Purpose This article aims to explore how group-based assignments can contribute to education as sustainability. More specifically, it investigates how the tasks completed as part of group-based assignments contribute to the development of students’ interpersonal competencies in sustainability-focused education. Design/methodology/approach A case study methodology was used to analyse students’ responses to group-based assignments in three sustainability courses at the University of Auckland (UoA), New Zealand. Data was uploaded into NVivo, and thematic analysis was used to identify, analyse and report patterns. Findings The findings highlighted the role of uncertainty in how group-based assignments develop students’ interpersonal competencies. In completing multidimensional assignment tasks, student groups must work together, make decisions and negotiate uncertainty. At the same time, students are trying to reduce the uncertainty of working in groups by dividing up assignment tasks. Educators responsible for designing group assignments in sustainability-related courses should consider how assignment tasks scaffold uncertainty by providing guidance and checkpoints, as managing this uncertainty aids the development of the interpersonal skills and values that promote sustainability. Originality/value This study showed how group assignment tasks can be used to balance levels of student uncertainty and clarity and how an emphasis on the former supports interpersonal relationships and mimics real-world sustainability dynamics.

ABSTRACT The balance of primary sport practice and multisport participation during childhood for later success in sport has been debated in models of athlete development. Various mechanisms have been proposed regarding why activity diversity would aid development, including motivation. Here we test this mechanism by assessing childhood sport and other types of activity diversity (within-sport and non-sport activity) among female competitive adolescent athletes in soccer (N = 211; 12–19 yr) and measures of motivation. Athletes in four skill groups (grassroots/Div. 2 to Nationally competitive) completed an online survey about their practice history in soccer (number of teams, positions and play hours), other sports and non-sport activities, and motivation and commitment. Not surprisingly, higher skill groups participated in more childhood soccer practice than lower skill groups, but they showed less sport diversity and there were no differences in non-sport activity participation. The higher skill groups reported more soccer play and more team diversity than lower groups, but showed greater position specialization in childhood. Total (and relative) hours in soccer practice and play (compared to non-soccer) were positively correlated with soccer motivation. These data are consistent with pathways of skill development in soccer based on early majority engagement in the primary sport; without exclusive engagement and high amounts of play. Sampling between sport or other activities was not related to skill or motivation, so there was no evidence of between-activity transfer related to enhanced motivation for soccer.

Clubhouses are an international community-based psychosocial approach to mental health recovery. The aim of the study was to investigate whether the current and future needs of Kindred Clubhouse members were being met. A co-design ethnographic methodology was used. Kindred Clubhouse met many needs of its members. It provides a collaborative, consistent, supportive and inclusive environment fostering connections, skill development, a sense of purpose and the maintenance of health and well-being through peer support and participation in meaningful activities and occupations. Areas for development were expanded operating hours, sufficient meaningful work to sustain a work-ordered day, and support for employment and housing. Lack of stable funding limits Kindred's ability to fully meet the needs of its members. Despite insecure funding, Kindred Clubhouse is a valued community service offering a member-led recovery approach supporting many of the occupational, social and community needs of people with mental health challenges.

This paper presents the results of a two-year innovative teaching project in the Vehicle Theory course, a fourth-year Mechanical Engineering subject at Universidad Carlos III de Madrid. The project explored the integration of generative artificial intelligence (GenAI) tools, particularly ChatGPT, to enhance student engagement, support project work, and promote ethical academic use. Key strategies included a flipped classroom approach, where students summarized previous lessons with GenAI assistance, and the use of AI to aid in the design and optimization of a tubular chassis project. Survey results and course observations indicate high student adoption of GenAI, with positive impacts on understanding theoretical concepts, completing exercises, and generating project outputs. Students reported that GenAI facilitated idea generation, technical problem-solving, and the creation of more effective and visually appealing presentations. Limitations included information bias, overreliance on GenAI, and variability in response quality depending on prompt formulation. Overall, the project improved attendance, engagement, and academic performance, highlighting the potential of GenAI as a complementary educational tool. Additionally, by requiring students to critically evaluate the GenAI responses, the project encouraged the development of judgment and decision-making skills, which are essential competences for future engineers.

