Role Of Education Research Articles

This paper begins with the complex role of education, evident in its dual impact: on the individual level—supporting the overall development of those involved in the educational process (intellectual, physical, aesthetic, and moral); and on the societal level—transmitting shared values that serve as general guidelines for life within that society and for strengthening cohesion among members. This paper explores the role of arts education in primary schools in the Republic of Serbia, in the context of shaping the students’ cultural identity, with a particular focus on the subjects of Music and Fine Arts. The aim of this research is to determine whether the learning objectives of these subjects are oriented towards fostering the cultural awareness and identity of younger generations. The paper sets out the following objectives: (1) to provide an overview of the international and national documents that represent the framework for the action of formal education in terms of the development of cultural identity; and (2) to examine educational standards and learning objectives for the Music and Fine Arts subjects, with a focus on how they contribute to the foundation of cultural identity.The descriptive-analytical method and the secondary analysis of the documents (legal and other documents) related to arts education and cultural identity were applied in this research. This research shows that education, viewed through the lens of subjects like Music and Fine Arts, plays an important role in shaping cultural identity and fostering cultural awareness among primary school students.

Education can play a vital role in moderating the Financial Development (FD), Energy Consumption (EC), and the environment nexus as per the Sustainable Development Goals 7 and 13. Thus, the aim of this research is to explore such linkages in the framework of the Environmental Kuznets Curve (EKC) in 15 MENA economies for the period 1999-2022. For this purpose, Cross-Sectional Dependence (CD) econometric techniques are applied. The CD is validated in the individual series and in the hypothesized models as well. The cointegration is also validated in the models. Moreover, the EKC is supported in the MENA region in the regression results. In the long and short run, FD and education reduce carbon emissions, and EC raises them. Moreover, education moderates the connection between FD and emissions. Thus, education helps to enhance the environmental benefits of FD. However, education could not moderate the impact of EC on emissions. These results suggest enhancing financial and environmental literacy to support a sustainable environment in the MENA region.

Background The use of ChatGPT in the field of otolaryngology is increasing; however, there are not enough studies related to cochlear implants. Aim/Objectives To assess the accuracy and reproducibility of ChatGPT (GPT-4o) responses to questions about cochlear implantation, evaluating its potential role in patient education. Material and Methods A total of 104 questions across five categories (basic, preoperative, surgical, postoperative care, postoperative expectations) were selected from reliable online sources. Each was posed twice to ChatGPT-4o in separate sessions. Responses were graded by two reviewers for accuracy (comprehensive/correct, partially correct, misleading, or incorrect/irrelevant). Reproducibility was assessed based on consistency across sessions. Discrepancies were resolved by a third expert reviewer. Results Of 104 responses, 84.6% were correct, 5.8% partially correct, 6.7% misleading, and 2.9% incorrect. Reproducibility was 88.4% overall and 100% in the surgery category. No significant differences were found between question categories for accuracy (p = 0.829) or reproducibility (p = 0.348). Conclusion and Significance ChatGPT provided highly accurate and reproducible responses to cochlear implant-related questions, supporting its use as an educational tool. Nonetheless, expert review remains essential for complex or critical topics.

Physical training in law enforcement agencies is an important part of professional activity, as well as a special type of social activity aimed at developing individual abilities, physical and professional skills, maintaining and strengthening health, and strengthening character. This is one of the main areas of specialized training for military personnel, which plays a crucial role in military education and training, preparing them to perform tasks in accordance with their specialty. Developing a system of excellent physical training is a priority for any army. It is just as important as professional training, because such an army is capable of performing all the tasks assigned to it and meeting all modern requirements. Military intelligence units are no exception. With the start of the full-scale invasion by the Russian aggressor, they are performing special combat tasks, which in turn require excellent physical fitness of personnel. The article analyzes the activities of military intelligence personnel, defines the requirements for the level of development of their basic motor skills and the formation of military-applied skills necessary for the effective fulfillment of combat training standards and military-professional tasks. Model characteristics of military-applied physical fitness of military intelligence personnel have been developed and proposed, based on special and physical qualities, motor skills, and military- applied skills, as well as the results of meeting standards for a positive assessment.

