Role Of Education Research Articles

DIGITAL TRANSFORMATION OF ECONOMIES THROUGH TECHNOLOGY, EDUCATION AND COMPETENCES

Digital transformation has profoundly impacted social and economic life by enhancing workforce competences, fostering innovation, and creating competitive advantages. Given that the driving force of digital transformation is technology, this study aimed to determine whether education and workforce competences are perceived as essential factors in the digital transformation narrative across diverse fields of socioeconomic development at both macro and micro levels. To achieve this, 528 abstracts from various scientific fields focused on digital transformation were analyzed using both manifest and latent content analyses, the latter ensuring a more objective interpretation of the outcomes derived from manifest content analysis. Frequency, word linkage, and concordance analyses of key concepts were used. The results indicated that education and workforce competences are viewed as vital for the digitalization of various sectors of the economy at both macro- and micro-level development. The findings suggest that technology drives digital transformation by delivering different types of value, including innovation and sustainability, while relying on education and technology-related competences. The results also revealed concerns about barriers to technology implementation, which could be overcome through education and competences. The originality of this research lies in its application of both manifest and latent analyses to identify the roles of education and technology in driving economic digital transformation. Keywords: digital transformation, education, workforce competences technology, macro-level development, micro-level development

Exploring the impact of quality of life on happiness among female healthcare professionals: The moderating roles of family and education

Purpose: This study explores the impact of quality of life (QoL) on the happiness of female healthcare professionals, focusing on the moderating roles of family dynamics and education. Method: A descriptive and exploratory design was used with data from 503 female healthcare professionals. Various quantitative analyses, including regression and correlation, were conducted using SPSS and AMOS. Findings: The study found a positive relationship between QoL and happiness. Family dynamics and education significantly moderated this relationship, highlighting the influence of these factors on happiness levels. Implications: The research offers insights into the well-being of female healthcare professionals and calls for policies that support QoL through flexible work arrangements and wellness programs, considering diverse family structures and educational backgrounds. Originality: This study provides a focused analysis of the role of family and education in shaping the relationship between QoL and happiness for female healthcare professionals.

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

Integrating digital and interactive approaches in adolescent health literacy: a comprehensive review.

Adolescent health literacy is critical for navigating the complex landscape of modern healthcare and making informed decisions that influence long-term health outcomes. This comprehensive review synthesizes current research on integrating digital tools and interactive learning approaches to enhance health literacy among adolescents. We explore the use of digital technologies, such as mobile apps and virtual reality, which cater to the preferences of this tech-savvy generation, offering personalized and accessible health information. The effectiveness of interactive learning methodologies, including simulations and role-playing, is also examined, highlighting their potential to increase engagement and retention of health-related knowledge. We address the importance of mental health literacy and the role of social media and peer education in disseminating health information effectively. Our review identifies gaps in the current literature, particularly the need for studies that consider long-term outcomes and the impact of socioeconomic and cultural factors on health literacy initiatives. We propose a multidimensional approach to health literacy education that incorporates innovative technologies and interactive methods to meet the diverse needs of adolescents in various contexts. The findings suggest that an integrated approach, including digital and critical health literacy, is essential for developing comprehensive health education programs that are both informative and engaging for adolescents.

Restful Rehabilitation: Sleep's Essential Role in Occupational Therapy Education, Intervention, and Research.

All humans have the occupational right to sleep; therefore, occupational therapy practitioners must prioritize sleep with their clients. In this column, we identify ways to incorporate sleep health into the education and training of occupational therapy practitioners. This starts with identifying entry-level and continuing education opportunities to proclaim sleep as an occupation and a basic biological need. Current practitioners must recognize that sleep health is multidisciplinary, and existing interventions can help clients achieve good sleep health throughout their lifespan. Given the paucity of sleep research in occupational therapy, the potential exists to investigate new, occupation-based assessments and interventions. We provide specific approaches to expand sleep and sleep health knowledge in occupational therapy education, practice, and research.

The Relationship Between Nurses' Digital Health Literacy and Their Educational Levels, Professional Roles, and Digital Attitudes: A Cluster Analysis Based on a Cross-Sectional Study.

