International Standard Classification Of Education Research Articles

The interplay between teachers’ trust in artificial intelligence and digital competence

AbstractThis study examines the relation between K-12 teachers’ trust in artificial intelligence (TAI), their knowledge of AI (KAI), and their digital competence (DC). It further examines the relation between TAI and age, sex, teaching experience and International Standard Classification of Education (ISCED) levels. The study employed a comprehensive and validated instrument and used a sample of 211 primary and secondary school teachers. The results show that there is a significant positive relation between all three variables and that KAI is a robust and substantial predictor of TAI. In the absence of KAI, the significant relation between DC and TAI ceases to exist. In addition, teachers with different levels of DC do not show significant differences in their attitudes towards AI. Results further show that TAI is independent of age, sex, teaching experience and ISCED level in this sample of teachers. The study contributes valuable insights into the complex interplay between teachers’ TAI, their KAI, and their DC, providing practical implications for policy, teacher preparation and professional development in the rapidly evolving landscape of AI integration in education.

Association of cardiovascular health and educational status in a screening cohort.

The global burden of chronic diseases, including cardiovascular disease, remains a significant public health challenge. The Life's Simple 7 (LS7) score was developed as a tool to evaluate cardiovascular health behaviours and habits and identify high-risk individuals. The present study aimed to assess the distribution of LS7 scores among educational strata. The study population consisted of 3,383 asymptomatic individuals screened for colorectal cancer at a single centre in Austria. We split patients into lower (n = 1,055), medium (n = 1,997), and higher (n = 331) education, based on the International Standard Classification of Education (ISCED). Cox regression models were utilized to determine the association between education and mortality over a median follow-up period of 7 years. Individuals with higher educational status had a significantly higher prevalence of ideal cardiovascular health metrics, as defined by the LS7 score, compared to those with medium and lower educational status: n = 94 (28%) vs. n = 347 (17%) and n = 84 (8%), respectively, (p < 0.001). In the Cox regression analysis, both medium (HR = 0.61, 95% CI: 0.43-0.84, p < 0.001) and higher educational status (HR = 0.44, 95% CI: 0.19-1.01, p = 0.06) were associated with all-cause mortality, as was the LS7. Our findings highlight a significant association between lower educational status and poorer cardiovascular health, as assessed by LS7, which persisted even after multivariable adjustment. Additionally, both educational status and LS7 were associated with increased mortality, underscoring the significance of our results. These findings have important implications for public health, as screening and prevention strategies may need to be tailored to meet the diverse educational backgrounds of individuals, given the higher prevalence of unhealthy lifestyle behaviours among those with lower educational status.

Can successful female STEM graduates contribute to narrowing the gender pay gap in the EU?

AbstractDrawing upon contemporary research, this paper examines whether there is a relationship of STEM (science, technology, engineering and maths) bachelor and master graduates to the gender pay gap (GPG) in the 27 EU Member states in 2013–2020 using a novel cross‐sectional data set based on the 2013 International Standard Classification of Education (ISCED). International panel data were analysed with the dynamic modelling fixed effects method and compared with the results received from the cross‐sectional analysis executed with the help of Bayesian model averaging methods. Our findings suggest that STEM education plays a significant role in forming the GPG. We can see a negative, robust and statistically significant effect of bachelor‐ and master‐level female STEM graduates on the GPG and a positive statistically significant effect of bachelor‐ and master‐level male STEM graduates on the GPG. The permanently lower women‐to‐men ratio in STEM education and those employed in high‐end sectors of science and technology can be one of the drivers of the persistent GPG in developed countries.

Cognitive reserve and the risk of postoperative neurocognitive disorders in older age.

