Highlights • We convert the general SSP storylines into demographic scenarios for 195 countries.• Human populations are cross-classified by age, gender and level of education.• Future fertility and hence population growth will depend on female education.• In the median assumptions scenario (SSP2) world population will peak around 2070.• By 2100 world population ranges from 6.9 (SSP1) to 12.6 billion (SSP3).
The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.
The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.
Background The application of artificial intelligence (AI) in STEM education (AI-STEM), as an emerging field, is confronted with a challenge of integrating diverse AI techniques and complex educational elements to meet instructional and learning needs. To gain a comprehensive understanding of AI applications in STEM education, this study conducted a systematic review to examine 63 empirical AI-STEM research from 2011 to 2021, grounded upon a general system theory (GST) framework. Results The results examined the major elements in the AI-STEM system as well as the effects of AI in STEM education. Six categories of AI applications were summarized and the results further showed the distribution relationships of the AI categories with other elements (i.e., information, subject, medium, environment) in AI-STEM. Moreover, the review revealed the educational and technological effects of AI in STEM education. Conclusions The application of AI technology in STEM education is confronted with the challenge of integrating diverse AI techniques in the complex STEM educational system. Grounded upon a GST framework, this research reviewed the empirical AI-STEM studies from 2011 to 2021 and proposed educational, technological, and theoretical implications to apply AI techniques in STEM education. Overall, the potential of AI technology for enhancing STEM education is fertile ground to be further explored together with studies aimed at investigating the integration of technology and educational system.
Abstract While teaching medical professionalism has been an important aspect of medical education over the past two decades, the recent emergence of professional identity formation as an important concept has led to a reexamination of how best to ensure that medical graduates come to “think, act, and feel like a physician.” If the recommendation that professional identity formation as an educational objective becomes a reality, curricular change to support this objective is required and the principles that guided programs designed to teach professionalism must be reexamined. It is proposed that the social learning theory communities of practice serve as the theoretical basis of the curricular revision as the theory is strongly linked to identity formation. Curricular changes that support professional identity formation include: the necessity to establish identity formation as an educational objective, include a cognitive base on the subject in the formal curriculum, to engage students in the development of their own identities, provide a welcoming community that facilitates their entry, and offer faculty development to ensure that all understand the educational objective and the means chosen to achieve it. Finally, there is a need to assist students as they chart progress towards becoming a professional.
Listiani Listiani, Ágnes Hódi and Marianne Nikolov
In recent years, there has been an increase in research on English as a foreign language (EFL) learners’ engagement with teachers’ feedback; however, little is known about how students engage with feedback combining written and audio feedback. Previous research has primarily focused on a single mode of feedback addressing specific writing issues, although findings have indicated the potential of combined modes of feedback (CMF) for addressing a broader range of writing problems across different levels. The purpose of this study was to address this gap by examining how 23 low-proficient university students behaviorally engaged with their teacher’s CMF in an EFL writing class in Indonesia. Datasets included students’ initial and final drafts of their descriptive and narrative tasks and their teacher’s CMF (audio and written). The findings revealed that successfully used feedback was more frequent than partially and unused feedback. The level of behavioral engagement varied across the language features addressed in the teacher’s feedback and the error categories also varied between the two writing tasks. Students used several strategies, including Revision, No Revision, Deletion, Substitution, and Addition. These strategies generally concerned micro level errors, which did not require extensive understanding and knowledge to implement the feedback. This article discusses the study’s pedagogical implications, limitations, and potential directions for future research.
Cardiovascular diseases (CVD) are the leading global threat to human health. The clinical application of vascular stents improved the survival rates and quality of life for patients with cardiovascular diseases. However, despite the benefits stents bring to patients, there are still notable complications such as thrombosis and in-stent restenosis (ISR). Surface modification techniques represent an effective strategy to enhance the clinical efficacy of vascular stents and reduce complications. This paper reviews the development strategies of vascular stents based on surface functional coating technologies aimed at addressing the limitations in clinical application, including the inhibition of intimal hyperplasia, promotion of re-endothelialization. These strategies have improved endothelial repair and inhibited vascular remodeling, thereby promoting vascular healing post-stent implantation. However, the pathological microenvironment of target vessels and the lipid plaques are key pathological factors in the development of atherosclerosis (AS) and impaired vascular repair after percutaneous coronary intervention (PCI). Therefore, restoring normal physiological environment and removing the plaques are also treatment focuses after PCI for promoting vascular repair. Unfortunately, research in this area is limited. This paper reviews the advancements in vascular stents based on surface engineering technologies over the past decade, providing guidance for the development of stents.