Background/Objectives: Digital health technologies are increasingly integrated into perioperative care to standardize information delivery and improve patient empowerment. However, the overall effectiveness of preoperative education depends not only on digital tools but also on interpersonal factors, such as physician gender and clinical experience, which may shape patients’ perceptions and responses to digitally delivered content. Methods: Patients scheduled for elective surgery were included in the iPREDICT randomized trial prior to their preoperative anesthesia assessment. After preoperative anesthetic assessment, the anesthesiologist documented the communication quality and the risks explained. Patients completed a questionnaire to assess their knowledge of anesthesia-related risks and whether the consultation alleviated their fears. Results: A total of 275 included patients were consulted by 94 anesthesiologists, 65% of whom were female. Risk recall was mainly determined by patient-related factors, with online education significantly improving recall over time (β = 1.24, p = 0.034). Anesthesiologists with 1–4 years of clinical experience explained more risks than those with <1 year of professional experience (β = 2.30, p = 0.024). A reduction in post-consultation anxiety was noted when the anesthetist was female (β = 0.21, p = 0.022). Communication was overall rated as good, with higher ratings when anesthetists had more than 10 years of experience (β = 0.09, p = 0.049). Conclusions: Although we have shown with the iPREDICT study (registered in the German CTS; DRKS00032514; on 21 August 2023) that online education improves patients’ recall of anesthesia-related risks, the current sub-analysis emphasizes that interpersonal interactions remain essential for alleviating fears and improving the quality of communication. Together, these findings underscore the complementary roles of digital education and face-to-face consultations in optimizing preoperative preparation.

PD, often underestimated, is more than a dialysis method - it is a promise of autonomy and quality of life. Especially in times of demographic shifts, rising chronic conditions, and healthcare staff shortages, PD is gaining relevance as an equal alternative to hemodialysis (HD). While HD dominates dialysis care in Germany (94%), international comparisons show a far more balanced use of modalities.PD utilizes the peritoneum as a natural dialysis membrane and can be performed manually (CAPD) or automatically at night (APD). With proper training, even elderly or dependent patients can safely manage PD at home or with support, enabling greater flexibility and reducing strain on healthcare infrastructure.General practitioners play a key role in early identification and education of chronic kidney disease (CKD) patients, offering PD as an empowering treatment path. Structured training and close monitoring help prevent complications such as peritonitis or peritoneal sclerosis.Remarkably, 55% of nephrologists would choose PD for themselves, compared to only 9% who would opt for the most commonly used method - center-based HD.PD is not a second-choice option. It is a viable, gentle, and forward-looking renal replacement therapy - an answer to the demographic and resource challenges ahead. Sometimes, modern nephrology begins not in a clinic, but quietly at the kitchen table.

This study applies the K-Means clustering algorithm to group 38 regencies and cities in East Java Province based on five Human Development Index (HDI) indicators for the year 2024. These indicators include Life Expectancy (UHH), Expected Years of Schooling (HLS), Mean Years of Schooling (RLS), and Real Expenditure Per Capita (PPK). The aim of this research is to uncover hidden patterns and disparities in regional development, which can be used as a basis for more targeted and data-driven policy interventions.The optimal number of clusters was determined using three evaluation metrics: the Elbow Method, Silhouette Score, and Davies-Bouldin Index. These evaluations collectively identified three distinct clusters. Cluster 0 represents regions with high levels of development across all indicators. Cluster 1 consists of regions with moderate development levels and potential for improvement, while Cluster 2 contains regions with significantly lower values, particularly in education and income metrics.In addition to clustering, a correlation analysis was conducted to examine the relationship between HDI and its supporting indicators. The results show that Mean Years of Schooling (RLS) and Real Expenditure Per Capita (PPK) have the strongest positive correlation with HDI across all clusters. This highlights the key role of education and economic well-being in improving human development. The findings emphasize the importance of clustering analysis in shaping equitable and region-specific development strategies.

