Individual Skills Research Articles

Assessment of group formation methods on performance in group-based learning activities

Research on teaching and learning has demonstrated many benefits from team-and group-based learning for improving content comprehension and meeting learning outcomes in a wide range of disciplines. We help to expand on this research, by shedding additional light on the impact of group formation decisions on group performance during group learning activities in a higher education classroom setting. Our objective is to assess the impact of different group formation strategies, including random assignment, self-selection, and methods based on individual metrics, such as academic performance and individual skill levels. Using an experimental design approach, we find that GPA-based and math-ability based group formation strategies may provide some additional benefit to group performance on the margin when initially forming groups. Self-selection of groups may be more beneficial after students learn more about each other (e.g., skills sets and work ethic) during the progression of the course. Our study contributes to the literature by providing an assessment of different group formation strategies that are accessible to a wide range of instructors for small to large classes, as well as guidance on use of different group formation strategies within classes, specifically for classes with more quantitative and analytical tasks.

PSYCHOLOGICAL READINESS OF SENIOR ADOLESCENTS FOR HIGHER EDUCATION UNDER WARTIME STRESS CONDITIONS

Introduction. Researchers have always paid close attention to an educational problem of the formation and the role of psychological readiness of adolescents and students for studying at higher education institutions. After the start of a large-scale Russian military invasion in February 2022, this aspect has become particularly acute and relevant. The aim of this reveiw article is to examine the role of key subsystems of psychological readiness among students in higher education institutions under the influence of wartime conditions. Materials and methods. Based on professional review articles, this study examines the primary factors shaping a psychological readiness of an individual for higher education. The importance of this work is heightened by the ways in which these processes are significantly altered—and in some cases, become multi-complementary—under the conditions of the Russian military invasion. The study draws on psychological research conducted by leading scientists, focusing primarily on findings from the past five years. Results. The psychological readiness of first-year students for studying at higher education institutions is closely tied to their psychological adaptation to new academic conditions. This readiness is crucial for shaping graduates into professionally skilled specialists equipped to work in relevant sectors of the national economy. Research indicates that developing psychological adaptation of students is not feasible without a foundational intellectual component of psychological readiness established in earlier stages. This foundation promotes students’ creativity, the formation of self-concept („I” concept), and heightened resilience to the challenges of studying in higher education during extreme wartime conditions. Without this structure of psychological readiness, achieving higher education becomes virtually unattainable. The next important component of the system of psychological readiness of adolescents for studying at higher education institutions is personal readiness. This is a rather complex and complementary system of individual knowledge and skills. It solves practical issues of optimizing the receipt and processing of information by a adolescent, as well as readiness to discuss the achieved results with peers, the importance of these processes for the formation of self-awareness of young men and women. The third important component of university students’ psychological readiness is the operating system. First of all, this concerns not only the issues of mastering professional knowledge and technologies, but also the ability to use them in the practical professional activities of students, and later adults. Conclusion. Thus, the psychological readiness of adolescent students significantly enhances their ability to succeed in higher education. It fosters greater adaptability and resilience, particularly under the challenging conditions of wartime, supporting students in navigating their studies more effectively.

Preparing students for success

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

A kinematic dataset of locomotion with gait and sit-to-stand movements of young adults

Kinematic data is a valuable source of movement information that provides insights into the health status, mental state, and motor skills of individuals. Additionally, kinematic data can serve as biometric data, enabling the identification of personal characteristics such as height, weight, and sex. In CeTI-Locomotion, four types of walking tasks and the 5 times sit-to-stand test (5RSTST) were recorded from 50 young adults wearing motion capture (mocap) suits equipped with Inertia-Measurement-Units (IMU). Our dataset is unique in that it allows the study of both intra- and inter-participant variability with high quality kinematic motion data for different motion tasks. Along with the raw kinematic data, we provide the source code for phase segmentation and the processed data, which has been segmented into a total of 4672 individual motion repetitions. To validate the data, we conducted visual inspection as well as machine-learning based identity and action recognition tests, achieving 97% and 84% accuracy, respectively. The data can serve as a normative reference of gait and sit-to-stand movements in healthy young adults and as training data for biometric recognition.

