Role Of Education Research Articles (Page 6)

In the context of the growing ecological crisis and global environmental changes, the issue of sustainable development is becoming increasingly relevant. This article examines the key role of environmental education as a tool for fostering environmentally responsible behavior and worldviews essential for ensuring sustainable interaction between society and nature. Particular attention is given to the concept of sustainable development, which involves meeting the needs of the present generation without compromising the opportunities of future generations. The author analyzes the main goals, objectives, and principles of environmental education, as well as its influence on the formation of value systems, environmental awareness, and an active civic stance among both the younger generation and adults. Examples of successful integration of environmental components into educational programs at various levels - from preschool to university - are considered. The necessity of an interdisciplinary approach, the involvement of all participants in the educational process, and the collaboration of educational institutions with public organizations, government agencies, and the media is emphasized. The article concludes that only through targeted environmental education can a sustainable lifestyle be cultivated and a culture of responsible consumption developed - both of which are essential for preserving the biosphere, conserving natural resources, and maintaining ecological balance on the planet.

ABSTRACT This study undertakes a critical examination of the intricacies of internationalisation ‘beyond the West’, with a particular focus on gender in and university leadership in Japan. Notwithstanding Japan’s considerable academic achievements, a notable gender disparity persists with regard to university leadership. We examine career trajectories based on the publicly available profiles of university presidents, and interviews with women university presidents in Japan. The article focuses on the characteristics and impact of internationalisation on their role in higher education. The analysis reveals how women leaders strategically leverage international experiences and networks to navigate domestic gender barriers while simultaneously managing culturally authentic demands. This study demonstrates how internationalisation operates as both a resource and burden for women leaders, offering critical insights into the limitations of binary ‘West versus Rest’ frameworks in understanding intersectional experiences of academic leadership. It also contributes to the field of comparative education by demonstrating the complex interplay between gender, culture, and global academic mobility.

This study replicates and extends the research of Madsen and Kelly, who explored undergraduate music education majors’ remembrances of first wanting to become music teachers and factors influencing their decisions to pursue music education as a career. The current study enabled a comparison of contemporary students’ ( N = 140) narrative remembrances to those collected and analyzed by Madsen and Kelly. In addition, a projective drawing task was included to explore participants’ idealizations of the kinds of teachers they hoped to become in the future. Results generally mirrored those of Madsen and Kelly with some exceptions. The critical role of exemplary music educators and mastery experiences predominated in the decision to pursue a music teaching career. In their projective drawings, participants tended to idealize their future selves as competent, welcoming, and motivating teachers. Ultimately, the decision to become a music teacher was based largely on emotions: feelings of joy, connectedness, and an ethic of care.

BackgroundGestational Diabetes Mellitus (GDM) is a prevalent metabolic condition during pregnancy that can affect up to 24.9% of pregnancies in the United Arab Emirates (UAE). GDM can impair the mother’s Quality of life (QOL) due to physical, psychological, and social challenges. Understanding how GDM affects the QOL is essential for effective treatment and intervention. This study aims to assess the QOL among women with GDM in the UAE, with a focus on how the condition impacts their overall well-being.MethodsA cross-sectional descriptive study was conducted at Thumbay University Hospital in Ajman, UAE. The study assessed the quality of life of 90 pregnant women with dietary or insulin-treated GDM who visited the antenatal/postnatal OPD and labor unit. A structured questionnaire was used to collect data on “socio-demographic” and obstetrical parameters and the standardized GDMQ-36 for QOL assessment on a five-point Likert scale (strongly agree to strongly disagree) with a score range from 1 to 5.ResultsThe study found that 77.8% of the mothers experienced moderate QOL, while 22.2% had high QOL. Furthermore, concerns about high-risk pregnancy had the highest mean score (Mean = 29.59, SD = 10.902), while Medication and treatment had the lowest mean score (Mean = 15.71, SD = 3.036), suggesting lower perceived burden. Support was perceived as moderate (Mean = 23.24, SD = 3.718) and Perceived constraints (Mean = 20.7, SD = 6.173) and complications of GDM (Mean = 16.17, SD = 4.465) also contributed to overall QOL. This study also found that Education level (χ² = 12.936, p = 0.044) and Previous history of GDM (χ² = 5.625, p = 0.018) were significantly associated with QOL, with woman with higher education and no history of GDM reporting a higher QOL.ConclusionThe study highlights that concerns about high-risk pregnancy and complications of GDM negatively impact QOL. Higher education and no previous GDM history were associated with better QOL, emphasizing the role of education and early intervention, and supportive care in shaping the mother’s well-being.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12884-025-08154-2.