The current study aimed to identify digital health literacy levels among nurses with respect to their education, role and attitude towards digital technologies. Cross-sectional study. Through convenience sampling, all Registered Nurses, managers/leaders and nurse researchers employed in Hospitals, University Hospitals and Districts were recruited and surveyed using an online questionnaire. The data collection tool assessed: (I) demographics, (II) Digital Health Literacy (DHL) with the Health Literacy Survey19 Digital (HLS19-DIGI) instrument including DHL dealing with digital health information (HL-DIGI), interaction with digital resources for health (HL-DIGI-INT) and use of digital devices for health (HL-DIGI-DD); (III) attitudes on the use of digital technologies in clinical practice. The multiple correspondence analysis was applied to identify three clusters for the education/professional role (A, B, C) and three for digital technologies' use (1, 2, 3). The one-way nonparametric analysis of variance (Kruskal-Wallis test) was applied to compare HL-DIGI, HL-DIGI-INT and the HL-DIGI-DD scores among clusters. Among 551 participants, the median scores of the HL-DIGI, the HL-DIGI-INT and the HL-DIGI-DD questionnaires were 70.2, 72 and 2.00, respectively. The distribution in the clusters 'educational/professional role' was A, (58.8%); B, (16.5%); and C, (24.7%). Nurses in a managerial or coordinator role and with a postgraduate degree used digital resources with greater frequency. The distribution in the clusters 'use of digital technologies' was: 1, (54.6%); 2, (12.2%); and 3, (33.2%). The HL-DIGI-DD and HL-DIGI scores of clusters 1, 2 and 3 differed significantly. DHL among nurses is strongly influenced by the education level, professional role, habits and attitude towards digital technologies. Nurses with coordinator roles used digital technologies with greater frequency and had a higher level of DHL. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines were used for reporting. No Patient or Public Contribution. Local Ethical Committee of the Polyclinic of Bari (code: DHL7454, date: 21/09/22).

Mapping Physical Literacy in Czech Future Physical Education Teachers – a Time Trend Study

Abstract To facilitate the dissemination of physical literacy (PL), prioritizing its integration in the education of future physical education (PE) teachers is imperative. This study focuses on assessing the PL levels of university students enrolled in PE programs who have participated in a dedicated workshop on PL to understand its significance and its attributes. Utilizing the Czech version of the PLAYself questionnaire administered in a pencil-and-paper format, data were collected from 350 participants between 2017 and 2023, excluding the year 2020 due to the COVID-19 pandemic. Analysis revealed varying levels of confidence among students regarding physical activity (PA) across different environments, with outdoor activities garnering the highest confidence (71.5%) and activities on ice demonstrating the lowest (52.9%). While most students recognize the importance of being physically active for their health and well-being (96%), there exists a conscious acknowledgement of the necessity to refine movement skills, despite innate abilities (74.7%). Interestingly, students exhibit lower confidence levels within group settings, with only 32.8% perceiving themselves as the most proficient in PA among peers. Furthermore, the perceived importance of PL surpasses that of literacy and numeracy, particularly within family, school, and peer contexts. A minority of students (13.7%) feel inadequately physically fit to engage in desired PAs. These findings underscore the significance of bolstering students’ confidence in PA participation, as it correlates positively with their future academic performance. This study emphasizes the pivotal role of education in fostering a culture of PL among future educators and their influence on shaping the PL of subsequent generations.

Training folk internationalists: foreign policy identity and children’s news

ABSTRACT How are new generations of policymakers and subjects introduced to ‘the world out there’ – and to their own state’s ambitions, practices, and impacts within that world? While multiple studies have explored the role of education in fostering national identities more broadly, the relationship between education, mass media and foreign policy identity has attracted limited scholarly attention. Using Norway as an exploratory case, this article takes a first stab at addressing this knowledge need. Theoretically, we institute a dialogue between scholarly work on how foreign policy identities are (re)produced through everyday representations and practice, and work on how education and mass media shape public debate and the subjects partaking in it. Empirically, we offer the first study of how foreign policy is communicated to children through tailored media outlets.

