Learning Opportunities Research Articles

Student radiographers’ confidence of adapting practice for autistic patients: A qualitative survey on the role of placement experiences

IntroductionHealthcare services can be inaccessible to autistic people without adaptions to clinical practice and the care provided. Therefore, understanding how radiographer education develops students' confidence in adapting care for autistic patients is crucial. This study aimed to explore how placement experience impacts student radiographer confidence in adapting care for autistic patients. MethodsUK final-year student diagnostic and therapeutic radiographers were invited to complete a qualitative online survey. The survey asked for a description of placement experiences; of observing and/or performing the care of autistic patients and how this impacted confidence in caring for autistic patients. The data was thematically analysed. Results43 responses (of 44 received) were included, from which 5 themes emerged. Those who felt placement experiences developed confidence described opportunities to apply theory learnt at university (theme 1) or drew attention to the benefit of prior (external) experience with autistic people (theme 3). However, the balance of power with the supervising radiographer (theme 2), witnessing autistic patients in distress (theme 4), and the heterogeneous nature of autism (theme 5) disrupted students’ development of confidence. ConclusionSeveral participants in this study found clinical placement developed confidence with autistic patients through applying knowledge and providing an opportunity for reflexive learning. However, various obstacles hindered this development, such as witnessing distressed patients, limited experiences with autistic patients and difficulty navigating relationships with radiographers. Implications for practiceTo improve student radiographers’ confidence of providing care for autistic patients, educators should consider methods, e.g., co-produced simulation, to fill potential gaps in their experience. There is also a pressing need for all radiographers to understand their responsibility in educating students and their impact on student wellbeing.

Accuracy and reliability of large language models in assessing learning outcomes achievement across cognitive domains.

The advent of artificial intelligence (AI), particularly large language models (LLMs) like ChatGPT and Gemini, has significantly impacted the educational landscape, offering unique opportunities for learning and assessment. In the realm of written assessment grading, traditionally viewed as a laborious and subjective process, this study sought to evaluate the accuracy and reliability of these LLMs in evaluating the achievement of learning outcomes across different cognitive domains in a scientific inquiry course on sports physiology. Human graders and three LLMs, GPT-3.5, GPT-4o, and Gemini, were tasked with scoring submitted student assignments according to a set of rubrics aligned with various cognitive domains, namely "Understand," "Analyze," and "Evaluate" from the revised Bloom's taxonomy and "Scientific Inquiry Competency." Our findings revealed that while LLMs demonstrated some level of competency, they do not yet meet the assessment standards of human graders. Specifically, interrater reliability (percentage agreement and correlation analysis) between human graders was superior as compared to between two grading rounds for each LLM, respectively. Furthermore, concordance and correlation between human and LLM graders were mostly moderate to poor in terms of overall scores and across the pre-specified cognitive domains. The results suggest a future where AI could complement human expertise in educational assessment but underscore the importance of adaptive learning by educators and continuous improvement in current AI technologies to fully realize this potential.NEW & NOTEWORTHY The advent of large language models (LLMs) such as ChatGPT and Gemini has offered new learning and assessment opportunities to integrate artificial intelligence (AI) with education. This study evaluated the accuracy of LLMs in assessing an assignment from a course on sports physiology. Concordance and correlation between human graders and LLMs were mostly moderate to poor. The findings suggest AI's potential to complement human expertise in educational assessment alongside the need for adaptive learning by educators.

