To align with General Pharmaceutical Council (GPhC) standards for the initial education and training of pharmacists and enhance clinical readiness, UK undergraduate pharmacy education must provide meaningful experiential learning. This study explores the feasibility, sustainability, and scalability of longitudinal placements for final-year undergraduate pharmacy students in primary care. Ten primary care centres hosted 115 students for one day per week on alternate weeks for 20weeks. Students engaged in clinical audits, physical assessments, and interdisciplinary shadowing, supervised by clinical link tutors. Placement site experiences were explored through semi-structured interviews. Student experiences were evaluated using the Placement Evaluation Tool (PET). Four themes emerged from the qualitative data: placement structure and feasibility, student support and learning environment, student experience and development and service and patient impact. Sites valued the placement model but raised concerns about clinical workload, physical space, and funding. The clinical link tutor role was essential to success. Students showed increased confidence and clinical engagement, though readiness for independent practice and integration into multidisciplinary teams (MDTs) were limited. PET responses (n=103, 90% response rate) indicated high student satisfaction (mean overall satisfaction score=8.26/10±SD 1.79 on a 10-point scale). Findings align with international literature advocating longitudinal placements as a means of enhancing clinical preparedness. However, this study highlights systemic barriers to sustainability, including placement funding and infrastructure. Limitations include potential bias from selective site participation, single-institution scope, and reliance on self-reported student data. Broader adoption will require investment in supervision models, MDT training, and resource planning to support scalable.

Digital professionalism and the evolving identity of nursing students in the social media era.

Absenteeism among nursing students in classroom and clinical settings presents ongoing challenges to academic performance, clinical competency, and program completion. Understanding its causes, impacts and mitigation strategies is critical for improving student outcomes. To map the existing literature on absenteeism among undergraduate nursing students. The objectives were (1) to identify the factors contributing to absenteeism; (2) to examine the academic, clinical, and professional impacts of absenteeism; and (3) to explore strategies used to address this issue. Scoping review. A comprehensive literature search was conducted in four major databases, including MEDLINE (Ovid), CINAHL (EBSCO), EMBASE, PsycINFO (Ovid) and also in Google Scholar. Keywords included "nursing students," "absenteeism," "classroom attendance," and "clinical placement". Studies published in English between 2000 and 2024 were included. Titles, abstracts, and full texts were screened, and relevant studies were analysed using content analysis, consistent with JBI guidance for scoping reviews. Findings were subsequently mapped and categorised into three overarching domains: contributing factors, impacts, and strategies to address absenteeism. Twenty-six studies were included. Absenteeism in classroom and clinical settings reflected four broad factors: teaching and academic factors, personal and health factors, logistical and institutional factors, and social and cultural factors. Impacts of absenteeism included reduced academic performance, delayed progression, and diminished clinical competency and skill development. Strategies to mitigate absenteeism were categorised into five domains: academic and curriculum support, student engagement and motivation, student wellbeing and support services, governance and policy enforcement, and community, clinical, and collaborative engagement. Absenteeism in nursing education is multifaceted and has an adverse impact on both academic and clinical outcomes. Addressing this issue requires a holistic, multi-level approach that combines academic support, student engagement, institutional governance, and collaborative partnerships. Further research is needed to evaluate the effectiveness of these strategies.

The NP’s Role in School-Based Support for Students with Disabilities

As artificial intelligence (AI) tools become more prevalent in secondary mathematics classrooms, teachers are discovering new ways to enhance their planning and delivery of instruction. While much discussion around AI focuses on student use, less attention is given to how teachers can utilise these tools in their everyday teaching. This conceptual paper explores how secondary mathematics teachers can integrate AI tools such as ChatGPT, Photomath, Khanmigo, and Wolfram Alpha to support lesson planning, personalise instruction, and improve teaching effectiveness. Drawing on the Technological Pedagogical Content Knowledge (TPACK) model, the paper presents a practical framework that demonstrates how content knowledge, pedagogy, and technology can work together to strengthen instructional practice. Grounded in recent literature and classroom experience, the framework explains how AI can support core teaching tasks such as lesson design, real-time feedback, differentiation, and ongoing professional development. Rather than viewing AI as a threat, the paper encourages teachers to see it as a supportive partner that enhances teaching. Special attention is given to under-resourced classrooms, where the teacher’s workload is high and individual support is limited. Through clear strategies and examples, the paper offers guidance on using AI in ways that improve student learning and support meaningful teacher growth.