Exploring the Educational Landscape of ChatGPT: A Topic Modeling Approach on Twitter Data

In the rapidly evolving landscape of Artificial Intelligence (AI), platforms like ChatGPT are reshaping the educational domain, prompting deeper explorations into the nature and depth of this intersection. This study aimed to systematically uncover the prevailing sentiments, concerns and discussions on Twitter surrounding ChatGPT’s role in education. Through an extensive data collection process, over 3.8 million tweets were initially gathered, followed by rigorous refining processes that included expert-driven tweet labelling and subsequent classification using Machine Learning (ML) and deep learning models. The cleaned dataset underwent a series of preprocessing steps and feature extraction and was ultimately subjected to Latent Dirichlet Allocation (LDA) for topic modelling. Our findings unveiled 15 distinct topics that broadly spanned common discussions, AI implementation, and its potential impacts. The data’s visualisation using t-distributed stochastic neighbour embedding (t-SNE) showcased a dense central clustering of these topics. In conclusion, our research underscores the multi-faceted dialogues on AI, particularly ChatGPT, in education, emphasising the pressing need for continued discourse and research as AI tools further integrate into our educational paradigms.

Career Paths, Practice Location, and Scholarly Contributions of American Society of Ophthalmic Plastic and Reconstructive Surgery Fellowship Graduates, 2000–2021

Purpose: To characterize American Society of Ophthalmic Plastic and Reconstructive Surgery (ASOPRS) fellowship graduates’ career paths and contributions to society missions, including trends across gender, time, and geography. Methods: In this retrospective cohort study, ASOPRS fellowship graduates from 2000 to 2021 were stratified by demographics, time, and geography. Main outcomes were career paths and contributions to ASOPRS missions of advancing education, research, and quality of clinical practice. Results: Among 474 ASOPRS graduates, women increased from 19% (2000–2005) to 47% (2016–2021). Women contributed equally to men in most ASOPRS missions but were underrepresented as fellowship directors (p = 0.03). Over time, graduates after 2005 had higher publication rates (adjusted p < 0.001). Geographically, Northeast fellows (adjusted p = 0.034) and Midwest employment (adjusted p = 0.003) correlated with academic careers, while West employment conferred community careers (adjusted p < 0.001). Geographic retention near fellowship directly correlated with academic careers (adjusted p = 0.006), educational roles (adjusted p < 0.001), and publications (adjusted p = 0.006). Forty-one percent practiced in the 5 most saturated states, with fewer in the Midwest. The attrition rate of United States ASOPRS fellows who left the national workforce was 2%. Conclusions: From 2000 to 2021, ASOPRS fellows entered diverse career paths with increasing gender parity, though women were underrepresented as fellowship directors. Career paths and contributions to the field varied geographically. Graduates frequently practice in saturated states, potentially exacerbating access disparities in underserved regions. These findings highlight opportunities to address geographic differences, promote workforce diversity, and align fellowships with society objectives.

Intergenerational poverty persistence in Europe – Is there a ‘Great Gatsby Curve’ for poverty?

While the influence of poverty in childhood on adulthood outcomes has been extensively studied, little is known about how the strength of intergenerational persistence in poverty itself varies across countries. Here we examine the intergenerational persistence of poverty in a comparative analysis of 30 European countries using data from the 2019 ad hoc module of the EU-SILC dataset. We construct proxy measures of poverty in the parental household employing information on the inability to meet basic needs and financial hardship when growing up, together with parental education and occupational social class. The strength of the association between current poverty based on the indicators at the core of the EU’s social inclusion process and these measures of parental poverty is assessed and compared across countries. The cross-country variation in poverty persistence is probed concerning its relationship with the current and past extent of poverty: persistence tends to be stronger where current or parental poverty is higher, analogous to the Great Gatsby Curve relating intergenerational income mobility to income inequality at the country level. Mediation analysis highlights the role of own education as well as occupation in underpinning the observed relationship between current and parental poverty.