ABSTRACT This study examines the effects of a theatre-based intervention on the social skills of adolescents with intellectual disabilities attending a special education high school. Employing an explanatory sequential mixed-methods design, the research combines quantitative and qualitative approaches to provide a comprehensive understanding of observed changes during the intervention period. In the quantitative phase, a pre-test – post-test control group design was used. Social skills were measured using the Social Skills Assessment Scale, completed by classroom teachers. Statistical analyses revealed a significant increase in teacher-rated social skills of students in the experimental group compared to the control group, with a large effect size. In the qualitative phase, semi-structured interviews were conducted with trainers to explore their observations of students’ social development. Thematic analysis of the interview data revealed two overarching themes: development of social interaction and communication skills and personal growth and emotional development. The findings suggest that structured theatre-based practices may be associated with positive social skill trajectories within this specific school context, particularly in supporting adolescents with intellectual disabilities during the transition to adulthood.

Background: Global health emergencies consistently expose and exacerbate vaccine inequities, with high-income countries prioritising their populations and leaving low- and middle-income countries (LMICs) facing delays and shortages. Diseases primarily affecting LMICs receive limited attention from global vaccine developers because of perceived low market value and limited financial return, further entrenching these disparities. Africa’s limited investment in vaccine manufacturing has heightened its vulnerability during outbreaks, including yellow fever, Ebola, meningococcal meningitis, mpox, and most recently, coronavirus disease 2019 (COVID-19). Aim: This study examines the barriers to vaccine equity in Africa and critically analyses Nigeria’s post-COVID-19 efforts to establish a viable, local vaccine manufacturing ecosystem. Setting: The research focuses on Nigeria within the broader African vaccine manufacturing landscape, using it as a case study to explore both national and continental dynamics. Methods: The study draws on document analysis of strategic plans, regulatory reports, and partnership announcements, complemented by qualitative insights from key informant interviews with stakeholders involved in vaccine policy, regulation, and production in Nigeria and across West Africa. Results: Post-pandemic momentum has catalysed significant shifts: Nigeria has developed a national vaccine manufacturing strategy and secured international partnerships and financing commitments. The regulatory authority, National Agency for Food and Drug Administration and Control (NAFDAC), achieved the World Health Organization (WHO) Maturity Level 3 status, marking critical progress. Nonetheless, persistent gaps remain in research and development capacity, workforce development, regulatory agility, and infrastructure readiness. Conclusion: While Nigeria has made notable progress since the COVID-19 pandemic, sustainable vaccine manufacturing requires long-term investment in research and development, policy reform, skills development, and regional cooperation. Failure to address these challenges systematically risks undermining current gains. Contribution: This article provides insights to support ongoing and future investments in Nigeria’s vaccine manufacturing sector, guiding government policy, international partnerships, and potential investors.

ABSTRACT Social workers play a critical role in services for people with psychosis, though relevant training for students and practitioners is understudied. Simulation learning offers evidence-based experiential methods for teaching clinical competencies in mental health practice. This scoping review maps and synthesizes the literature on simulation learning for psychosis-related skill development from various healthcare disciplines to examine the potential for integration in social work education. We identified 19 articles that investigated psychosis-focused simulation learning using simulated participants (n = 11), virtual reality (n = 4), hearing voices exercises (n = 4), and role plays (n = 1). Most studies were conducted in the United States and evaluated the effects of hospital-based simulations with nursing students. Teaching methods used alongside simulations were heterogenous and reflected multiple objectives and learning outcomes, though most included a debriefing process. Psychosis-focused simulations improved participants’ clinical confidence, competence, communication skills, assessment capacity, knowledge, and other skills. Many enjoyed the training and believed the skills developed were transferable to practice. This article offers avenues for integration in social work education, with further research needed to address discipline-specific competencies. Situating simulations in community settings while incorporating diversity, equity, and inclusion principles can ensure students are equipped to meet the complex needs of service users with psychosis.

