Learning Opportunities Research Articles

Impact of Online Learning Platforms in Enhancing Employees' Skills and Knowledge in Academia

Abstract: The study investigates the impact of online learning platforms like Coursera and NPTEL on enhancing educators' skills and knowledge in academia. With digital transformation accelerating post-COVID-19, platforms offer flexibility for professional development, yet challenges persist. The study, conducted through a survey of 73 educators in Bengaluru, uses quantitative and descriptive methods, applying statistical tools like Correlation, Chi-Square tests, and ANOVA to assess platform effectiveness. Key findings reveal that platforms like LinkedIn Learning and Udemy are popular, but balancing work and learning is a challenge for many. While educators appreciate the flexibility, 56.2% express dissatisfaction with the long-term career growth and skill development offered by these platforms. The study highlights the need for better interactive features, practical learning opportunities, and improvements in course content to support effective professional growth in academia. In conclusion, while online platforms provide valuable resources, they must address these gaps to fully meet educators' needs for continuous upskilling

Addressing Opportunity Gaps in Higher Education in Prison Programs

ABSTRACT In this article, we draw from our collaboration across a diverse cadre of colleagues who have focused on different aspects of teaching, higher education, and carcerality. In particular, our research team, known as STEM-OPS (STEM Opportunities in Prison Settings), studied higher education in prison with a specific focus on science, technology, engineering, and mathematics (STEM) and incarceration. We present interrelated findings from interviews across four people who are formerly incarcerated. Most Higher Education in Prison (HEP) programs are taught by university professors who are experts in content areas (such as science, chemistry, and math) and not pedagogy. As such, we believe teacher educators have an opportunity and an obligation to build professional learning opportunities related to pedagogy to support these instructors’ practices.

Advancing STEM Learning Opportunities for Students with Autism Spectrum Disorder Through an Informal Robotics and Coding Program: A Feasibility Study for an After-School Enrichment Program

Advancing STEM Learning Opportunities for Students with Autism Spectrum Disorder Through an Informal Robotics and Coding Program: A Feasibility Study for an After-School Enrichment Program

Inaugural Australian urology bootcamp for early-career medical officers: improving knowledge, skills, and confidence to prepare for registrar years.

Surgical bootcamps provide hands-on learning opportunities for junior doctors and trainees in low-pressure, non-clinical environments. Participants develop skills, knowledge, and confidence in preparation for their registrar years. A number of international urology-specific bootcamps have demonstrated improvements in these technical and non-technical domains. However, there was no such opportunity for Australian doctors. In the first urology bootcamp in Australia, we aimed to assess participants' knowledge, technical skills, and confidence in managing urological conditions pre- and post-bootcamp. Twenty-five early-career medical officers attended the bootcamp and completed a comprehensive written survey at the beginning and end of the bootcamp. Results showed that self-perceptions of knowledge, confidence, and technical skill all improved at the conclusion of the bootcamp (P = 0.01). All participants reported the bootcamp to be 'useful' or 'very useful' in furthering their urological training. This study demonstrates the success of an inaugural Australian urology bootcamp in preparing junior doctors and unaccredited registrars for their registrar training years.

Organizational health literacy strength and learning opportunities in Italian hospitals

Abstract Background Organizational Health Literacy (OHL) implies responsiveness and friendliness of healthcare organizations. In the context of the WHO Action Network M-POHL, Italy evaluated OHL in a hospital as a pilot. Methods The international self-assessment tool OHL-Hos explores 8 standards using 141 items. It was firstly translated and culturally adapted to Italy, and then tested to assess OHL in the public general hospital of Pistoia (Central Italy). A physician, 6 staff members of the healthcare management unit, and 3 medical residents in public health from the Florence University were involved in the pilot. The Pistoia hospital has 1,300 employees (44% nurses, 24% physicians) to face 18,000 hospitalizations per year. Results Completing the questionnaire took more than 5 hours. A comprehensive agreement was reached, even though different approaches aiming at improving HL in healthcare and non-healthcare staff emerged. Scores resulted acceptable/good for standard 5 (communication with patients) and 7 (promoting staff HL with regard to occupational risks and personal lifestyles), low for standards 1 (implementing OHL overall the hospital), 2 (involving stakeholders in developing documents, materials, services), 3 (staff training for personal and organizational HL) and 8 (contributing to local population personal HL improvement), which would apply more peculiar for other settings than hospitals. Conclusions The participation of the hospital working group in the assessment using the OHL-Hos raised interest toward this matter. It results time consuming for its excessive length, and some standards do not fit to the Italian hospital context, resulting more useful to assess the territorial organization. Reduction of the number of items and revision/reformulation of some of them are suggested. Nonetheless, the tool proved to be useful in indicating the most critical areas needing ad hoc interventions, such as training all the hospital staff.