Social tolerance and success-biased social learning underlie the cultural transmission of an induced extractive foraging tradition in a wild tool-using primate

The last two decades have seen great advances in the study of social learning (learning from others), in part due to efforts to identify it in the wild as the basis of behavioral traditions. Theoretical frameworks suggest that both the dynamics of social tolerance and transmission biases (or social learning strategies) influence the pathways of information diffusion in social groups. Bearded capuchins ( Sapajus libidinosus ) inhabiting the semiarid seasonal caatinga biome of the Serra da Capivara National Park (SCNP) form highly tolerant societies that possess the largest “tool-kit” described for monkeys, a feat likely facilitated by social learning. Here, we used social network analysis and an open diffusion experiment using an extractive foraging task to identify the occurrence of social learning and describe the pathways of social transmission of information in two wild primate populations. The dynamics of social tolerance outside of task introductions predicted opportunities for social learning, but it was tolerance during task introductions that predicted the actual pathways of social information diffusion. Our results also indicated that the capuchins mainly learned from others via direct observation and naïve individuals exhibited an observation bias toward successful males. This study supports the claims of cultural transmission in robust capuchins and empirically supports the role of social tolerance and social learning strategies in human and nonhuman primate cultural evolution.

School Social Workers' Responses to Racial Injustice During COVID-19: A Need for Anti-Racist Practice in K-12 Schools

ABSTRACT This qualitative study examines how school social workers (SSWers) responded to the U.S. racial injustices highlighted by the media during the first year of the COVID-19 pandemic. SSWers were interviewed during what some scholars dubbed a “moment of reckoning and crisis” following the murder of George Floyd and the subsequent nationwide demonstrations for justice that aimed to challenge racialized police violence (Villarreal Sosa 2022, p. 67). Seventeen SSWers in K–12 public schools from various school districts across three states (Minnesota, Colorado, and Nevada) completed two key informant interviews related to their experiences during the spring and fall semesters of 2020. A constructivist grounded theory approach, including three coding cycles, was used to analyze participant narratives. A substantive theory for understanding SSWers’ responses (or lack of responses) to racial injustices during this period emerged. The findings provide an initial understanding of how SSWers’ responded to racial injustice during this moment of crisis and some of the factors that impacted their responses. The most common responses to racial injustice during this moment of crisis included: 1) engaging in conversations about race and racism and 2) participating in learning opportunities about race, racism, and racial justice. Our theory highlights how (lack of) structural support influenced SSWers’ responses. Implications for school social work (SSW) practice, curriculum, and research are discussed.

Broadening the purpose of education within performance-based accountability: policy (in)coherence and professional learning opportunities

Broadening the purpose of education within performance-based accountability: policy (in)coherence and professional learning opportunities

Self-directed learning in Orthopaedic trainees and contextualisation of knowledge gaps, an exploratory study.

Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL. Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context. Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL. Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.

A Framework for Facilitating Experiential Learning in Cultural Tourism

Cultural tourism provides rich opportunities for experiential learning, but a framework to foster such learning is lacking. This study introduces the “learning behaviors-interactive scenarios” framework to explore key facilitators of experiential learning in cultural tourism. Through a literature review, it outlines key learning behaviors in cultural tourism—seeking challenges, critical reflection, and immersive engagement—that drive Kolb's experiential learning model. It examines how activity, information, and interaction scenarios influence these behaviors and enhance learning outcomes. A case study of the Sancai Town Tourism App illustrates the framework's application, with survey results confirming its effectiveness in enhancing cultural understanding. This study addresses three research questions, contributing to a theoretical framework that integrates situational factors with individual learning behaviors, enhancing understanding of experiential learning in cultural tourism and offering insights into its digital transformation.

Needs assessment for a new military burn care educational curriculum focused on prolonged field care: The Burns for Providers Program (BP2).