Collaborations between health services and educational institutions to develop research capacity in health services and health service staff: a systematic scoping review

BackgroundParticipation of health service staff in research improves health outcomes and adherence to clinical guidelines. To increase research participation, many health services seek to build research capacity which adds to the development of individual and organisational skills and abilities in order to conduct health research. Numerous approaches to research capacity building have been trialed with inter- and intra-institutional, or university-health service collaborative approaches being frequently described strategies. University-health service research collaborations have potential for high impact and mutual benefit, by harnessing respective strengths across both organisations. However, the range and scope of research capacity building approaches, including their relative value and success have not been consolidated. The aim of this review was to examine and describe the collaborative strategies employed by health services in conjunction with educational partners to enhance the research capability of health service staff.MethodsThe scoping review framework by Arksey and O’Malley was used to inform the review method. A systematic search was conducted of four major databases: Medline, CINAHL, Embase, and Cochrane, focusing on publications after 1995. Inclusion and exclusion criteria were established through iterative team discussions. The two-stage screening process and data extraction was managed in Covidence. Collaboration, Research Capacity, Health Services, and Health workforce were the primary concepts, contexts and populations guiding the search.ResultsOf the 1462 studies identified, 61 were selected for the review. These studies reported on partnerships between universities and health services with a specific focus on building research capacity of health service staff. Studies predominantly hailed from Australia, USA, UK, and Canada. Collaboration approaches varied and leveraged different activities to build research capacity included training, mentoring, shared funding, and networking. Training partnerships emerging as the most prevalent. Findings emphasised the importance of localisation in approaches, with some studies indicating the intrinsic value of such collaborations for both partners involved. Despite the emphasis on individual interventions like training and mentoring, team-level interventions were notably scarce.ConclusionThis review highlights the diverse range of approaches in research capacity building collaborations between health services and educational partners. It advocates for a shared understanding of goals, highlighting the critical nature of relationship-building and the pivotal role of sustainable infrastructure in long-term collaboration success. Future directions should consider the tangible impacts of these models on clinical outcomes.

Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education

In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development.

Measurement of acute postoperative pain intensity in orthopedic trials: a qualitative concept elicitation study.

Pain intensity is an important outcome in clinical trials of surgery because pain relief is important to patients. Currently, recommended scales are the numeric rating scale 0-10 and visual analogue scale. However, these scales allow for considerable influence of individual imagination, previous experience, and coping skills, limiting proficiency in comparative clinical trials. We aimed to explore postoperative expressions of "how much it hurts"-the first step to improve pain intensity measurement. This was a qualitative study using inductive content analysis: words and visual cues describing pain intensity were collected from (i) existing pain intensity measures by search of COSMIN, PubMed, and Google, (ii) patient interviews recorded and transcribed word-for-word, (iii) clinician interviews transcribed likewise, and (iv) 100 patient telephone interviews with notes taken. After familiarization, the collected expressions were labelled inductively in categories and assembled in tables (case and theme-based matrices). Descriptors fell into 12 categories: intensity (slight/strong), evaluative (negligible/unbearable), cognitive impact (distracting/can be ignored), activity impact (limits some/all activity), sleep impact (can/cannot sleep), examples (like stubbing a toe), physical signs (crying/writhing), associated symptoms (nauseating/tiring), treatment (ice helps/need morphine), affective (annoying/dreadful), discriminative (aching/piercing), and general recovery (hindering recovery/functional interference). Many visual cues were also identified. Literature and recorded interviews gave rise to the categories, and telephone interviews found saturation, providing no further categories. Pain intensity is expressed by terms that fall into 12 categories and by a variety of graphic elements. This advances development of a patient-reported outcome measure of pain intensity for orthopedic trials.

Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class.

Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels, their self-perceived learning, and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.

Family Resources and Parental Problem-Solving Skills Mediate Family Functioning and Family Adaptation in Families of Children With Cancer.

