Educational Establishments Research Articles

Nurses’ perceptions regarding the establishment of clinical education and training units in public hospitals in the North-West Province: a qualitative study

BackgroundA Clinical Education and Training Unit is defined as a unit in which the clinical orientation, teaching, learning, and assessment, mentoring and support of student nurses are coordinated to achieve the outcomes of their learning programmes in the health establishment. In South Africa, Clinical Education and Training Unit was developed to reconstruct and revitalise nursing education and training. The clinical education is crucial to enable nursing students to put what they learn in the classroom into practice as they direct patient care, practise therapeutic communication, hone technical skills, demonstrate caring behaviours, investigate ethical dilemmas, and take on the roles of nurses. The clinical teaching unit is one of the models that show potential in advancing clinical education. Since the proposed clinical education and teaching model concluded that Clinical Education and Training Units should be established in 2012, to the researcher’s knowledge, no research study has been conducted to explore and describe the nurses’ perceptions regarding the establishment of Clinical Education and Training Units, particularly in the North-West Province. This has resulted in the scarcity of literature on their perceptions. Thus, the researcher believed that it was essential to explore and describe the perceptions of professional nurses regarding the establishment of Clinical Education and Training Units in the North-West Province of South Africa, so that their perceptions may be known and understood.AimThe study aimed to explore and describe the perceptions of professional nurses regarding the establishment of Clinical Education and Training Units in public hospitals in the North-West Province.MethodsA qualitative-exploratory-descriptive and contextual research design was used. This method was used because it is known to unearth a wide range of views, opinions, thoughts, and feelings of the participants thus enabling a deeper understanding concerning perceptions of professional nurses regarding the establishment of Clinical Education and Training Units at the hospitals of interest. Participants were recruited using pamphlets and flyers. A non-probability convenience and purposive sampling techniques were used to select participants based on an inclusion criterion. From 09 September 2023 to 07 December 2023, the researcher used face-to-face group discussions to collect data and it was analysed using six steps of inductive thematic data analysis as outlined by Braun and Clarke.ResultsFour focus groups discussions were conducted with a total of 19 participants who were professional nurses. Responses were categorised into three domains: advantages of the Clinical Education and Training Unit, challenges of the Clinical Education and Training Unit, and recommendations for the Clinical Education and Training Unit. Subsequently, a total of three main themes with eight sub-themes were determined for advantages of the Clinical Education and Training Unit, two themes with six subthemes for challenges of the Clinical Education and Training Unit, and one theme with two sub-themes for recommendations for the Clinical Education and Training Unit respectively.ConclusionThe need to establish functional Clinical Education and Training Units is therefore very important not only to student nurses but also to health care professionals. Most of the participants emphasised that if Clinical Education and Training Units were fully established they would be beneficial in developing health care professionals, especially in terms of in-service training where nursing standards are emphasised as outlined by the South African Nursing Council. The research study results might contribute to the full establishment of CETUs in the hospitals of the North- West Province, South Africa.Trial registrationnot applicable to the study.

Physical fitness of schoolchildren in the Metropolitan Region of Santiago: comparative analysis between types of educational establishments

Introduction: State and private subsidized schools usually have limited resources that may restrict the frequency and quality of physical activities offered in educational establishments. Objective: to compare the physical condition of schoolchildren between 6-14 years of age attending state, private subsidized and private schools in the boroughs of the Metropolitan Region of Santiago. Methods: we worked with a random sample by sex and age of 1656 schoolchildren aged 6-14 years. Anthropometry was measured (weight, height, arm circumference, waist circumference and skin folds). In addition, horizontal jump without impulse, grip strength and the distance covered in the six-minute walk test were measured. Results: there was a significantly higher proportion of obesity and waist circumference above the 90th percentile observed in students from state schools, compared to their peers from private and subsidized private schools. At the same time, girls in state schools had significantly lower physical performance, particularly in tests of grip strength and horizontal jump (p < 0.01). Conclusion: State and subsidized schools tend to face resource limitations that may restrict the frequency and quality of physical activities offered. This may lead to lower results in physical fitness tests and, therefore, to a higher prevalence of risk indicators for cardiovascular and metabolic diseases in these students. Therefore, it is urgent to increase the quantity and quality of daily exercise time and to stimulate participation in sports to prevent and promote cardiovascular health.