Transforming Small-Scale Farm Entrepreneurship Through Innovation: the Case of Cross Link

The study focuses on the critical role of innovation, education, and technology in fostering agricultural entrepreneurship among youth, particularly in Sub-Saharan Africa. The research highlights the challenges and opportunities encountered in the intersection of traditional agricultural practices and modern technology. The purpose of the research is to bridge the gap in literature regarding young agricultural entrepreneurs in Ghana, providing a detailed case study that could serve as motivation for other aspiring small-scale farmers. The paper investigates the factors that contributed to the success of Cross Link Farms, including the educational background, networking, and mentorship received by the entrepreneur, as well as the practical application of innovative technologies such as smart incubators and hydroponic systems. This case-paper demonstrates the importance of entrepreneurial education that instilled a passion in a student to become the co-founder of a farm entrepreneurship startup. The paper applied a case study approach; data were collected through the usage of interview. The interview was recorded and transcribed. The data were analyzed interpretively. The main conclusions emphasize that innovation and technology, when coupled with a strong educational foundation and support system, are vital in transforming agriculture in Ghana and similar regions. Cross Link Farms serves as a model for how young entrepreneurs can leverage these elements to drive change, enhance food security, and contribute to rural development. The findings suggest that targeted policies and programs that foster entrepreneurial innovation in agriculture are essential for sustainable development in Sub-Saharan Africa. Based on the case-study findings, recommendations for future research include conducting empirical studies involving entrepreneurs in sub-Saharan countries to assess the role of curiosity, resilience and passion in their entrepreneurship journey.

Exploring How Education Can Leverage Artificial Intelligence for Social Good

Artificial intelligence (AI) is rapidly transforming society and industries, presenting both opportunities and ethical challenges. AI enables machines to perform tasks traditionally done by humans, such as natural language processing, pattern recognition, decision-making, and problem-solving (Brookings, 2023). In education, AI enhances teaching methodologies, student assessment, and administrative tasks through tools like intelligent tutoring systems, adaptive learning platforms, and educational chatbots. These tools offer customised learning experiences, immediate feedback, and data-driven insights. This research aims to investigate how AI can be leveraged within education to promote social good by identifying how familiar educators and students are with AI tools, identify how educators and students perceive the role of AI in education and what are the current applications of AI technologies in educational settings and how widely are they used. Finally, discuss the opportunities and ethical considerations of integrating AI in education. AI technologies can address critical social challenges such as inequality, accessibility, and personalised learning. According to Luckin et al. (2016), "AI can provide tailored educational experiences that adapt to individual learning needs, thus promoting equity in education." This exploratory research begins with an overview of AI's role and tools in education, followed by a discussion of the challenges, opportunities, and ethical considerations associated with AI integration. Understandings are drawn from educator’s response to a questionnaire and a focus group with first year and final-year third level students. This qualitative data, analysed using NVivo software, reveals key themes and significant findings on effectively utilising AI in education.

Inclusive Education and Social Inequality: An Anthropological Study of Social Mobility and Access to Education

This research investigates the multifaceted relationship between inclusive education and social inequality, focusing on the potential of inclusive educational practices in Europe, with a specific case study in Bulgaria, to promote social mobility for marginalized populations. Grounded in an anthropological framework, the study seeks to understand how structural and cultural barriers impede access to equitable education for marginalized groups, with particular attention to Roma students, one of the most disadvantaged communities in Europe. By examining the educational landscape in Bulgaria, this research delves into the lived experiences of educators, psychologists, and occupational therapists working to implement inclusive education within a system often fraught with discrimination, limited resources, and institutional challenges. The qualitative research, conducted in Sofia from February to April 2024, draws on interviews, participant observation, and focus groups to capture the nuanced challenges and successes of those involved in delivering inclusive education. Findings reveal that despite national policies aimed at promoting inclusion, significant barriers persist, particularly for Roma students, who continue to face segregation, prejudice, and limited educational opportunities. Educators frequently report difficulties in accommodating the diverse needs of students within under-resourced schools, while psychological and cultural biases further hinder effective inclusion. Moreover, the study identifies a critical gap between policy and practice, where inclusive education policies are often poorly implemented due to a lack of cultural competence and institutional support. This gap has direct implications for the social mobility of marginalized students, as education remains a key determinant of their future opportunities. The findings underscore the urgent need for culturally responsive teaching strategies and support systems that are tailored to the unique socio-economic and cultural contexts of marginalized communities. These strategies must go beyond superficial inclusion to actively dismantle the entrenched inequalities that exist within educational institutions. This study emphasizes the pivotal role of inclusive education in addressing social inequality and promoting social mobility. However, it also highlights the significant work that remains to be done to ensure that inclusive education is truly accessible and effective for all, particularly for marginalized groups like the Roma. By proposing a series of culturally sensitive and contextually informed recommendations, the research advocates for a more holistic approach to inclusive education that can better support the academic and social advancement of marginalized students, ultimately fostering greater equity in educational outcomes and social mobility.