To explore the mediating roles of family resources (at the individual [parental self-efficacy], family [family resilience] and social level [social support]) and parental problem-solving skills in the association between family functioning and family adaptation in families of children with cancer. A cross-sectional study. This study recruited 318 parents of children with cancer from three tertiary hospitals in mainland China. Self-report questionnaires were used to collect data on key variables, including family functioning, parental self-efficacy, family resilience, social support, parental problem-solving skills and family adaptation. Data analyses were carried out using descriptive analysis, univariate analysis, Pearson correlation analysis, hierarchical linear regression and bootstrapping. Family functioning was significantly and positively correlated with family adaptation. Family resources (parental self-efficacy at the individual level, family resilience at the family level or social support at the social level) and parental problem-solving skills both independently mediated the relationship between family functioning and family adaptation. Additionally, family resources at all three levels mediated the relationship through their effects on cumulatively parental problem-solving skills, constructing a chain mediating model. The study underscores the significance of family functioning, family resources at the individual, family and social levels and parental problem-solving skills in promoting adaptation in families of children with cancer. It highlights the need for family-centred interventions targeted at these factors to improve family adaptation. This study extended related theories and previous studies to confirm the mediating role of family resources and parental problem-solving skills, both independently and sequentially. Moreover, parental problem-solving skills were confirmed as key elements that can be incorporated into future interventions, suggesting that problem-solving skills training may serve as a highly promising program for families of children with cancer. This study was reported according to the STROBE checklist. No Patient or Public Contribution.

Building Connections: The Impact of Digital Storytelling on Communication and Leadership Skills Among Disabled Young Adults

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth.

Machine learning models for river flow forecasting in small catchments.

In consideration of ongoing climate changes, it has been necessary to provide new tools capable of mitigating hydrogeological risks. These effects will be more marked in small catchments, where the geological and environmental contexts do not require long warning times to implement risk mitigation measures. In this context, deep learning models can be an effective tool for local authorities to have solid forecasts of outflows and to make correct choices during the alarm phase. In this study, we investigate the use of deep learning models able to forecast hydrometric height in very fast hydrographic basins. The errors of the models are very small and about a few centimetres, with several forecasting hours. The models allow a prediction of extreme events with also 4-6h (RMSE of about 10-30cm, with a forecasting time of 6h) in hydrographic basins characterized by rapid changes in the river flow rates. However, to reduce the uncertainties of the predictions with the increase in forecasting time, the system performs better when using a machine learning model able to provide a confidence interval of the prediction based on the last observed river flow rate. By testing models based on different input datasets, the results indicate that a combination of models can provide a set of predictions allowing for a more comprehensive description of the possible future evolutions of river flows. Once the deep learning models have been trained, their application is purely objective and very rapid, permitting the development of simple software that can be used even by lower skilled individuals.

Ігрові амплуа в баскетболі: функції та вимоги до гравців

In modern basketball, effective team play requires players in different positions to perform specialized functions that match their physical, technical and psychological attributes. Understanding these functions is crucial to the success of the team. Identifying the functions and requirements of players at different positions is key to the success of any basketball team. This allows you to create an effective strategy where each player can maximize his or her potential. Purpose of the study: to consider the functions of basketball players playing in certain positions and to determine the requirements for players of different playing roles in basketball. Research methods: theoretical analysis and generalization of scientific and methodological literature. Results of the study. The functions of basketball players playing at certain positions are characterized. The requirements for players of different playing roles in basketball are revealed: point guard, attacking guard, light forward, heavy forward, center. Conclusions. The functions of basketball players playing in different positions are determined by their roles and responsibilities on the court. The distribution of players by function is an important aspect of organizing team play in basketball. This distribution allows to achieve an organized and purposeful game, taking into account the individual capabilities of each player. The distribution of playing roles among players depends on their physical and psychological characteristics. The anthropometric data and skills of a player are taken into account when determining his role. However, it is also important to take into account the psychological characteristics of the player and his ability to cooperate with his teammates. It is necessary to clearly assign roles in the team in order to achieve success. Intragroup rivalry can have a negative impact on teamwork, so it is important that each player understands his own capabilities and has the ability to assess the capabilities of his partners. The requirements for players of different playing roles in basketball are their understanding of roles and responsibilities, ability to cooperate with partners, individual skill and ability to assess the situation on the court. This helps to effectively build a team that can succeed.