Climate change represents a global challenge that transcends geographic, political, and cultural boundaries, affecting not only environmental systems but also human behavior, social well-being, and the sustainability of life. This special issue of Perspectives on Climate Change and Human Behavior examines individual and community perceptions, attitudes, and responses to climate change, emphasizing decision-making at both personal and policy levels. The issue focuses on three interconnected themes: environmental education, mental health, and community action as strategic pathways toward resilience and sustainability. Contributions highlight the critical role of education and environmental awareness in fostering sustainable behavior. Studies explore best educational practices for promoting ecological consciousness, methodological innovations in assessing school–family collaboration, and the integration of territorial justice and social equity in local environmental programs. Psychological dimensions are addressed through research on social capital as a buffer against climate-related distress and the perspectives of vulnerable rural populations, particularly women. Additionally, the issue examines post-COVID challenges in education and sustainable development, addressing gaps in environmental literacy and the influence of cultural practices on adaptive governance of socio-ecosystems. Overall, the research underscores the urgency of interdisciplinary approaches that integrate knowledge, human experience, and cultural diversity, fostering critical participation and resilience. This special issue provides insights into the complex interplay between climate change and human behavior, offering evidence-based guidance for sustainable policy and practice.

Background: Burnout significantly compromises the well-being and professional efficacy of special education teachers, particularly those involved in physical education roles within special school contexts. Although social support is recognized as a key protective resource against occupational stress, its effectiveness in buffering burnout among special school physical education teachers remains inadequately synthesized. Aim: This systematic review and meta-analysis aimed to comprehensively evaluate the protective role of social support against burnout dimensions among special school physical education teachers. Methods: We conducted an observational systematic review and meta-analysis in accordance with PRISMA guidelines, synthesizing evidence from predominantly cross-sectional studies. Although causality could not be inferred, the synthesis provides valuable insight into patterns of associations between social support and burnout. Random-effects meta-analyses were conducted using standardized mean differences (SMD), with heterogeneity assessed by I² statistics. Results: Eight studies (total sample n=5,478 teachers) were included. The meta-analysis revealed significant protective effects of social support against emotional exhaustion (SMD=0.61, 95% CI: 0.45–0.77, p<0.0001, I²=81.1%), depersonalization (SMD=0.67, 95% CI: 0.57–0.77, p<0.0001, I²=45.6%), and diminished personal accomplishment (SMD=−0.91, 95% CI: −1.05 to −0.77, p<0.0001, I²=44.0%). Qualitative insights underscored the critical importance of administrative and collegial support, highlighting contextual variations in support effectiveness. Conclusion: Robust social support significantly buffers burnout among special school physical education teachers across multiple burnout dimensions. Targeted school-based interventions fostering comprehensive support mechanisms are crucial. Further longitudinal research exploring culturally tailored support strategies is recommended to strengthen evidence-based policy and practice.

Background: Malnutrition and protein-energy wasting (PEW) remain highly prevalent in patients receiving maintenance hemodialysis (HD) and are strong predictors of morbidity, hospitalization, and mortality. Nutritional care is a fundamental yet often underemphasized component of dialysis management. Understanding the metabolic alterations, dietary requirements, and evidence-based interventions is therefore essential for nephrology residents and trainees. Summary: This overview synthesizes current recommendations and practical principles for nutritional management in hemodialysis patients, drawing upon recent KDOQI, ESPEN, and KDIGO guidelines. It discusses the multifactorial pathophysiology of malnutrition, tools for nutritional assessment, and optimal targets for energy (30–35 kcal/kg/day) and protein intake (≥1.2 g/kg/day). Electrolyte and micronutrient management—including sodium, potassium, phosphorus, and water-soluble vitamins—is detailed, with emphasis on individualized approaches. The review also explores intradialytic and oral nutritional supplementation, the role of education and multidisciplinary teamwork, and the emerging shift from restrictive to personalized nutritional strategies. Key Messages: Effective nutritional care in HD improves survival, quality of life, and functional capacity. Early identification of at-risk patients, regular assessment, and integration of dietetic expertise into the dialysis team are critical. Training nephrology residents to approach nutrition as a core therapeutic component, rather than an adjunct, is essential for optimizing patient outcomes.

