ABSTRACT This study examines the lived experiences of school-based geography mentors within an Initial Teacher Education partnership in northwest England. While existing literature acknowledges the importance of mentoring, this study provides empirical evidence on the motivations, experiences, and perceptions of geography mentors. Using a qualitative approach that incorporates open-ended questionnaires and semi-structured interviews, the research explores how mentors perceive their roles in supporting trainee (associate) teachers during their school-based training. Findings reveal that mentors are driven by a professional commitment to nurturing the next generation of tea.chers. They perceive the mentoring process as mutually beneficial, as it fosters the development of Associate Teachers while also promoting the reflective practice and professional growth of mentors. However, mentors reported challenges, including increased workload, limited time, and insufficient institutional support, which often constrain their capacity fully to engage. The study emphasises the importance of subject-specific mentoring, highlighting how shared expertise deepens the mentor–Associate Teacher relationship and enhances pedagogical discussions. Mentors also value university-based training that offers opportunities for professional development and engagement in a community that enhances teaching practices and the quality of geography education. This research underscores the critical role of school-based mentors in strengthening the teaching workforce and shaping future geography educators.

Introduction The professional collaboration of teachers is highly important for the success of educational outcomes. This study aimed to determine the conditions under which distributed leadership influenced the collaboration of teachers. The study focused on identifying the previously undetermined complex relationships between distributive leadership, teacher professional collaboration, teaching enthusiasm, and teacher optimism, which were found in the literature to be associated with improving the quality of education, enhancing teaching, and achieving successful student outcomes. Methods Data collected from 547 teachers working at 38 different public schools in 20 provinces across Türkiye were analyzed in a cross-sectional manner using the bootstrap method. The effects of distributed leadership on teacher collaboration were examined using a moderated mediation model in which teaching enthusiasm was the mediator variable, and teacher optimism was the moderator variable. Results The results revealed that distributed leadership had direct and indirect significant effects on teacher collaboration through the mediation of teaching enthusiasm. Additionally, teacher optimism plays a moderating role in both the effect of distributed leadership on teaching enthusiasm and the effect of distributed leadership on teacher collaboration through teaching enthusiasm. In other words, the positive effects of distributed leadership became stronger in cases where teacher optimism levels were high. Discussion The leadership approach which distributes positive emotions such as optimism and enthusiasm, which are at the core of positive psychology, and leadership roles to all teachers in the school, can help increase collaboration among teachers and positive workplace behaviors. This research indicates that teachers being enthusiastic while teaching and taking an active role in school management may enable them to be more collaborative in fulfilling these roles and other teaching roles. Teachers’ enthusiasm for teaching can function as an emotional mechanism that connects teachers’ collaboration with a leadership approach that distributes leadership throughout the school. Moreover, when teachers are more optimistic, they trust school administrators’ leadership practices more, participate more in management, and can teach more collaboratively and enthusiastically. Future research may further examine these associations across different cultural contexts.

ABSTRACT Besides centralized state education, two entities provide ethnic education in Myanmar: the first group consists of ethnic armed organizations (EAOs), while the second comprises community-faith-based organizations operating in ethnic areas. Existing research has focused primarily on EAO-facilitated ethnic education. This article aims to fill the gap in knowledge by exploring how community-faith-based organizations are currently providing education in Kachin communities in Northern Shan State. This article draws on 12 interviews, field observations and argues that Kachin ethnic education in Northern Shan State has significantly improved the quality of education for marginalized children. This progress results from locally developed and culturally relevant curricula, co-production of knowledge, and mother tongue-based multilingual education (MTB-MLE)—approaches that long neglected by the state’s education system. However, it also features three significant drawbacks: students lack proficiency in the official national language, Burmese; sub-ethnic languages are marginalized; and there is little coordination between various ethnic education providers.

Background Bullying in medical education negatively affects student wellbeing, learning engagement, and the educational climate. This study examined the prevalence, forms, impacts, and associated factors of bullying among medical students at a Middle Eastern university. Methods A cross-sectional online survey was conducted among 288 medical students between October and December 2024 using a validated questionnaire capturing sociodemographic characteristics and bullying experiences. Descriptive statistics, chi-square tests with Benjamini–Hochberg correction, and binary logistic regression were applied. Results Bullying prevalence was 11.5% (95% CI: 8.0–15.7). Classmates were the most frequently reported perpetrators (87.9%), and verbal bullying was the predominant form (90.9%), most commonly occurring in classroom settings. Appearance and personal characteristics were commonly cited perceived triggers. Reported consequences included disengagement from learning activities (42.4%) and low mood (30.3%). Logistic regression indicated a potential association between personal mobile data use and bullying exposure (OR = 0.387, 95% CI: 0.159–0.944, p = 0.04). Conclusion Although prevalence was relatively modest, the findings highlight bullying as a concern for educational quality and student wellbeing. The study provides baseline evidence to inform institutional prevention strategies, reporting mechanisms, and support initiatives aimed at providing safer and more inclusive learning environments in medical education.

