Development Of Knowledge Research Articles

Facilitating social learning through learning design

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

Facilitating corporate sustainability integration: innovation in family firms

PurposeThe purpose of the study is to understand the relationship between family-driven innovation and the incorporation of corporate sustainability in German family firms.Design/methodology/approachThe study conducted 26 interviews with 22 German family firms. Thematic analysis was undertaken on the collected data resulting in five major themes.FindingsThe study identified five main themes of corporate sustainability-oriented innovation in family firms, which include measuring corporate sustainability performances, building corporate sustainability-oriented infrastructure, stabilizing/optimizing operations, enhancing operational flexibility/independence and knowledge management and development. The study also provides an activity-based guide for family firms to use innovation to achieve corporate sustainability goals and present the findings’ implications for policymakers.Originality/valueThe present study is the first study to empirically investigate the relationship between family-driven innovation and the incorporation of corporate sustainability at each of the corporate sustainability maturity levels.

Research on scientific knowledge evolution patterns based on ego-centered fine-granularity citation network

A deep comprehension of the development of scientific knowledge is necessary to properly appreciate technological advancement and the process of knowledge innovation. However, fine-grained citation networks are less frequently utilized to characterize the evolution of scientific knowledge. To bridge this gap, we first constructed the fine-grained citation networks based on the PubMed and Web of Science (WOS) databases, then extracted the ego-centered networks of scientific knowledge, and finally employed Exponential Random Graph Models (ERGMs) to analyze the factors influencing the formation of Ego-centered Fine-granularity Citation Networks (EFCNs), taking into account the endogenous network structure and exogenous knowledge attribute variables. The results reveal that both types of variables play pivotal roles in the evolution of scientific knowledge. Furthermore, we found that (1) the in-degree and the out-degree centrality have a positive effect on knowledge evolution, respectively, in the 98.5 % and 99.9 % sample networks, while the clustering coefficient only has a positive effect on the edge formation of the 6.8 % sample network at the 0.05 significance level. (2) The citation behavior and domain impact of authors positively influence the scientific knowledge evolution, respectively, in the 63.2 % and 78.3 % sample networks. (3) There is a tendency to form citation relationships between scientific knowledge units of similar age in 67.1 % of the sample networks. (4) There is a greater possibility of developing a citation relationship between scientific knowledge with the same journal impact rank and knowledge type. Our findings indicate that the evolution of scientific knowledge is influenced not only by the process of scholarly communication but also by self-organizing mechanisms at the fine granularity level.

Towards Personally Relevant Navigation: The Differential Effects of Cognitive Style and Map Orientation on Spatial Knowledge Development

Under emergencies such as floods and fires or during indoor navigation where cues from local landmarks and a Global Positioning System (GPS) are no longer available, the acquisition of comprehensive environmental representation becomes particularly important. Several studies demonstrated that individual differences in cognitive style might play an important role in creating a complete environmental representation and spatial navigation. However, this relationship between cognitive style and spatial navigation is not well researched. This study hypothesized that a specific type of map orientation (north-up vs. forward-up) might be more efficient for individuals with different cognitive styles. Forty participants were recruited to perform spatial tasks in a virtual maze environment to understand how cognitive style may relate to spatial navigation abilities, particularly the acquisition of survey and route knowledge. To measure survey knowledge, pointing direction tests and sketch map tests were employed, whereas, for route knowledge, the landmark sequencing test and route retracing test were employed. The results showed that both field-dependent and field-independent participants showed more accurate canonical organization in their sketch map task with a north-up map than with a forward-up map, with field-independent participants outperforming field-dependent participants in canonical organization scores. The map orientation did not influence the performance of Field-Independent participants on the pointing direct test, with field-dependent participants showing higher angular error with north-up maps. Regarding route knowledge, field-independent participants had more accurate responses in the landmark sequencing tests with a north-up map than with a forward-up map. On the other hand, field-dependent participants had higher accuracy in landmark sequencing tests in the forward-up map condition than in the north-up map condition. In the route retracing test, however, the map orientation had no statistically significant effect on different cognitive style groups. The results indicate that cognitive style may affect the relationship between map orientation and spatial knowledge acquisition.