Postoperative delirium (POD) and postoperative cognitive dysfunction (POCD) are postoperative neurocognitive disorders (PNDs) that frequently occur in the aftermath of a surgical intervention. Cognitive reserve (CR) is a concept posited to explain why cognitive health varies between individuals. On this qualitative understanding of cognitive health, factors like IQ, education level, and occupational complexity can affect the impact of neuropathological processes on cognitive outcomes. We investigated the association between CR and POD and CR and POCD on data from 713 patients aged≥65 years with elective surgery. Peak pre-morbid IQ was estimated from vocabulary. Occupational complexity was coded according to the Dictionary of Occupational Titles (DOT). Education level was classed according to the International Standard Classification of Education (ISCED). These three factors were used as proxies of CR. In a series of regression models, age, sex, depression, site of surgery, and several lifestyle and vascular factors were controlled for. Patients with a higher IQ had lower odds of developing POD. We found no significant association between the other two CR markers with POD. None of the CR markers was associated with POCD. The significant association of a higher IQ with lower POD risk allows for the stratification of elderly surgical patients by risk. This knowledge can aid the prevention and/or early detection of POD. Further research should attempt to determine the lack of associations of CR markers with POCD in our study.

РЕГУЛЯТОРНІ РЕАЛІЇЇ ОСУЧАСНЕННЯ МІЖДИСЦИПЛІНАРНИХ ЗВ’ЯЗКІВ У СИСТЕМІ ВИЩОЇ ОСВІТИ ПРИ НАБУТТІ ЕКОНОМІЧНОЇ ОСВІТИ В ГАЛУЗЕВИХ ЗВО

In Ukraine, as part of the implementation of the higher education system, the training of students in higher education institutions is carried out on the basis of the List of Fields of Knowledge and Specialties in which university students are trained. This document is a framework regulatory document and over time has been amended and supplemented in response to the current challenges of the modern higher education system. Currently, the Ministry of Education and Science of Ukraine has prepared for public discussion a draft resolution of the Cabinet of Ministers of Ukraine “On Approval of the List of Fields of Knowledge and Specialties for Training of Higher Education Students”. The structure and number of the fields of knowledge and specialties is close to the list of fields of the International Standard Classification of Education; and the document is another step towards the transition to common statistical standards and classification systems to harmonize and ensure the comparability of government statistics with such international standards and recommendations as the UN international standard classification systems. The article analyzes the regulatory elements of the modernization of interdisciplinary relations in the system of higher education using the example of economic education in industry-specific higher education institutions by means of a comparative analysis. The article is based on the interdisciplinary links of economic subjects with the philosophy and humanities and special technical subjects taught in industry-specific universities. In the context of this direction, the author’s view on the interdisciplinary relations of disciplines in educational and professional programs as a certain meaningful scientific environment, in the context of “smaller” and “wider” philosophical circles in terms of the actual state and with the aim of assessing further progressive development based on the potential state, is represented. The author's view of interdisciplinary relations through the philosophical circles of the scientific environment became the basis for the introduction of the idea of for mathematical calculations of quantitative and qualitative assessments of the level of interdisciplinarity using such mathematical apparatus as a Venn diagram, and using a Euler’s circle for the visual representation of certain interdisciplinary relations. Based on the results of the calculations and a developed actual model of interdisciplinary relations in the educational and professional program, it is proposed to further compare the model with the reference standard of the balanced model of the interdisciplinarity system in the process of meaningful construction of the educational program in the specialty as a scientific environment.

The Impact of Educational Status on the Occurrence of Colonic Diverticula: Insights from an Austrian Cohort Study

Objective: Education often reflects socioeconomic status. Research indicates that lower socioeconomic status may increase the risk of diverticulosis, and according to data from the USA, diverticular disease is a significant and costly health problem. Our study explores the link between educational level and colonic diverticula occurrence. Subject and Methods: We conducted a cohort study on 5,532 asymptomatic Austrian patients who underwent colonoscopy, categorizing them by education level using the updated Generalized International Standard Classification of Education (GISCED). Logistic regression models, adjusting for age, gender, metabolic syndrome, diet, and activity, were used to determine the association between education and diverticulosis. Results: Overall, 39% of the patients had low educational status, while 53% had medium, and 8% had high educational status. Colon diverticula were less frequent in patients with medium (OR 0.73) and high (aOR 0.62) educational status. Medium educational level remained associated with lower rates of diverticulosis after adjustment for age and sex (aOR 0.85) and further metabolic syndrome, dietary habits, and physical activity (aOR 0.84). In higher education status, this phenomenon was only seen by trend. Conclusion: Low education correlated with higher colon diverticula risk, while medium education showed lower rates even after adjustments. This trend persisted at higher education levels, highlighting the potential for strategies for cost reduction tailored to socioeconomic conditions.