Computational thinking (CT) is increasingly being integrated into educational curricula alongside mathematical thinking (MT) within science, technology, engineering, and mathematics (STEM) education. Physical computing devices now support low-code programming approaches aligned with Sustainable Development Goal 4 (Quality Education) by helping to create engaging and inclusive learning environments for learners, particularly P–12 students and their teachers. However, the use of such devices for low-code programming remains underexplored and insufficiently evaluated. This study investigates the application of low-code programming using a specific physical computing device, the micro:bit, within a gamified context to foster perceive readiness for CT in sustainable mathematics education for P–12 students, while also considering the perspectives of pre-service teachers (PSTs). PSTs often lack adequate preparation to teach related concepts and to manage the affective dimensions that influence learning. Findings indicate that positive emotions increased and negative emotions decreased, except for frustration and boredom, following the intervention. Additionally, interest in and engagement with the development perceive readiness for CT and MT improved among PSTs within a sustainable (STEA)Mathematics education framework. These results suggest that the proposed approach helps address existing gaps and may be adapted across diverse academic and professional domains, supporting continuous knowledge acquisition under both predictable and uncertain conditions.

Abstract Background Feedback on faculty teaching is essential for faculty development and education quality. Often in surgical training programs, this feedback is provided through resident evaluations of faculty. The content and quality of faculty teaching evaluations being used are, however, unknown as no standardized tool exists. The aim of this study was to identify the characteristics and evaluation domains of faculty teaching evaluation tools used in surgical residency programs. Methods Using convenience sampling, blank faculty teaching evaluation forms completed by residents were collected from university-based surgery residency programs across multiple U.S. geographic regions, including large public and private academic medical centers. A document analysis was performed using a mixed-methods approach to conduct a quantitative analysis to characterize the tools’ design features using descriptive statistics and perform a qualitative analysis of all question items using inductive content analysis to determine the evaluation domains. Results Fourteen faculty teaching evaluation forms from thirteen U.S. surgery departments met the sampling criteria and were included in the final analysis. Quantitative analysis showed that the mean number of questions per evaluation was 14.7 (median 13; range 4–23), composed of rating questions (median 10.5; range 0–20), free text comments (median 3; range 1–12), and checklist questions (median 0.5; range 0–2). The analysis also identified five styles of response anchors to each question including sequential, agreement, frequency, binary, and open-ended, and three performance levels for assessed faculty traits or behaviors including below expected performance, at expected performance, and above expected performance. Qualitative analysis of 206 question items revealed four major evaluation domains including teaching effectiveness (53.8% of codes), professionalism (25.5%), clinical performance (11.6%), and overall performance (9.1%) from the faculty teaching evaluation tools. Conclusions Surgical faculty teaching evaluations vary widely in design and frequently conflate teaching with professionalism and clinical performance. This domain mixing poses challenges for score interpretation and threatens construct validity if evaluations are used to assess teaching effectiveness exclusively. The findings suggest a consensus-based approach to defining core teaching domains and evidence-informed design principles, while allowing flexibility for local implementation. This study demonstrates the value of document analysis for critically examining assessment tools and provides empirical groundwork to inform future faculty evaluation efforts in surgical education.

Teacher professional competence is the main determinant of the quality of vocational education and is crucial for State Vocational High Schools in Jepara Regency in facing the challenges of the modern era, especially related to competency renewal, creativity, and suboptimal technology adaptation among some teachers. This study aims to analyze the partial influence of principal leadership, teacher work motivation, and school culture on teacher professional competence, as well as the role of rewards as a moderating variable. Quantitative research methods were used with a population of teachers and a sample of teachers from State Vocational High Schools. Data collection was carried out through a questionnaire instrument, and analyzed using multiple regression, Moderated Regression Analysis, and partial t-test. The results showed that principal leadership, teacher work motivation, and school culture partially have a positive and significant effect on teacher professional competence, where work motivation shows the most dominant influence. An important finding is that rewards are proven to be able to moderate and strengthen the relationship between principal leadership and school culture on teacher professional competence, but do not moderate the effect of teacher work motivation. The coefficient of determination indicates that the variation in teachers' professional competence can be explained by the independent variables. This finding contributes to emphasizing the need for an integrated reward system to optimize the impact of organizational factors in improving teacher professionalism.