Introduction: Mastering kicking techniques in Pencak Silat requires integration of cognitive understanding, psychomotor execution, and high motivation. Conventional teaching often inadequately addresses all three domains simultaneously. Objective: This study examined the effectiveness of a Problem-Based Learning (PBL) model in enhancing cognitive achievement, learning motivation, and skill performance in Pencak Silat. Methodology: A quasi-experimental pretest–posttest control group design was employed. Ninety-nine undergraduates participated: 48 in the experimental group received PBL instruction, and 51 in the control group underwent conventional teaching. Instruments were validated (Aiken’s V = 0.82–0.95) and reliable (α = 0.79–0.91). Paired-sample and independent t-tests were used to analyze within- and between-group differences, with Cohen’s d assessing effect sizes. Results: The experimental group showed significant post-test improvements in cognitive achievement (t(97) = 3.416, p = 0.001, d = 0.689), learning motivation (t(97) = 12.069, p < 0.001, d = 2.461), and skill performance (t(97) = 9.262, p < 0.001, d = 1.851). Paired-sample tests confirmed robust within-group gains, while the control group exhibited minimal cognitive change (p = 0.211). Discussion: PBL fostered active engagement, reflective thinking, and skill mastery, consistent with constructivist and Self-Determination Theory principles. Motivation and psychomotor improvements highlight the model’s holistic effect on martial arts learning. Conclusions: PBL significantly enhances cognitive, motivational, and psychomotor outcomes, providing an effective alternative to conventional teaching. Limitations include single-site implementation, short intervention duration, and partial reliance on subjective measures; future studies should examine long-term effects and multi-institutional replication.

Virtual clinical simulation as a pedagogical strategy in healthcare learning: Evidence and gap map.

Peace building involves efforts aimed at addressing the root causes of conflict and fostering conditions necessary for sustainable peace and INGOs have played pivotal roles in peace building worldwide, particularly in post-conflict societies where state capacity is weak or compromised. This study explored the role of International NGOs in nation building in Nigeria North-Estern geopolitical zone (2014-2025). It is against this backdrops that this study examines contribution of international NGOs to the reintegration of internally displaced persons (IDPs) in North-East Nigeria between 2014 and 2025. The study employed a descriptive survey research design and utilized quantitative methods of data collection and analysis with the aid of questionnaire as essential tool for data collection. The study is guided by peace building as a process theory as framework. The findings revealed that INGOs have significantly contributed to the reintegration of internally displaced persons (IDPs) in North-East Nigeria and that INGOs has involved in both immediate relief and long-term skill development demonstrates their multifaceted approach to reintegration, which is essential for stabilizing conflict-affected communities. The study concluded that international non-governmental organizations (INGOs) have played a crucial role in promoting peace and facilitating the reintegration of internally displaced persons (IDPs) in North-East Nigeria between 2014 and 2025. By providing essential services such as education, healthcare, vocational training, and psychosocial support, INGOs have effectively addressed the immediate and long-term needs of displaced populations. The study recommended that Federal Government of Nigeria and local authorities should strengthen partnerships with INGOs to scale up their reintegration efforts, focusing on expanding skill development programs and peace building initiatives to address the root causes of displacement and promote sustainable stability in North-East Nigeria.