Materials of engineering and construction. Mechanics of materials, Biology (General)
Lauren D. Branditz, Andrew P. Kendle, Cynthia G. Leung
et al.
Background The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students’ procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school.Methods Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores.Results Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively.Conclusions Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.
Sasirangan is a typical cloth from the South Kalimantan which is produced by the Banjarist people in home industries. The production of sasirangan has a very positive impact on the welfare of Banjarist people. However, the processing and liquid waste resulting from the production process can have a negative impact on workers' health and the environment because it contains synthetic dyes and heavy metals. This is caused by poor worker behavior in processing and disposing of liquid waste from sasirangan cloth. Worker behavior can be related to worker education and knowledge. This research aims to analyze the relationship between education, knowledge and the behavior of sasirangan workers in processing and disposing of waste in the home-based sasirangan industry in Banjarmasin. This research is an analytical observational study with a cross sectional approach, carried out at 3 (three) sasirangan production locations: Sungai Jingah, Seberang Masjid Village and Surgi Mufti subdistricts. Sampling used a purposive sampling technique with a sample size of 30 workers. Data analysis was carried out using descriptive and statistical analysis using the Chi Square test with the alternative Fisher Exact Test. The results of data analysis show the p value of the education variables (p=0.032) and knowledge (p=0.049). There is a significant relationship between education and knowledge and worker behavior in processing and disposing of waste in the sasirangan home industry in Banjarmasin. This is in accordance with Lawrence Green's theory, the better the worker's education and knowledge, the better the worker's behavior. The existence of a significant relationship between education and knowledge and workers' behavior in processing and disposing of waste in the sasirangan home industry in Banjarmasin requires follow-up in the form of efforts to increase education and knowledge regarding the processing and disposal of sasirangan waste for workers in the sasirangan home industry in Banjarmasin.
Patient-partners are invaluable in health professions’ education. Sharing their lived experiences with prospective and current healthcare providers can provide an opportunity for these participants to hone their patient-centric skills. However, sharing stories publicly is a vulnerable role and may feel emotionally risky for patient-partners. Using reflective dialogue, this manuscript outlines recommendations through the Sender-Receiver Model of Communication for Patient-Partners encounters when working with patient-partners in health professions’ education. These recommendations include recognizing that: Patient-partners need to consider if they are ready to share their story. Some stories are wounds requiring further healing; other stories are scars fully processed by patient-partners and ready to be shared publicly. The audience should differentiate between questions that can promote critical thinking versus feel like a “personal attack.” Audiences should recognize vulnerability patient-partners may experience in sharing their stories and engage accordingly. Pre-session and post-session debriefs are important. Shared stories may elicit intense emotions from patient-partners and audiences. Both groups should be given an opportunity to process and work through emotions.
Introduction: Sexual harassment is a component of gender-based discrimination that indicates unequal power relations and affects students' psychological and physical well-being and academic achievement. This study assessed students’ experiences of sexual harassment at the Offinso College of Education. Methods: This cross-sectional descriptive study incorporated a whole population sampling of second and third-year female students to respond to a pre-tested questionnaire uploaded on Google Forms. The data were vetted for appropriateness, cleaned in Microsoft Excel, and transferred to IBM Statistical Package for Social Sciences for analysis into descriptive statistics and chi-square tests of associations. Results: The study indicated that women (66%) had previously had sex before admission into college and perceived that they were at risk of sexual harassment (43.0%). It was statistically significant that the student's level of education was associated with the experience of being sexually harassed (χ2 = 10.950, p-value <0.00) and the perception that sexual harassment was a problem among students (χ2 = 13.376, p-value <0.01). The nature of the female students' marital relationships was statistically significant (χ2 = 11.209, p-value<0.02) to the perception of sexual harassment as a problem in the college. Conclusion: Female students must have adequate education on the sexual harassment policy of the institution and measures put in place to identify and provide appropriate sanctions to issues of sexual harassment at the college education level.
