Effects of cultural-artistic rehabilitation activities on quality of life, anxiety and depression, and self-management level of maintenance hemodialysis: A propensity-score-matched study.

Life Skills and Resilience in Adolescents: Relationship with Educational Factors Tanushree

The research article “Lifelong Learning in Confucius Philosophical Perspective” has three objectives: 1. To study UNESCO's lifelong learning concept. 2. To explore the concept of lifelong learning in Confucius philosophy. 3. To analyze the lifelong learning concept of UNESCO from a Confucius philosophical perspective. Methodology: The research was documentary. Textbooks and journal articles written in Thai and English on lifelong learning, educational theories, and Confucius philosophy served as the primary and secondary resources. UNESCO online databases and official websites were primary sources for lifelong learning data collection. The content analysis was done using a descriptive method. Results: UNESCO promotes lifelong learning approaches. According to the study, UNESCO promotes a lifelong learning approach and helps member states to tackle issues related to youth and adult literacy through the UNESCO Institute for Lifelong Learning and an online platform. UNESCO highlights functional literacy of adults and youth, numeracy, digital literacy, media literacy, and life skills, including awareness of human rights and gender equality. The Confucian philosophy regards lifelong learning as a relentless, unending process and presents its significance in being a Junzi (gentleman) and a social sage. Learning about Confucius’s five relationships is vital for discussing social justice, individual morality, and world peace. Conclusion: Combining UNESCO’s lifelong learning idea with Confucius philosophy offers a model for sustainable social change. It emphasizes morality, ethics, and an intelligent understanding of social interpersonal relationships. This merger is part of human development and serves the UNESCO Sustainable Development 2030 project. Unique Contribution: This study is distinctive in the way that it integrates UNESCO’s contemporary conception of lifelong learning with Confucius philosophical insights. Applying ancient wisdom to present-day education provides an eclectic understanding. It presents a new approach to understanding and realizing lifelong learning aimed at individual and social development.

The article is devoted to the study of youth work as a social determinant of state policy, carried out by a team of scientists from Pavlo Tychyna Uman State Pedagogical University through the activities of the START youth center. The research, which began in 2018, allowed obtaining scientific results that contributed to the development of education, state policy and civic activity of youth. The article examines the main areas of influence of youth work on education, including the positive development of youth through formal and non-formal education, personal and professional development of students, social support and guidance for education seekers, the impact of mentoring on their success and self-esteem, development of life skills, youth mobility and inclusive youth work. The study also covers the impact of youth work on state policy, in particular, the involvement of youth in decision-making processes and the integration of youth work into state strategies. An important aspect is the development of volunteering and civic activity of student youth and scientific and pedagogical workers. Special attention is paid to the popularization of scientific research in the field of youth work, which includes the dissemination of best practices, raising public awareness and improving youth policy. The university actively implements the training of future social workers for youth work through educational and professional programs, scientific events, preparation of educational and methodological materials and the implementation of dissertation research. The results obtained have practical and theoretical significance, which is reflected in the activities of the youth center «START» and other youth spaces. The article emphasizes the importance of a comprehensive approach to youth work, which contributes to the development of young people as individuals, professionals and active citizens.

This community service activity focuses on the utilization of Talas Beneng (Xanthosoma undipes K. Koch), a tuberous plant native to Banten Province, as a healthy alternative food source free from gluten and casein. The program was implemented through the Holistic School Field Introduction (PLP) by students from Sultan Ageng Tirtayasa University at State Special School 02 Serang City. The method employed was qualitative, with a direct practice approach through training in preparing various processed products based on talas beneng, such as steamed cakes, brownies, cookies, and sticks. The activity involved three intellectually disabled students from junior and senior high school levels, along with PLP students and a culinary arts teacher. The primary objectives of the program were to enhance life skills, independence, and awareness of the importance of diversifying healthy local food sources. The results indicate an improvement in participants' abilities to recognize local food ingredients, process them into nutritionally valuable products, and strengthen collaboration between universities and schools in inclusive education. This program demonstrates that the utilization of local food resources can serve as an effective strategy to support food security, social empowerment, and holistic education.