Adapting and Evaluating a Theory-Driven, Non-Pharmacological Intervention to Self-Manage Pain

Background: The existing literature has limited detail on theory-driven interventions, particularly in pain studies. We adapted Bandura’s self-efficacy framework toward a theory-driven, non-pharmacological intervention using auricular point acupressure (APA) and evaluated participants’ perceptions of this intervention on their pain self-management. APA is a non-invasive modality based on auricular acupuncture principles. Methods: We mapped our study intervention components according to Bandura’s key sources of self-efficacy (performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal) to facilitate the self-management of pain. Through a qualitative study design, we conducted virtual interviews at one and three months after a 4-week APA intervention among 23 participants using purposive sampling to describe their experiences in managing their pain based on our theory-driven APA intervention. Results: Using thematic analyses, we found four themes: the enhanced self-management of pain, improved pain outcomes, the feasibility of technology, and the sustainability of APA. Conclusions: Describing how interventions are mapped according to the elements of theoretical frameworks can help to guide intervention development, advance science and knowledge development, and promote the implementation of interventions. As such, using Bandura’s self-efficacy theory as a foundation for the APA intervention, APA was found to be feasible and sustainable, improving self-management, pain intensity, and pain-related outcomes. Participants provided recommendations for the further improvement of this theory-driven intervention.

Centering Community, Indigenous Relationships, and Ceremony through an Alaska Native Collaborative Hub to Prevent Suicide and Promote Youth Wellbeing

The Alaska Native Collaborative Hubfor Research on Resilience (ANCHRR) engages Indigenous leadership at all levelsin a strength-based study to deepen our understanding of community levelprotective factors in Indigenous communities, which are the collectiveinfluences shaping individual wellbeing across time. Overall, ANCHRR aims toposition Alaska Native Tribes, Tribal organizations, and community members asthe guides for culturally responsive research that is aligned with communitypriorities of increasing resilience and wellbeing among Alaska Native youth andreducing their suicide risk. Our approach brings together Indigenous knowledgeand research methods that humbly draw attention to the solutions that alreadyexist within communities. An Indigenous paradigm shifts the approach from asingular focus on individuals and their risks and deficits, to appreciation forthe cultural, community and systemic ways in which community members support,care for, and guide their young people into adulthood. We describe the lessonslearned about this unique approach to Indigenous leadership and community engagementand discuss the research processes that keep the relational heart-work at thecenter of every project activity. This capacity-building, mutually beneficialand relational approach offers new insights to knowledge development endeavors.

Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality.

This study mapped the trajectory of developing derivational morphological knowledge in Hebrew monolingual and Russian-Hebrew bilingual children. We investigated 2nd and 4th graders, using a two-by-two structure along the dimensions of modality (comprehension, production) and type of word (real-word, pseudo-word). Performance in the morphological analogies comprehension tasks improved with grade, and monolingual and bilingual children performed equally well. A different pattern was evident in production tasks. In real-word production, monolingual children were more accurate than bilingual children, but this group difference narrowed with age. In pseudo-word production, monolingual children used more morphological elements than bilingual children, and there was also a tendency towards group differences narrowing with age. Detailed error analyses across all tasks revealed that monolingual children recruited more morphological elements than bilingual children. We present implications for assessment of morphological knowledge, and suggest that morphological intervention is a promising avenue for promoting bilingual children's success.

PEDAGOGICAL MONITORING OF PROFESSIONAL TRAINING FUTURE SPECIALISTS IN THE SOCIAL SPHERE IN THE PROCESS OF APPLICATION OF ELECTRONIC LEARNING

The article examines the content of pedagogical monitoring of e-learning of future social workers in higher education institutions. The modern level of e-learning in the institution of higher education has been revealed. Special forms and methods of working with students - future specialists in the social sphere are analyzed and substantiated. The list of necessary conditions for the formation of applicants for higher education with a system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as a professional social worker is provided; development and formation of theoretical knowledge that will contribute to the development of the student as a future specialist in the social sphere. The purpose of the article is to identify the problems of professional training and to study the special requirements for the development and implementation of electronic training courses in the process of professional training of social sector specialists capable of solving social problems. Considerable attention is paid to the problems of pedagogical interaction between the teacher and the student, based on the analysis, the strengths of e-learning are highlighted, and the expediency of its use is clarified. The main tasks are defined as follows: to identify and generalize the components of professional self-development as one of the complex forms of transformation of the inner world, which occurs in the process of self-movement of a person along his life path, on which a person knows himself, builds himself, understands the essence of his functioning; to investigate the peculiarities of vocational pre-university education as a focus for personal development on self-building, professional self-determination for the successful growth of professionals in the social sphere. Based on the results of the generalized analysis, it was concluded that the effectiveness and feasibility of e-learning takes into account not only the general principles of learning, but also the specifics of a specific field or subject. These technologies allow students to independently organize their educational process, develop independent work skills and improve their knowledge. The proposed e-learning technologies can be used in universities, faculties and departments where future specialists in social spheres are trained, as well as in advanced training courses with the aim of increasing readiness to interact with clients based on mastering a set of knowledge and skills aimed at transforming informational and reflective, professional-practical and professional-development technologies in the real conditions of the environment of the higher education institution. The conclusions confirmed the substantiation of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of institutions of professional pre-higher education regarding future social workers in the conditions of globalization.