Investigating climate change adaptation strategies among informal residents in Kumasi, Ghana, through the lenses of the social action and control theories

The urban poor in informal settlements in Ghana remain exposed and vulnerable to climate--induced hazards. Their exclusion from official adaptation interventions, undeniably calls for social mechanisms to enable them to adapt to climate change hazards such as heatwaves and floods. Individuals may contribute to exacerbating climate-induced hazards or employ adaptation measures as a common practice or due to their connectedness to a group, as hypothesised by the social action and social control theories, respectively. There is, however, no known study on the empirical and theoretical contributions of these theories to influencing climate change adaptation efforts in urban Africa. At best, studies have looked at the importance of individual and community skills, and assets to adapting to climate change hazards. Underpinned by the social action and social control theories, 367 household interviews, four focus group discussions and seven relevant agency interviews in two of Kumasi’s largest informal settlements – Aboabo and Asawase - were conducted to explore how elements of the theories shape hazard reduction and adaptation efforts, and discuss the barriers to building adaptation to climate impacts. We found that most households employed several adaptation measures because they saw other residents do the same which was confirmed by the Chi-square test statistic (χ2=4.968, p<0.000) and as hypothesised by the social action theory. Similarly, as hypothesised by the social control theory, we also found differences in the adaptation measures employed by households belonging to identified environment-related groups (χ2=21.465, p<0.001). This was, largely, because among other activities, the education and training exercises undertaken by the groups influenced the knowledge levels of members about climate change hazards and adaptation measures. The groups offer emotional, monetary, material, and practical support to cope within the short-term; first to the members, and the general residents, who are hit by disasters. Generally, adopted measures to reduce adverse impacts and build adaptation were unsustainable. This study is among few studies that demonstrate the contribution of social action and social control theories to managing and adapting climate change and its associated impacts in African cities.

Facing Microaggressions Head-On: Effective Strategies for Addressing Subtle Bias in the Workplace

This article discusses strategies for constructively addressing microaggressions, which are subtle verbal, nonverbal, or environmental slights that communicate hostile or derogatory messages to marginalized groups in the workplace. Microaggressions undermine diversity and inclusion efforts and have negative consequences for targets' well-being and companies' productivity and legal liability. The article defines common types of microaggressions and explains why they are important to address. It then outlines factors targets should consider when deciding whether and how to respond, and provides research-backed strategies such as respectfully educating the aggressor, describing personal impact, inquiring about intent, addressing systemic issues, setting boundaries, or removing oneself from the situation. Examples are given of how different strategies could be applied in healthcare, technology, education, non-profit and government contexts. The conclusion emphasizes that addressing microaggressions requires both individual interpersonal skills and organizational support through policies and training.

Implementing and Evaluating the Timed Up and Go Test Automation Using Smartphones and Smartwatches.

Physical performance tests aim to assess the physical abilities and mobility skills of individuals for various healthcare purposes. They are often driven by experts and usually performed at their practice, and therefore they are resource-intensive and time-demanding. For tests based on objective measurements (e.g., duration, repetitions), technology can be used to automate them, allowing the patients to perform the test themselves, more frequently and anywhere, while alleviating the expert from supervising the test. The well-known Timed Up and Go (TUG) test, typically used for mobility assessment, is an ideal candidate for automation, as inertial sensors (among others) can be deployed to detect the various movements constituting the test without expert supervision. To move from expert-led testing to self-administered testing, we present a mHealth system capable of automating the TUG test using a pocket-sized smartphone or a wrist smartwatch paired with a smartphone, where data from inertial sensors are used to detect the activities carried out by the patient while performing the test and compute their results in real time. All processing (i.e., data processing, machine learning-based activity inference, results calculation) takes place on the smartphone. The use of both devices to automate the TUG test was evaluated (w.r.t. accuracy, reliability and battery consumption) and mutually compared, and set off with a reference method, obtaining excellent Bland-Altman agreement results and Intraclass Correlation Coefficient reliability. Results also suggest that the smartwatch-based system performs better than the smartphone-based system.

CoSD: Balancing behavioral consistency and diversity in unsupervised skill discovery

In hierarchical reinforcement learning, unsupervised skill discovery holds promise for overcoming the challenge of sparse rewards commonly encountered in traditional reinforcement learning. However, previous unsupervised skill discovery methods have excelled at maximizing intrinsic rewards but have overly prioritized skill diversity. Unrestrained pursuit of diversity leads skills to concentrate attention on unexplored domains, overlooking the internal consistency of skills themselves, resulting in the state visit distribution of individual skills lacking concentration. To address this problem, the Constrained Skill Discovery (CoSD) algorithm is proposed to balance the diversity and behavioral consistency of skills. CoSD integrates both the forward and backward decomposition forms of mutual information and uses the maximum entropy policy to maximize the information-theoretic objective of skill learning while requiring that each skill maintain low state entropy internally, which enhances the behavioral consistency of the skills while pursuing the diversity of the skills and ensures that the learned skills have a high degree of stability. Experimental results demonstrated that, compared to other skill discovery methods based on mutual information, skills from CoSD exhibit a more concentrated state visit distribution, indicating higher behavioral consistency and stability. In some complex downstream tasks, these skills with higher behavioral consistency exhibit superior performance.