How NGO staff understand Maslow's hierarchy of needs and MHPSS pyramid in Iraq: a pilot descriptive study

BACKGROUND: The Maslow's hierarchy of needs (Maslow's pyramid) and the Mental Health and Psychosocial Support (MHPSS) pyramid are integral frameworks in humanitarian settings whose aim is to address individual and community needs. However, confusion often arises among non-governmental organization (NGO) workers about the application and differentiation of these models. AIM: This study aims to investigate the extent of confusion among NGO workers in Iraq as regards the Maslow's and MHPSS pyramids, identify the causes of this confusion, and explore its implications in the context of humanitarian mental health support. METHODS: A pilot descriptive study was conducted in December 2023 through an online survey involving 61 local NGO workers from MHPSS components in Iraq. We created a measure to assess the participants’ familiarity with both models, their perceived differences, and their views on the models’ applicability in humanitarian contexts. RESULTS: Male participants represented 55.7% (n=34) of the sample, while females accounted for 44.3% (n=27). Most participants were aged 25–34 (57%, n=35) and 35–44 (34%, n=21). A majority held bachelor’s degrees (67.2%, n=41), with 21.3% (n=13) holding master’s degrees. In terms of occupation, 49.2% (n=30) were engaged in the protection sector (gender-based violence and child protection), followed by health (19.7%, n=12), education (4.9%, n=3), and MHPSS staff roles in other sectors (26.2%, n=16). The study revealed that 54.1% (n=33) of the participants struggled to understand or differentiate between Maslow's and MHPSS pyramids. The causes of this confusion were related to perceived structural similarities (18.03%, n=11), lack of awareness and knowledge about the MHPSS pyramid (63.93%, n=39), and a combination of both (18.03%, n=11). CONCLUSION: The study underscores the importance of better training and education for NGO workers to improve their understanding of the Maslow's and MHPSS pyramids. Addressing this knowledge gap can increase efficacy in humanitarian aid provision, ensuring that individual and community needs are adequately met in crisis situations.

Exploring Gender Disparities in Digital Skills: Evidence from the Serbian Tourism Sector

The paper examines the digital skills of key stakeholders in the Serbian tourism industry (supply side) to identify potential gender gaps in digital proficiency. Employing a cross-sectional survey of 418 participants within the tourism industry, we utilized binomial logistic regression to parse out the effects of gender relative to other socio-demographic variables on digital skills. The descriptive results based on DigComp 2.0 methodology reveal notable gender differences, with women showing higher levels of information and communication skills but lagging men in problem-solving and content manipulation skills. However, the binomial logistic regression analysis indicates that gender does not significantly predict digital skill levels in the Serbian tourism sector. Instead, age and education are significant factors, with older individuals less likely to possess advanced digital skills and higher education levels correlating with greater digital proficiency. These findings underscore the critical role of education (formal and informal) in digital skills building, suggesting that comprehensive and targeted educational initiatives could effectively enhance digital skills and competencies across the sector.