Yakov Denisovich Petrov: Smolensk Teacher at the Head of the Regional Pedagogical University during the Great Patriotic War

In this publication, the authors continued their work on the study of the personality of the director of the Sverdlovsk State Pedagogical Institute, Yakov Denisovich Petrov, who held this post more than anyone else who headed this university, and his role in the development of the system of higher pedagogical education in the Sverdlovsk region. Based on the materials identified by the authors and previously unknown materials deposited in archival institutions of the Sverdlovsk and Smolensk regions, the authors analyzed in detail the features of the early biography of the director of the institute. This allowed us to fully answer questions related to Petrov's social background, which in the 1920s and 1930s was one of the main criteria for evaluating the political and business qualities of a communist and an employee for party and Soviet officials. And his gradual advancement up the career ladder: from a rural teacher to an experienced manager. At the same time, the authors abandoned the historical-party approach in consecrating the work of the Sverdlovsk Pedagogical Institute in the early years of Ya.D. Petrov's official activity, which is characteristic of Soviet historians. The personal participation of the director in solving the personnel and material problems of the university is specially investigated. The authors draw readers' attention to the fact that Petrov's solution of state tasks for the development of higher pedagogical education in the Sverdlovsk region and improving its quality in the most difficult conditions of the war years were quite successful. In many ways, this was the result of the rich work experience that Yakov Denisovich had accumulated during his years working in the public education system of the Smolensk region and in the People's Commissariat of Education of the RSFSR.

The Dynamics of Islam in Kazakhstan from an Educational Perspective

This article provides a thorough examination of the past evolution and present conditions of Islamic education in Kazakhstan. It commences with an examination of the influence of the Hanafi school within Sunni Islam and traces the evolution of the Islamic educational system throughout various historical periods until the present day. Particular focus is given to blending Islamic teachings with contemporary educational structures. The researchers heuristically analyzed the current state of the field, identified the main problems, and suggested prospects for Islamic education for further development. In this study, the PRISMA methodology is adopted to systematize the literature, enabling a detailed examination of the characteristics and nuances of Islamic education within the historical and cultural traditions of Kazakhstan. The current study utilizes the historical method, which uses primary and secondary data sources. This method prioritizes historical analysis as a means to assess past occurrences. This paper examines the axiological importance of madrasas and Islamic universities, as well as the pedagogical approaches employed in these educational establishments. We have presented infographics that contribute to a detailed understanding of the field. From the heuristic analyses, we formulated practical recommendations for the government designed to enhance the quality and effectiveness of Islamic education. This paper highlights the importance of Islamic education as an important component of the cultural and scientific space of Kazakhstan, offering strategies for its sustainable development in the context of globalization and the transformation of educational systems. The results of this work are of significant interest to academics, madrasas, colleges, and higher education institutions specializing in Islamic education.

«Любование стариной» в эпоху «великого перелома»: Н.И. Воробьев и преподавание этнографии в вузах Казани (1920-е – начало 1930-х гг.)

The paper examines the teaching activities of the famous ethnographer, geographer, researcher of the ethnography of the Tatars and other peoples of the Volga region, Nikolay Iosifovich Vorobyev, at Kazan University and the Eastern Pedagogical Institute in the 1920s – early 1930s. His role in organising special departments of these universities, where ethnography and related disciplines (anthropology, anthropogeography, ethnology, etc.) were taught, is shown. The views on ethnographic education of the Kazan teaching community, students and authorities at various levels are described. The paper shows that in the first years of the Soviet rule, ethnography was taught in large quantities at several Kazan institutes of higher education – Kazan University, North-Eastern Archaeological and Ethnographic Institute, and Eastern Pedagogical Institute. The main initiators of including ethnographic disciplines in the curriculum of institutes were employees of Kazan University, including N.I. Vorobyev. However, officials of the RSFSR People’s Commissariat for Education considered ethnography as a discipline that studies ‘backward peoples’ and ‘relicts’, and did not see it as a means of ideological education of students. Therefore, the number of hours assigned to this subject was reduced quite quickly. N.I. Vorobyev and his colleagues proposed a number of educational departments projects (geographical and museum-ethnographic sections of the Eastern Pedagogical Institute) in order to preserve ethnographic education in Kazan. As a result of their efforts, students of the Physics and Mathematics Department of Kazan University and the Eastern Department of the Eastern Pedagogical Institute studied ethnography and related subjects until its ‘defeat’ on the cusp of the 1920s and 1930s.