Transformation of Library Education in Ukraine: Modern View

The purpose of the article is to present a modern view of the transformation of library education in Ukraine through the prism of educational programmes of major 029 "Information, library and archival affairs" posted on the website of the Information System "Vstup.OSVITA.UA". The research methodology is based on the application of general scientific and special methods of cognition, in particular the system approach, analysis, synthesis, generalisation, logical and quantitative methods, and the method of visualisation of research results. Comparative and analytical monitoring of the "Vstup.OSVITA.UA" Information System was also used, which made it possible to identify educational programs of specialty 029 "Information, library, and archival affairs". The scientific novelty of the article lies in expanding ideas about the current state of library education in Ukraine, its transformation under the influence of digital technologies, and harmonisation with the International Standard Classification of Education. Conclusions. Some aspects of the implementation of the Library Development Strategy for the period up to 2025 "Qualitative changes in libraries to ensure the sustainable development of Ukraine" and the "Strategy for the Development of Higher Education in Ukraine for 2022-2032" were considered, which proved Ukraine's aspiration to global educational trends of the future. However, this process is quite slow. The information on the educational programmes of specialty 029 "Information, library and archival affairs" posted on the website of the Information System "Vstup.OSVITA.UA" was analysed and summarised. In addition, the transformation of library education takes place in the conditions of digitalisation of information activities and must correspond to real changes in the library and information complex. The creation of the Interagency Working Group on Reforming the National Classifier of Ukraine DK 003:2010 "Profession Classifier" will help to harmonise it with the International Standard Classification of Occupations ISCO-08. The national classifier DK 009:2010 "Classification of types of economic activity" needs revision, because it lacks the names of modern types of economic activity. Keywords: library education, library specialty, librarianship, educational programmes, website "Vstup.OSVITA.UA".

Association of white matter hyperintensity burden and cognitive performance in young‐aged, middle‐aged and old‐aged participants: Results of the population‐based 1000BRAINS study

AbstractBackgroundSome individuals seem less susceptible to the effect of high white matter hyperintensity (WMH) load on cognition reflecting differences in individual cognitive reserve (CR). Little is known about young‐ or middle‐aged participants. The aim of the present study was to examine (1) the effect of WMH on global cognition in three different age groups and (2) if education (as proxy for CR) moderates this association.MethodWe included 707 healthy participants (18‐85 years) without evidence of cardiovascular/neurological disease (young‐aged: 18‐44 years (Ø33.5±6.7): n = 108; middle‐aged: 45‐65 years (Ø57.9±5.5): n = 341; old‐aged: &gt;65 years (Ø72.0±4.1): n = 258) from the population‐based 1000BRAINS study. An extensive cognitive assessment was conducted. The sum of all cognitive domain z‐scores defined the global score. Education was classified according to the International Standard Classification of Education as total years of formal education, combining school and vocational training. Magnetic resonance imaging (MRI) was carried out on a 3‐Tesla‐MR‐scanner (Tim‐TRIO, Siemens Medical Systems, Erlangen, Germany). WMH volume was determined using the Brain‐Intensity‐Abnormality‐Classification‐Algorithm. The associations of global cognition as outcome with WMH volume (in cm3) as predictor were analyzed using linear models (PROCESS v4.1 macro for SPPS) stratified by age group resulting in regression coefficient b with 95% confidence intervals (CI; adjusted for age, sex, depression, diabetes mellitus). To examine moderation effects of education, all models contained an interaction term (WMH x education).ResultHigher WMH volume was associated with lower global cognition in middle‐aged participants (b:‐0.27 (‐0.52 to ‐0.03, all reported results are fully adjusted). This effect was moderated by education (interaction term: b:‐0.07 (‐0.014 to ‐0.01)). In the young‐aged group, the association between WMH load and cognition was ‐1.27 (‐3.30 to 0.77). No association was found in the old‐aged group (b: ‐0.03 (‐0.20 to 0.14)).ConclusionHigher WMH load was associated with lower cognitive performance only in middle‐aged participants and was moderated to a small degree by education. Overall, the influence of WMH on global cognition in our cohort of healthy participants seems limited. Future analyses will focus on specific cognitive domains that might be more vulnerable to higher WMH load and will examine participants with certain cardiovascular risk profile.

