Educational Pathways Research Articles

Exploration of the Pathways for Integrity Education Among College Students in Higher Vocational Colleges

In recent years, the integrity education of college students in higher vocational colleges has become a focal topic of attention. This paper, based on the investigation and analysis of the current state of integrity education among college students in higher vocational colleges, as well as the support of pedagogical theories, explores the pathways for integrity education for these students. Initially, the paper identifies the existing issues within the integrity education of college students in higher vocational colleges. Subsequently, it proposes three models of integrity education that align with the realities of higher vocational colleges: full participation model, professional course integration model, and social practice model. Lastly, it presents pathways for the integrity education of college students in higher vocational colleges, including the refinement of policies and regulations, adjustment of the curriculum system, innovation in educational methods, and the establishment of a comprehensive evaluation system.

Transforming Cyber Education thru Open to All Accessible Pathways

Boise State University’s (BSU) Cyber Operations and Resilience CORe program was intentionally designed so that any student, especially non-traditional and non-technical students, with an interest in cybersecurity could have an education and training pathway to enter the cyber workforce. The CORe curriculum focuses on teaching students how to design, apply, and improve cybersecurity through the interaction of people, processes, and technology. CORe is a stackable curriculum with elective credit hours and options for various academic and industry certificates and certifications that enable students to customize their unique career pathway. The CORe program guides students to think about the system being managed, the risks presented, and the dynamic intersection of system elements when considering how to incorporate resilience frameworks in achieving a resilient system. By developing systems thinking, the students gain an understanding of the interdependencies interacting with the operational system. The CORe program encourages students to integrate cybersecurity knowledge with models and frameworks found in other academic disciplines through a unifying systems approach. CORe is designed around the realities of today’s broad cyber landscape: that breaches will occur in any system over time and proactive design of resilience into systems to detect, respond, and recover in a timely and orderly manner is critical. Students are taught to think holistically about cybersecurity focusing on all system elements. CORe is not a traditional cybersecurity degree. CORe is distinguished by the non-traditional engineering, computer science approach to cybersecurity education with the singular focus on infusing resilience operations and transdisciplinary systems thinking principles throughout the curriculum.

Research on Rural Youth Hostel Spatial Design Strategies under the Concept of Environmental Education

With the rapid development of rural tourism and the vigorous implementation of rural revitalization policies, rural youth hostels in China are showing promising prospects. Mass-oriented youth hostels are no longer sufficient to meet the diverse needs of society. The development of youth hostels is undergoing new exploration and transformation, with the incorporation of environmental education content providing a new path for the development and transformation of rural youth hostels. This paper, from the perspective of environmental education, elucidates the significance of conducting environmental education in rural youth hostels, proposes new ideas for the construction of rural youth hostels, and outlines the implementation pathways of environmental education in these settings.

Health Workforce Planning: Designing a Specialty and Subspecialty Supply Model for Iran.

One of the approaches to health workforce planning is supply-based. It has been emphasized that countries should model health workforce based on evidence and their context. The objective of this study is to "design a supply health workforce planning model for specialty and subspecialty in Iran." This is a study using Walker and Avant's (2018) theory synthesis framework to construct the model. This method has three steps. According to the viewpoint of the research team and the needs of the country, the focal concept is determined. Then, a literature review was done to determine related factors and their relationships. In the third step, according to the review, the viewpoint of the research team, the rationale of the connection between components, and the graphic model were presented. "Supply" was selected as the focal concept. In the literature review, 42 components were obtained from the systematic review, 43 components obtained from the study of other texts were combined with the opinion of the research team about the field of Iran, and the connections between them were determined. In the third step, the supply model was designed using the Stock and Flow method. Finally, by applying the "functional full-time coefficient", the number of full-time equivalent physicians was calculated. The presented model is an evidence-based model that follows stock and flow design. Stock is the number of specialties or subspecialties that exist in the labor market. Flow includes inflow and outflow according to the educational pathway in the context of Iran.

Web Mining of Online Resources for German Labor Market Research and Education: Finding the Ground Truth?

The labor market is highly dependent on vocational and academic education, training, retraining, and further education in order to master challenges such as advancing digitalization and sustainability. Further training is a key factor in ensuring a qualified workforce, the employability of all employees, and, thus, national competitiveness and innovation. In the contribution at hand, we explore an innovative way to derive knowledge about learning pathways by connecting the dots from different data sources of the German labor market. In particular, we focus on the web mining of online resources for German labor market research and education, such as online advertisements, information portals, and official government websites. A key question for working with different data sources is how to find the ground truth and common data structures that can be used to make the data interoperable. We discuss how to classify and summarize web data from different platforms and which methods can be used for extracting data, entities and relationships from online resources on the German labor market to build a network of educational pathways. Our proposed solution is based on the classification of occupations (KldB) and related document codes (DKZ), and combines natural language processing and knowledge graph technologies. Our research provides the foundation for further investigation into educational pathways and linked data for labor market research. While our work focuses on German data, it is also useful for other German-speaking countries and could easily be extended to other languages such as English.