This paper examines the challenges in teaching social studies and life skills education in secondary schools within Melamchi Municipality, Bagmati Province. Using a qualitative approach, data were collected from four secondary-level teachers through semi-structured interviews. A purposive sampling technique was used to select schools. An interview guideline was applied to the participants in this study. After collecting data, an analysis of the data was made through the interpretation of the raw data by the interpretative method. The results reveal that the challenges of teaching social studies and life skills education are overloaded and outdated curriculum, teaching and learning resources, teacher capacity and training programs, lack of field-based and experiential learning, assessment and evaluation issues, societal and cultural barriers, and school and administrative support, selection and teaching current events and controversial issues in the classroom. The findings indicate that there are necessary improvements in the curriculum, including better training for teachers, a more interactive approach that focuses on field-based and experiential learning, improved assessment, and supplements to instructional resources.

Liquid formulations are the most widely used pharmaceutical forms among children but may not be the most appropriate. 'Pill School' methodologies exist to teach children how to swallow tablets but are not yet integrated into primary care. The aim of this study was to explore the perspectives of key stakeholders on running 'Pill Schools'. We used tailored surveys to gather perspectives from four key stakeholder groups: children and young people (CYP); parents and carers; school staff; and healthcare professionals (HCPs) working in general practice. In total, 140 people participated, including 11 CYP, 22 parents, 16 school-based staff (50%, n = 8 were head teachers), 91 primary care-based HCPs most of whom were GPs (60.4%, n = 55), pharmacists (16.5%, n = 15), and nurses (10%, n = 9). Most stakeholders consulted were supportive of the concept of 'Pill School'. Common enablers mentioned by HCPs were time and funding. The main barriers mentioned were time, capacity and workload with others citing parental concerns in addition. The consultation explored stakeholders' perspectives of teaching children to swallow tablets in community settings. Most stakeholders were supportive of the concept of 'Pill School'. HCPs favoured starting with children aged 4 and above whilst parents and school staff favoured starting with children from 8years and above. There was a clear interest in taking this forward to equip children with this life skill early on, avoiding them becoming adults who have difficulty swallowing tablets.

Learning is integral to human life, from babbling to mastering complex professional knowledge, from learning simple life skills to conducting advanced scientific research. Starting from the nature of learning and its importance at the individual and social levels, this paper systematically analyzes a variety of learning theories, expounds scientific learning methods, examines the current challenges of learning, and proposes coping strategies, aiming to provide theoretical reference and practical guidance for people to optimize the learning process and improve the learning effect.

Teenagers face mental health issues in a post Covid19 environment marked by conflict and heightened digitalization, requiring strong and resilient youth. In spite of international guidelines, instances of life skills education (LSE) in educational settings are limited. This research included classroom observations of naturally occurring teaching in 18 Indian upper secondary classrooms and examined how LSE was applied in English and social science classes to aid students in addressing personal, societal, and future challenges. The research indicated that LSE is more prominent in English than in social sciences and appears more frequently in general education compared to vocational studies, providing valuable insights for the integration of LSE into teaching practices and policies.

Background. Creativity plays a crucial role in students’ intellectual and emotional development. In today’s educational landscape, fostering creativity is more important than ever, as it encourages independent thinking, problem-solving skills, and adaptability. Active-participatory methods are widely recognized as effective tools in stimulating students’ creative potential. This paper explores the significance of creativity in the learning process and examines how active-participatory teaching methods can contribute to its development. In traditional educational environments, rigid structures and passive learning often limit creativity. However, methods that encourage participation such as debates, role-plays, group projects, and brainstorming sessions provide a more dynamic framework for expression and innovation. These approaches create an environment where students feel more engaged and motivated to think outside the box. The aim of the research. To investigate the impact of active-participatory methods on the development of students’ creativity and to identify the most effective strategies for cultivating a creative learning environment. Objectives. To highlight the benefits of active learning, promote interactive teaching techniques, and support educators in adopting methods that encourage student innovation and critical thinking. Methods. This research involved the analysis of theoretical literature on pedagogy, classroom observations, and interviews with teachers who apply participatory methods in their lessons. Additionally, student feedback and creative output were used to assess progress and engagement. Conclusion. The implementation of active-participatory methods significantly enhances students’ creativity by fostering a stimulating and inclusive educational setting. These strategies not only support academic growth but also contribute to the development of essential life skills. To cultivate creativity effectively, educators must adopt a flexible, student-centered approach that encourages exploration, dialogue, and collaboration.