Level of education and mortality in the vulnerable period following an acute heart failure hospitalization

Abstract Introduction Patients hospitalized for acute heart failure (HF) are at increased risk of death in the early post-discharge period, so-called the "vulnerable period" (1). Post-discharge treatment strategies can help improve outcomes, but the role of the patient's level of education on this regard is unclear. Purpose To analyse the association between level of education and 180-day mortality after discharge from acute HF hospitalization. Methods We performed a prospective cohort study of patients who were discharged alive following hospitalization for acute HF in 26 hospitals in Brazil from February 2016 and September 2021. Patients were classified according to the International Standard Classification of Education 2011 into four groups: Less than Basic, Basic, Intermediate and Advanced. We analysed all-cause mortality in the 180 days following hospital discharge using Cox regression. Results We evaluated 2724 patients (mean age 61±15 years; 42% women) hospitalized for acute HF, who were divided according to education level: less than basic (n = 280, 10%), basic (n = 1503, 55%), intermediate (n = 716, 26%) and advanced (n = 225, 8%). Patients with lower education levels were older (68±12 vs 62±14 vs 56±16 vs 58±15 years, p-for-trend&amp;lt;0.001), more frequently women (47% vs 43% vs 40% vs 37%, p-for-trend = 0.005) and non-whites (77% vs 66% vs 65% vs 53%, p-for-trend&amp;lt;0.001), compared with those with higher education levels. At discharge, a prescription of both angiotensin-converting enzyme inhibitors /angiotensin receptor blockers, beta-blocker and mineralocorticoid receptor antagonists (41% vs 45% vs 49% vs 53%, p-for-trend = 0.001), vaccine counselling (52% vs 50% vs 55% vs 62%, p-for-trend = 0.002) and weigh management counselling (72% vs 69% vs 72% vs 81%, p-for-trend = 0.007) were less frequently provided for patients with lower education. Education level was inversely associated with the risk of death in the follow-up period (Hazard ratio (HR) 0.71, 95%CI 0.61 – 0.84, p = &amp;lt;0.001; Figure). This association remained significant after adjusting for baseline characteristics (age, sex, race, left-ventricle ejection fraction, previous HF, HF aetiology, cardiac resynchronization therapy/implantable cardiac defibrillator use, chronic kidney disease and income) and prescription of disease-modifying drugs, vaccine and weight management counselling at discharge (adjusted HR 0.78, 95% CI 0.64 – 0.95, p = 0.011). Conclusion In this large cohort of patients discharged after hospitalization for acute HF, lower education levels were independently associated with higher mortality rates in the vulnerable period.

3 Harmonized Memory and Language Function in the Harmonized Cognitive Assessment Protocol (HCAP) Across the United States and Mexico

