing field of higher vocational teaching in China with the integration of digitalization, educational software, and virtual computer system integration (VCSI), understanding the relationships between professional identity, job satisfaction, and the intention to resign is imperative. Previous research has underscored the impact of professional identity on job satisfaction and its role in mitigating turnover intentions among educators. However, there is a noticeable gap in the literature specific to the unique challenges faced by higher vocational teachers in China, particularly in the context of digitalization, interactive whiteboards (IW), educational software, and VCSI. This study aims to bridge this gap by investigating the dynamic relationship between these variables within the distinct educational context of higher vocational teaching in the context of educational software, and IW which is digitalization and virtual online learning environment and collaborating tools related to VCSI. This research seeks to understand the complex links between professional identity, work satisfaction, and resignation among Chinese higher vocational teachers, and also examines how digitalization and VCSI moderate these correlations. This quantitative study investigates the professional experiences and career choices of 271 Chinese Higher Vocational Teachers using online questionnaires and structural equation modeling (SEM) (SEM: analyzing digitalization and VCSI's moderating impacts using interaction terms). It finds significant links between professional identity, job satisfaction, and resignation intention, and examines how digitalization and VCSI moderate these relationships. The study aims to understand technology's impact on educators, offering insights and practical guidance for educational leaders in China, particularly regarding the integration of technology in higher vocational teaching.