Enhancing TVET Education for the Future: A Comprehensive Review of Strategies and Approaches

This systematic literature review investigates the future enhancement of TVET education. The review examines a variety of studies and research articles to gain insight into the role of vocational education in shaping and improving the TVET system. The review begins with an introduction that provides background information on the importance of TVET and vocational education in preparing individuals for the workforce. The review's objective is to analyse and synthesize existing literature to identify the critical role of vocational education in developing the TVET system. In the method section, we describe the systematic approach we used to identify relevant studies and select appropriate articles for review. In this paper, we provide a systematic review analysis based on preferred reporting items for the Systematic Reviews and Meta-Analysis (PRISMA) technique for virtual reality implementation. We conduct advanced searches using two robust databases: Scopus and Eric. Our search finally yielded the primary data (n = 35), which we will analyse using the synthesis approach. Four central themes were decided: (1) career development and employability in TVET; (2) digital transformation in TVET; (3) pedagogy and teaching approaches in TVET; and (4) assessing competency and training in TVET education. The findings section presents the key findings extracted from the selected studies, highlighting vocational education's various roles and contributions to the TVET system. The conclusion section summarizes the review's main findings and provides insights into the importance of vocational education in fostering the growth and effectiveness of the TVET system. The review highlights the need for continued research and collaboration to further enhance the role of vocational education in TVET education and meet the evolving demands of the workforce.

Measuring the mediating role of quality education for ensuring employability skills: An analysis of higher education student perception in Bangladesh.

The present study employs a quantitative approach to measure the student perception of the direct and mediating effect of quality education for ensuring employability skills in higher education students of Bangladesh. The study was conducted on 154 undergraduate and graduate students at a Private University in Bangladesh, through a cross-sectional survey using a structured data questionnaire. The multilevel measurement and structural model, which was based on the constructs of quality education, employability skills of students, course structure, institutional policy, and physical aspects, was analysed using Partial Least Squares modelling with SmartPLS 4. The aim was to identify the employability skills that are present among higher education students in Bangladesh through student perception and explore the mediating role of quality education in shaping these skills. The findings suggest a significant gap between the skills taught in private universities, and the industry requirements of Bangladesh, which highlights the urgency for administrators and policy-makers to act fast. physical aspects have a positive influence on quality education and employability skills, but course structure and policy show less direct impact. Moreover, quality education is a crucial mediator for only the factors that match a direct effect. This proves that higher education students in Bangladesh may not have acquired the technical knowledge required by the industry. However, the present study was conducted on undergraduate and graduate students at a single private university, thus acknowledging the need to diversify the population sample in future studies for enhanced generalizability. The implications of these results extend to educational policymakers, institutions, and stakeholders, therefore emphasizing the need for curriculum enhancement, industry-academia collaboration, and policy reforms.

Sociological impacts of energy management at Tema Oil Refinery

The study at Tema Oil Refinery (TOR) analyzes how gender, age, and educational qualifications impact energy management. Established in 1963 and state-owned since 1977, TOR’s capabilities have notably grown post-1996 reforms. Analyzing 200 employees across key departments with a Likert-scale questionnaire and SPSS, the study finds significant gender differences in energy management views, advocating for inclusive and tailored communication. It highlights age and education's role in shaping perceptions, suggesting targeted engagement and training. The optimism of newer employees underscores the need for continuous engagement. The study recommends TOR tailor its energy management and environmental strategies to its diverse workforce demographics to improve sustainability initiative effectiveness and acceptance.

How schools affect neighbourhoods: a conceptual framework for the multiple roles of public schools

ABSTRACT Schools are often seen primarily as places of education and learning. However, in addition to providing pupils with knowledge and skills needed in life, schools have a central role in forming and structuring life in their neighbourhoods. In this paper, we propose a conceptual framework for understanding the role and potential of schools in neighbourhood and social development. We illustrate the conceptual framework with empirical data from a survey among residents in five Finnish cities, where the link between schools and neighbourhoods is traditionally strong as school admission is based on catchment areas. We argue for a broader perspective on schools by paying attention to the three significant roles of schools: their educational role, their role in structuring residential decisions and social composition of neighbourhoods, and thirdly, their role as a hub for services and social life.