We performed a needs assessment to determine the essential elements for a curriculum teaching burn care during Large Scale Combat Operations against peer/near-peer adversaries within multi-domain contested combat environments. Virtual and face-to-face site visit meetings were conducted with 20 stakeholders at 3 levels: 1) Subject Matter Experts (SMEs) in military burn casualty care at the U.S. Army Institute of Surgical Research (USAISR), the Joint Trauma System (JTS), and the U.S. Army Medical Center of Excellence (US Army MedCOE) in Joint Base San Antonio (JBSA) - Fort Sam Houston, TX; 2) Course Directors, Instructors, Curriculum Innovators and Writers for the Combat Paramedic Branch and the Critical Care Flight Paramedic Program (CCFPP) at JBSA; and 3) regulatory administrators providing education, research and IRB administration for USAISR and US Army MEDCOE. The identified terminal learning objectives consisted of training in: burn casualty monitoring and principles of burn wound care according to available resources; best practices during PCC for pain, nutrition, and infection control; specific management of inhalation, chemical, radiation, electrical, pediatric, and mass casualty burn injuries; and procedural skill training for patient decontamination, debridement, dressings, and escharotomy. Additionally, needs were identified for novel technology that provides asynchronous individual learning opportunities using interactive role play simulations, immersive simulation, or virtual reality simulation as well as hands-on procedure simulators. Stakeholder engagement resulted in identification of sixteen terminal learning objectives that were subsequently used as the basis for a military curriculum we are calling the "Burns for Providers Program" (BP2).

From hard coal mining to a learning space for digitally supported participatory management of biodiversity

Purpose The purpose of this paper is to describe the conversion of the former coal mining site in Kamp-Lintfort into a public park and learning space for biodiversity. In 2020, an urban green space was established, featuring various aquatic and terrestrial habitats and a high level of biological diversity in the city centre with broad community support. Design/methodology/approach This study presents secondary data of a literature review on participatory management of biodiversity in urban green spaces, with a focus on the sustainability context, participation approaches, theoretical frameworks and the role of education. The example of Zechenpark Kamp-Lintfort (Germany) shows how urban green space development can meet the challenging demands of inner city development while fostering knowledge generation via citizen science and participatory biodiversity management. The study collected primary data on plant biodiversity using a citizen science approach to raise awareness and create opportunities for human–nature interaction. Findings Sustainable Development Goal (SDG) 11 is the most important development goal in the context of participatory biodiversity management of urban green spaces. Most of the studies have a place-based focus and integration of local knowledge is the main reason for a participatory approach. The findings show how a green learning space can offer opportunities for digital learning as well as participatory biodiversity management in urban areas. The project lead to an increase in local citizens’ awareness of biodiversity. Based on a literature review, this report identifies challenges and opportunities for establishing a green learning space for biodiversity education. The example illustrates that an urban green space can provide numerous possibilities for citizens and students to get involved and that it can foster the sustainable development of a new urban neighbourhood. Research limitations/implications A place-based approach limits generalisability. To overcome this limitation, a literature review was conducted, and the location was compared to two parks with similar site conversion history. Practical implications The example of developing an urban green space can inspire universities to take an active role in biodiversity management in urban green spaces, integrating biodiversity into university activities and creating a positive impact in the urban environment. Social implications Analysis of studies in the field shows that education deserves a more prominent role in theoretical frameworks. Originality/value The study represents an example of transition and citizen-led participatory management of biodiversity from a medium-sized city, transformation processes covering these aspects are underrepresented in literature.

Professional learning for leadership in early years: Comparing Sweden and England

This paper critically reviews England’s National Professional Qualification of Early Years Leadership (NPQEYL) and Sweden’s National Principal Training Program (NPTP). The design and implementation of these programs are critiqued considering the process of professional learning, with view of offering recommendations for future policies on professionalisation through leadership professional learning. The study compares the professional development using a simple multiple case study design. Analysis of sources highlight common themes of leadership, curriculum, agency, and professionalism. These are discussed in relation to how such programs may contribute to the early years sector, leading to recommendations to inform future professional learning opportunities.

Progress and prospect of digital transformation of higher education in China: Bibliometric and visualized analysis

SDG4 calls for ensuring inclusive and equitable quality education while promoting lifelong learning opportunities for everyone. To achieve this, there’s a need to advance digital education to support personalized and lifelong learning by broadening access to high-quality educational resources. Higher education models are continually evolving to seize new opportunities that facilitate the deep integration of digital technology with education. Chinese government holds high expectations for digital education, aiming to foster comprehensive individual development and contribute to the United Nations 2030 SDGs. This paper clarifies the distinction between the concepts of digital transformation in higher education and visualized analyses of academic achievements in this area. By utilizing bibliometrics and knowledge graph technology, this paper examines the general trends, evolutionary features, and frontier topics related to digital transformation in Chinese higher education. The analysis is based on relevant literature sourced from the CNKI database, covering the period from 2000 to 2023. Furthermore, this paper combines with the CIPP model to propose a comprehensive theoretical framework and practical guidance for digital transformation in higher education, addressing the aspects of context, input, process, and progress.

