This study addresses the role of knowledge management in enhancing e-learning systems in Jordanian public universities. A questionnaire was distributed to a sample of students, where 610 questionnaires were collected to analyze students’ opinions about the impact of knowledge management on the usefulness of e-learning systems. The results showed significant positive effects of knowledge management, knowledge acquisition, and knowledge sharing on the usefulness of e-learning systems. Students indicated that knowledge management facilitates the educational process, enhances their ability to access knowledge, and increases the value of knowledge exchange among them. The findings further reveal that effective knowledge acquisition practices improve students’ engagement with digital platforms, while knowledge sharing strengthens collaboration and interactive learning experiences. The results also showed that e-learning systems are easy to use and save time for students, contributing to greater flexibility and improved academic performance. Moreover, the integration of knowledge management practices within e-learning environments supports continuous learning and promotes better communication between students and faculty members. Based on these results, the study recommended enhancing knowledge management training programs, encouraging a culture of participation among students and faculty members, and developing effective strategies for using e-learning systems. Such initiatives are expected to strengthen institutional capabilities, maximize the benefits of digital learning technologies, and contribute to improving the overall quality of education in Jordanian universities.

College entrepreneurship education played an increasingly vital role in modern society. As innovation and entrepreneurship gained greater attention, such education became an essential component of the university system. This study aimed to examine the status, opportunities, and challenges of entrepreneurship education in colleges and universities, and to explore the importance of teacher competence in strategic planning. A quantitative research design was employed, using a stratified sampling survey of college teachers in Hunan Province. The findings showed that entrepreneurship education engaged a broad and diverse group of respondents across various demographics, including age, gender, educational attainment, years of service, marital status, and professional fields. Teachers aged 31–50 formed the majority, although a considerable number of young respondents aged 18–30 also participated, indicating diverse representation. Gender distribution appeared relatively balanced, reflecting inclusivity in the field. Undergraduate and master’s degree holders constituted the largest portion of respondents, suggesting the need to strengthen participation among those with lower academic qualifications. Teachers’ competence was shaped by entrepreneurial resources, opportunity identification abilities, professional knowledge, training policies, and individual skill levels. University entrepreneurship education demonstrated positive characteristics in terms of coverage, structure, management, strategic direction, and adoption of best practices. It offered students varied practical learning opportunities and institutional support. Teachers exhibited strong skills in utilizing entrepreneurial resources, transferring knowledge, sharing experience, participating in training, and applying appropriate teaching methods. They emphasized individualized student development and the cultivation of innovation and entrepreneurial capabilities. Despite emerging opportunities—such as increased government and societal support, as well as advances in information technology—challenges persisted, including inconsistent teacher quality and limited teaching resources. The study suggested that improving teacher competence through targeted training, enhanced resource allocation, curriculum refinement, and strengthened evaluation systems would help elevate the overall quality of entrepreneurship education and support its sustained development.

This article discusses the importance of arts education in the context of the Sustainable Development Goals, particularly Goal 4 (SDG 4), which seeks to ensure quality and equitable education for all by 2030. The text highlights how the arts and the culture contribute to the development of social and emotional skills, such as empathy and creativity, which are essential for tackling global challenges. It also emphasizes the need to integrate arts education into the basic education curriculum, recognizing its contribution to promoting sustainability and respect for cultural diversity, in line with the objectives and guidelines of Sustainable Development Goal 4.

Since 2016, the Asia-Pacific Working Group (APWG) has supported the Association for Diagnostics & Laboratory Medicine's (ADLM) Global Lab Quality Initiative (GLQI) by enhancing laboratory medicine education and training in developing countries. The group has delivered programs in 10 countries across the Asia-Pacific region. To better understand the regional landscape and country-specific needs, the APWG conducted a comprehensive needs assessment through an APWG survey and virtual interviews. The findings demonstrated the complexity of the Asia-Pacific region, while also revealing a common interest in enhancing laboratory quality. Common challenges identified include limited resources, financial constraints, outdated technology, and staff shortages. The needs assessment analysis will guide the APWG to carry out further programs to enhance laboratory quality education for laboratorians across diverse geographical regions.