Objective:Cross-national neuropsychological research is needed to understand the social, economic, and cultural factors associated with cognitive risk and resilience across global aging populations. Memory and language have been shown to be sensitive to age-related cognitive decline and pathological cognitive aging processes and may be more sensitive to subtle cognitive decline than measures of global cognitive function. Thus, we aimed to derive and validate harmonized cognitive domain scores for memory and language across population-based studies in the US and Mexico.Participants and Methods:Data came from the Health and Retirement Study (HRS) Harmonized Cognitive Assessment Protocol (HCAP) and the Mexican Health and Aging Study (MHAS) Ancillary Study on Cognitive Aging (Mex-Cog). We used confirmatory factor analysis methodology to create statistically co-calibrated cognitive domains of memory and language. We performed differential item functioning (DIF) analysis to evaluate measurement differences across studies, using a cultural neuropsychological approach to identify comparable items across studies (i.e., cross-study anchors). We evaluated harmonized scores by examining their relationship to age and education in each study.Results:We included 3347 participants from the HRS-HCAP study [Mage=76.6(7.5), 60% female] and 2042 participants from the Mex-Cog study [Mage=68.1(9.0), 59% female]. Education was classified according to the International Standard Classification of Education in the following categories (HRS-HCAP and Mex-Cog, respectively): none or early childhood education: (0.7%; 50.5%), primary education (4.1%; 22.3%), lower secondary education (7.1%; 15.7%), upper secondary education (41.1%; 3.0%), and any college (47.1%; 8.5%). DIF analyses revealed that 5 out of the 7 memory items and 1 out of the 12 language items demonstrated statistical evidence of measurement differences across studies, meaning that these items measured each underlying cognitive construct differently across studies. After adjusting for DIF by not allowing the items with DIF to be cross-study anchors, harmonized memory and language scores showed generally the expected associations with age and education in each study. Increasing age was associated with lower memory (r=-0.40 in HRS-HCAP; r=-0.44 in Mex-Cog) and language (r=-0.31 in HRS-HCAP and r=-0.67 in Mex-Cog) scores. Increasing years of education was associated with better memory and language scores, with mean scores ranging from z=-0.86 and z=-0.29 among those with a primary education or lower to z=0.33 and z=0.90 among those with any college, for HRS-HCAP and Mex-Cog, respectively.Conclusions:A cultural neuropsychology approach to statistical harmonization facilitates the generation of harmonized measures of cognitive functioning in cross-national studies. Future work can utilize these harmonized cognitive scores to investigate determinants of late-life cognitive decline and dementia in the US and Mexico.

Educational attainment and anxiety in middle-aged and older Europeans

We examined the relationship between educational attainment (EA) and anxiety symptoms in a sample of 77,792 individuals (median age = 64 years, 55% female) from the Survey of Health, Ageing and Retirement in Europe. Using logistic regression, we estimated odds ratio (OR) with 95% confidence interval (CI) for the association between EA (7 educational levels based on International Standard Classification of Education) and anxiety symptoms (12 or more points from the shortened 5-item version of the Beck Anxiety Inventory), adjusting for sociodemographic and health-related factors. We further explored whether the relationship varied by region, sex and age group. Independent of sociodemographic and health-related factors, higher levels of EA were associated with lower odds of anxiety symptoms. The magnitude of this association plateaued at first stage of tertiary education (OR 0.40; 95% CI 0.35–0.47, p < 0.001). The association was stronger in females, middle-aged individuals and in Central and Eastern Europe while not apparent in Northern Europe. Our findings suggest that individuals with higher education might be protected against anxiety throughout life. The protective effect of education against anxiety symptoms is more pronounced in less egalitarian regions and in females.

Inverse Association between Educational Status and Coronary CT Calcium Scores: Should We Reflect This in Our ASCVD Risk Assumptions?

Education is not a factor included in most cardiovascular risk models, including SCORE2. However, higher education has been associated with lower cardiovascular morbidity and mortality. Using CACS as a proxy for ASCVD, we studied the association between CACS and educational status. Subjects, aged 40-69, from the Paracelsus 10,000 cohort, who underwent calcium scoring as part of screening for subclinical ASCVD, were classified into low, medium, and high educational status using the Generalized International Standard Classification of Education. CACS was dichotomised as either 0 or >0 for logistic regression modelling. Our analysis showed that higher educational status was associated with higher odds for 0 CACS (aOR 0.42; 95%CI 0.26-0.70; p = 0.001). However, there was no statistically significant association between the levels of total, HDL or LDL cholesterol and educational status, nor any statistical differences in HbA1c. SCORE2 did not differ between the three educational categories (4 ± 2% vs. 4 ± 3% vs. 4 ± 2%; p = 0.29). While our observations confirmed the relationship between increased educational status and lower ASCVD risk, the effect of educational status was not mediated via its impact on classical risk factors in our cohort. Thus, perhaps educational status should be taken into account to more accurately reflect individual risk in cardiovascular risk models.