Advancing post-genomics research in Mexico: Opportunities and strategies for the next decade.

Large language models (LLMs) are increasingly used in healthcare, including urogynecology, where stigma may limit open discussion. LLM-based chat platforms may provide a less intimidating and more accessible way for patients to obtain information, but their reliability requires evaluation. This study compared the quality of ChatGPT-generated responses in urogynecology with those provided by a consultant urogynecologist, focusing on understandability, helpfulness, and reassurance. A cross-sectional survey was conducted among urogynecology patients. After informed consent, participants reviewed responses to six common questions, each answered by ChatGPT and a single consultant. A blinded third-party consultant verified clinical accuracy. Patients rated responses using a 5-point Likert scale across three domains (maximum score 15 per response). Wilcoxon signed-rank tests were used for comparison. A total of 203 patients participated (median age 56 years, interquartile range 46-66). ChatGPT responses received higher total ratings than consultant responses (76 [67-85] vs. 72 [63-80], p < 0.01). Scores were higher for understandability, helpfulness, and reassurance (all p < 0.01). ChatGPT was preferred in four of six questions, one showed no difference, and one favored the consultant. Subgroup analyses showed no significant variation based on patient characteristics. In this exploratory study, women rated ChatGPT's responses as clearer and more reassuring than consultant answers. These findings reflect patient perceptions in a limited setting and should be interpreted with caution. While LLMs may have a supportive role in patient education, their use must remain secondary to expert clinical care and subject to careful oversight.

In the context of globalization, media education has emerged as a vital component of educational leadership, particularly in preparing future school administrators to navigate increasingly digital environments. This study aims to explore the core principles of media education, its defining features, and its function within contemporary educational management. Employing a qualitative research design supported by recent empirical data, the study examines how media education fosters essential digital competencies among aspiring school leaders, while simultaneously equipping them to safeguard students from the adverse effects of unregulated information exposure. Findings indicate that approximately 68% of adolescents spend 4–5 hours daily on the internet and social media, significantly influencing their social, cultural, and moral development. Moreover, around 45% of students report encountering harmful online content, with over 30% admitting to poor decision-making as a result of misinformation. These findings underscore the dual role of media education in promoting critical thinking and establishing a secure informational environment within schools. The study concludes that enhancing media literacy is essential not only for effective educational leadership but also for mitigating the risks posed by unchecked digital information. The research contributes to the discourse on educational policy and practice by emphasizing the integration of media literacy as a core competency in school leadership development programs.

This research is driven by the need to understand the role of Islamic education as a tool for social transformation within the complex context of urban society, particularly in Bekasi City. KH Muhammad Muhajirin Amsar is recognized as a figure who integrates Islamic education and social reform to cultivate a more critical and inclusive community awareness. The study aims to reveal the methods and strategies employed by KH Muhammad Muhajirin Amsar in developing progressive Islamic education that acts as an agent of social change. This study employs a literature review and qualitative analysis of documents, literature, and secondary sources related to Islamic educational leadership and social reform. Results indicate that KH Muhammad Muhajirin Amsar succeeded in creating an adaptive pesantren-based Islamic education model that meets modern demands and strengthens social awareness and solidarity through a dialogical and inclusive approach. The study confirms that integrating Islamic education with social reform serves as an effective instrument in fostering community social awareness, especially in urban settings such as Bekasi.This research contributes significantly to understanding the role of local figures in merging religious values with contemporary social dynamics, and paves the way for further studies on the relationship between Islamic education and social reform.

ABSTRACT Unlike other helping professions, social work was founded to be political, with an explicit call to engage in political action for a more socially just society. However, despite sustained inequitable policy outcomes, most social workers are not politically active, as social work education fails to prepare students to meaningfully engage in politics. Political social work is an approach that builds political engagement into all social work practice with goals of empowering students, practitioners, and clients to participate politically. This article discusses the role of political social work in competency-based social work education and provides a framework for faculty, field supervisors, and students to connect political action to their education in order to build confidence and competence related to political engagement.

Aims: This research sought to determine the moderating role of taxpayer education on the relationship between Alternative Dispute Resolution mechanisms (mediation, arbitration, and Early Neutral Evaluation), and tax compliance. Study Design/ Methodology: The research used an explanatory research design, where questionnaires were used to collect data from 252 Small and Microenterprise businesses in Nairobi, Kenya. Hypotheses were tested using hierarchical regression analysis to assess the direct effects and the moderating role of taxpayer education. Findings: The study found out that Mediation, arbitration, and Early Neutral Evaluation significantly enhance tax compliance, fostering trust and efficiency among SMEs. Taxpayer education amplifies these effects, enhance compliance through increased awareness. The findings therefore support the assertions of Conflict Resolution Theory, Legal Realism Theory and Justice Theory. Low awareness can hinder Alternative Dispute Resolutions’ impact on tax compliance thus emphasizing education’s critical role. Practical Implications: Revenue authorities should integrate mediation, arbitration, and Early Neutral Evaluation into tax frameworks, supported by a robust taxpayer education to enhance compliance among SMEs and informal operators.