Book review: Kwok, Virginia H. Y. (2023). <i>Language learning in the digital age: YouTube and learners of English as a foreign language</i>. Cambridge Scholars Publishing.

YouTube has gained global popularity for language education, especially among young language learners in informal contexts. Language Learning in the Digital Age: YouTube and Learners of English as a Foreign Language by Virginia H. Y. Kwok explores how university students in Hong Kong use YouTube to enhance their English language proficiency outside formal classroom settings. Through a qualitative, case study approach, the author delves into diverse ways students navigate and personalise their language learning opportunities on YouTube. This paper reviews the book, focusing on how the book provides a nuanced understanding of student engagement with YouTube and its role in facilitating autonomous and self-directed language learning.

Field trips as gateways to out-of-school learning: perspectives and practices among preschool teachers*

ABSTRACT This qualitative study addresses preschool teachers’ beliefs and practices regarding field trips emphasizing their role as gateways to out-of-school learning. Engaging 20 preschool teachers, with observations of six during field trip activities, the research highlights the teachers’ recognition of the substantial educational benefits that field trips offer in early childhood education. Participants emphasized that field trips provide valuable opportunities for learning, fostering several chances to think and act in diverse out-of-school settings. Despite their positive beliefs, practical implementations may be hindered by limited time, resources, and security concerns. The current study was concluded with recommendations aimed at reducing these barriers and enriching the benefits of out-of-school learning through field trips.

The California collaborative network to promote data driven care and improve outcomes in early psychosis (EPI-CAL) project: rationale, background, design and methodology.

A prolonged first episode of psychosis (FEP) without adequate treatment is a predictor of poor clinical, functional, and health outcomes and significant economic burden. Team-based "coordinated specialty care" (CSC) for early psychosis (EP) has established effectiveness in promoting clinical and functional recovery. However, California's CSC program implementation has been unsystematic and could benefit from standardizing its processes and data collection infrastructure. To address this, we established a consortium of EP clinics across the state via a Learning Health Care Network (LHCN) framework to develop the Early Psychosis Intervention Network of California (EPI-CAL). EPI-CAL's LHCN developed a core battery of evidence-based measures for service users and family members and linked them together using a unique data collection and visualization application, Beehive. EPI-CAL's LHCN collects, visualizes, and aggregates data at the individual and clinic level for EP programs across California via Beehive. Beehive was designed to: (1) collect outcomes data from service users receiving care at EP programs and their support persons, (2) provide the data to providers on a secure web-based dashboard to support measurement-based care, and (3) allow data to be used for program or research analysis. We will (1) determine the feasibility of implementing an LHCN across a diverse, decentralized network of early psychosis programs, (2) determine if the implementation of an LHCN increases the delivery of measurement-based care, and (3) determine if the implementation of measurement-based care is associated with significant improvements in key service user outcomes. EPI-CAL's network will contribute data to the Early Psychosis Intervention Network (EPINET) program. The current study aims to establish an LHCN of EP clinics in California that implements harmonized data collection using Beehive and assesses the feasibility of establishing such a network. Our goal is for this harmonized data collection approach to be used to inform decisions and develop learning opportunities for service users, staff, and administrators, and to improve outcomes for service users and their supporters in CSC care. Further, the data will enable programs and research teams to examine what elements of care lead to program success and improved treatment outcomes for service users. www. gov , identifier NCT04007510; registered 07/05/2019.