Rethinking a national classification of research and graduate education

Brazil adopts a classification system of research and graduate education that is key to its high-stakes national evaluation. Originated in the 1970s, the system is organised around evaluation areas that have expanded and matured not only to support the evaluation dynamics in the country but also to address the immense growth of the National System of Research and Graduate Education (SNPG). This study investigates the origins, evolution and current profile of the Brazilian classification, identifying that five decades of expansion led the system to become somewhat peculiar, especially when compared with international classification systems such as the OECD Fields of Research and Development (FORD) and the Unesco International Standard Classification of Education (ISCED). The investigation and the comparisons conducted reveal that the system needs to be revised. For that, the study advances to propose a scientometric approach to rethink not only the classification of evaluation areas but also the allocation of research and graduate programs within them. The methods explored in this paper show the potential of the approach, as the different analyses performed can provide evidence to expert committees in the challenging task of performing an evolutionary review of the adopted classification system.

Abstract 1950: Socioeconomic status and lung cancer incidence: An analysis of data from 15 countries in the Lung Cancer Cohort Consortium

Abstract Background: Lung cancer is the leading cause of cancer death worldwide. We explored the relationship between socioeconomic status and lung cancer incidence across world regions, using educational level as a proxy for socioeconomic status. Methods: We analyzed the harmonized database of the Lung Cancer Cohort Consortium (LC3). The current study included data from 18 prospective cohorts from 15 countries in the US, Europe, Asia, and Australia. Separately for participants who never or currently/formerly smoked, we estimated the association between educational level and incident lung cancer using Cox proportional hazards models. Information on education was harmonized using the International Standard Classification of Education and then modeled as an ordinal variable in 4 categories. Models were adjusted for age, sex, and for participants who currently/formerly smoked, smoking duration, cigarettes per day, and time since cessation. Results: Among 2.6 million participants from 15 countries, 62,645 developed lung cancer during follow-up (median follow-up = 12.6 years). Among current/former smokers, increased educational level was associated with decreased lung cancer incidence in most cohorts after adjustment for age, sex, and detailed smoking information, with HRs ranging from 0.77 (95%CI: 0.42-1.41) per 1-unit increase in educational level in the Iranian Golestan Cohort Study to 1.02 (95%CI: 0.95-1.09) in the Australian Melbourne Collaborative Cohort Study. When grouping by world region, the association between education and lung cancer incidence among currently/formerly smoking participants was similar for the US (HRpooled=0.88, 95%CI: 0.87-0.89), Europe (HRpooled=0.89, 95%CI: 0.88-0.91), and Asia (HRpooled=0.91, 95%CI: 0.86-0.96), but attenuated in the Australian cohort (HR=1.02, 95%CI: 0.95-1.09). Among never smokers, after adjustment for age and sex, there was no statistically significant association between educational level and lung cancer incidence (p-trend&amp;gt;0.05 in all cohorts), with the exception of the US Southern Community Cohort Study, which comprises primarily African-Americans and showed a HR of 0.75 (95%CI: 0.62-0.90). Conclusion: Among currently and formerly smoking individuals, higher educational level showed a strikingly consistent decreased risk of incident lung cancer across cohorts from 4 continents, after detailed adjustment for smoking. In contrast, among people who never smoked, there was no association between education and lung cancer incidence in any cohort, with the exception of the Southern Community Cohort Study. Further research is needed to clarify the mechanisms, either related or unrelated to smoking, that contribute to the association between education and lung cancer risk. Citation Format: Justina U. Onwuka, Hana Zahed, Xiaoshuang Feng, Karine Alcala, Mattias Johansson, Hilary A. Robbins, Lung Cancer Cohort Consortium. Socioeconomic status and lung cancer incidence: An analysis of data from 15 countries in the Lung Cancer Cohort Consortium [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2023; Part 1 (Regular and Invited Abstracts); 2023 Apr 14-19; Orlando, FL. Philadelphia (PA): AACR; Cancer Res 2023;83(7_Suppl):Abstract nr 1950.