The design and development of a web-based information system to improve the quality of service and education at Nurul Hidayah Islamic Boarding School represented a strategic effort to utilize information technology in enhancing administrative efficiency and information accessibility. The system was developed to address problems related to ineffective information dissemination and the manual registration process for new students. The web-based application, developed using the Waterfall method, enabled online student registration and provided faster and more accurate access to educational information. System development involved requirements analysis, Unified Modeling Language design, interface and backend implementation, and system testing. To evaluate the effectiveness of the developed system, user acceptance was assessed using User Acceptance Testing based on a five-point Likert scale questionnaire involving 15 system users. The evaluation focused on system usability, ease of use, information clarity, system efficiency, and user satisfaction. The evaluation results showed an overall average acceptance score of 4.39, indicating a high level of user acceptance. These results demonstrated that the system was capable of improving administrative efficiency and supporting educational services in a more structured and effective manner.

Power outages are a persistent and widespread issue in many developing countries, significantly affecting economic development, public health, education, and overall quality of life. These outages, often referred to as "load shedding," occur due to a combination of inadequate infrastructure, poor maintenance, limited energy production, and mismanagement of resources. The increasing frequency of power outages and the growing interest in renewable energy technologies have driven the adoption of hybrid backup power systems for residential applications. However, the economic performance of such systems under subsidized fuel and electricity prices has not been sufficiently examined. This paper presents an optimal sizing and economic analysis of a hybrid photovoltaic (PV), battery, and diesel generator system designed to supply residential loads in Libya during grid outages lasting from 1 to 7 hours. The system is modelled and optimized using HOMER Pro software. Since electricity, gas, and diesel are subsidized for the public in Libya, the optimization is conducted for three different load cases: 2,912.7, 4,855.89, and 7,538.434 kWh/yr. A comparison of the economic performance of the three residential backup power system configurations under varying power outage durations, along with sensitivity analyses, is conducted to evaluate system performance and the impact of variations in diesel and renewable energy component costs. Despite subsidized electricity and fuel prices, the results indicate that incorporating renewable energy with energy storage, in addition to a diesel generator, is more economical and reliable for residential backup power systems in Libya. Furthermore, integrating renewable energy systems reduces generator operating hours, thereby lowering maintenance costs and pollution. Renewable energy penetration generally increases with outage duration, with the medium-load case achieving the highest renewable fraction of 36.1% during extended outages.

Curriculum evaluation is a systematic process used to assess the effectiveness, relevance, and achievement of educational objectives through analysis of all components of the curriculum, from planning and implementation to learning outcomes. This article comprehensively discusses various curriculum evaluation models used in modern education systems, including research models, goal-oriented models, goal-free models, multivariate mixed models, EPIC models, and CIPP models. Each model is analyzed based on its characteristics, approach, and contribution in providing a comprehensive overview of curriculum quality. Evaluation not only serves as a tool to determine the success rate of a program, but also as a basis for accountability, continuous improvement, and strategic decision-making in curriculum development. In addition to describing various evaluation models, this article also highlights the importance of the competence of evaluators, both internal and external, who have theoretical understanding, accuracy, objectivity, and professional skills in conducting evaluations. The results of the study show that the use of an appropriate evaluation model greatly influences the accuracy of the findings and recommendations produced, thereby improving the quality of learning and ensuring that the curriculum remains adaptive to developments in science and the needs of students. Thus, curriculum evaluation is an important instrument in maintaining the quality of education and supporting the effective and sustainable achievement of national education goals.