Interrupted learning across the lifespan

Continued learning opportunities are important for adaptation across the lifespan. Interrupted learning (e.g., “summer slide”) is a known, critical issue for childhood education. This perspective piece proposes that adulthood could be a period of prolonged interrupted learning with reduced learning opportunities, despite the known importance of lifelong learning. This idea goes beyond calls for healthy older adults to lead an active life to maintain cognitive abilities and to maintain basic functional skills by highlighting important lifespan circumstances that may hinder or facilitate adaptation in new and changing environments. We explore how research on interrupted learning in childhood could be applied to later adulthood and how changes in learning are viewed differently for children and adults. In addition, research on increasing abilities during childhood generally focuses on specific skills (e.g., reading, math), whereas cognitive aging research focuses on more general cognitive abilities related to attention and memory. Finally, given that interrupted learning occurs unevenly across different ages, abilities, and resources, more can be investigated in terms of who interrupted learning affects across the lifespan, and the neural underpinnings of interrupted learning. Acknowledging and addressing interrupted learning across the lifespan may promote long-term thriving and avoid preventable deficits and decline.

6.Y.1. Defining, measuring, and reducing low-value care in Europe - proposing a new definition and framework

Abstract The EU Expert Group on Health Systems Performance Assessment (HSPA) selected value-based healthcare, with a focus on low-value care, as the work topic for 2023-2024. Against the backdrop of increasing healthcare expenditures and the overall aim to deliver high quality and efficient healthcare, efforts to reduce waste and inefficiencies have long been emerging in health systems worldwide. Value-based healthcare shifts the focus towards improving patient outcomes; the concept of low-value care in particular aims to identify health services that provide little or no health benefits but expose patients to potential harm. The COVID-19 pandemic clearly demonstrated that value-based healthcare is a prerequisite for high-performing health systems and the need to steer resource allocation to those services that maintain or improve health. The reduction in certain elective services observed during the pandemic (e.g. tonsillectomies) indicates that there may be areas for potential dis-investment and reallocation of resources to higher-value care. The pandemic has thereby emphasized the need for identifying and systematizing measurable efforts directed at reducing low-value care. Tackling low-value care can contribute to alleviating health workforce constraints by ensuring that efforts are focused where they are most beneficial, and not on unnecessary services. Engaging and educating the health workforce about low-value care and how to reduce it is a key measure in this direction. What is more, there is increasing awareness about the health sector’s considerable environmental footprint. Reducing low-value care would contribute to less greenhouse gas emissions, energy consumption and air pollution from the delivery of health services. Despite intensified efforts to address waste and inefficiencies in healthcare in the last decade, the ability of health systems in Europe to identify and reduce low-value care varies. Through the Expert Group’s work, a new comprehensive definition was proposed and a framework to distinguish different types of low-value care was developed as a basis for identifying and tackling low-value care in EU Member States. Indicators to measure low-value care as well as measures to reduce it were collected. This workshop aims to present the findings of the Expert Group´s work on low-value care and to discuss them with conference participants to both raise awareness and identify priority elements for future activities. After a brief introduction on the definition, framework, obstacles and solutions, the panelists will share their views and experiences, followed by a facilitated discussion with the audience. Key messages • A comprehensive definition of low-value care and an accompanying framework for categorizing and identifying low-value care is proposed. • Country experiences with indicators to measure low-value care and strategies to reduce it, as well as related methodological obstacles, offer substantial opportunities for cross-country learning.