ПОРІВНЯННЯ ЕКСПЕРТНИХ ОЦІНОК КРИТЕРІЇВ ЯКОСТІ ОСВІТНЬОЇ ПРОГРАМИ У ГАЛУЗІ КОМП’ЮТЕРНО-ІНТЕГРОВАНИХ ТЕХНОЛОГІЙ

The article presents the results of comparative expert research to establish the importance of the applied national criteria for the quality of the educational program (CQEP) of higher education institutions (HEIs). For these studies, a group expert assessment of the importance of the CQEP for the educational program (EP) in the field of computer-integrated technologies was applied. The teaching staff of two universities is involved in conducting such an evaluation: The State University of Telecommunications (Ukraine) and the Gheorghe Asachi Technical University of Iași (Romania). To conduct this research, the existing CQEP and their sub-criteria and a special algorithm of group expert evaluation were used. It has been established that the most important CQEP and their sub-criteria include, first of all, CQEP regarding human resources, the educational environment, material resources, and the structure and content of the EP. The greatest spread of experts’ opinions (from the weightiest to the least weighty) can be stated for the sub-criteria of CQEP regarding access to EP and recognition of training results and transparency and publicity. With this in mind, this CQEP sub-criteria requires close attention when revising them for a better balance of the CQEP sub-criteria system. Harmonization of the list of fields of knowledge and specialties for which higher education students are trained with the International Standard Classification of Education, as well as the national terminological and conceptual apparatus with the international one, should be considered extremely appropriate in Ukraine. The issue of prioritizing the preparation of higher educational institutions for the accreditation of the EP, meeting the most essential requirements of the sub-criteria of the CQEP, and taking into account their significant number, remains relevant. This also determines the relevance and necessity of conducting special expert studies on the comparison of the importance of CQEP for different fields of knowledge.

EDUCATION GRADIENTS IN LATER-LIFE COGNITIVE FUNCTION ACROSS LOW-, MIDDLE-, AND HIGH-INCOME COUNTRIES

Abstract Education is positively related to cognitive function. However, educational gradients in cognitive function may vary across older populations with different educational compositions and physical and social environments. We conducted one of the first cross-national comparative studies on educational differences in later-life cognitive function using harmonized data. Multivariable linear regressions were employed to estimate the association between education according to International Standard Classification of Education (ISCED) categories and cognitive function for adults ages 60+ from the United States, England, Mexico, South Africa, India, and China. Cross-country differences were tested using fully interacted models. Controlling for demographics and parental education, we found significant educational gradients in cognitive function in low- and middle-income countries; however, in high-income countries, only those with upper secondary education and above had a consistent cognitive advantage over those with primary education. This study suggests substantial country-level differences in cognitive benefits of educational attainment.

Educational pathways of childhood cancer survivors—a parental cohort

PurposeUsing the International Standard Classification of Education (ISCED), we examined the educational and vocational pathways of two comparable, parental cohorts: childhood cancer survivors (CCS) and their siblings. Both cohorts had previously entered parenthood. The aim of the study was to elucidate whether childhood cancer and treatment affect the educational pathways chosen by parents who are former patients.MethodsWe analysed data that was collected from childhood cancer survivors and their siblings regarding their offspring’s health within the FeCt Multicentre Offspring Study (conducted 2013–2016). We evaluated and compared the professional pathways of (i) all participating survivors and all participating siblings and those of (ii) survivors and their biological siblings.ResultsOverall information on parental gender, age, and education were available from 1077 survivors and 246 siblings (group (i)). The majority of participants were female with a mean age of 35.2 (survivor) and 37.9 (sibling) years at time of survey. For subgroup (ii), analysis information was available on 191 survivors and 210 siblings. Fathers achieved university degrees significantly more often than mothers (p = 0.003 (i), p < 0.001 (ii)). The distribution of professional education was not significantly different between cancer survivors and siblings in either cohort (i) or (ii).ConclusionsRegarding our research on the educational and vocational trajectory of CCS, patients can be reassured that family planning and vocational education are well compatible. Inequalities regarding gender-specific educational pathways remain to be addressed.Implications for Cancer SurvivorsCCS should monitor their fertility status regularly and, if necessary, cryopreserve germ cells or tissue in order to optimize their family planning. Educational opportunities should be pursued as desired and with confidence. Local as well as European aftercare programs can assist with family planning and education.

Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results

Global climate change is rightly receiving increasing attention, including in the field of education. Climate change education (CCE) is becoming one of the key areas of education in general and it is therefore not surprising that more attention is also being paid to climate education research. This review study presents an analysis of papers focusing on climate education for ISCED (International Standard Classification of Education) 1 and 2 students. The selection of the analyzed sources follows the PRISMA 2020 statement; out of 850 identified records, 43 made it into the analysis. Articles that met each of the following criteria were included in the analysis: (i) the impact of the article meets the inclusion in the Web of Science Core Collection service, (ii) the article was published in the period 2001–2020, (iii) the central theme of the article is CCE, (iv) the target audience is ISCED 1, ISCED 2 students or their teachers, (v) the article has a research character with the presentation of methodology and results, or it is a review study that includes an analysis of the records meeting the criteria described above. The quantitative description of the results shows the diversity in journals publishing studies, the exponential increase in their number in recent years, and the hegemony of the United States in this field of research. The qualitative content analysis shows that the most frequently addressed topics focus on knowledge, behavior, actions, experiences, and attitudes. The results show that as the urgency of climate change increases, so do the number and diversity of research studies on climate education for the target group. Most of these studies focus on the mitigation behaviors and willingness to act of students.

Evidence from the Hamburg City Health Study – association between education and periodontitis

ObjectiveLarge-scale population-based studies regarding the role of education in periodontitis are lacking. Thus, the aim of the current study was to analyze the potential association between education and periodontitis with state of the art measured clinical phenotypes within a large population-based sample from northern Germany.Material & methodsThe Hamburg City Health Study (HCHS) is a population-based cohort study registered at ClinicalTrial.gov (NCT03934957). Oral health was assessed via plaque-index, probing depth, gingival recession and gingival bleeding. Periodontitis was classified according to Eke & Page. Education level was determined using the International Standard Classification of Education (ISCED-97) further categorized in “low, medium or high” education. Analyses for descriptive models were stratified by periodontitis severity. Ordinal logistic regression models were stepwise constructed to test for hypotheses.ResultsWithin the first cohort of 10,000 participants, we identified 1,453 with none/mild, 3,580 with moderate, and 1,176 with severe periodontitis. Ordinal regression analyses adjusted for co-variables (age, sex, smoking, diabetes, hypertension and migration) showed that the education level (low vs. high) was significantly associated with periodontitis (OR: 1.33, 95% CI: 1.18;1.47).ConclusionIn conclusion, the current study revealed a significant association between the education level and periodontitis after adjustments for a set of confounders. Further research is needed to develop strategies to overcome education related deficits in oral and periodontal health.

Educational Gradients Behind Medical Adverse Event Deaths in the US-A Time Series Analysis of Nationwide Mortality Data 2010-2019.

BackgroundDeaths due to medical care appear common. Individuals with low socioeconomic position seem to be at a higher risk for sustaining a medical adverse event and premature death. This time series analysis aimed to assess educational gradients behind adverse event deaths in the US over the period 2010–2019.MethodsPublicly available mortality and census data were retrieved from official sources. The data included age, sex, educational attainment, and underlying cause of death. Adverse event deaths were identified by ICD-10 codes Y40—Y84 and Y88. Four education categories were created in accordance with the International Standard Classification of Education 2011 coding scheme [No high school or General Educational Development (GED); High school or GED; Some college; Bachelor's degeree or higher]. To capture also highly educated individuals, the analysis was delimited to ≥30-year-olds. Age-adjusted mortality rates (AMRs) were compared between education categories by means of mortality plots and linear mixed models.ResultsA total of 25,897,334 certified deaths occurred among ≥30-year-olds during the study period. The underlying cause of death was an adverse event in a rarity of cases (0.12%, n = 31,997). Individuals with Bachelor's degeree or higher had the lowest adverse event AMRs (6.1–12.4 per million per year), followed by the Some college category (9.6–18.6), the High school or GED category (17.1–35.4), and finally the No high school or GED category (20.0–36.0). AMRs showed a gradual increase as education level decreased (p ≤ 0.001 against those with Bachelor's degeree or higher). Moreover, the temporal increase in adverse event AMRs was more pronounced among individuals with low than high education; the contrasts between categories were greatest toward the end of the study period.ConclusionThe findings of this study suggest that the widening socioeconomic gradients in mortality extend also to fatal adverse events. Future studies should aim to analyze whether access to care, severity of the condition at presentation, quality of care, and social determinants of health may drive the gradients.