К юбилею профессора Н.И. Воробьева: введение

The article opens a special issue of the Historical Ethnology journal dedicated to the 130th anniversary of the outstanding scholar Nikolay Iosifovich Vorobyev, geographer, historian and Turkologist, Honored Scientist of the Tatar ASSR, Honorary Member of the USSR Geographical Society, founder of ethnographic Tatar studies and one of the leading researchers of the ethno- and cultural genesis of the Chuvash people. Professor Vorobyev is the author and editor of such fundamental works as the Fundamentals of Physical Geography of the Tatar Republic (Kazan, 1936); The Kazan Tatars: Ethnographic Study of the Material Culture of the Pre-October Period (Kazan, 1953); The Chuvashes. Ethnographic Study (Cheboksary, 1956); Tatars of the Middle Volga and Ural Regions (Moscow: Nauka, 1967), as well as other academic publications. The paper outlines important milestones in the biography, the main areas of the scientist’s research activities, starting with his student passion for the ethnic culture of the peoples of Siberia to academic maturity – fundamental research on the ethnography of the Turkic peoples of the Volga and Ural regions. The article presents vectors of his teaching work at Kazan State University, at the Kazan Eastern Pedagogical Institute (KSPI), as well as administrative and expeditionary practice within the walls of the Central Museum of the Tatar ASSR and the Institute of Language, Literature and History of the Kazan branch of the USSR Academy of Sciences.

The impact of education for sustainable development on university students’ sustainability behavior: a case study from undergraduate students in Somalia

Education plays a crucial role in moving towards a sustainable future. The United Nations Decade of Education for Sustainable Development has advocated education for sustainable development (ESD) to promote global sustainability. UNESCO supports ESD as a way to provide society with the knowledge, skills, values, and attitudes needed for sustainable living. While considerable progress has been made in many developed countries, particularly in higher education institutions, and to some extent in developing countries, similar success has not been observed in Somalia’s higher education establishments. This study examined the influence of ESD on university students’ conduct in Somalia. Through cluster sampling, 251 students from SIMAD and Hormuud Universities in Mogadishu were chosen to participate by completing a questionnaire. The research revealed a significant positive connection between ESD and students’ behavior. The findings emphasize the importance of integrating ESD into higher education curricula to encourage cultural norms that endorse environmentally friendly practices. This investigation offers valuable insights for academics, policymakers, and businesses seeking to advance sustainability within educational settings and beyond.

Peculiarities of choreographic education in higher education establishments in Ukraine during the covid-19 pandemic: A phenomenological analysis

This article presents a phenomenological analysis of the impact of the COVID-19 pandemic on choreographic education processes in higher education establishments in Ukraine. The research is based on a systematic study of the experiences of teachers of choreography in Ukraine during the pandemic, focusing on the changes brought about in the educational process by the restrictions imposed in response to the global crisis. The authors conducted qualitative research, including interviewing teachers and analyzing the collected data. They investigated how teachers adapted their teaching methods to ensure continuity in the educational process despite the transition to distance learning. The article explores different aspects of this process: changes to the organization of the educational process; psychological aspects of pandemic teaching, stress, and teachers' adaptation to new conditions; innovative approaches to education, the use of digital technologies and virtual tools to enhance the educational experience, and the creation of new formats for practical classes. In conclusion, the authors summarize their study findings and discuss the potential implications of these changes for the future of choreographic education in higher education. They also highlight possible limitations and the necessity for further research in this area.

Containing spaces for learning through experience: A psychosocial approach to co-operation.

This paper investigates one of the fundamental differences between a co-operative undertaking and a capitalist business: democratic participatory governance as opposed to hierarchical leadership. The latter often comes across as a ‘norm’ to be taken for granted. As such, co-operation is translated into the language of ‘team work’ and ‘staff consultation’, the domains of a successful capitalist company. Participation in co-operative governance, however, is more profound than this and requires an enhanced understanding of the somatic and affective qualities behind democratic decision-making. The paper suggests that a new language might be used to describe this difference, perhaps collective governance should be regarded as a virtue that can be recognised as working beyond values, even co-operative values. A further question arises: if indeed co-operative participatory governance is about relationships among equals, how can this be taught and/or learnt beyond the hard lessons of life experience? What can educational establishments do to teach people how to participate and govern by participating? The paper suggests that possible avenues of exploration in search of an answer to these questions might lie in a psycho-social approach that is able to encourage group learning from experience.