From awareness to action: unraveling the interplay of employee AI awareness and change leadership in fostering knowledge hiding

PurposeThis paper investigates the mediating role of employee awareness of artificial intelligence (AI) in the relationship between technological turbulence and knowledge hiding, with a focus on the moderating impact of change leadership.Design/methodology/approachThe survey study adopted a quantitative approach to propose and test a model based on predictors of knowledge hidings. The survey approach received 320 respondent firms in the hotel management sector. The structural and measurement model was calculated using SmartPLS.FindingsEmployee AI awareness mediates the relationship between technological turbulence and knowledge hiding. Change leadership significantly moderates this relationship, reducing knowledge hiding by promoting innovative discussions and collaboration. High employee AI awareness can lead to knowledge hiding due to perceived threats to job security, but effective leadership mitigates this by fostering a collaborative environment.Originality/valueThe study highlights the importance of effective leadership in reducing knowledge hiding and emphasizes the need for a collaborative environment where employees view external partnerships as opportunities for learning and acquiring AI knowledge.

What Does Employee Silence Mean? the Role of Organizational Climate and Burnout

The avoidance of employees to express and share their ideas and opinions about organizational issues leads to the multidimensional concept of employee silence. From an organizational perspective, it is necessary to take in consideration that individuals tend to remain silent about situations that are less positive in the organization. But silence is not just the absence of voice or communication. Silence prevents individuals from carrying out their work in the most appropriate way, can act as a barrier to organizational change and can influence the employee well-being. Acquiescent silence is the retention of information considered relevant, based on resignation and submission (passive retention) and quiescent silence comes from fear of the negative consequences from sharing information, being used as a form of self-protection. Prosocial silence is related to altruistic motives and opportunistic silence is used to obtain personal advantages. It becomes relevant to determine the factors associated with this silence and what are the implications of employee silence on employee well-being. Thus, the objectives of this study are i) to study the of employee silence motives, ii) to understand whether two of the dimensions of the authentizotic organizational climate (leader´s trust and credibility and opportunities for learning and personal development) are antecedents of employee silence and iii) to study the consequences of employee silence motives on burnout. A quantitative study is conducted, using a questionnaire survey applied to a sample of 222 individuals, working in different portuguese organizations. The confirmatory factor analysis identifies four employee silence motives. The regression analyses highlighted that authentizotic psychological climate dimensions, namely learning and personal development opportunities, were predictors of the three dimensions of employee silence: quiescent silence, aquiescent silence and opportunistic silence. Regarding the impact of employees’ silence on burnout, aquiescent silence stood out as the main predictor of different burnout dimensions: emotional exhaustion, personal accomplishment and depersonalization. Finally, it can be concluded that acquiescent silence seems to stand out as the silence variable most explained by authentizotic organizational climate and the one that most explains the appearance of burnout. The findings can be used by human resources managers.

The Role of Awareness and Level of Digital Literacy in Creating Entrepreneurial Intentions of Generation Z Women

Currently, modern market conditions for the development of entrepreneurship are extremely uncertain and highly turbulent. The speed and intensity of changes in the business environment make starting your own business a high risk. Entrepreneurial intentions play a particularly interesting role in the decision-making process to start your own business. The literature review indicates that the factors influencing intentions include the abilities and skills of future entrepreneurs, including their level of digital skills and competence. Knowledge of digital technologies enables future entrepreneurs to access reliable and up-to-date information and increases the opportunities for continuous learning. Digital literacy facilitates effective communication and collaboration between businesses. These competencies help to understand the implications of using digital technologies and support the use of digital tools in company management. The aim of the paper is to identify the awareness and digital literacy that influence the entrepreneurial intentions of Generation Z women. The study conducted in 2024 is based on the results of research on a group of 193 Polish women, representatives of Generation Z. An original survey questionnaire was used to collect the data. An original survey questionnaire was used to collect the data. The analysis based on the data showed the level of digital literacy of Polish Generation Z women and which of them influence the level of entrepreneurial intentions. The novelty of the paper is the indication of areas of knowledge regarding digital skills that determine the entrepreneurial intentions of Polish Generation Z women.