Abstract How K-12 education will handle generative artificial intelligence (GAI) is dependent upon educators’ preparedness and support structures. This study explores educational professionals’ perceptions regarding GAI and their support needs. 452 educational professionals, representing all years levels and educational roles in K-12, participated in a professional development (PD) intervention focused on GAI in education. Drawing on this cross-sectional design we adopted a mixed-methods approach. Data from polls, surveys, and collegial reflections were analysed using descriptive statistics, thematic analysis and Transformative Learning Theory. One of the key findings revealed a notable gap between positive attitudes toward GAI and an actual confidence in using it: although only 31% had used AI chatbots, 88% were inclined to adopt them. These results signal simultaneous enthusiasm and hesitation, and emphasise the need for comprehensive PD and organisational support that extends beyond technical skills to advocate for responsible, sustainable and ethical GAI use. This study offers insights for policymakers aiming to achieve effective, whole-school GAI integration, highlighting how design and innovation perspectives can guide the process.

This study examined how age and gender shape perceptions of suitability for educational roles. Participants were clustered into three groups based on their age. They completed an online study comprising five tasks: (1) Role Suitability Ratings with 7 point Likert scales for images of individuals varying in age and gender; (2) Role Preparation Ratings, indicating perceived preparation for each educational role measured on a 7 point scale; (3) the Gender Role Beliefs Questionnaire and (4) the Image of Aging Questionnaire, assessing explicit age and gender related biases; and (5) Face Age Estimation, assessing perceived age of the depicted individuals, i.e., the stimuli employed. Results showed that younger women are considered to be more suitable for Early Years and Primary school teaching roles, whereas older individuals and men were seen as more suitable for Secondary and University roles. Older adults, particularly women, were rated less favourably across all roles. Explicit gender beliefs aligned with implicit biases, manifesting in the undervaluation of young women for higher education roles. Female participants also showed bias against women, suggesting internalised stereotypes. These findings highlight the persistence of age- and gender-related stereotypes in perceptions of suitability for educational roles in the UK.

ABSTRACT As 2030 approaches, it is clear the Sustainable Development Goals (SDGs) will fall short of their ambitious targets, raising questions about the future of the global development agenda. The current moment presents an opportunity for reconsidering the role of higher education in charting that future. In this Forum, we contribute to growing debates on the SDGs’ future and examine how universities might shape what comes next. We invited scholars to respond to a common prompt: what should follow the SDGs after 2030, and how can universities better contribute to or critique global development agendas? In three distinct pieces, contributors interrogate the economic hegemony of development thinking, advocate for post-carbon futures, and emphasise the value of Indigenous knowledges. Together, they call for reimagining universities as sites of critical inquiry, plural knowledge production, and social transformation in advancing just and sustainable futures.

Journal clubs (JCs) play an important role in medical education by promoting critical appraisal and evidence-based practice. However, residents often face barriers to effective participation. Some of the issues that are commonly faced include limited time and difficulty understanding complex concepts and statistics. This study was conducted during March-September 2024 and explored the use of a custom-trained Large Language Model (LLM) as a supportive tool for JC preparation and participation among postgraduate dental residents. Using a design-based research approach, researchers implemented the LLM integrated with relevant literature. Six JC sessions were conducted with sixteenresidents across two subspecialties, accompanied by structured observations, feedback forms, and pre-/and post-focus groups with residents and faculty (n=16). Findings revealed that the LLM improved residents' comprehension of complex content, enhanced confidence, and increased engagement during discussions. Residents used the tool for summarizing articles, clarifying statistical methods, and generating discussion points. Fiftythree percent reported a positive experience of using the LLM for JC preparation, Forty-three percentwere neutral, and only one response was negative. However, challenges included the need for precise prompt construction, occasional content inaccuracies, and limited depth in some specialized areas. Faculty observed enhanced participation but stressed the need for critical evaluation of LLM outputs. Both groups identified prompt-writing skills, critical thinking, and AI literacy as key competencies for effective LLM use. LLMs can complement traditional teaching by supporting deeper engagement in JCs. As generative AI evolves, further research should examine its broader implications on learners' cognitive processes, epistemic trust, and educational equity.