A multiperspective study on the role of support and self-efficacy in middle school students using the CTCM method.

ABSTRACT Student success in higher education is commonly associated with academic preparedness, financial stability, institutional support systems, and access to educational resources. However, an increasing body of literature suggests that psychological factors also play a significant role in shaping students’ academic experiences, persistence, and achievement. These psychological barriers are often less visible but can substantially influence students’ motivation, engagement, confidence, and willingness to seek academic support. This literature review examines key psychological factors that may hinder student success in higher education, including academic self-efficacy, fear of failure, imposter phenomenon, test anxiety and stress, sense of belonging, and reluctance to seek help. By synthesizing research across these domains, the review highlights how internal psychological challenges interact with academic and institutional environments to influence student outcomes. The article also discusses implications for higher education institutions, emphasizing the importance of addressing psychological dimensions of learning in advising, teaching practices, and student support services. Understanding these invisible barriers may help educators and institutional leaders develop more comprehensive strategies to promote student success, persistence, and completion. Keywords: student success; higher education; psychological barriers; academic self-efficacy; fear of failure; imposter phenomenon; test anxiety; academic stress; sense of belonging; help-seeking behavior; student engagement; student persistence; academic achievement; mental health in education; student support services; learning motivation; retention and completion; holistic student development

Background South African universities have expanded access for historically disadvantaged students (HDS), yet persistent inequalities continue to shape academic success. Empirical evidence remains limited on how institutional, socio-economic, and pedagogical factors intersect to influence epistemic access within historically disadvantaged institutions. Methods This study employed a qualitative case study design at a public South African university. Semi-structured interviews were conducted with 25 participants, including undergraduate students ( n = 14), academic staff ( n = 4), and support staff ( n = 7) between 01 June 2022 and 30 October 2025. Participants were purposively sampled. Interview data were transcribed verbatim and analysed using reflexive thematic analysis. Results The analysis identified four interrelated themes: (1) academic under-preparedness linked to unequal schooling backgrounds; (2) persistent financial precarity extending beyond formal financial aid; (3) digital exclusion exacerbated by blended learning modalities; and (4) uneven institutional capacity to support curriculum transformation and student support services. These factors collectively constrained students’ epistemic access and academic progression. Conclusions The findings demonstrate that widening access alone is insufficient to ensure student success. Structural inequalities embedded within academic, financial, and digital systems continue to shape educational outcomes. Addressing these constraints requires institutionally coordinated interventions that extend beyond financial aid to include academic development, digital inclusion, and staff capacity building. The study contributes qualitative evidence to debates on higher education inequality in the Global South.

ABSTRACT The COVID-19 pandemic presented unprecedented challenges for community colleges and their students, exacerbating existing resource disparities and creating new obstacles to student success. The U.S. federal government’s Higher Education Emergency Relief (HEER) Fund provided nearly $25 billion to community colleges over three years, representing a historic investment in these institutions. This study examines how community colleges distributed and utilized HEER funding through analysis of nationwide expenditure data from 976 colleges and survey responses from 170 colleges across six states. Findings show that approximately 90% of community colleges spent all or nearly all of their HEER funds, with colleges distributing almost all of the emergency aid to most of their student population while using institutional funds to maintain operations, enhance technology infrastructure, and expand non-academic student supports. Colleges prioritized students with exceptional need and reported high levels of success in helping students cover expenses and mitigate hardships. With HEER funding now expired, colleges express significant concerns about sustaining expanded student supports, particularly emergency aid and mental health services. These findings reveal critical lessons for future funding policies and highlight the ongoing need to address systemic resource inequities in community college finance.

Purpose The internationalisation of higher education is essential for global academic recognition and cross-cultural exchange. India, with its strong educational legacy, aspires to be a key global player but faces challenges in attracting international students despite initiatives like National Education Policy 2020 and Study in India. This study examines the barriers and strategic pathways to strengthening India's global higher education presence. Design/methodology/approach This study employs a systematic literature review (SLR), which is informed by a critical interpretive synthesis approach. It examines existing literature, policy documents and comparative global education frameworks to identify key determinants influencing international student mobility. It critically examines systemic issues within Indian HEIs and evaluates strategic interventions that can enhance India's appeal as a study destination. Findings The study highlights governance inefficiencies, infrastructure gaps, inadequate student support and curriculum misalignment as key barriers to India's global education competitiveness. However, India's affordability, cultural diversity and policy reforms offer growth potential. Strategic improvements in governance, curriculum, marketing and policy are crucial to closing the gap between aspirations and outcomes. Practical implications This article provides policymakers, educators and institutional leaders with a structured roadmap for strengthening India's position as an attractive international education destination. The recommendations focus on improving institutional frameworks, fostering international partnerships, enhancing student experience and leveraging India's competitive advantages to meet global benchmarks. Originality/value This study offers a first-of-its-kind, comprehensive and multidimensional analysis of the internationalisation of Indian HEIs, integrating governance, curriculum, infrastructure and global branding. Unlike prior research focusing on isolated aspects, it provides a holistic perspective, advancing discourse on higher education internationalisation in emerging economies and laying the groundwork for future empirical studies.