This study aims to develop and evaluate the PERMATA educational game application, a digital learning medium designed to enhance students' understanding of currency among those with mild intellectual disabilities at a YKB Special Needs School. The research adopted the Research and Development (R&D) methodology, following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Media, material, and language experts assessed the application's validity. Practicality was tested with teachers and students, while effectiveness was measured using a pre-test and post-test design with 26 students to gauge improvement in their current comprehension. The validation results confirmed the application's high quality, with an average validity score of 92% (very valid). Practicality tests yielded scores of 93% from teachers and 95% from students (very practical). The effectiveness test demonstrated a significant increase in learning outcomes, with an average score of 85.8% (very effective), indicating that the application successfully improved students' understanding of currency. This study addresses a critical gap in special education by developing a tailored digital game that specifically targets financial literacy for students with mild intellectual disabilities. The PERMATA application is a novel, validated tool that serves as a viable, practical, and compelling interactive medium for enhancing essential life skills, making a significant contribution to inclusive, technology-driven education. Keywords: educational game, currency understanding, mild intellectual disability, special needs education

BackgroundIn India, newly married young women (18–25 years of age) face high rates of unintended pregnancy. Poor sexual and reproductive health knowledge combined with restrictive social norms leads to adverse pregnancy outcomes among young women, while limited female autonomy prevents them from accessing accurate healthcare information and support. We examined the feasibility and acceptability of TARANG, a life skills and reproductive health empowerment intervention developed for and with young newly married women using a community-engaged approach.MethodsWe report the findings from a convergent mixed-methods, single-group cluster pilot study in Rajasthan, India. We recruited 42 newly married women as participants in our study. Of these, 41 participants (retention rate = 97.6%) completed both baseline and endline surveys in July 2023 and January 2024, respectively. The intervention comprised 16 weekly sessions. Attendance was tracked electronically. We assessed three primary outcomes: feasibility (proportion completing ≥ 50% sessions), acceptability (proportion satisfied/somewhat satisfied), and usefulness (proportion finding TARANG useful/somewhat useful). Twelve participants were interviewed to understand intervention acceptance and usefulness, and 6 program staff and moderators were interviewed to understand implementation barriers. We analyzed quantitative data using descriptive statistics and qualitative data using thematic analysis.ResultsThirty-five participants completed at least one session, with 73.8% attending at least half of the sessions (6 did not attend any sessions). Among those who attended at least one session, 97.1% were satisfied/somewhat satisfied, and 100% found the intervention useful/somewhat useful. Qualitative findings revealed participants’ appreciation for open discussions on sensitive topics like family planning. The intervention filled knowledge gaps in family planning methods, fostered social connections through rapport building, enhanced sense of agency, and improved relationships with mothers-in-law and husbands. Implementation barriers included women’s workload, cultural norms of extended stays at natal homes, and the need for intense rapport building. These insights informed intervention refinements, including session modifications, increased engagement strategies, and integration of educational videos.ConclusionOur pilot study demonstrated high acceptability and feasibility, with multiple benefits for young, newly married women. Our findings informed adaptations to enhance TARANG’s delivery and satisfaction. The effectiveness of TARANG will be tested in a larger cluster randomized controlled trial currently underway.Trial registrationThe study is registered at ClinicalTrials.gov (NCT06320964). Registered retrospectively on 13 March 2024, https://clinicaltrials.gov/study/NCT06320964Supplementary InformationThe online version contains supplementary material available at 10.1186/s40814-025-01720-7.

This experimental study investigates the effectiveness of Life Skills Education (LSE) in developing communication skills among women prospective teachers studying in Colleges of Education affiliated with Alagappa University, Sivagangai District, Tamil Nadu. Communication is an essential 21st-century competency for teachers, and Life Skills Education endorsed by the World Health Organization (1994) provides a structured framework for nurturing interpersonal, emotional, and reflective capabilities. The study adopted a single-group pre-test–post-test design involving 50 purposively selected women teacher trainees from various subject specializations. The Communication Skills Assessment Scale (CSAS), consisting of 25 items across verbal, nonverbal, and empathetic communication domains, was used to measure participants’ competencies before and after the intervention. The six-week LSE program comprised twelve interactive sessions emphasizing selfawareness, empathy, effective communication, and decision-making through role play, group discussions, and reflection activities. Statistical analysis using the t-test revealed a significant improvement in post-test scores (t = 9.65, p < .05), confirming that LSE positively influenced participants’ communicative competence and confidence. Subject-wise trends indicated greater improvement among language majors (English and Tamil), suggesting possible mediation by linguistic exposure and motivation. The findings affirm that Life Skills Education enhances communication and interpersonal growth among women trainees, underscoring its importance in teacher preparation. The study recommends integrating LSE systematically into teacher-education curricula to cultivate confident, empathetic, and effective educators capable of fostering inclusive classroom environments.