In the context of the accelerating digital transformation of higher education worldwide, Artificial Intelligence (AI) has emerged as a pivotal driver for innovating online learning models, enhancing teaching quality, and optimizing learners’ experiences. In Vietnam, private universities - characterized by institutional flexibility, intense competitive pressure, and a high degree of financial and academic autonomy - are increasingly required to adopt AI as a strategic instrument to improve educational quality and institutional competitiveness. Despite its significant potential, the implementation of AI in online training across Vietnamese private universities remains fragmented, unsystematic, and constrained by multiple challenges related to technological infrastructure, human resources, financial capacity, governance mechanisms, as well as ethical and legal frameworks. This study aims to provide a comprehensive examination of the current state of AI application in online education at private universities in Vietnam, to identify key barriers hindering effective implementation, and to propose strategic solutions tailored to the national and institutional context. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative insights derived from in-depth interviews with university leaders, faculty members, and students. The findings indicate that AI has been preliminarily applied in areas such as intelligent learning management systems, personalized learning pathways, AI-powered chatbots, and learning analytics. However, the depth and effectiveness of these applications remain limited, and their transformative potential has yet to be fully realized. Drawing on empirical evidence and international best practices, the paper proposes a strategic framework encompassing institutional governance reform, digital and AI-oriented capacity building, investment in data-driven infrastructure, and the development of a sustainable AI-enabled educational ecosystem for private higher education institutions. This study contributes to the growing body of literature on AI in higher education within developing country contexts, while also offering practical managerial and policy implications for advancing the digital transformation and long-term sustainability of Vietnam’s private university sector

This study focused on socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region, Tanzania. The study was informed by social cognitive theory which was introduced by Professor Albert Bandura in 1986. Convergent research design was adopted for this study, where a mixed-research approach was used in this study under pragmatism research philosophy. The targeted population was 6,047 comprising 2,976 teachers, 228 female head teachers, 10 educational officers, 97 educational quality assurance officers and 2,736 school committee members. Questionnaires and interviews were used as data collection instruments in this study. Purposive sampling technique was used to select 15 participants for interview while simple random sampling technique was used to obtain 378 participants for questionnaires. Further, on the quantitative side descriptive statistical method was used for data analysis through the scientific package of social sciences version 27.0 while on the qualitative data analysis thematic analysis method was used. On the quantitative side, the findings showed that socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Mororgoro region are generally gender stereotypes, patriarchal norms and societal expectations. Further, in the qualitative side, sociocultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region are thematically low pointing to gender stereotypes, patriarchal norms and societal expectations. Moreover, the study concluded that, socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region are identified as little prevailing in schools headed by female head teachers though the little prevailing situation which has been identified should not be ignored. That being the case, the study recommended that educational practitioners use mass-media to frequently broadcast about gender awareness to teachers as the little negative determinants prevailing in schools may be unconsciously transmitted to other teachers and students. Also it is recommended that educational practitioners try their best to conduct various gender related workshops in schools even once per year. Along the same lines, educational stakeholders continue making implementation of gender-related policies because if they will decelerate, the issue can be transmitted to other teachers and students. On top of that, for any researcher who will be interested to study the related topic, it is recommended that he/she should do the same study at other educational levels like secondary schools, teachers training colleges and universities.

Nursing education emphasizes theory, skills, and literacy, but nursing students have insufficient learning engagement. Smartphone addiction may affect learning engagement via psychological mechanisms, and pathways of action need to be explored. A cross-sectional research design was used, and the study population was undergraduate nursing students. Data were collected through the Smartphone Addiction Scale-Short Version, Utrecht Work Engagement Scale for Students, Athens Insomnia Scale, and State Self-Control Capacity Scale. Partial least squares structural equation modeling was used to analyze the mediating mechanisms. Smartphone addiction was significantly negatively correlated with learning engagement (r = -.428, p < .001); insomnia (β = -0.145) and self-control (β = 0.232) acted as independent mediators between the two, with a chain mediating effect also present (β = -0.03, p < .001). The chain mediation of insomnia and self-control explains how smartphone addiction impairs learning engagement, highlighting the need for targeted interventions to enhance nursing education quality.

Financial literacy and self-control for a sustainable future: a cross-sectional study with middle school students on the parallel mediating effects of patience and responsibility.

Leveraging human pose estimation for diagnostic feedback: Action research on instructional mediation and sustainable learning in coach education.

Artificial Intelligence Trust and Service Quality in Higher Education: A Comparative Student's Perspective

Characterizing Attending Feedback Styles in General Surgery: A Residency-Wide Survey and Needs Assessment.

The relationship between psychological resilience and learning engagement of college students: A moderated mediation model.

The California Perinatal Quality Care Collaborative: Together We Are Stronger.

Clinical Decision Support Systems in Generalist Practice: Utilizing Clinical Decision Support Systems Tools to Improve Clinical Decisions and Patient Outcomes.