Phenomenon : Clinicians employed by hospitals affiliated with medical schools play vital roles in undergraduate medical education. Clinical affiliate faculty (CAF) have opportunities for academic advancement to reward activities aligned with the school’s mission, yet many do not pursue promotion. While the challenges underlying these outcomes are well-described, the motivations, expectations, and experiences of those who do pursue and attain promotion remain underexplored. Inquiry into these experiences may reveal actionable facilitators and institutional practices that make promotion more effective in recognizing and sustaining CAF engagement. Approach : In our roles as faculty affairs deans, we conducted a qualitative study to explore what motivates CAF to pursue promotion and their expectations and experiences of successful promotion. We conducted semi-structured interviews between 2023 and 2024 with 24 CAF from one US medical school who were promoted in rank between 2018 and 2023. We used reflexive thematic analysis to analyze the interview transcripts, and our interpretation was informed by social cognitive career theory and the social cognitive model of career self-management. Findings : Three overarching themes captured CAF experiences of promotion: (1) intrinsic and extrinsic motivation, (2) symbolic capital, and (3) professional affirmation. CAF motivation to pursue promotion was rooted in their belief that it was an attainable goal,—a belief supported by reflection, empowering social influences, and intrinsic traits. The expectation that successful promotion would position them to advance their own careers and support the careers of others further fueled their motivation. In addition to these anticipated outcomes, successful promotion provided CAF personal fulfillment, validated their contributions to undergraduate medical education, legitimized their identities as clinical educators, fostered a sense of belonging to the medical school, and inspired greater engagement with the school. Importantly, some CAF achieved promotion despite challenges related to their socioeconomic background and their identities as individuals underrepresented in medicine. Insights : This study expands our understanding of what motivates CAF to pursue promotion and their expectations and experiences of successful advancement. The findings offer insights into how promotion reinforces CAF legitimacy as clinical educators and strengthens their sense of belonging to the medical school, thereby empowering them to contribute meaningfully to the institution. The findings also illuminate practical strategies to improve promotion processes and mitigate the contextual influences of socioeconomic status, gender, and race/ethnicity to ensure all CAF can achieve these outcomes.

ABSTRACT While mentoring has seen a surge of interest in the field of professional development, there has been a scarcity of research on its role in early childhood teacher education. The aim of this study is to contribute to the development of knowledge about mentoring as a potential driver of professional learning for pre-service early childhood teachers. By adopting a theoretical perspective of Community of Practice, this article reports the findings of a qualitative study on the mentoring process experienced by student teachers. The thematic analysis of reflective meetings and interviews with the participants revealed that mentoring fostered a collaborative and supportive professional culture. Findings illuminate how mentoring can contribute to student teachers’ professional growth regarding professional motivation, sense of belonging, self-confidence, emotional well-being, and teacher as researcher identity. This study responds to the need to understand the potential for mentoring in early childhood teacher education.

BackgroundMen who have sex with men (MSM) in Ghana continue to face a disproportionately high HIV burden, with an estimated prevalence of 18.1% far exceeding the national average of 1.7%. Transactional sex (TS), defined as the exchange of sex for money, goods, or services, is a key behavioral risk factor for HIV acquisition. However, nationally representative data on its prevalence, correlates, and health consequences among MSM in Ghana remain scarce. This study aimed to identify sociodemographic and behavioral predictors of TS and assess its association with laboratory-confirmed HIV and syphilis.MethodsWe conducted a cross-sectional bio-behavioral survey using respondent-driven sampling (RDS) among 3,448 MSM aged ≥ 18 years across Ghana’s ten traditional regions (August 2022–July 2023). Weighted descriptive statistics and multivariable logistic regression models were used to analyze correlates of TS and its association with HIV/syphilis. HIV and syphilis were diagnosed on-site using a rapid dual HIV–syphilis serological test, followed by confirmatory HIV testing with OraQuick and SD Bioline per Ghana’s national HIV testing guidelines.ResultsNearly half (44.8%) of participants reported engaging in TS. TS Prevalence was highest among adolescents (18–19 years: 50.8%), those with basic education (52.9%), and MSM in Greater Accra (63.9%). Older age (≥ 35 years) was associated with 63% lower odds of TS (aOR: 0.37, 95% CI 0.21–0.68, p = 0.001), while tertiary education was protective (aOR: 0.52, 95% CI 0.32–0.86, p = 0.010). TS odds increased significantly with multiple sexual partners, high alcohol use, forced sex, and poor HIV knowledge. Although TS was not independently associated with HIV (aOR: 1.16, 95% CI 0.92–1.47) or syphilis (aOR: 1.12, 95% CI 0.83–1.52), it co-occurred with other established factors.ConclusionTS is prevalent among MSM in Ghana, driven by structural and behavioral factors such as young age (18–19), low education, urban residence, alcohol use, stigma, and sexual role. While not directly linked to HIV/syphilis risk in this study, TS serves as a significant indicator of vulnerability due to its clustering with other risks. Targeted interventions addressing these social and structural drivers, especially education and urban-focused outreach, are critical to reducing HIV transmission in this population.