Novi Sad cultural stations as healthy buildings for wellbeing concept

Abstract Creating spaces for all citizens through the cultural stations project within the Novi Sad - European Capital of Culture 2022 has set an example of applying the concept of well-being which involves integrating various elements that support physical, mental, and social health. Cultural stations project in the city of Novi Sad is a concept supporting cultural programming, healthy food options, mental health support, accessibility and inclusivity, as well as community engagement. Social interaction in urban areas is vital for mental and emotional well-being, fostering a sense of belonging and community, diverse cultural programming that appeals to different groups, cultural activities such as art exhibitions, performances, workshops, and community events provide opportunities for creativity, learning, and social engagement, enhancing overall well-being. Access to cultural stations, spending time there has been linked to reduced stress, improved mood, and increased feelings of well-being within 7 neighborhoods of Novi Sad. This includes providing barrier-free access, accommodations for individuals with disabilities, and programming that is inclusive and welcoming to everyone. Participation of the local community in the design, programming, and management of cultural stations is also important. By integrating these principles into the design, programming, and management of cultural stations, Novi Sad creates vibrant, inclusive, and healthy spaces that contribute to the overall well-being of its residents and visitors. Cultural stations are located in different parts of the city in order to provide accessibility to all citizens. Their arrangement is in accordance with the recommendations of green construction and restoration, and the interior and surroundings foster respect for nature and nature-based solutions. Also, they are developing different content in line with culture, but also science, health and smart solutions as a tool for well-being.

6.Y.2. AI and health care: what are the capabilities and limitations?

Abstract With the rapid advancement of artificial intelligence (AI) technologies and their implementation in health care, there is a critical need to explore the different applications and implications of AI. This workshop seeks to look at different aspects of AI, both potential applications for AI technology in health, public opinions of use of AI in health care, and the reality of implementing AI in different contexts. Understanding health care approaches to AI from different countries is a unique opportunity for shared learning of innovations across various sectors of health care and patient engagement in order to most effectively engage this emerging field. AI, in whichever form it may be incorporated into health care, has the opportunity to impart meaningful, innovative change, but understanding this new technology comes with important questions. This session will dive into research on AI in various areas of health care by 1) looking at different ways AI is being harnessed in health care; 2) discussing lessons which can be learned and adapted from other countries; 3) discussing promising solutions and approaches to implementing AI in health care; 4) discussing the limitations or concerns of integrating AI in health care. The panel will be composed of 1 moderator and 2 panelists. Panelists are experts in their fields, established researchers and practitioners, and alumni of the Harkness Fellowship from Germany and the United Kingdom. A moderator will briefly frame the discussion for the audience and introduce the speakers and their presentations before leading an interactive, engaging question and answer portion. The coherence of this panel lays in its theme of leveraging AI to enhance healthcare delivery and understanding ways we can work across countries to foster ethical, equitable AI technologies that revolutionize healthcare practices with the ultimate goal of improving patient outcomes and health system efficiencies. Dr. Saira Ghafur from the U.K. will begin by presenting her research on evidence-based reasons for implementing AI in health care and Dr. Benedikt Simon from Germany will close out by discussing his work in AI in Germany and the challenges that have prevented robust integration. Each panelist will speak for roughly 8-10 minutes, with about 5 minutes reserved for moderator and audience questions. Key messages • Sharing cross-country experiences and research enables us to better understand how AI can impact health care. • In weighing both the benefits and challenges or limitations of implementing AI, we can best understand effective approaches to utilizing AI in health care.

2.H. Round table: Health system description and comparison: lessons from the WHO/Observatory Insights series

Abstract The European Observatory on Health Systems and Policies has been working for more than 25 years on the systematic description, analysis and comparison of health systems in Europe. This workshop explores experiences so far with a new series of health system profiles, the Health Systems in Action (HSiA) Insights, launched in 2021 in collaboration with the WHO Regional Office for Europe. The first round of the Insights in 2021 was a pilot series, covering just five countries (Georgia, Kyrgyzstan, North Macedonia, Ukraine, and Uzbekistan). Since then, the series has grown to 13 countries in 2022 and in 2024 is covering almost all WHO Member States that are outside of the European Union (EU). The Insights aim to provide short and easily accessible documents that provide core information on a country’s health system, its key strengths and challenges, how it compares to other health systems in Europe, and how it impacts on the health of its population. This roundtable provides a platform for sharing experiences with devising, writing and using the series so far, bringing in country and comparative perspectives and involving the audience. The objectives of the roundtable are to a) identify best practices for the comparative description and analysis of health systems in the form of a series of country profiles; b) explore the challenges of drawing up country profiles where comparative data are lacking, incomplete or politicized; c) identify ways of disseminating and using country profiles; d) establish an opportunity for cross-country learning and skills development for the writing of health system descriptions and analyses. The roundtable will consist of four speakers. It will start with three very brief country presentations on the Insights for Israel, North Macedonia and Kazakhstan, followed by a brief comparative perspective on how to capture, compare and analyse health workforce trends across a broad set of countries, which is the Spotlight section of the 2024 round of Insights. This will be followed by a broad discussion with audience interventions to bring in the experience of other experts and countries. The moderated discussion will emphasise key learning points on how to devise a comparative series, how to write health system profiles and how best to use them to inform health policy-making. Key messages • The regular monitoring of health systems and policies is challenging, but essential for improving them. • Health system summaries require systematised approaches and up-to-date comparative data. Speakers/Panelists Ruth Waitzberg Technische Universitat Berlin, Berlin, Germany Yerbol Spatayev WHO Country Office Kazakhstan, Astana, Kazakhstan Simona Atanasova WHO Country Office North Macedonia, Skopje, Republic of North Macedonia Tomas Zapata WHO/Europe, Copenhagen, Denmark