Spiritual Distress, Hopelessness, and Depression in Palliative Care: Simultaneous Concept Analysis

Spiritual distress, hopelessness, and depression are concepts that are often used in palliative care. A simultaneous concept analysis (SCA) of these concepts is needed to clarify the terminology used in palliative care. Therefore, the aim of this study is to conduct a SCA of spiritual distress, hopelessness, and depression in palliative care. A SCA was performed using the methodology of Haase’s model. A literature search was conducted in March 2020 and updated in April 2022 and April 2024. The search was performed on the following online databases: CINAHL with Full-Text, MEDLINE with Full-Text, MedicLatina, LILACS, SciELO, and PubMed. The search was achieved without restrictions on the date of publication. A total of 84 articles were included in this study. The results highlight that the three concepts are different but also share some overlapping points. Spiritual distress is embedded in the rupture of their spiritual/religious belief systems, a lack of meaning in life, and existential issues. Hopelessness is a sense of giving up and an inability to control and fix the patient’s situation. Finally, depression is a state of sadness with a multi-impaired situation. In conclusion, refining the three concepts in palliative care is essential since it promotes clarification and enhances knowledge development towards intervention.

Effects of task repetition with grammatizing on oral task performance and knowledge development

Abstract This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and productive knowledge (measured by a sentence-level oral production test) development. Immediately after performing a narrative task, the TR+GR and GR learners were required to restore the target structure, namely the English regular past tense, which had been deleted in a grammatized text. Learners in the TR group received no grammatization, and only the TR+GR and TR groups repeated the same task twice. Results revealed that although both TR conditions led to enhanced receptive knowledge, the TR+GR performed better than the TR in fostering learners’ receptive knowledge and improving accuracy and productive knowledge at a delayed posttest. The GR group improved their receptive knowledge in the immediate posttest, but this improvement tailed off in the delayed posttest. Lastly, the TR+GR group could also improve the complexity and accuracy of their narrative task performances–albeit at the expense of fluency.

Analysis of The Effect of Workload, Role Conflict, Work Stress on Exit Intentions and Work Burnout

The banking sector, including Bank Syariah X, faces challenges with high employee turnover rates, which can be attributed to factors such as workload, role conflict, and work stress. This quantitative study aims to analyze the impact of workload, role conflict, and work stress on turnover intentions and work fatigue among Bank Syariah X employees in the Jabodetabek area. A sample of 75 organic employees was selected using simple random sampling, and data were collected through questionnaire surveys. Analysis was conducted using Partial Least Square (PLS) analysis. The findings reveal that workload and role conflict significantly contribute to work stress, which in turn influences turnover intentions and job burnout. The study underscores the importance of addressing these factors to mitigate turnover and enhance employee well-being. The results provide valuable insights for academia to enrich research literature, researchers to contribute to knowledge development, and Bank Syariah X management to formulate effective policies and practices for workforce management.

Developmental paths of teacher professional knowledge in modeling-based teaching: analysis from a longitudinal socio-historical perspective

This study seeks to understand the development of teacher professional knowledge about models and modeling of a Chemistry Education associate professor, experienced and specialized in modeling-based teaching from a longitudinal socio-historical perspective. To do so, we analyzed her statements about her life history in terms of school and academic education, as well as professional practices for the last 18 years. Data were constructed from the transcription of those statements and interpreted according to theoretical-methodological procedures based on both a microgenetic analysis, promoting the decontextualization of contexts, and a macrogenetic analysis, from the recontextualization of contexts. This made it possible to trace her experiences from the student context at the secondary school to the experiences as university professor about to teach a course on models and modeling to a class of future teachers. The data analysis showed that, in her teaching history, various educational situations and contexts involving modeling-based teaching influenced her teacher professional knowledge about models and modeling, as well as how some turning points influenced and took part of the development of such knowledge. This study favors an understanding of the constitution of the subject (the associate professor) as it allows entering into her life contexts in which developmental paths of her teacher professional knowledge were identified and characterized. Furthermore, it contributes to the understanding of how science teachers can develop such knowledge from a longitudinal socio-historical perspective, which may have implications for teachers education.