Diabetes mellitus is a global health issue, affecting over 6.2% of the population. Effective management of type II diabetes mellitus (DM II) depends largely on patients' knowledge, attitudes, and practices (KAP). This study has examined how demographic and clinical factors influence KAP among DM II patients in Punjab, India, aiming to identify knowledge gaps and behavioral trends. A cross-sectional study was conducted from February 2023 to July 2024 across three outpatient clinics in Punjab. A total of 500 patients were recruited using non-probability purposive sampling. Data were collected using a pre-validated questionnaire and analyzed through SPSS software. KAP scores were assessed and categorized into poor, fair, or good, with multiple linear regression used to identify significant predictors. Among the 500 participants (197 females, 303 males), demographic and clinical factors significantly influenced KAP scores (p<0.05). Higher scores were associated with males, married individuals, those with higher educational attainment, health insurance, and regular clinic visits. Education was a key predictor of improved KAP across all domains. Conversely, poor scores were linked to lower education levels, absence of health insurance, and limited physical activity. Gender disparities were observed, with males displaying better knowledge and attitudes, while females exhibited higher practice scores. This study has highlighted disparities in KAP among DM II patients in Punjab, emphasizing the critical role of education, healthcare access, and physical activity. Targeted interventions, community-based educational programs, and policy-driven improvements in healthcare accessibility are essential to bridge knowledge gaps, reshape attitudes, and foster positive practices. These findings can guide the development of tailored strategies for diabetes management, ultimately improving health outcomes and quality of life for affected individuals.

The Afghanistan is suffered from wars from many decades and have very poor education system. Therefore, this study conducted to investigate the role of education in the sustainable development and also analyze the problem faced by Afghan government to implement such policies. This study used the thematic analysis to achieve the objective and search the certain solutions for Afghan government. After the review of the existing literature and concluded that education is the main pillar of the sustainable development in the economy like Afghanistan. However, the education expenditure trend no in line with GDP per capita growth in Afghanistan. This study recommended that reintegrate all learners into the educational system, guarantee a safe and protective learning environment and mobilize and support educators by ensuring their salaries are disbursed promptly.

The rise of AI technologies—particularly tools like ChatGPT and adaptive learn-ing platforms—is transforming traditional foreign language teaching, making it necessary to redefine the role of educators. Drawing on UNESCO’s AI-Supported Education: Opportunities and Challenges (2023), China’s Beijing Consensus (2023), and real-world case studies, this paper explores how AI is reshaping the identity and responsibilities of foreign language teachers. AI acts as both a disruptor of conventional teaching authority and a catalyst for innovation. The study finds that teachers are evolving from knowledge provid-ers into learning facilitators, cultural mediators, ethical guardians of AI use, and tech-integration specialists. While AI enhances efficiency, human quali-ties—such as empathy, cultural awareness, and critical thinking—remain irre-placeable. Thus, this paper proposes a "human-AI collaboration" model to help educators adapt. Ultimately, for AI to truly improve—rather than undermine—foreign language education, systemic support is crucial, including policy frameworks, teacher training, and ethical guidelines.