ABSTRACT This study examines the efficacy of integrating gamified interactive digital storytelling (DST) into marketing education to enhance student engagement, critical thinking, and professional skill development. Grounded in Self-Determination Theory and Kolb’s Experiential Learning Theory, the intervention was tested with undergraduate marketing students (N = 60) at a Vietnamese university. Students were assigned to either a control group receiving traditional instruction or an experimental group participating in a semester-long narrative-based marketing simulation with embedded game elements. Quantitative measures assessed engagement, critical thinking, and applied professional skills, while qualitative reflections provided contextual insights. Results showed that students in the gamified DST group reported significantly higher engagement, achieved stronger critical thinking scores, and delivered superior marketing project outcomes compared to the control group. Qualitative feedback further highlighted creativity, immersion, and collaborative problem-solving as key benefits. The findings demonstrate that gamified DST not only supports autonomy, competence, and relatedness but also operationalizes experiential learning cycles in applied marketing contexts. The study contributes novel evidence for gamified storytelling as an innovative pedagogy that engages digital-native students and enhances professional preparation. While limited to a single institution and timeframe, the results offer promising directions for longitudinal studies, cross-cultural replications, and integration with AI-driven adaptive storytelling.

Longitudinal Characterization of Males With X-Linked Creatine Transporter Deficiency: Final Results of a Multiyear Observational Study.

The article considers the theoretical and practical aspects of the formation of foreign language competence of students while reading. It is found that reading involves working with authentic texts of different subjects, complexity and promotes the development of foreign language communicative competence, forms readiness to speak a foreign language in a particular situation, and positively adapts to the further study of foreign languages. The factors that influence the successful development of reading skills in foreign languages are analyzed. The requirements for the selection of texts for processing are outlined and the main functions and tasks of the educational process that the teacher accomplishes in the process of reading foreign languages are determined. Traditional stages of working with foreign texts are described and a detailed description of each stage is provided. It is found that the assignments of the first pre-textual stage are aimed at modeling the background knowledge, which is necessary and sufficient for the reception of the proposed text, eliminating the semantic and linguistic difficulties of its understanding, and at the same time building of reading skills and abilities. The text tasks contain communication settings with specific instructions on the type of reading, the speed and the necessity of solving certain educational and communicative tasks. Exercises offered at the post-textual stage are aimed at testing the reading comprehension in order to control the degree of reading skills and the abilities to use the information obtained in future professional occupation. An algorithm and examples of assignments that can be used while reading at different stages of working with text material are offered. It is concluded that the proposed algorithm is not compulsory and universal. The teacher varies the assignments and the scheme of work with the text depending on the educational assignments, the topic and the level of knowledge of the foreign language by students.

The development of clinical reasoning skills, a key outcome indicator in nursing education, is closely associated with patient safety and quality of care. Simulation-based education is an effective approach to training clinical reasoning. Ongoing advances in technology are accelerating the digital transformation of education, and various forms of digital simulation have emerged to overcome the temporal and spatial limitations of traditional simulation-based learning. In this article, a goal-oriented perspective is adopted to briefly introduce the cultivation of clinical reasoning skills and, within the framework of Kolb's Experiential Learning Theory, illustrate the application and outcomes of digital simulation in nursing education. Finally, future directions and recommendations are proposed, and the feasibility of integrating artificial intelligence into digital simulation is assessed with the aim of supporting educators and students to optimally integrate and use digital technologies and tools in nursing education.

Role transition can be a challenging time for specialist medical trainees. Insight into the move from junior to senior registrar in Intensive Care is needed to help trainees prepare for this transition, and educators to support them. This study investigated the role transition experiences of Intensive Care senior registrars to identify the knowledge, skills and capabilities required of trainees to ensure a successful transition. Australasian College of Intensive Care Medicine trainees who had completed at least a year as a senior registrar were invited via email from the College to participate in a one-on-one interview. Seven trainees responded and all agreed to an interview. Interviews were transcribed, deidentified and analysed thematically. Three themes represented the seven male participants' experiences: Apprehension, Weight of responsibility and Decision-making. These themes illustrate that the experience of moving from junior to senior ICU registrar is complex, requires a shift in decision-making focus and is characterised by uncertainty. Communication skill development appeared to be key to the perspectives shared by our participants. Leadership development warrants more attention in Intensive Care Medicine. This study provides junior doctors at the cusp of transitioning to the role of Intensive Care senior registrars with helpful insights for their own transition. The findings are also helpful to Intensive Care Medicine more broadly and re-imagining what may be required for contemporary and sustainable trainee development.