Acquiring Resourcefulness Skills: Formal Versus Informal Training.

Although resourcefulness has been successfully taught during formal training programs, it can also be acquired informally through life experiences. Family caregivers have many opportunities for learning to be resourceful on their own and those who participate in research may acquire knowledge or skills that increase their resourcefulness. The effects of such differential experiences on the resourcefulness of family caregivers have not been examined over time. This study compared changes in resourcefulness over time in caregivers who received no intervention, an educational program, biofeedback, or Resourcefulness Training©. This longitudinal analysis of data from a randomized controlled trial involved 219 caregivers of persons with bipolar disorder who completed the Resourcefulness Scale© before no intervention, an educational program, biofeedback, or Resourcefulness Training, and at 6 and 12 months afterward. Differences across the groups were examined using RMANOVA. Patterns of mean scores including differences and linear trends in resourcefulness for the four groups were examined. Overall, caregivers increased linearly in resourcefulness over time [F(1,215) = 4.836, P = .015]. Although each group showed improvement in resourcefulness, caregivers who received Resourcefulness Training showed the greatest improvement from baseline (estimated mean = 88.244, SE = 2.734) at both 6 months (estimated mean = 92.610, SE = 2.813, P = .026) and 12 months post-intervention (estimated mean = 95.049, SE = 2.752, P = .003). Consistent with resourcefulness theory, the findings showed caregivers of persons with bipolar disorder became more resourceful over time with or without formal training. However, those who received Resourcefulness Training demonstrated resourcefulness skills sooner and to a greater extent, thereby providing the rationale for formal Resourcefulness Training programs.

AI in Education: Benefits and Concerns

Artificial Intelligence (AI) has rapidly transformed numerous industries, with education emerging as one of the most impacted fields. The global AI market, valued at $196.63 billion in 2023, is projected to expand significantly, reflecting the growing adoption of AI technologies. In education, AI-driven tools such as personalized learning platforms, automated grading systems, and accessibility-enhancing technologies are revolutionizing teaching and learning experiences. These advancements align with Sustainable Development Goal 4 (SDG 4) by promoting inclusive, high-quality education and lifelong learning opportunities for all. Examples like Duolingo, CoGrader, and the BBC’s AI investments demonstrate how technology is reshaping education to better engage students and improve outcomes. However, the integration of AI raises critical concerns about algorithmic bias, ethical decision-making, and data privacy. While AI can reduce human bias and improve efficiency, it risks perpetuating disparities if training data lacks diversity. Additionally, reliance on large datasets demands stringent data security measures to protect student privacy. Addressing these challenges requires collaboration among educators, policymakers, and developers to ensure AI is used responsibly. This paper examines the transformative potential of AI in education while emphasizing the need for ethical oversight and equity. Future research must focus on refining AI to meet diverse learning needs without compromising inclusivity or fairness.

School Principal’s Perspective on Continuing Institutional Growth Development of an Education of Private School in Phnom Penh

This study aimed to explore the school principal’s perspective on continuing institutional growth development. The school principal's job is hard in a number of ways. School principals have to balance their jobs as site manager and instructional leader on a regular basis. This study looked into and identified the knowledge and learning opportunities that school leaders, particularly those who head schools with bilingual programs, rely on to lead their schools. School leadership and management are recognized as key determinants for school reforms; however, little is known about the effects of school principals’ leadership as perceived by teachers on teaching and learning outcomes. Education is main key element for develop family value, community, country, and all sectors in the world. So, school leader must be set clear policy, vision, mission, and core value for students ’achievement. School principal need to have strong commitment and long perspective for develop institutions by change their leadership styles, infrastructures, and school development’s plans. According to data collection and analysis of Mean = 3.29; Std. Deviation = 6.19 from 30 school principals and vice school principals from private school located in Phnom Penh show that: Schools or institutional growth development depend on school principal leadership styles and long perspective for development institutions. Another researchers or scholar can be choose leadership behavior, employee ’mindset change, integrated technology for institution for next studies.