This article explores resilience as a psychosocial concept, focusing on the experiences of internationally educated health professionals (IEHPs) newcomers to Canada who face multiple barriers to their professional integration. Based on focus groups with 25 participants in the program Fostering Canadian Integration for IEHPs: From Learning to Action , the research examines the protective role of transformative adult education on the personal, relational and social resilience of newcomer IEHPs. There are four main outcomes of transformative education showing a positive impact on IEHPs’ resilience: self-awareness, belonging to a learning community, fostering a positive mindset and cultivating a meaningful professional identity.

Abstract The emergence of irregular migration and its coexistence with regular migration calls for a comparative analysis of their socio-economic contexts, economic gains, and developmental effects in Punjab state of India. Drawing on a primary survey of 350 emigrant households—comprising 250 regular and 100 irregular migrants—the study employs a mixed-methods approach, integrating descriptive statistics, non-parametric testing (Chi-square and Mann-Whitney U), regression models, and ethnographic case studies to offer a comparative analysis of the two migration types. The findings confirm significant differences in the socioeconomic factors, economic dynamics, and development impacts across regular and irregular migration. The pattern of migration destinations also significantly varies across regular and irregular migration. Compared to regular migration, irregular migration costs are substantially higher, and its economic gains were considerably lower. Logit and Probit models confirm the significant role of dependency burden, education, and social networks in determining irregular migration. Remittance utilisation also diverges: irregular migrants primarily repay debts and sustain household consumption, whereas regular migrants invest in housing, social ceremonies, and enterprises. Despite differing outcomes, both migration types contribute to household and rural development, though through distinct ways. Case narratives further underscore transitions between legal and irregular statuses, illuminating the fluidity and precarity embedded in contemporary migration regimes. The study concludes that regular and irregular migrations are not dichotomous but interrelated phenomena shaped by structural push factors and constrained policy environments. It calls for inclusive migration governance rooted in development and rights-based frameworks, rather than restrictive enforcement. Both source and destination countries must collaborate to expand legal pathways, protect migrants’ rights, and harness migration’s developmental potential more equitably.

This paper examines how generative knowing theory reimagines adult education, highlighting a vital interdependence where differences are not erased but valued. First, two vignettes explore the complex challenges of an aging society and underrecognized attempts to marginalize older adults. Calling for adult educators to stop (re)producing systemic inequalities, this paper critiques the dominant neoliberal, solution-oriented frameworks that oversimplify our complex entanglements and explores how generative knowing could reimagine adult education/learning. The last vignette exemplifies how educators can create generative spaces within the components of generative knowing, particularly in intergenerational learning. Recognizing differences as a generative force transforms the role of adult education, motivating educators and learners to move beyond their comfort zones, embrace complexity, and collaborate on meaningful responses to an already entangled reality. Embracing vital interdependence is significant for adult education to support societal progress, especially amid demographic shifts and the polarized discourse prevalent in today’s society.

ABSTRACT This study examines the joint mediating roles of entrepreneurial intention (EI) and entrepreneurial capability (EC) in the relationship between entrepreneurship education (EE) and entrepreneurial performance (EP), with a focus on how these mediating effects vary under different levels of environmental dynamism (ED). Based on survey data from 424 entrepreneurial university students in China, the results reveal that EE positively influences EP, with EI and EC serving as parallel mediators. These mediating effects are stronger in more dynamic environments, and EC exerts a greater indirect impact on EP than EI. The findings underscore the crucial role of EC in enhancing the effectiveness of EE, particularly under conditions of uncertainty. However, it is important to note that, although the analysis demonstrates stronger mediating effects of EI and EC under high levels of ED, such contexts are often associated with challenging and uncertain business conditions in which entrepreneurs face considerable difficulties.