New Education Pathways for Future Designers in a Changing World

The article presents the results of the debate that emerged during the 8th International Forum of Design as a Process, organized in Bologna by the design units of three partner institutions: the University of Bologna, the Pontificia Universidad Católica de Chile and the Tecnológico de Monterrey (20-22 June 2022). In particular, the Authors were chairs of the New Education Pathways for Future Designers in a Changing World theme track. It focused on two complementary perspectives. First, how designers can apply their peculiar “productive thinking” to educational spheres or other forms of organizations

AI4OPT: AI Institute for Advances in Optimization

AbstractThis article is a short introduction to AI4OPT, the NSF AI Institute for Advances in Optimization. AI4OPT fuses AI and optimization, inspired by societal challenges in supply chains, energy systems, chip design and manufacturing, and sustainable food systems. By combining machine learning and mathematical optimization, AI4OPT strives to develop AI‐assisted optimization systems that bring orders of magnitude improvements in efficiency, perform accurate uncertainty quantification, and address challenges in resiliency and sustainability. AI4OPT also applies its “teaching the teachers” philosophy to provide longitudinal educational pathways in AI for engineering.

Digital pathways in education: analysis of the evolution and future trends of educational technologies among teachers in the basic education network

This study delves into the intricate issue of implementing educational technologies in primary education, with a detailed focus on the challenges and opportunities that arise in this ever-evolving landscape. The main objective of the research is to analyze the past trajectory and future trends of educational technologies, with a special emphasis on the pivotal role played by teachers in the teaching-learning process. The adopted methodology involved a comprehensive literature review, allowing for a meticulous analysis of the extensive existing literature on the subject. The results obtained reveal that, despite the hurdles faced, such as inadequate technological infrastructure and resistance to change from some educators, educational technologies offer significant opportunities for innovation in the field of education. Furthermore, the analysis highlighted the pressing need for integrated strategies addressing both teacher training and curriculum adaptation to effectively incorporate these technologies. In conclusion, this study underscores the vital importance of a balanced and well-planned approach to the integration of educational technologies in primary education. This entails recognizing and addressing the challenges that arise while capitalizing on the opportunities offered by these tools, with the ultimate goal of enhancing the quality of education and student development. Therefore, the research emphasizes the need for a strategic and collaborative approach to maximize the positive impact of technologies in education.

Improving education pathways: Collaboration supporting transitions from K-12 to postsecondary education in the Philippines

In the early 2010 s, the Philippines was 1 of 3 countries only providing basic education through grade 10. Compulsory education was expanded to grades 11 and 12 with specialized tracks to develop college and career readiness. This study examines collaboration between the K-12 and postsecondary education sectors on senior high school technical-vocational tracks in the Philippines. Findings indicate that much less collaboration occurred in practice than intended. Yet the reform benefitted from several boundary practices around student access to technical-vocational tracks, student opportunities for hands-on training experience, and professional development for high school teachers in collaboration with technical vocational institutions.

Researching educational barriers in participatory real-world labs: vocational training of refugees in rural counties in Germany

IntroductionAs a result of the large-scale arrivals of refugees and migrants, Germany is facing the challenge of providing inclusive education pathways not at least for a successful integration into the labor market. In our research project laeneAs (Ländliche Bildugnsumwelten junger Geflüchteter in der beruflichen Ausbildung/The Rural Educational Environments of Young Refugees in Vocational Training), we focus on educational barriers and good practices within the vocational education and training system (VET) for refugees in rural counties. In particular, racism and discrimination are significant barriers to refugee participation in society and education. Our contribution addresses the following research question: How is educational inclusion discussed and defined in and through real-world labs among stakeholders in four rural districts: social workers, educators, policymakers, administration, and young refugees?.MethodsWe initiated real-world labs as a space for collaborative research, reflection, and development to promote inclusive pathways for young refugees in vocational education and training in four research sites. We used futures labs as a method to identify key challenges and develop action plans as an activating method with stakeholders and refugee trainees. Our data consisted of audio recordings of group discussions in the real-world future labs, which were analyzed using deductive content analysis.ResultsThe analysis identified the following areas as important barriers to education and for practice transformation: (1) infrastructural and cultural barriers; (2) day-to-day problems in vocational schools and companies (3) restrictive immigration policies and regulations.DiscussionEducational barriers are imbedded in a contradictory immigration regime with reciprocal effects so that refugee trainees have difficulties in completing their education and further their social inclusion. On the other side of this contradictory immigration regime, social work and social networks provide fundamental support in obtaining a vocational qualification.