With the rapid expansion of digital learning in education, Massive Open Online Courses (MOOCs) have emerged as valuable platforms for enhancing access and quality in teacher education. This study investigates the perception of secondary grade prospective teachers towards MOOCs, with a focus on how gender and academic stream influence these perceptions. The study employed a quantitative cross-sectional survey research design. A total of 259 B.Ed. students from Mysore were selected using a stratified random sampling technique and surveyed using a validated 30-item perception scale covering five domains: study habits, learning outcomes, benefits and accessibility, usability and experience, and multimedia and resource sharing. The instrument demonstrated good reliability (Cronbach’s alpha = 0.843). The data were analyzed using descriptive statistics and independent samples t-tests followed by Cohen’s d for effect size. Results indicated that a majority of participants (79.9%) held a moderate perception of MOOCs. While gender differences in overall perception were not statistically significant, female participants rated higher in benefits and multimedia-related domains. Science stream students exhibited significantly more positive perceptions across multiple dimensions compared to their humanities counterparts. The findings suggest integrating structured MOOC orientation within B.Ed. programs, curricular integration of platforms such as SWAYAM for supplementary learning, and institutional initiatives to strengthen the digital competencies of prospective teachers for effective engagement with online learning environments.

Patient expectations and satisfaction are critical outcomes in cranial and spinal neurosurgery, yet discrepancies between anticipated and actual results can hinder postoperative adjustment. This prospective longitudinal study investigated how coping strategies and preoperative patient education influence satisfaction with surgical outcomes. Two self-developed questionnaires assessed expectations, perceived illness burden, patient education quality, hospital experience, postoperative recovery, and overall satisfaction after surgery. Coping strategies were evaluated using the validated Essen Coping Questionnaire. Data from 277 patients were analyzed, stratified by surgical complexity. No significant difference in patient education quality was found between complexity groups (mean difference 0.62, 95% CI [-1.65, 0.41];t(221) = -1.19,p = .237). Patients undergoing less complex procedures reported higher preoperative burden (mean difference 1.72, 95% CI [-3.33, -0.10];t(231) = -2.09,p = .038). Linear regression revealed that the quality of preoperative education, postoperative burden, and coping strategiestrust in medical artandwillingness to accept help significantly predicted satisfaction (F(10,79) = 3.41,p < .001). These findings highlight the importance of patient-doctor communication, tailored education, and psychological preparedness in shaping patient-reported outcomes. Enhancing preoperative support and fostering adaptive coping may improve satisfaction and postoperative adjustment, advocating for a more personalized approach to neurosurgical care.

In recent years, the impact of education marketization on higher education has been widely concerned and discussed. In the field of international education, the negative effects of marketization are increasing. This study breaks through the traditional argument that "excessive marketization weakens the quality of education", and analyzes the actual performance of higher education in Britain and Australia in the post epidemic era, against the background of Education Marketization from a multi-agent perspective. Specifically, this study adopts a three-tiered framework of "institution-organization-individual" to analyze how the UK and Australia have transformed international students from "educational subjects" into "financial instruments". The study finds that relationships among the state (government), universities, and students are marked by imbalances in rights, gaps in responsibility, and a breakdown of reciprocity. The conclusion is that the international education crisis in the post-pandemic era is essentially a crisis of the global higher education development model. Therefore, this study proposes to establish a sustainable international education ecology with the core principles of "ethical care" and "mutually beneficial development". It also hopes that this research can provide a reference for relevant policies and practices.

ABSTRACT The professional development of preschool teachers is a core element and key issue in ensuring the quality of preschool education and achieving educational equity. This study explores the impact of preschool teachers' Confucian cultural perception on their professional growth, as well as the chain mediating effects of technology usage intention and technology pressure in this relationship. A questionnaire survey was conducted to collect valid data from 406 teachers in 38 inclusive kindergartens. The results show that preschool teachers' Confucian cultural perception significantly positively promotes professional growth. Technology usage intention serves as a mediating variable between Confucian cultural perception and professional growth, while technology pressure also acts as a mediating variable between Confucian cultural perception and preschool teachers' professional growth. Moreover, technology usage intention and technology pressure together play a chain mediating role in the relationship between Confucian cultural perception and professional growth.