1.X.2. Reducing inequalities in access to care in Europe: achieving universal health coverage and more

Abstract Accessibility is multi-dimensional. Universal Health Coverage emphasises the role of population coverage, the scope of services covered, and the depth of financial protection. However, there are other major barriers for patients that can inhibit universal access to health services: geographical inequalities, organisational barriers, and care denial. Health systems can provide extensive cover in some dimensions such as financial coverage or the range of services covered, but gaps in other dimensions can still act as a major barrier to care. Some groups are excluded from population coverage, other patients must navigate waiting times, medical deserts or cultural barriers in order to access care. In this session we will use an innovative filter framework outline common obstacles that patients in the European Union must overcome before they can access the care they need. We will then highlight policy responses to meet the dual goals of reducing inequalities in access to care and ensuring Universal Health Coverage. This workshop will provide a platform for sharing knowledge on reducing inequalities in access to care in EU countries. The objectives of the workshop are to i) highlight cross-cutting themes and approaches, and ii) establish opportunities for cross-country research and learning. The workshop will consist of four short presentations, followed by a broad discussion with audience interventions to bring in the experience of other Member States. Each panel member will make a short presentation in Pecha Kucha format: firstly outlining the filter framework for understanding access to health services then moving to descriptions of a policy journey to strengthening UHC in Cyprus, Estonia and Spain respectively. Bold reforms in Cyprus have expanded coverage under a new universal system; changes in Estonia have improved access to medicines; and policy-makers in Spain have sought to expand coverage of dental care. The moderated discussion will emphasise the potential for cross-country learning - identifying those policy choices of relevance for the rest of Europe. Presentations about specific policy initiatives draw on the latest Health Systems Reviews for Cyprus, Estonia and Spain. Health System Reviews underpin the Health Systems in Transition (HiT) series, a core part of country monitoring undertaken by the European Observatory on Health Systems and Policies. These Reviews are routinely updated and provide a systematic description of the functioning of health systems in countries as well as reform and policy initiatives in progress or under development. As these are in-depth descriptions which detail the intricacies of health systems and an assessment of their performance, they provide the ideal basis for understanding the true multidimensionality of accessibility. Key messages • Even health systems in high-income countries need to address inequalities in access to care to ensure universal health coverage. • The workshop will identify themes and approaches to improving access to care from a cross-country perspective through a multidimensional understanding of accessibility. Speakers/Panelists Erica Richardson European Observatory on Health Systems and Policies, London, UK Cristina Hernandez Quevedo European Observatory on Health Systems and Policies, London, UK Yulia Litvinova European Observatory on Health Systems and Policies, Berlin Hub, Berlin, Germany Gemma Williams European Observatory on Health Systems and Policies, London, UK

Fairer Training in public health, the UK FPH example

Abstract Background Public Health (PH) advocates for health equity and social justice. The UK Faculty of Public Health (FPH) is committed to tackling inequalities across the public health career pathway. The Fair Training project is a multi-phased programme which focuses on fair recruitment into PH, reducing differential attainment during PH training and postgraduate examinations. Objectives • Analyse available data from various sources; • Identify gaps in fair training culture and any biases; • Identify where support or interventions may best be focussed to minimise disadvantages; • Identify improvements in data that could be used to monitor actions; • Identify areas of good practice. Variables explored were demographic characteristics e,g, age, sex, ethnicity, disability status, professional background, candidate status (UK or overseas), place of primary qualification. Results Results show that candidates from ethnic minority backgrounds, those who are older, from international medical graduate backgrounds and backgrounds other than medicine are under-represented at the end of recruitment. Multivariable analysis of the diplomate exam shows that an attainment gap exists across increase with age, and those from black, Asian or white other ethnicity, professional background other than medicine, and overseas candidates. For the membership exam, multivariable analysis shows the attainment gap persists across those of increasing age and black ethnicity. Conclusions Recognising differential attainment as a structural problem requires organisational and individual leadership. Recommendations include an action plan to ensure: • Equality of opportunity for learning and career progression; • Collaborative working to eliminate discrimination in the design of education; • Ensure that training and the working environment are inclusive and diverse; • Inform future PH workforce planning; • Share good practice. FPH will implement the recommendations and share with other organisations and countries. Key messages • Structural causes of differential attainment during recruitment and training in public health do exist and should be mitigated. • FPH aims to promote Fair Training and excellence in public health practice.