Background: Child sexual abuse (CSA) is a pervasive global issue affecting millions of children and undermining their access to care, psychosocial support, and education. In South Africa, the Children’s Amendment Act 41 of 2007 designates teachers as mandatory reporters of suspected or disclosed CSA. However, the sensitivity of such cases often results in under-reporting. Aim: This study explored primary school teachers’ perceptions of their competence in managing CSA disclosures and examined how teacher self-efficacy influences reporting behaviour. Setting: The research was conducted in South African primary schools, involving participants from diverse school-based roles. Methods: A qualitative, phenomenological design was adopted. Data were gathered through in-depth individual and focus group interviews with 15 purposively selected participants, including class teachers, life skills educators, Heads of Department, School Management Team members, and School-Based Support Team members. Data were analysed thematically using Braun and Clarke’s framework. Results: Findings indicated that CSA disclosures are relatively common in schools, yet many teachers feel ill-equipped to respond. Perceived incompetence stemmed from limited skills, inadequate knowledge, insufficient institutional support, and a lack of clear reporting guidelines, all of which hinder teachers’ willingness and ability to act. Conclusion: Despite legal obligations, teachers often feel unprepared to handle CSA disclosures, revealing significant gaps in training and systemic support. Contribution: The study underscores the need for comprehensive teacher training and supportive institutional frameworks to strengthen competence, confidence, and responsiveness to CSA, thereby promoting safer school environments for vulnerable learners.

The study assesses the effectiveness of multi-sectoral strategies aimed at ending child marriage in Kogi State, Nigeria. Utilizing both primary and secondary data, the study synthesized government policy frameworks, international reports, academic literature, and qualitative data from key stakeholders, including adolescent girls, community leaders, educators, and policymakers. Data collection involved purposive sampling, with in-depth interviews and focus group discussions analyzed thematically using NVivo 8.0. Findings reveal that several initiatives have yielded positive outcomes. Health-focused programmes such as the Maternal, Newborn, and Child Health Week (MNCHW) expanded access to essential services in underserved communities, indirectly addressing child marriage drivers. Capacity-building initiatives, free medical testing, and life skills education, particularly under the Participation Initiative for Behavioural Change in Development (PIBCID), enhanced women’s health literacy and autonomy. Educational interventions like the Girl-Child Education Support Programme (GCESP) improved school enrollment through scholarships, delaying early marriage among beneficiaries. Legal reforms such as the enactment of the Violence Against Persons Prohibition (VAPP) Law and the establishment of specialized courts have strengthened the legal framework against child marriage, while community-based awareness campaigns have improved rights literacy and social support for girls’ education. Cultural practices, such as the Ovia-Osese Festival, were also observed to reinforce norms that discourage early marriage, though concerns around human rights compliance were noted. Despite progress, challenges persist, including sustainability of programmes, funding limitations, inadequate infrastructure, cultural resistance, and uneven enforcement of laws in rural areas. The study underscores the need for sustained, context-sensitive, and scalable interventions that address the socio-cultural and economic root causes of child marriage. Strengthening cross-sector collaboration and ensuring community ownership are essential to achieving long-term impact. Keywords: Child Marriage, Kogi State, Intervention, Impact, Challenges

Effectiveness of the Program for Life Skills Promotion for Children (PRHAVIDA-Children) Based on Group Cognitive Behavioral Therapy