Katri Lahti, Heidi Backman, Taina Laajasalo
et al.
ABSTRACTPotentially traumatizing events are common in adolescence, and these experiences have an impact on psychopathology. Furthermore, these events cumulate for certain individuals. More knowledge about the relationship between well-being and victimization experiences’ amount, type, and timing in adolescents is needed to understand the phenomenon of adolescent victimization. In this cross-sectional study, we investigated in a population-based sample of Finnish adolescents, whether victimization experiences associate with psychosocial well-being. The study sample comprised 5743 adolescents aged 15–16 years who filled in a questionnaire about 12 victimization experiences and psychosocial well-being. General Linear Model regression analyses were used for statistical analysis. A greater number of victimization experiences and recent timing, as well as type of victimization such as cyberbullying, were linked to problems related to psychosocial well-being. It is important to recognize current forms of youth victimization to identify the adolescents at risk for psychosocial distress and investigate on specific types of victimization.
Special aspects of education, The family. Marriage. Woman
General music education, if practiced with intentionality, has the potential to be a passionate act of hope with tremendous implications for the academic, social, and emotional needs of students. General music specialists have the capacity to expose students to the very best parts of life itself: joy, playfulness, respect, gratitude, creativity, persistence, resilience, curiosity, and so much more. The general music teacher is well positioned to help students develop relationships with long-held human insights and best practices in living an art filled, meaningful life. A few key skills students can learn in the general music classroom include cooperation, communication, positive peer interactions, recognition and support of the rights of others, dependability, responsibility, focus of personal attention, impulse control, delayed gratification, and acceptance of consequences. All 21st-century life skills that are integral to education and human development.
Evaluation indicators of general education represent the value and identity of general education. University members can clearly understand general education through evaluation indicators. Evaluation indicators serve as standards for establishing and implementing educational policies. Universities support general education according to the evaluation indicators. From this point of view, this study conducted a questionnaire survey to diagnose problems with the general education evaluation indicators of the Basic Competency Assessment for Universities. A survey was conducted targeting 127 universities that joined the Korean Council for University General Education. The total number of respondents was 51. The summary of the survey results is as follows. First, 70% of respondents said that it was reasonable to evaluate general education as ‘operation and improvement of curriculum’. But about 50% of the respondents were negative about evaluating the general curriculum as ‘core competency’ as a diagnostic factor. Second, more than 70% of respondents said that the standard of the general education standard model of the Korea National Institute for General Education, which was established theoretically and academically, was not applied to the current evaluation indicators. So it is necessary to improve the inclusiveness of general education evaluation indicators. Third, about 50% of the respondents were negative about the relevance of the evaluation indicators as a driving force for improving the quality of general education. Fourth, 70% of the respondents thought that the basis for applying core competencies as evaluation indicators for general education was not sufficient. Therefore, they think that evaluation criteria should be designed according to the essential characteristics of general education. Finally, many respondents said that the essential components of the evaluation indicators should include the organization and operation of the general education curriculum, the operating system for improving general education, and the organization and manpower necessary for supporting general education. This study examined the validity of competency-based general education, focusing on general education experts. As a result, it provided clear evidence for developing and designing evaluation indicators for the development and improvement of practical general education in universities. In particular, the Ministry of Education should go through a public deliberation process to improve the acceptance of evaluation results. Therefore, we proposed that the concept of competency should be established first and then the validity of competency-based general education should be reviewed.
In the study reported on here, the effects of science centres on the perceptions of secondary school students towards the nature of science were examined. The study group consisted of 16 students aged 13 and 14 of which 7 were female and 9 male. In this study, a total of 4 trips were arranged to the science centre twice a month for 2 months. Students attended different workshops, planetariums and exhibitions on each trip to the science centre they attended. The activities that students attended during these trips were independent of the school curriculum. The data were obtained in the spring of 2019. This study was experimental research. Mixed method was used as the research model and the concurrent triangulation pattern was used as the design. The Scientific Knowledge Scale, the Questionnaire for Scientific Knowledge and semi-structured interviews were used as data collection tools, which were administered to students before and after the activities. In data analysis, qualitative data were analysed using content analysis. Quantitative data were analysed using the SPSS program. As a result of the research, it was determined that science centres caused an increase in students’ scores and levels of scientific knowledge and an improvement in their views on the nature of science.