A novel training session: mixed reality evisceration surgery webinar.

Evisceration surgery is an important part of an ophthalmologist's skillset but is an uncommon procedure. Therefore, it is important for training ophthalmologists to have adequate knowledge and confidence in this procedure to maximise learning opportunities. Mixed reality involves the intertwining of real and virtual environments and has been used successfully in surgical training. To improve participants' knowledge of the relevant anatomy, steps and confidence in performing evisceration surgery using an extended reality online webinar coupled with conventional teaching. The teaching session comprised of a short lecture introducing evisceration and explaining mixed reality technology including the Microsoft HoloLens headset. This was followed by a 3D demonstration of the orbit and globe, then the live evisceration procedure on a porcine cadaver, with the surgeon's point of view via the headset. There was expert live running commentary during the procedure with the use of virtual signposts on relevant anatomy. Participants were encouraged to be interactive and given the ability to share their annotations on-screen. Ten doctors ranging from Foundation year 1 to Ophthalmology specialist training year 3 attended the 90-min session and completed pre- and post- session questionnaires (5-point Likert scales). Results showed statistically significant improvements in the knowledge, steps and confidence in performing the evisceration surgery (paired two-sample T-tests, SPSS version 29). This study has demonstrated that utilisation of mixed reality with conventional teaching methods can provide a useful initial learning experience which may facilitate effective further learning of the evisceration surgery in a wet-lab or patient setting.

Creating a safe space: medical students’ perspectives on using actor simulations for learning communication skills

BackgroundCommunication skills are an essential part of clinical competence that need to be acquired during health professions education. Simulations are extensively used for learning communication skills and have long been integral to medical degree programmes. In this research we use qualitative methodology to explore fourth-year medical students’ experiences in simulations aimed at improving versatile doctor-patient communication, focusing on their learning with trained actors.MethodsThe data comprises reflective writings from 208 fourth-year medical students, gathered after a communication skills course. These students provided informed consent for their writings to be included in the research. We performed an inductive qualitative content analysis on the textual data, with findings presented as themes, supported by categories, codes, and excerpts from raw data to enhance the trustworthiness of the analysis.ResultsWe identified eight key themes capturing students’ learning experiences through simulations: practising in a safe learning environment, valuing feedback, gaining new perspectives, finding simulations valuable and enjoyable, boosting confidence and self-knowledge, and viewing simulations as authentic and engaging learning opportunities. Some students offered critical perspectives on simulations. Throughout the course, students learned diverse aspects of patient care, emotional and behavioural communication dynamics, and lessons from medical errors. Some students offered critical perspectives on simulations, and a few indicated they did not learn anything new.ConclusionsA safe learning environment is vital for encouraging learners to explore, make errors, and absorb feedback to improve their communication with patients. Students predominantly valued the communication skills training with actors and the constructive feedback received and given in the debriefing discussions. However, some students expressed critical views toward simulations. Simulations are not static; they evolve and require continual improvements. Hence, we advocate for the ongoing exploration and enhancement of communication skills learning methods, including simulations, with careful consideration for students’ vulnerability and the importance of psychological safety. Additionally, it is critical to address students’ perceptions that certain clinical teachers prioritise biomedical knowledge over communication skills. Providing tailored training for teachers regarding the learning methods and the desired outcomes of communication courses is essential.