Access to credit remains a critical challenge for micro, small, and medium enterprises (MSMEs) in Kenya. Despite their recognized role in driving economic growth, job creation, and social transformation, many MSMEs face difficulties meeting lender requirements due to limited adoption of strategic cost leadership practices. This study sought to examine the effect of cost leadership strategies on credit access among MSMEs within Nairobi City County, with a specific focus on how government regulation moderates this relationship. Specifically, it assessed the effect of operational efficiency, cost minimization, and resource utilization practices in relation to credit access. The study was guided by three theoretical perspectives: Porter’s Generic Strategies Model, Resource-Based View (RBV) Theory, and Transaction Cost Economics (TCE) Theory. These frameworks provide a robust foundation for understanding how cost leadership influences MSMEs’ ability to access and utilize credit effectively. The research adopted a descriptive and correlation research design and targeted a population of 268,100 licensed MSMEs within Nairobi City County, from which a random sample of 440 MSME owners was selected as respondents. Data was collected through structured questionnaires focusing on the study’s four dimensions of cost leadership and their effect on credit access. The data was then coded, cleaned, and analyzed using descriptive statistics including frequencies, percentages, means and standard deviation. Inferential statistics were also utilized including correlation and regression analysis. To ensure reliability and accuracy of the regression model, several diagnostic tests were conducted, including tests for normality using histograms, multicollinearity tests to assess correlations among independent variables, linearity tests to confirm the nature of relationships, and the Durbin-Watson statistic to test for autocorrelation. The quantitative findings are presented using tables and figures while qualitative findings are presented in continuous prose. The correlation results showed a positive and significant association between; operational efficiency and credit access (r= 0.599, p =0.000); cost minimization and credit access (r= 0.463, p =0.000), and resource utilization and credit access (r= 0.557, p =0.000). However, correlation results showed a negative and significant association between; government regulation and credit access (r=-0.535, p =0.000). The regression results showed a positive and significant relationship between operational efficiency and credit access (β1 = 0.456, p = 0.000), cost minimization and credit access (β2= 0.163, p = 0.000), and resource utilization and credit access (β3 = 0.521, p = 0.000). However, the regression results showed a negative and significant moderating effect between cost leadership and government regulation (β =-0.004, p =0.000). The study concluded that operational efficiency, cost minimization, and resource utilization significantly enhance MSMEs’ access to credit, while stringent government regulations negatively moderate this relationship by increasing compliance costs and operational burdens. It recommends that MSME managers strengthen cost leadership practices through efficiency, prudent cost management, and resource optimization to improve creditworthiness. Policymakers should streamline regulatory frameworks, reduce compliance barriers, and introduce targeted incentives to support MSME financing. The study suggests further research on sector-specific effects of cost leadership on credit access, the moderating role of entrepreneurial education, comparative analyses across counties, and the impact of digitalization on MSME financing.

Introduction: Global healthcare services face increasing pressures and workforce shortages. But at the same time, there are increasing learners in practice as part of longer-term workforce strategies, which, in turn, create extra demands on educators and teams. Anecdotally, we understand that clinical support workers (CSWs) are sharing responsibilities for student learning, yet there is limited understanding of this involvement or activities to support role development. The aims of this study were to (1) explore the CSW role in the practice education of students and (2) evaluate a training programme for CSWs. Method: A mixed-methods design was utilised; 17 CSWs completed a survey prior to completing a training programme, and 11 participated in focus groups after the programme. Findings: We identified five themes: (1) supporting students is an expectation , (2) supporting students ‘boosts the role’ , (3) legitimacy of the CSW role to support students , (4) application of new learning to practice and (5) enablers and barriers to engagement with the programme . Conclusion: CSWs are part of practice education ‘Communities of Practice’, evidenced through regular involvement with student learning. Responsibilities for student learning are perceived as adding value, although there is an absence of structures to legitimise the role. CSWs identified barriers and enablers to engaging with the programme, such as blended learning approaches and management support.