BackgroundWhile the level of physical activity recommended by guidelines provides various benefits regarding the musculoskeletal system, inactivity or occupational factors such as extended work hours and ergonomic conditions generate a risk factor for musculoskeletal disorders.ObjectiveThis study aimed to characterize musculoskeletal symptoms and academic performance in relation to physical activity levels among university students.MethodsThe International Physical Activity Questionnaire-Short Form (IPAQ-SF) was utilized to determine the physical activity levels of the students, their musculoskeletal disorders were evaluated using the Cornell Musculoskeletal Discomfort Questionnaire (CMDQ), and academic achievement was assessed via Grade Point Average (GPA) (n = 126) .ResultsA total of 126 students were included in the study; 18.25% were physically active, while 69.04% were inactive. Although not statistically significant, female students (56.00) had higher CMDQ scores than males(21.50) (p = 0.06). Second-year students exhibited higher CMDQ scores than their first-year students (r = 0.178*,p = 0.046).ConclusionsThis study revealed insufficient physical activity levels and prevalent musculoskeletal complaints, particularly in the waist, back, and neck regions, among university students. These symptoms were more frequent in second-year students, likely due to increased academic demands and internships. The moderate negative correlation between GPA and physical activity suggests that academic workload may limit exercise engagement. These findings highlight the need for comprehensive student support strategies, including active breaks during classes, promotion of ergonomic study habits, and awareness programs focused on musculoskeletal health to help students balance academic performance with physical well-being.

College students encounter a wide range of academic and non-academic challenges that significantly influence their academic performance and overall well-being. This study determined the needs and problems encountered among college students in a higher education institution. A descriptive–quantitative research design was employed using a researcher-made questionnaire administered to 1,390 randomly selected respondents across different colleges. Findings revealed that students have high demands for academic support such as access to learning resources, instructional guidance, and technological facilities. Moreover, non-academic needs including financial assistance, mental health services, and a secure learning environment were also identified as essential. The results further showed that students commonly experience adjustment difficulties, financial constraints, and learning anxiety. Statistical analysis indicated no significant differences in students’ needs when grouped according to most demographic variables. The findings serve as a basis for developing an institutional intervention framework to enhance student support services.

Many university students encounter barriers to timely support for disordered eating. Brief, scalable digital single-session interventions (SSIs) may provide an engaging and accessible transdiagnostic pathway for early intervention where there is increased distress before a diagnosis emerges. The present study co-designed smartphone-delivered transdiagnostic SSIs for university students at risk of developing an eating disorder and evaluated the feasibility, acceptability, and relevance of these SSIs. A three-phase sequential mixed-method design was employed to develop a final suite of nine consumer-informed SSIs. Phase 1 quantified student (n = 165) prioritization of candidate transdiagnostic psychological targets for the apps of relevance to disordered eating, derived from prior empirical and Delphi consensus work. Phase 2 gathered qualitative feedback via focus groups across 18 students related to aspects that would increase usability of apps, including content, design, and realism. Phase 3 (n = 18) conducted a quantitative evaluation of the usability of the prototype SSIs, including subgroup analyses by weight-concern severity (low versus high). The top nine candidate psychological targets included challenging life events, contingent self-worth, rumination, self-acceptance, self-criticism, loneliness, negative body image, negative social media use, and fear of mistakes. Overall findings indicated acceptable perceived quality between the weight-concern groups, with both qualitative feedback and quantitative ratings informing targeted refinements to clarity, engagement, and credibility prior to finalization. Consumer-informed transdiagnostic digital SSIs appear feasible and acceptable as low-burden early supports for university students, providing a foundation for randomized controlled trial evaluation and scalable early intervention within university mental-health contexts.