Facebook Challenge: Integration of Breastfeeding for Sick Babies and E-Training to Enhance the Knowledge of Healthcare Workers

Background Although the Thailand Breastfeeding Center has supported breastfeeding for sick babies since 2014, it has been found that breastfeeding in infants is still 40% lower than national targets. Objective This research aimed to test the effectiveness of online breastfeeding training through social media to further the knowledge of healthcare workers. Methods A quasi-experimental research study of a sample group of 60 workers was conducted between the neonatal step-down unit and the postpartum care unit. Research instruments consisted of breastfeeding e-training through a Facebook platform, knowledge testing on the breastfeeding of sick newborns, an online training satisfaction assessment form, data analysis by frequency and percentage, averaging, and testing by t-test, chi-square, and the Fisher exact test. Results The mean and standard deviation of knowledge before training in the experiment and control group were 22.40±2.11and 23.43±3.32, respectively. After the intervention, the experimental group was 31.93±1.98, and the control group was 24.06±2.14. It was found that the average knowledge score pertaining to the breastfeeding of high-risk neonates in the group that had undergone online training was higher than the group that had undergone ordinary supervision (p< 0.001). Conclusion It can be seen that asynchronous e-training may be one alternative for the knowledge development of healthcare workers in promoting breastfeeding for families with sick newborns.

Influence of Socioeconomic Factors on Access to Digital Resources for Education

Digital resources in education encompass a wide array of technological tools, online platforms, and digital content utilized to facilitate and enhance the learning process. They serve as invaluable supplements to traditional teaching methods, offering dynamic and diverse ways to impart knowledge, encourage engagement, and foster skill development among learners. This systematic review critically examines the influence of socioeconomic factors on access to digital resources for education by analyzing studies published between 2017 and 2024. The inclusion criteria prioritized empirical studies in English-language peer-reviewed journals or reputable conference proceedings, utilizing various research designs. The review involved a thorough search across databases like JSTOR, APA PsycNet, Wiley Online Library, ERIC, and Google Scholar. The study's analysis identified key themes, highlighting the profound influence of socioeconomic factors on technology access, engagement, and academic outcomes. The recurring theme of the digital divide emphasized disparities in device ownership, internet connectivity, and effective technology utilization. The nuanced exploration of parenting approaches, gender dynamics, and educational contexts added depth to understanding these influences. This study found the necessity for a holistic approach in educational planning, considering socioeconomic, cultural, and educational factors to effectively address challenges and disparities, ultimately fostering equitable access to digital resources in education.

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

Enhancement of Competencies in Software Technology Specialisation at Vocational Institutions: A Case Analysis of Luoyang Vocational College of Science and Technology

The competitive edge of the software industry critically depended on the expertise of its software technology specialists. Given this context, the current investigation centered on Luoyang Science and Technology Vocational College, which was distinguished by its provincial recognition in software technology specialisation. This study employed a qualitative methodology, notably through semi-structured interviews, involving alumni from the software technology program and experts from information technology firms both within and beyond the province. The results identified several pressing concerns, such as the misalignment between the educational curriculum and the practical demands of the industry, the inadequate focus on the development of essential skills and practical knowledge, and the deficiency of vocational literacy within software technology education. To tackle these issues, the research advocated for specific, customised strategies designed to close the gap between educational offerings and market needs, improve the development of practical abilities and experiential learning, and strengthen vocational literacy within software technology curricula. The implementation of these strategies was suggested not only for Luoyang Science and Technology Vocational College but also for similar institutions aiming to effectively prepare software technology professionals capable of excelling in the highly competitive software sector. 

ВПРОВАДЖЕННЯ ТЕХНОЛОГІЇ МІКРОНАВЧАННЯ СТУДЕНТІВ-ЕКОНОМІСТІВ ЗА ДОПОМОГОЮ ОНЛАЙН-КУРСІВ

After the outbreak of the pandemic in 2019 and the outbreak of war in the country in 2022, educational institutions at different levels of Ukraine switched to a mixed format of the educational process and were forced to look for modern approaches and technologies for organizing the education of students. This study examines the implementation of microlearning technology using online courses developed on the Moodle platform. Microlearning is a modern learning technology that involves short, intensive training modules focused on the development of specific theoretical knowledge and practical skills. Available online courses, which provide the ability to create and deliver different types of educational content, focus mainly on the formation of necessary knowledge and skills of students, but do not take into account their individual needs and interests in the learning process, and pay little attention to their satisfaction with education in modern conditions. This article investigates the impact of microlearning technology using online courses on students' satisfaction with learning. To determine the level of student satisfaction, an online survey was conducted among 61 students enrolled in the specialty 051 "Economics" programs, which include Business Economics, International Economics, Economic Cybernetics, and Digital Economy, at the National University of Life and Environmental Sciences of Ukraine. All these students were studying using microlearning technology with the use of online courses. As a result, that the level of student satisfaction with learning using this technology is most influenced by such factors as the availability of learning resources, consideration of individual abilities and needs in the online course, opportunities for interaction and communication with the teacher, as well as the format of learning materials and acquired knowledge. Accordingly, these factors should be taken into account when developing online courses and implementing microlearning technologies in the educational process.