Making a case for computer literacy: the German Informatics Society and the emerging field of computer education, late 1960s–early 1990s

ABSTRACT This article examines the historical contribution of the German Informatics Society (GI) to the establishment of computer education in German schools. It highlights the role of societal interests, international developments, public and professional debates, and technological change in the GI’s educational policy recommendations. The historical source base consists of conference proceedings, position papers and other publications by key actors within and outside the GI. Methodologically, the article refers to the concept of strategic fields of action. The article shows how the GI’s understanding of computer science played an important role in its initial policy recommendations. With increasing computerisation and then the World Wide Web, the GI had to adapt its recommendations to the now more complex situation in Germany and the polyphonic debate.

Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work

This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines their perceived confidence and preparedness in relation to areas of practical science skills at the start of their undergraduate courses. The study employed an exploratory sequential mixed methods design. Findings from student focus groups held at the end of their post-16 studies were used to support the development of a comprehensive skills audit and quantitative survey for incoming undergraduate students. Survey data were collected in September and October 2021 from 275 students commencing Biosciences, Chemistry, Physics and Natural Science degrees at two universities in England. The research is important because although almost all students had the opportunity to undertake practical work as part of their post-16 studies during the COVID-19 pandemic, there was considerable variation in students’ experiences. The data indicate that COVID-19-related closures of post-16 education establishments, ongoing social distancing requirements and the consequent removal of the assessment criteria for students to have ‘routinely and consistently’ undertaken each of the practical assessment requirements had implications for the development of students’ self-efficacy in relation to practical science. The research presents important considerations which are relevant for educators supporting students’ transition from post-16 to Higher Education and have the potential to impact on incoming students over many years to come.

ART HISTORY PERSONOLOGY: THE HISTORY OF THE FIRST STAGES OF THE DEPARTMENT OF DRAWING AND SKETCHING OF THE FACULTY OF ART AND GRAPHICS IN LENINGRAD

The history of higher artistic and pedagogical education begins in Leningrad in the late 1950s. The Faculty of Art and Graphics was founded at the Leningrad Herzen Pedagogical Institute. The faculty combined the previous e orts of teachers in the eld of history, theory, and methods of training of visual arts teachers. The biographies of the people who stood at the origins of the Faculty of Art and Graphics are almost forgotten today. However, they are important for modern art studies. On the basis of archival materials, portraits of the rst heads of the faculty, who determined its development in the early 1960s, have been recreated in this paper.

Integration and Promotion: Integrating Sustainability Research into Computer Science Teaching through Serious Games Assignments

“Serious Games” is a final-year 20 credit point module, undertaken as the default optional module for students on Undergraduate courses entitled BSc Computing and BSc Computer Science (Games Technology) at Nottingham Trent University, UK. The module focuses on developing students’ critical evaluation skills, enhancing their ability to design and implement solutions for a real-world design brief, working with clients and making final products accessible to a broad target audience. Historically this was achieved through engagement with a single client, often via a wider research project or local educational establishment of some sort. More recently, the module has retained two client project briefs, which the students are then empowered to choose between. With each client brief the module team has sought to add extra value for the students. For the previous two academic years, the module team has partnered with Green Academy, a strategic team within the University whose priorities include stimulating pedagogical innovation and practice sharing within the area of sustainability and pioneering a shared understanding of sustainability education. The resulting partnership has introduced a brief for students which combines vital industry skills with sustainability literacy. Working with and alongside the students who are undertaking the module, the module has developed Serious Games on a diverse range of local and global sustainability issues and has exposed students to university research culture and our sustainability research specialisms. It has also necessitated that students engage with and contextualise the United Nations Sustainable Development Goals and the UNESCO ESD competencies which they are tasked with integrating into their design solutions. The long-term intent of this partnership is for these design decisions to be utilised in the Green Academy’s ongoing strategy to further enhance the University’s pedagogical framework and sustainability education offer, and to improve the provision of Serious Games for use by clients outside the University. This report is a synoptic overview of the module design and insights from the two-year partnership as well as how these observations have been leveraged to improve the design and delivery of the module for future clients and students.