International student mobility is essential to higher education internationalization, yet comparative quantitative research on incoming and outgoing students remains limited. In this study, motivations and attitudes toward cross-border education were analyzed by comparing 329 international students in China and 303 Chinese outgoing students using questionnaires. Data were examined via reliability and validity tests, mean comparisons, and structural equation modeling (SEM), with acceptable model fit indices. The findings show that incoming students prioritized postgraduate employment and scholarships, whereas outgoing students focused on cultural exploration and personal growth. Incoming students held more optimistic attitudes toward career benefits, policy support, and leadership engagement. Both groups supported peer mentoring but were neutral toward extended language courses and online learning. This study enriches theoretical frameworks and provides practical implications for universities and policy makers to design tailored strategies that improve student satisfaction and support sustainable international mobility.

Abstract - This paper proposes a lightweight AI-powered chatbot designed specifically for diploma students to resolve academic doubts instantly without continuous internet dependency. Unlike conventional systems, the model uses a hybrid approach combining keyword matching and a localized dataset tailored to diploma curricula. The chatbot supports bilingual interaction (English and Tamil), improving accessibility for regional learners. A simple web-based interface enables real-time query handling with minimal computational requirements. Experimental usage shows effective response generation for common academic questions, reducing reliance on faculty for repetitive queries. The system promotes self-learning and can be easily adapted for different departments with minimal modifications. Keywords: artificial intelligence, chatbox system, natural language processing, student support system

Abstract Introduction In the United Kingdom (UK), undergraduate pharmacy education must evolve to support graduates to deliver enhanced clinical care, including independent prescribing at the point of registration. Primary healthcare has the potential to offer opportunities for developing clinical skills but UK pharmacy undergraduate placements in this setting have been limited in scale.[1] Aim This study aimed to evaluate the feasibility and sustainability of longitudinal primary care placements for pharmacy students and to assess students’ experiences of these placements. Methods Ten primary healthcare centres hosted 115 final-year pharmacy students for a 10-day longitudinal placement over 20 weeks of the 2024/25 academic year. Each site was supported by a university funded clinical link tutor and hosted two to four groups of students. A placement handbook was developed, which included an induction guide, placement tasks and workplace-based assessment tools. Placement activities included undertaking prescribing audits, medication safety activities, observation of clinics run by the multidisciplinary team and student/tutor-led clinics. Semi-structured interviews were conducted with representatives from placement sites to explore their experiences of hosting pharmacy students. Interview data were analysed thematically. Student experiences were assessed using the validated 19-item Placement Evaluation Tool (PET),[2] which uses a five-point agreement scale (1 = strongly disagree to 5 = strongly agree). Quantitative PET data were analysed descriptively. Results Interviews were conducted with eight representatives from seven placement sites, including GP partners, pharmacists and practice managers. Representatives from three sites could not be recruited during the data collection period. Analysis identified four themes: placement structure and feasibility; student support and the learning environment; student experience and development; and service and patient impact. Respondents noted increased workload and logistical pressures but reported that students were well received and benefited from extended clinical exposure. Students contributed to aspects of service delivery, especially medication safety work. The presence of clinical link tutors was considered essential for sustaining the placements. A total of 103 out of 115 students completed the PET, giving a response rate of 90.51%. Overall, students rated the placements highly (median PET score = 86/95; mean = 83.3; quartile 1 = 77; quartile 2 = 86; quartile 3 = 94; quartile 4 = 95). Mean scores for all individual PET items exceeded 4. Patient safety was fundamental to the work of the unit received the highest mean score across placement sites (mean = 4.58, SD ±0.82), while I had opportunities to interact and learn with the multi-disciplinary team received the lowest (mean = 4.05, SD ±1.14), with greater variation observed across sites. Conclusion This study shows that longitudinal primary care placements are feasible and well received by students. The clinical link tutor was critical to placement success; long-term sustainability therefore depends on this role. Limitations of this study included potential selection bias in identifying placement sites, the non-participation of three sites in the final evaluation, and limited generalisability due to the single-institution scope. Despite these limitations, these findings provide insights into expanding primary care placements to support the evolving clinical role of pharmacy graduates.