School leadership plays an important role in determining the effectiveness of school management and the achievement of educational goals. The leadership style applied by principals can influence teacher performance, work motivation, and the overall organizational climate in schools. Therefore, this study aims to analyze the tendency of leadership styles of principals in public elementary schools based on the Multifactor Leadership Questionnaire (MLQ). This research used a descriptive quantitative approach. The study was conducted in two public elementary schools located in Gubug District, Grobogan Regency, Central Java, involving two principals as research respondents. The respondents were selected purposively considering their role as the main leaders in school management. Data were collected using the MLQ instrument which measures three leadership dimensions: transformational leadership, transactional leadership, and passive (laissez-faire) leadership. The data were analyzed using descriptive analysis by calculating the total score for each leadership dimension. The results of the study indicate that the principals tend to apply a combination of transformational and transactional leadership styles. Both leadership dimensions obtained relatively high scores, while the passive leadership dimension showed very low scores. These findings indicate that the principals demonstrate active leadership practices in managing school organizations through structured work management as well as providing inspiration and direction to teachers. Thus, the combination of transformational and transactional leadership styles can support more effective school management and contribute to improving the quality of education.

This Systematic Literature Review (SLR) analyzes the use of business simulators in university economics and management education, with the aim of identifying their types, functional characteristics, and impact on student learning. Based on the analysis of 18 scientific articles, a variety of simulators were identified, ranging from comprehensive business management models to tools specializing in sustainability, logistics, or finance, highlighting cases such as SIMBA, CEO-VIRTUAL, TEMPOMATIC, FishBanks, C-ROADS, and Contract Design Dilemma. These simulators share characteristics such as the promotion of active learning, collaborative work, decision-making in realistic environments, and the use of advanced technological resources such as gamification and scenario simulation. The studies reviewed report a positive impact on the development of key competencies, as well as on student motivation, engagement, and understanding of complex economic systems. However, challenges related to teacher training, technological infrastructure, and the need for regional contextualization are also identified. In this regard, the relevance of developing simulators adapted to local realities is highlighted as a strategy to improve educational quality and innovation in university economics and administration programs

This randomized controlled study compared the effectiveness of histological preparations embedded in glycol methacrylate-based JB4 plastic resin with traditional paraffin blocks in digital histology education. A total of 297 second-year medical students at Sivas Cumhuriyet University participated. After a theoretical lecture on epithelial histology, students completed a pre-test and an immediate post-test before being randomly assigned to JB4 or paraffin groups. Both groups received laboratory instruction with their respective preparations displayed on a large screen, followed by a post-intervention test, a drawing-based performance assessment, and a follow-up test administered 3 months later. Quantitative results showed that the JB4 group achieved significantly higher scores in the post-intervention test compared to the paraffin group (6.0 ± 2.1 vs. 4.7 ± 1.7, p < 0.001) and exhibited lower knowledge loss in the follow-up test (-1.2 ± 1.3 vs. -2.5 ± 1.7, p < 0.001). No significant difference was observed between groups in drawing-based performance (p = 0.183), although female students outperformed male students in practical drawing (p = 0.001). Qualitative findings from focus group interviews revealed that students valued JB4 sections for their clarity, visibility of details, and preservation of cellular structure, while preparation difficulty, excessive detail, and higher cost were noted as disadvantages. Overall, the results suggest that JB4 sections may improve both immediate and long-term learning outcomes compared to paraffin sections. Despite challenges related to preparation workload and cost, the use of JB4-derived digital materials represents a promising complementary approach to enhancing the quality and accessibility of histology education.

As pedagogic translanguaging (PT) gains global traction for its claimed potential to advance social justice, questions arise about its effectiveness across diverse contexts. Responding to this need, this study a) takes a bird’s-eye view approach to the question of which contextual factors to prioritize when evaluating PT’s efficacy; and b) iteratively refines and ground-truths its proposed theoretical framework through empirical research. Specifically, drawing on interviews with teachers and analysis of education policy documents in the context of refugee education in Lebanon, where PT is used in both Arabic-and English-medium classrooms, the study finds that while PT may appear effective within individual classrooms, it can interact with systemic factors to undermine literacy development goals when not designed and implemented within an informed, curriculum-wide plan. Grounded in and illustrated by the case at its center, the study identifies five key contextual considerations to guide the use and assessment of PT: (1) literacy development targets, particularly in which language(s); (2) students’ existing language and literacy skills; (3) the language(s) of instruction across school subjects; (4) prevailing language ideologies; and (5) the linguistic distance between the varieties used in PT and those targeted for literacy development. Overall, findings underscore the need for more context-sensitive research, policymaking, and pedagogical design to ensure that PT supports—rather than compromises—multilingual learners’ access to quality education.

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.