The value of cross-cutting skills - hiring managers’ views

Employer-valued skills, which are not specific to a discipline but apply to all majors in higher education institutions, are often referred to as cross-cutting skills, soft skills, 21st century skills, or essential learning outcomes. Although research has ranked these skills in order of importance based on employer surveys, it has not examined statistical differences between individual skills or groupings of skills. The current study took a nuanced approach to understanding the value of cross-cutting skills based on hiring managers’ responses to a survey about hiring practices for entry-level positions. Findings ascertained the primary importance of a degree, and that conceptual, human, and technical skills are equal in importance, contrary to established theory. The study also found no statistical differences among top-rated skills identified in previous research but established differences in groupings of core and specialized skills. Sector differences were identified as well as changes in valued skills post-COVID.

Engagement in ‘prevailing societal challenges’ as a contribution to wellbeing? An analysis of interdisciplinary topics in the Norwegian curriculum (LK20)

ABSTRACT Objective This paper explores the expectations of teachers to contribute to fostering students’ wellbeing in the revised Norwegian curriculum. A new construct in the curriculum is three interdisciplinary topics – health and life skills; democracy and citizenship; and, sustainable development – included to give priority to prevailing societal challenges. Our specific concern is the content of these topics, and the extent to which they provide a framework for connecting with complex health and social issues. Method Thematic analysis is used to examine how wellbeing is framed in the curriculum texts. Results Our analysis reveals an emphasis on individualism, the responsibilizing of choice, and the importance attached to individual agency and skills in the three interdisciplinary topics. The topics emphasise the importance of informed, ethical, and wise choices in a way that disconnects people from the world around them. This limits opportunities for students to be introduced to a socioecological perspective on human existence as well as overlooking opportunities for developing a sociocritical approach to students’ wellbeing through engagement with the real world. Conclusion More emphasis on collective challenges and dilemmas might stimulate students’ engagement and could thereby connect wellbeing to empowerment and to a sense of meaning in belonging to a larger whole.

The role of feedback in the development of managers

The landscape in which modern organisations operate is rapidly changing and requires managerial agility. This necessitates a frequent review of how managers are developed. The aim of this article is to examine the role of workplace feedback in employee development. This will be achieved by developing a contemporary and comprehensive definition of feedback and specifying the elements of feedback that are associated with managerial development. Employing a qualitative, non-systematic literature review approach, journal articles and textbooks published after 2015, with feedback as their primary theme, were systematically selected and analysed for their content as well as the seminal works they referred to. The analysed literature suggests that feedback forms part of a dynamic communication and learning process. Development-driven feedback is information presented to recipients regarding their behaviour and/or performance in executing work tasks, as assessed by supervisors, subordinates, peers, coworkers, or the recipients themselves, with the intent to enhance work relationships and job performance. The elements central to structuring feedback were identified as purpose, content, source, frequency, timing, and delivery. These elements are customised to meet workplace performance requirements, also taking individual skill sets and personalised needs into account. A broad base of academic literature was captured and integrated to reach a comprehensive understanding of feedback as a development intervention. It was concluded that, although complex, literature on feedback can be consolidated to present both an inclusive definition of the concept and the elements associated with it.

Rural areas as winners of COVID-19, digitalization and remote working? Empirical evidence from recent internal migration in Germany

Abstract The COVID-19 pandemic has caused economic crises and increased inter-regional economic disparities. However, the catalyst effect that the pandemic has had on digitalization may change the traditional pattern of internal migration, in favour of rural areas. Using time-sensitive register data we explain changes in net migration rates of German districts from an economic geography perspective. We show that, since the beginning of the pandemic, rural regions benefited more from migration. In particular, younger and highly skilled individuals increasingly move to rural areas. This confirms that rural regions can benefit from increasing remote work, but these effects differ across region types and individual skill levels.