Intelligent assistants have emerged as an innovative tool for student support, offering personalized guidance, and automated feedback. Despite its increasing adoption, there is limited experimental research directly comparing AI-assisted support with traditional human teacher support in higher education, particularly with regard to learning outcomes and learner experience Likewise, the effectiveness of AI assistants compared to traditional teacher support remains an area of research. This study aimed to compare the impact of AI assistants and human teachers on learning outcomes in higher education. Participants ( N = 59) were divided into two groups: an experimental group ( N = 31) supported by an AI assistance platform, and a control group ( N = 28) guided by human instructors. Both groups engaged with the same course content. Quantitative data were collected using achievement tests and the questionnaire, supplemented by focus group discussions on the qualitative phase. The study revealed that while AI assistants can enhance self-confidence and provide efficient support, human teachers remain important for delivering higher academic achievement, greater motivation, and significantly higher learning satisfaction and more accurate self-evaluation of their learning. This study provides new empirical evidence demonstrating the complementary strengths of AI-assisted and human-assisted learning in higher education. These findings highlight the continued importance of human interaction in effective teaching. The study concludes by proposing a hybrid support model that integrates AI assistance with human instruction.

Justification: The expansion of access to higher education in Ecuador has intensified academic demands, generating conditions that affect student well-being. Objective: Therefore, the aim of this study was to describe the levels of academic stress and social support among students at the Universidad Estatal Península de Santa Elena. Methodology: The study was conducted under a quantitative approach with a descriptive and cross-sectional scope, using a non-experimental design. The sample consisted of 1,833 students selected through non-probabilistic sampling. A 30-item Likert-type questionnaire was applied, showing adequate content validity and reliability (α = 0.87). Results: High levels of academic stress predominated, with 46.92% of students in the “very high” category and 36.61% in the “moderate” category. Regarding social support, family was identified as the main source (42.8%), followed by self-support (27.1%) and partners (13.8%), while support from faculty was minimal. Conclusion: The university experience takes place in a context of high demands, in which students primarily rely on support networks outside the institutional setting. This suggests a limited presence of other support spaces within the academic environment, highlighting the need to strengthen support mechanisms within the university to provide more comprehensive student support.

Background Gamified learning, specifically escape rooms, may help students improve their knowledge and execution of American Psychological Association (APA) Style. Objective We developed and evaluated an APA-themed escape room to help students learn about in-text citations and reference pages, model APA conventions, and promote the importance of paying attention to details and following directions through an enjoyable, competitive experience. Method Psychology majors and nursing students completed pre- and post-game surveys assessing demographics, perceived APA competence, and APA knowledge, with additional post-game questions evaluating their experience participating in the escape room activity. Results Students significantly improved their APA citation knowledge and confidence after participating, with greater gains observed in psychology students, in reference-formatting questions, and among students with lower initial confidence. Overall, participants rated the experience highly and were more likely to recommend it if they started with lower APA knowledge and confidence. Conclusion Gamified learning, especially through an educational escape room, can improve students’ APA citation skills and boost confidence, particularly among those with less confidence and limited prior knowledge. Teaching Implications This proof-of-concept study may encourage instructors to incorporate educational escape rooms as an interactive teaching strategy to enhance student engagement and support learning of complex skills like APA Style.

Abstract: The rapid advancement of artificial intelligence technologies has significantly transformed the educational landscape, particularly in higher education. Generative Artificial Intelligence (AI) has emerged as a powerful tool capable of producing human-like text, providing explanations, and supporting interactive learning experiences. These capabilities offer new opportunities to enhance undergraduate education through intelligent and personalized tutoring systems. However, traditional learning methods and digital tools often fail to address individual learning needs, provide instant feedback, and adapt to diverse student learning styles. To address these challenges, this study proposes the use of Generative AI as a virtual tutor to improve learning outcomes for undergraduate students. Advanced AI models such as ChatGPT utilize transformer-based architectures and self-attention mechanisms to understand context, generate meaningful responses, and provide step-by-step explanations. These systems are capable of delivering personalized learning support, assisting with concept clarification, and guiding students through problem-solving processes in real time. In this research, educational content and student queries are processed using Generative AI techniques to simulate interactive tutoring environments. The proposed system aims to enhance student engagement, improve comprehension, and support self-paced learning by adapting to individual needs. Performance evaluation is conducted using metrics such as student satisfaction, learning efficiency, accuracy of responses, and academic performance improvement. The results indicate that Generative AI-based virtual tutoring systems significantly enhance learning experiences by providing context-aware, accessible, and scalable educational support. This study highlights the potential of Generative AI in developing intelligent tutoring systems that complement traditional teaching methods and improve the overall quality of undergraduate education. Keywords: Generative AI, Virtual Tutor, Undergraduate Education, Personalized Learning, Transformer Models, Natural Language Processing, ChatGPT.