Роль высшего учебного заведения в социальной абилитации школьников с ограниченными возможностями здоровья

The article deals with one of the most important aspects of inclusion development, that is sectoral cooperation of educational establishments of different levels to solve the tasks of development of inclusive society. The author underlines that institutes of higher education have a lot of opportunities both to form an inclusive competence of their students and to provide help in development, training, education, career guidance, various events management and other forms of social rehabilitation of children with limited health capacities, who attend learning disability schools. The author also shares her real-life experience of cooperation of the kind by using interactive excursions management for school students with limited health capacities as an example. These interactive excursions are the result of social project that has demonstrated the efficiency of the sectoral cooperation of educational establishments of different levels for all the participants of inclusive approach.

The Impact of Retention Strategies on the Performance of Teachers in Private Secondary Schools: A Case of Dodoma City, Tanzania

The presence of persistent needs for motivated teaching staff to uphold the standards of education at secondary schools poses a significant challenge concerning the retention of competent teachers in private secondary schools. Teacher turnover poses significant tests for educational establishments, affecting both the stability of the schools and the quality of education provided. Like other educational institutions, the prevailing competition to recruit and retain highly qualified teachers, private secondary schools face the problem of maintaining competent teachers within a context characterized by higher rates of staff turnover. This article is to provide a comprehensive theoretical evaluation of strategies to sustain teachers' retention in private secondary schools by assessing the potential advantages associated with the implementation of effective retention measures. Moreover, the study probed into the existing literature to explore many retention features including, professional growth opportunities, organizational culture, leadership, and compensation to provide insights into the formulation of effective retention strategies to be applied by schools. By gaining a comprehensive understanding of the strategies, challenges, and potential outcomes, school management and educational policymakers can advance the efficacy, prosperity, and stability of learning environments for teaching staff and students. A cross-sectional survey design and the research approach combined both qualitative and quantitative paradigms. Simple random sampling (SRS) and purposive technic were used to draw a sample of eighty (80) respondents. SRS was adopted to interrogate teachers and purposive for key informants. Data analysis was employed by use of multiple responses, multiple linear regression, and analysis of variance (ANOVA). Salary, adequate learning facilities, a welcoming environment, and leadership style were identified as retention methods by the study's findings. The survey, however, identified the following barriers to implementing teachers' retention strategies including heavy workloads, lack of chances to advance, low pay and benefits, poor working conditions, and higher workplace stresses. Despite the outlined retention strategies, implementation matters including the lack of professional development opportunities, attractive incentive packages, and work-related benefits, unfavourable working conditions, and stress brought on by heavy workloads should be adequately addressed by school management and other decision-makers if they need to retain their valuable talented teachers.

Professionally oriented tasks for learning and using mapping technology with ArcGIS tools

Abstract The article substantiates the expediency of using professionally oriented tasks for learning the technology of the mapping process using ArcGIS, taking into account the peculiarities of the training specialists of natural sciences. Socio-economic mapping by means of ArcGIS is an important step for creating management systems to support decision-making by future geographers and others. The main aspects of the introduction of professionally oriented tasks into the educational process of pedagogical institutions of higher education have been clarified. Educational and methodological guidelines for studying and using the technology of mapping with ArcGIS tools have been developed for students and future geographers who expect to perform professionally oriented tasks in the development of maps. For the practical preparation and development of a series of maps that provide visual information for an objective analysis of Ukraine’s indicators, we used information from the State Statistics Service of Ukraine, the Main Statistical Offices of Ukrainian regions. A series of maps, created by different methods and connected by one topic, was prepared and developed, among them the creation of a cartogram of the population of the regions of Ukraine using the method of quantitative background. An experimental verification of the effectiveness of the use of professionally oriented tasks for the study and use of mapping technology by means of ArcGIS by future teachers-geographers proved an increase in the level of development according to the specified criteria: motivational, cognitive and personal-reflective with the corresponding indicators. The mapping approaches presented in this paper based on the implementation of professionally oriented tasks allow students to apply the acquired knowledge and skills and give them the opportunity to flexibly adapt to situations arising in the future professional activity of a geographer.