SOCIAL MEDIA AS A PLATFORM FOR LEARNING THE ARABIC LANGUAGE FOR GENERATION Z

The development of science and knowledge is marked by technological developments. One form of technological progress that is very rapid in this era is social media. Social media has penetrated aspects of people's lives, especially among Generation Z people. However, the use of social media is mostly only for existence purposes. So, in this case, the role of a professional educator is really needed, one who is able to adapt and utilize increasingly sophisticated technological developments in learning to achieve the learning goals that have been determined. So, this study aims to find out how social media is described as a forum for learning Arabic in Generation Z. This research uses qualitative methods with a descriptive approach. The data collection technique is in the form of library research, namely examining various problems from various library sources that are harmonious and appropriate and exploring information and data, which the author will present in the form of a discussion until a conclusion is reached. The results of this research show that social media can be used as a forum for Generation Z to learn Arabic. Generation Z can integrate social media into Arabic language learning by using social media as a learning medium. Various social media platforms that can be used to learn about Ara include Facebook, YouTube, Twitter, WhatsApp, Instagram, Telegram, and TikTok

УПРОВАДЖЕННЯ СИСТЕМ УПРАВЛІННЯ НАВЧАННЯМ З ФУНКЦІЯМИ ГЕНЕРАТИВНОГО ШТУЧНОГО ІНТЕЛЕКТУ В УМОВАХ ПОСТ-ПАНДЕМІЇ

In recent years, the global education system has undergone a transformative shift, relying increasingly on online tools to prove its resilience in the face of various challenges, including epidemiological events. This paper seeks to introduce a Learning Management System (LMS) designed to elevate the delivery of educational content, fostering the training and development of students' knowledge in a dynamic and adaptive learning environment anchored to the connectivity and synchronization needs of smart urban living. The system proposes the integration of a language generation model equipped with Application Programming Interface (API) access. This choice not only streamlines instructor support but also facilitates the creation of courses using an adapted and coherent language. The system goes beyond traditional LMS functionalities by providing suggestions to enhance and diversify lessons. Emphasizing flexibility and adaptability, the proposed LMS caters to various training levels, being able to accommodate the needs of learners across different domains. To identify the appropriate solution, a comparative analysis was conducted, evaluating various platforms based on functionality, intuitive presentation, and customization options. The selected system emerged as the most favorable, offering a robust framework for the development and delivery of educational content. To demonstrate the system's effectiveness, a curriculum was crafted for a specialized field of study - Artificial Intelligence (AI), with a specific focus on the practical application of Machine Learning algorithms. This curriculum incorporates theoretical and practical application components, complemented by a suite of assessment tools and assignments tailored to the proposed subject. The lessons within this curriculum were constructed by drawing insights from various bibliographical sources. What sets this system up-to-date is its integration of generative AI features directly into the LMS, enriching the teaching-learning-evaluating experience.

Choosing to learn outside the classroom: Rural South African students’ motivation for and benefits of participating in voluntary international virtual exchanges

In recent years, universities have adopted virtual exchange programmes to promote intercultural competencies, language acquisition, and global citizenship among students. Virtual exchange is praised as a way to provide international experiences to students who do not have the means to study abroad. Current literature on virtual exchange programmes largely focuses on Western experiences, with little attention to the developing countries that participate in these programmes. The purpose of this study is to explore rural South African students’ motivations for participation and perceptions of their experiences in their virtual exchange with a midwestern university in the United States of America (USA). 47 students at the University of the Free State’s (UFS) Qwaqwa campus took part in four virtual online connections over the course of two months. Unlike most virtual exchange programmes represented in extant research, students participated in the programme voluntarily rather than as part of their prescriptive coursework. Through a focus group interview with 16 of the students at the conclusion of the interactions, we explored their motivations for taking part in the programme, as well as their perceived benefits of participation. Students were overwhelmingly positive about their experience and identified three types of advantages for participation: building relationships, building knowledge, and professional development.