Ageing is a natural biological process accompanied by a spectrum of physiological and psychological challenges. Regular physical activity is crucial for preserving health and functional capacity in older adults. This cross-sectional study examined the relationships between physical activity levels, self-efficacy, and peer-based social support among adults aged 65–75 years in Rasht, northern Iran. A total of 550 individuals were recruited through systematic random sampling from comprehensive health centers. The participants completed the validated Persian versions of the International Physical Activity Questionnaire–Short Form (IPAQ-SF), the Self-Efficacy for Physical Activity Questionnaire, and a peer-based social support scale. Statistical analyses were conducted via SPSS version 25. Multivariate ordinal logistic regression indicated that higher self-regulation scores, a key subdomain of self-efficacy, were significantly associated with greater physical activity levels (P < 0.001). Older adults with higher educational attainment engaged in significantly more physical activity (aOR = 2.10, P = 0.035), whereas those with activity-limiting conditions reported lower activity levels (aOR = 0.58, P = 0.003). Peer-based social support was positively correlated with self-efficacy but was not directly associated with physical activity. These findings can inform the development of targeted strategies in geriatric health promotion programs, emphasizing the enhancement of self-regulation skills and the role of education in fostering physical activity.Supplementary InformationThe online version contains supplementary material available at 10.1038/s41598-025-20717-z.

This study explores the perceptions and experiences of Technology and Livelihood Education (TLE) educators in integrating artificial intelligence (AI) tools into vocational instruction and pedagogy. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and Rogers’ Innovation Diffusion Theory, the research examines the challenges and opportunities presented by AI adoption in skill-based learning within TLE curricula. Employing a qualitative phenomenological approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis, with thematic analysis used to identify key insights. Findings reveal that while TLE educators acknowledge AI's potential in enhancing instructional engagement, personalized learning, and efficiency, concerns persist regarding over-reliance on technology, access limitations, and the need for professional training. The study also highlights pedagogical shifts, including the adoption of blended learning strategies, AI-assisted assessments, and new instructional approaches that balance technological integration with hands-on practice. These results underscore the need for targeted AI training programs, infrastructure development, and institutional support to optimize AI’s role in vocational education.

Abstract Background and Aims Continuing medical education (CME) has seen substantial changes in recent years, and nephrologists are increasingly turning to digital content. While traditional media—including textbooks and journals—shall remain the flagship of nephrology education, the increasing role of virtual platforms requires scientific analysis of their visibility and acceptance. Nephrology Dialysis Transplantation (NDT), one of the official journals of the European Renal Association, and the trinational independent non-profit educational YouTube channel MARKUS at HOMe launched an academic collaboration in September 2023. Together with the NDT's Editor-in-Chief, two nephrology editors from MARKUS at HOMe select one NDT paper each month and invite its corresponding author(s) to participate in a webinar, which is shared on YouTube after recording and editing (Fig. 1). Method We compared views (“click rates”) of all NDT/MARKUS at HOMe webinars streamed between September 2023 and December 2024 with access rates of educational content streamed by international nephrology societies (ERA, ASN, ISN) via YouTube, which had a similar number of subscribers compared to MARKUS at HOMe (as of January 2025: 5100 [MARKUS at HOMe], 3860 [ERA], 3710 [ASN] and 3710 [ISN]). Results Between 2023 and 2024, authors of 21 articles were invited to an NDT/MARKUS at HOMe webinar. 17 authors (groups) accepted the invitation. As of 23th January 2025, 13 NDT/MARKUS at HOMe webinars were streamed on YouTube. Their average length was 52:41 minutes, while the average viewing time was only 7:03 minutes. The number of views was on average 691 [463–803]. NDT/MARKUS at HOMe webinars are longer than webinars streamed by leading international nephrological societies (average duration: ERA: 28:00 min, ASN: 25:29 min, ISN: 06:40 min) and median views were higher (ERA: 206 [84–443], ASN: 92 [53–152], ISN: 43 [24–104] Fig. 2). Conclusion The cooperation of a leading international journal with an independent educational platform allowed substantial visibility of online CME content. Despite their substantial length, NDT/MARKUS at HOMe videos reach a notable number of views. Of notice, mean viewing time is substantially shorter than the length of the webinars.

Citizenship is a multidimensional concept that establishes the formal and moral relationship between an individual and the state. Beyond its legal aspect, citizenship embodies a social, cultural, and political bond that shapes the identity and collective consciousness of a nation. In Indonesia, the notion of citizenship carries a profound meaning that integrates national ideology, moral values, and the principles of democracy derived from Pancasila and the 1945 Constitution. This article aims to explore the concept of citizenship, its legal foundations, the role of citizenship education in nation-building, and the contemporary challenges posed by globalization. The study employs a qualitative literature review by analyzing academic writings, legal documents, and previous research. The results indicate that citizenship serves not only as a legal framework but also as a moral compass that guides national identity, civic participation, and democratic integrity. Strengthening civic literacy and education is essential to nurture responsible, critical, and participatory citizens who can sustain national unity and sovereignty in the global era.