Facilitators for inclusive education: rethinking schools from the experience of young people with intellectual disabilities in Spain

Although compulsory education is a reality for students between the ages of 6 and 16 in Spain, the search for a single quality system for all and success for all continues to be a concern for the Spanish education system and an ongoing issue after successive educational reforms. The aim of this article is to present the facilitators for educational inclusion identified by 30 young people with intellectual disabilities between the ages of 19 and 30 in Spain. Using a biographical-narrative methodology, these young people review and reflect on their educational trajectories, from primary school to university. The participants identified factors related to the teaching staff, pupils, and the curriculum which helped them in their learning and contributed to their feeling of being part of the educational institution, especially in the very last years of their educational training. The facilitators outlined above could be key to rethinking some decision-making in schools. Points of interest Many students with intellectual disabilities in Spain are in segregated schools during the compulsory education level. This article analyses the facilitators that 30 young people with intellectual disabilities identify in their educative experiences, from primary school to university education, using a biographical-narrative methodology. All the participants began their educational experience in the mainstream system, but most of them were sent to special schools during the secondary education. The participants identify facilitators that have helped them to learn and participate in their educational pathway which is related to teachers, curriculum, and peers.

Implications of constrained educational pathways for development of nursing students’ professional identity – A qualitative study

Implications of constrained educational pathways for development of nursing students’ professional identity – A qualitative study

Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables

Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables

Nurse managers' strategies promoting a Fundamentals of Care-based approach among nurses: A scoping review.

In the last few years, shortcomings in caring for patient needs have promoted a growing interest in the Fundamentals of Care (FoC) to promote the quality of nursing care. However, which strategies nurse managers should implement to facilitate a FoC-based nursing care approach have not been mapped to date; therefore, the intent of this study was to map those strategies related to the nurse manager role that have been documented as being capable of promoting (or hindering), a FoC-based approach among nurses. A scoping review following the Preferred Reporting Items for Systematic Review and Meta-Analysis - Extension for Scoping Reviews (PRISMA-ScR) guidelines. The PubMed, CINAHL, Cochrane Library, Scopus and Web of Science databases and the conference proceedings of the International Learning Collaborative 2022 Annual International Conference were consulted. Studies exploring the relationship between FoC and nurse managers using any methodology, published from 2008 (year of birth of the FoC movement) to September 2022, in Italian or English, were eligible for inclusion. Findings were categorized narratively, according to their similarities and differences. Four qualitative studies, four discussion papers, two reviews and one mixed-method study, published from 2017 to 2021, predominantly in Australia, were included. Several strategies have emerged as promoting a FoC-based care approach by nurse managers. At the macro level, there is a need to disseminate a culture of attention towards patients that should be incorporated in the strategy of the entire system; moreover, synergies and effective leadership styles should be promoted by also providing education both in the undergraduate and continuing education settings. At the micro levels, among others, the required resources should be available, and the quality of the environment promoted. Nurse managers may facilitate a FoC-based approach among nurses through a set of strategies that should be included and considered in their educational pathways.

Italian Association of Epidemiology: How has the demographic, educational, and occupational profile of members changed in recent years

In recent years, the number of members of the Italian Association of Epidemiology (AIE) has increased considerably, and their profile has undergone many changes. The aim of this work is to describe the characteristics of the members, with particular attention to those who have been continuously enrolled. To evaluate these characteristics, the data from membership forms submitted to the Association and information available on the new website in the personal profile area (period 2016-2024) were used. The characteristics considered were: gender, age, education, and job position of the member, Region, and type of affiliated institution. Members with at least three registrations during the period considered, including at least one in the last three years (2022-2024), are considered continuous members.In 2024, AIE counts 557 members, of whom 340 (61.0%) are female and 182 (32.7%) are under 35 years old. This data confirms the growing trend observed since 2015, when the number of members was just above 300, considering that each year there is a quota of new members amounting to about 30%. A total of 382 members can be considered continuous. Over 90% of these members work in 8 Regions (Lazio, Piedmont, Emilia-Romagna, Lombardy, Tuscany, Veneto, Puglia, and Sicily), while the other regions are scarcely or not represented at all. Over time, and with the arrival of new members, the Association is shifting towards the academic world, while the proportion of professionals working in public health institutions has decreased. Members are overall highly educated; however, while older cohorts have predominantly a medical and biological education, younger cohorts increasingly have statistical/mathematical education. Seventy percent of the members have a permanent contract, 5% have a fixed-term contract, and 13% have an atypical contract. Precarious contracts tend to be lower among medical graduates and remain higher in other health professions and non-health-related degrees.AIE is dealing with a period of dynamism and openness, marked by the increase in the number of the members and the transformation of their occupational and educational profile. It is crucial to support and promote the ongoing positive changes, such as the wider geographic representativeness and the entry of new recruits, also facilitated by multiple activities carried out by AIE, including congresses, working groups, webinars, training courses, and collaborations with other scientific societies. At the same time, it might be useful to open a discussion on the meaning and consequences of the increase of academic members and the reduction, at least in relative terms, of individuals coming from public health. Finally, it will be necessary to approach some critical issues, such as the still poor multidisciplinarity and the persistence of job insecurity, especially among graduates in educational pathways that still do not fit into the professional profiles recognized by the NHS.