Purpose: This study evaluates the importance of Entrepreneurship Education for Adolescents in Secondary Schools in Tanzania to ascertain whether it should be a mandatory subject. The objectives are to identify the factors influencing entrepreneurship education for adolescents in secondary schools and to determine how educational policies, theories, and empirical studies address this topic. Design/ Methodology/ Approach: The study used a systematic literature review to evaluate the importance of Entrepreneurship Education for Adolescents in Secondary Schools in Tanzania. The articles were sourced from three databases: Scopus-indexed journals, Google Scholar, and ResearchGate. The study selection followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Thus, the study identified a suitable sample of 55 studies. The extracted data were analysed using thematic analysis to identify recurring patterns, themes, and insights across the literature. Findings: The study shows that providing entrepreneurship education at the secondary school level is vital for equipping students with the skills and mindset necessary for entrepreneurial success in the modern economy. Moreover, the analysis shows that none of the studies included the term “teaching environment” in their titles. Research Limitation: Including specific empirical studies and policy documents may reflect the researchers' biases or preferences, which could influence the conclusions drawn. This selection bias might limit the diversity of perspectives, especially if only certain studies or policies are emphasised. Practical Implication: The study proposes the formulation or amendment of a policy mandating entrepreneurship education for all students in secondary schools in Tanzania and improving the teaching environment to ensure adequate entrepreneurship training equipment in all schools. Social Implication: The findings support the notion that making entrepreneurship education a mandatory subject can equip students with valuable skills, enhance their motivation and confidence, and prepare them for future entrepreneurial endeavours and career opportunities. Originality / Value: This study contributed to the knowledge base on how entrepreneurship education for adolescents in secondary schools in Tanzania should be prioritised.

Sustainable service excellence in globalized industries requires organizations to develop workforce capabilities that support long-term relationship-building, cultural respect, and effective cross-cultural communication. This study examines how cultural intelligence functions as a mechanism for sustainable cross-cultural workforce development by investigating relationships among individual cultural values, cultural intelligence dimensions, and influence tactics among airline cabin crew members. Integrating Hofstede’s cultural dimensions framework, Ang and colleagues’ cultural intelligence model, and Yukl’s influence tactics taxonomy, we test a comprehensive mediation model using survey data from six hundred and sixty-three cabin crew members employed by international airlines operating in Turkey. The findings reveal that collectivism, long-term orientation, and uncertainty avoidance positively predict cultural intelligence development, creating foundations for sustainable cross-cultural competence. Cultural intelligence dimensions demonstrate differentiated effects on influence tactics, with metacognitive and behavioral cultural intelligence enhancing rational persuasion, behavioral cultural intelligence exclusively predicting relational tactics, and complex competitive mediation patterns for coercive tactics wherein motivational cultural intelligence reduces pressure-based influence while cognitive and behavioral dimensions increase strategic assertiveness. Cultural values directly influence tactics beyond cultural intelligence effects, with uncertainty avoidance most strongly predicting both rational and relational approaches that support relationship sustainability, while masculinity and power distance drive coercive tactics that may undermine long-term service relationships. These findings demonstrate that cultural intelligence functions as a multidimensional mediating mechanism with sometimes opposing effects, challenging assumptions that cross-cultural competencies uniformly produce sustainable outcomes. The research contributes to sustainable human resource management theory by illuminating how cultural socialization influences behavioral outcomes through complex psychological pathways, while offering practical guidance for aviation industry recruitment, training, and performance management systems seeking to build sustainable cross-cultural service capabilities. By revealing that certain cultural intelligence dimensions can enable both relationship-building and strategic coercion, the study highlights the importance of coupling cross-cultural skill development with ethical frameworks and motivational engagement to ensure that enhanced cultural capabilities support rather than undermine sustainable, respectful cross-cultural service relationships.