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

Drivers of adoption for integrated mangrove aquaculture: Its application for extensive smallholder shrimp farmers in Bangladesh

Integrated Mangrove Aquaculture (IMA) has the potential to simultaneously address the challenges of environmental degradation arising from conventional shrimp production, the expected impacts of climate change, and the growing global demand for shrimp. These challenges affect coastal livelihoods in Satkhira and Khulna districts of Bangladesh. However, IMA adoption in coastal Bangladesh so far remains low. This study explores the factors that influence IMA adoption by extensive smallholder shrimp farmers in Bangladesh using a questionnaire-based survey of 128 farmers. We identified potential drivers of adoption by combining exploratory data analysis and a logit regression analysis. Key findings were that lack of adoption appeared to be mainly attributed to a lack of awareness of IMA (65% of non-adopters were not aware of the existence of IMA), as well as a lack of trust in own required management skills and technical know-how. On the other hand, positive evaluation of IMA benefits and its main use as a risk mitigating strategy were the main enablers. The logit regression analysis indicated that perceived suitability of the pond to integrate IMA and availability of technical assistance were the factors most important to adoption, explaining respectively 30% and 26% of adoption. To enhance adoption of IMA and reduce the need for new pond excavation in mangrove stands, tailored technical training and social learning opportunities are required to increase awareness of IMA and its potential benefits, as well as for effective IMA management. Additionally, the development of new market opportunities for novel mangrove products is vital to foster incentives for adoption. Further work is needed on how to maximize the potential of IMA by thorough study of its various implementation options.

A Systematic Review of Learning Opportunities Within the Crowdworkers’ Workplace

This systematic review used a qualitative content analysis (QCA) and co-occurrence analysis of scientific papers from multiple disciplines published between 2011 and 2021. It could identify learning opportunities within the crowdworkers’ workplace, ranging from work management via brand-building and technology-use to the engagement with the community interface, considering multiple constituents of the crowdworkers’ workplace such as locations and their infrastructure, as well as working hours and expectations by society. The degree to which such learning opportunities occur is shaped by the crowdwork platform, the community interface, digital devices, and the individual workplace environment they encounter. To grasp the reality of crowdwork, the CPSS meta-model by Yilma et al. (2021), Goller’s concept of agentic actions (2017), and Billett’s workplace curriculum model (2020) are used.

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

Assessment of Entrepreneurial Education Service Quality Among Management Students in Salem District, Tamil Nadu

The quality of higher education is increasingly becoming an important issue as the socio-economic development of a country owes much to it. All over the country, the main aim is to increase the standard of education. Parents and government utilize a huge amount of money on educational system. India has the largest numbers of colleges as well as the largest number of management education institutes and infrastructure in the world. The objective of the study is to study the socio-economic profile of the management students and to measure the level of the entrepreneurial skills, level of satisfaction among the management students in Salem district. A survey was conducted from the target audience, students from the Management studies. 350 sample sizes were collected from 20 selected institutions both Government and Private colleges in Salem district Tamil Nadu, using stratified proportionate random sampling method. Microsoft excel 2019 and JASP (Jeffrey’s Amazing Statistics Program) software was used for data Analysis. The questionnaire instrument scale is based on Likert’s five-point scale. The study adopted descriptive research design. The results reveal a strong correlation between service quality dimensions (infrastructure, faculty support) and student satisfaction. Recommendations are made to enhance entrepreneurial education, focusing on improving physical infrastructure, curriculum relevance, and practical learning opportunities.

I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys

AbstractThis article looks at how a Black informal STEM educator supported two Black boys' learning opportunities in coding, specifically investigating how the establishment of politicized trust between the informal STEM educator and youth supported their development of critical agency. Using the dual lenses of socio‐spatial relationality and politicized trust, we explore how the socio‐spatial relationality of place, materials, and educator–youth interactions allowed for the shifting of power dynamics that were foundational to supporting youth in navigating a coding process that centered who they were and their interests, in the moment. We employ participatory design research aimed at reducing power dynamics by remediating who has power within a setting, grounded in dismantling and disrupting traditional power hierarchies through actively involving the community in the design process. We present two case studies that map the learning trajectories of Donovan and Jabria, two middle‐school aged Black boys. Their learning trajectories include the following phases: tensions related to coding with Scratch, pivotal interaction with the educator, and development of critical agency. We unpack how the socially produced space supported Donovan, Jabria, and Worsley to critically read the world of coding, rewrite coding through political action, and establish politicized trust. Throughout this process, we see through Donovan and Jabria's interactions they were constantly editing and producing their interactions with coding which led to newly created learning opportunities by developing their critical agency in coding. Four main points were identified: continuous access to materials, sustained engagement to reimagine possibilities, understanding that all disengagement is not equal, and being explicit in communicating expectations followed by concrete action. Across these points, the salience of relational politicized trust between educator and youth was a cross cutting thread.