English communicative competence and Indian graduates' employability: A Borneo-Pacific perspective Indeed, while English is increasingly made the criterion of access to higher education by standards‐conscious regimes in many regions of globalized academe, local certifications remain definitive. This paper explores the correlation between English communication skills and career development challenges faced by university graduates in two dimensions: universities and industry participants. A total of 300 students, faculty and HR professionals from Delhi-NCR, Uttar Pradesh and Uttarakhand were surveyed using a mixed-method research design. Quantitative assessment indicated that 62% of students felt they had adequate writing skills in English, whilst only 34% were confident communicators which is undoubtedly a clear, significant disparity between learning and application. The interviews with the teachers revealed that value placed on traditional product- based, grammar-focused foreign-language education and short experiential contact block communication development. Concerning industrial needs, negative feedback was received on weak presentation through poor writing, speaking, artic ulation, inability to listen actively, and difficulty speaking in public which are directly reflected in the workplace. There was a high positive correlation (r = 0.78) between English skills and employment, statistically. The study established the fact that confidence, clarity and cultural sensitivity must be taught as life skills and not as a linguistic subject. It suggests integrating communication training from across disciplines, popularizing experiential and technology-assisted platforms for learning, encouraging university–industry partnerships and conducting faculty development programmes to reorient pedagogy with Outcome-Based Education and the aspirations of NEP 2020. Bringing about communicative ability would not only enhance graduate employability, but also prepare India’s youth to participate comfortably in the global workplace.

Equipping local youth leaders with the right skills is an absolute necessity especially in the ongoing fight against drug abuse and the pursuit of community progress. This study explores the capacity-building initiatives for Sangguniang Kabataan (SK) officials in Sanchez Mira, Cagayan, focusing on their vital role as youth leaders in advancing drug prevention and community development. Anchored on the mandates of the Philippine Dangerous Drugs Board and aligned with the United Nations Sustainable Development Goals (SDGs), the study employed a mixed-methods approach combining quantitative surveys and qualitative interviews with SK officials, Philippine Drug Enforcement Agency (PDEA) personnel, and the Local Youth Development Office (LYDO). Findings revealed that the Trainers’ Training Program was generally effective in enhancing drug abuse prevention education, communication and life skills, and community immersion. However, persistent gaps emerged in the areas of program administration, formulation of action plans, practical application of knowledge, and post-training support. Key challenges included limited resources, lack of autonomy, weak inter-agency collaboration, and inadequate follow-through mechanisms. The study highlights the need for competency-based, participatory, and sustainable training models that foster leadership development, research skills, and strategic planning. By institutionalizing structured and context responsive programs, SK officials can be empowered to become more effective catalysts of community transformation. The study concludes that strengthening the capacities of youth leaders not only enhances their governance and advocacy skills but also contributes to the creation of healthier, safer, and more resilient communities. Ultimately, empowering SK officials through systematic training initiatives positions them as frontliners in promoting drug-free and youth-inclusive local governance. Keywords: Capacity-Building, Sangguniang Kabataan (SK), Youth Empowerment, Drug Prevention, Community Engagement

The transition to Industry 4.0 has widened the gap between the competencies of high school graduates and the job market demands for innovation, value creation, and independence. This study aims to examine the effectiveness of the School Plantation-Based Entrepreneurship Program at SMA Negeri 1 Payaraman, South Sumatra, which utilizes local agricultural resources. The program aims to improve entrepreneurial competency, life skills and independence, as well as attitude transformation—particularly entrepreneurial motivation and self-efficacy—through experiential learning across the agribusiness value chain. The research method used a qualitative-evaluative case study design guided by the CIPP (Context, Input, Process, Product) framework. Data were collected from 30 students, school leaders, and mentor teachers through in-depth interviews, participant observation, and document analysis, complemented by quasi-quantitative assessments to determine success rates. Results indicate the program is highly effective, achieving an average success rate of 83.3%. Students' entrepreneurial competency increased significantly (85% mastery of business planning and product processing), while life skills and independence reached 75%. The most notable improvements occurred in attitude changes and self-efficacy, which increased by 90%. External impacts include a 25% increase in partner income and 90% increase in partner satisfaction. The study concluded that a local resource- and experience-based entrepreneurship model can bridge the competency gap by strengthening technical skills, digital marketing, decision-making autonomy, and an entrepreneurial mindset. The novelty of this research lies in the integration of school farms as living agribusiness laboratories within the CIPP-evaluated empowerment framework, offering a sustainable and replicable model of entrepreneurship education in similar socio-economic settings.

Improving the transition from pediatric to adult epilepsy care: An expert opinion.