Empowering women artisans through digital platforms has emerged as a critical pathway toward inclusive economic growth, social equity, and the preservation of cultural heritage. In many developing economies, women artisans play a vital role in sustaining traditional crafts and local economies; however, their participation in the digital marketplace remains limited due to technological barriers, lack of trust, inadequate skill development opportunities, and dependence on intermediaries. This paper presents “ெசந்ௌயல் – Tech-Powered Marketplace & Learning Hub Using Artificial Intelligence”, an integrated digital ecosystem designed to address these challenges holistically. The proposed platform combines an AI-enabled online marketplace with a structured learning and mentorship hub, enabling women artisans to showcase, promote, and sell handmade products directly to consumers across global markets. Artificial Intelligence is leveraged for personalized product recommendations, automated content enhancement, voice-based navigation, intelligent chatbot assistance, and fraud detection mechanisms. In addition, a dedicated learning hub supports artisans through skill development programs, digital entrepreneurship training, mentorship, and market awareness initiatives. Secure payment gateways and transparent review systems are incorporated to ensure trust, credibility, and transactional reliability. The system aims to promote economic independence, enhance digital literacy, strengthen entrepreneurial confidence, and preserve traditional crafts by offering a scalable, inclusive, and sustainable technological solution. The results indicate that integrating e-commerce and e-learning within a single AI-driven platform significantly improves accessibility, trust, and long-term engagement among women artisans.

This study investigated the effectiveness of the English Enhancement Program (EEP) and its impact on nursing students. The program, offered free of charge for two years to college freshmen, aimed to enhance communication, confidence, and practical application of the English language. A descriptive quantitative research design was employed, with sixty-four (64) nursing students participating. Data were collected through structured questionnaires assessing program effectiveness, implementation, and self-reported improvements in skills and confidence. Findings revealed that the program was very effective and had contributed positively to students. The results indicate that participation in the English Enhancement Program (EEP) contributes to the development of critical English proficiency skills, which are essential for academic success, professional communication, and competitiveness in global healthcare employment. These findings highlight the importance of continuing the program to ensure nursing students are well-prepared for transnational career opportunities. The results of the study may serve as a guide for educational policy planners by optimizing and implementing a more comprehensive English language program to guarantee more secure and competitive global employment credentials for the graduates. To maintain the quality standard of education, the College Department should continue offering the English Enhancement Program to produce nurses who are proficient in communication skills to become globally competitive.

The goal of an examination is to evaluate learning outcomes. However, traditional education systems evaluate mainly lower-order skills compared to higher-order skills. NEP 2020 focuses on the development of higher-order cognitive skills. Therefore, NEP 2020 speculates that curriculum, pedagogy, and assessment may inculcate creativity, critical thinking, higher-order thinking, and problem-solving abilities among students. Therefore, an evaluation system that could evaluate and ensure the achievement of higher-order skills needs to be adopted. An open-book exam is an approach that shifts the focus from memorization to deeper understanding, in which the assessment focuses on assessing the application of knowledge in real-world contexts. Particularly at the higher education level, encourage students to engage more critically with learning materials. Although, teacher educators had not real experiences about open book examinations but their extensive teaching experience, proper knowledge of philosophy, modus of operandi of open-book exams and online assessments during COVID 19 provided a relevant foundation to explore perceived self-efficacy towards adopting open book examinations. An online survey was conducted on the teacher educators from the Department of Education. The study found that teacher educators possess a favorable perception of open-book exams and suggest that the organization of training programs to strengthen their competencies in aligning assessment with learning outcomes and integrating digital tools meaningfully.