Interprofessional learning to integrate care: organic strategic and systemic responses for change.

In the first of three articles, we scanned global and national sources to help understand the concept and scope of integrated care. New policy directives seek closer working relationships between health and social care systems and practitioners to tackle modern challenges relating to the ageing population, poverty, disadvantage, and mental health. We identified that the practitioner workforce has not been fully considered or prepared for large shifts in working practices, often bringing new practitioners' roles to address local needs in newly managed interprofessional working systems for integrated care. In this second article, we consider the major themes identified by our review of integrated care policy to explore their implications for interprofessional learning, drawing on developmental pathways for interprofessional education from organic to strategic and systemic responses, to ask in what ways we will need to prepare our learners for these new ways of delivering integrated care.

Child Health Needs and the Pediatric Nephrology Subspecialty Workforce: 2020-2040.

Pediatric nephrology is dedicated to caring for children with kidney disease, a unique blend of acute care and chronic longitudinal patient relationships. Though historically a small field, trainee interest has declined over the past 2 decades. This has led to growing alarm about the health of the pediatric nephrology workforce, although concerns have been hampered by a lack of available data to enable feasible projections. This article is part of a supplement that anticipates the future pediatric subspecialty workforce supply. It draws on existing literature, data from the American Board of Pediatrics, and findings from a model that estimates the future supply of pediatric subspecialists developed by the Carolina Health Workforce Research Center at the University of North Carolina Chapel Hill's Cecil G. Sheps Center for Health Services Research and Strategic Modeling Analytics & Planning Ltd. The workforce projections from 2020 to 2040 incorporate population growth, clinical effort, and geographic trends and model alternate scenarios adjusting for changes in trainee interest, clinical efforts, and workforce attrition. The baseline model predicts growth of clinical work equivalents by 26% by 2040, but further widening geographic disparities worsen the existing mismatch between supply, clinical need, and market demand. The worst-case scenario projects 13% growth by 2040 which, at best, maintains the status quo of an already strained workforce. The models do not account for many factors expected to heighten demand over the coming decades. Urgent reforms are necessary now. Proposed solutions require multipronged changes in education and training pathways, remuneration, clinical practice models, and government policy.

A Study of Educational Pathway Transfers Among Senior Secondary School Students

A Study of Educational Pathway Transfers Among Senior Secondary School Students

Implementing the Dynamic Feedback-Driven Learning Optimization Framework: A Machine Learning Approach to Personalize Educational Pathways

This study introduces a novel approach named the Dynamic Feedback-Driven Learning Optimization Framework (DFDLOF), aimed at personalizing educational pathways through machine learning technology. Our findings reveal that this framework significantly enhances student engagement and learning effectiveness by providing real-time feedback and personalized instructional content tailored to individual learning needs. This research demonstrates the potential of leveraging advanced technology to create more effective and individualized learning environments, offering educators a new tool to support each student’s learning journey. The study thus contributes to the field by showcasing how personalized education can be optimized using modern technological advancements.

The K-16 education movement: common themes across K-12 and higher education systems to inform development and evaluation

The K-16 education movement broadly includes efforts to streamline educational pathways across K-12 and higher academic and other systems to enhance adult and career readiness and address inequitable opportunities and resources faced by many vulnerable students. The movement remains largely aspirational, however, with little consensus and few tenets available to guide K-16 program development and evaluation. This article presents a preliminary scoping review of several major student themes that crosscut K-12 and higher education systems and that could inform K-16 education initiatives. These themes include student progression and completion; student engagement; student mental health; and student demographic and generational characteristics. Each theme is explored with respect to commonalities across K-12 and higher education systems. Examples include risk/protective factors, ecological levels, barriers, sophisticated data analysis, intervention, school climate, belongingness, student-teacher interactions, academic warning signs, tiered/stepped care models, and demographic and generational changes. A key underlying thesis throughout the article is movement toward a dimensional perspective that considers student development, support needs, learning strategies, and other domains along an educational spectrum rather than as distinct K-12 and higher education categories.