Enhancing Global Sustainable Higher Education Through Sustainability Window Approach

The sustainability window approach began as a model that could explain the way to sustainable economic development. This theory places emphasis on ecological, economic and social linkages for making comprehensive analysis and policy towards United Nation’s Sustainable Development Goals. It identifies four theoretically sustainable paths; two associated with economic growth and the others requiring growth conditional or strict adherence to environmental and social criteria. Many studies confirm that higher education institutions have not been able to completely embrace the concept of sustainability window approach. The paper asserts that these are the most effective ways through which global higher education establishments can achieve sustainability: well-being of society, environmental protection, low consumption, and limited social usage. Finally, it concludes by calling on high education institutions to incorporate sustainability window and integrate it with triple bottom line and responsible management education approaches. The paper argues that in order to determine whether such a change might be suitable in different settings, it is recommended that we test this revised framework using empirical evidence

Structural and functional model of formation of STEM-competencies of students of professional higher education institutions in mathematics teaching

Abstract This study focuses on the vocational preparation of learners in professional pre-higher educational establishments. The primary objective is to provide a theoretical foundation for, construct, and empirically evaluate the efficacy of a structural-functional paradigm for cultivating STEM proficiencies among students in these institutions through mathematics instruction. The pedagogical experiment corroborated the research postulate that attaining advanced STEM competencies in mathematics among professional pre-higher education students can be facilitated through a learning model that incorporates specific pedagogical conditions: motivating and stimulating students to engage in educational, cognitive and research activities in mathematics through engagement in cooperation and the use of individual and group coaching; implementation of STEM projects in mathematics teaching; usage of ICT to ensure visibility and research orientation of mathematics teaching. The experimental outcomes and accompanying educational resources have enabled a comprehensive analysis of the challenges associated with implementing STEM methodologies in mathematics instruction. This article aims to elucidate the key attributes of the devised structural-functional model and evaluate its implementation efficacy, with particular emphasis on the application of the authors’ developed pedagogical support materials.

Conservation value and carbon sequestration potential of urban green spaces in a growing city: Case of the city of Bouaflé

Faced with the effects of climate change, green spaces are very determining in the provision of ecosystem services, particularly in carbon sequestration. This is why, from a perspective of sustainable management of these high-value spaces, this study was carried out. Surface and itinerant survey methods were combined to collect floristic data. At the end of the inventories, 99 species distributed between 33 families and 75 genera including 24 species with special status were recorded in eight (08) types of development. The total biomass of all the species inventoried at Bouaflé is 4385.78 t, corresponding to a carbon rate of 2192.91 t for a CO2 equivalent of 8047.99 t. The economic value of the rate of CO2 sequestered by all types of development varies from 24143.97 Euros, or 15814274 FCFA according to the CDM carbon price to 112671.86 Euros, or 73800068 FCFA according to the REDD+ carbon price. Social and educational establishments recorded the highest biomass (1841.88 t) while the lowest biomass (5.53 t) was estimated in sports equipment. The average biomass estimated in all types of development is of the order of 232.02±185.64 t/ha, which corresponds to a carbon rate of 116.01±92.82 t/ha and an equivalent CO2 of 425.76±340.65 t/ha. Considering each type of development, the average value of biomass varies between 24.83 t/ha in sports facilities and 468.79 t/ha in cemeteries.

Enhancing the Reliability of Academic Document Certification Systems with Blockchain and Large Language Models

Verifying the authenticity of documents, whether digital or physical, is a complex and crucial challenge faced by a variety of entities, including governments, regulators, financial institutions, educational establishments, and healthcare services. Rapid advances in technology have facilitated the creation of falsified or fraudulent documents, calling into question the credibility and authenticity of academic records. Most existing blockchain-based verification methods and systems focus primarily on verifying the integrity of a document, paying less attention to examining the authenticity of the document’s actual content before it is validated and registered in the system, thus opening loopholes for clever forgeries or falsifications. This paper details the design and implementation of a proof-of-concept system that combines GPT-3.5’s natural language processing prowess with the Ethereum blockchain and the InterPlanetary File System (IPFS) for storing and verifying documents. It explains how a Large Language Model like GPT-3.5 extracts essential information from academic documents and encrypts it before storing it in the blockchain ensuring document integrity and authenticity. The system is tested for its efficiency in handling both digital and physical documents, demonstrating increased security and reliability in academic document verification.