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As artificial intelligence (AI) technologies advance, their potential to transform education is promising. From personalized learning to intelligent tutoring systems, AI offers tools that enhance student engagement and streamline administrative tasks. However, implementing AI in the classroom comes with challenges. Educators, administrators, and policymakers must navigate barriers, including limited technical infrastructure, data privacy concerns, lack of teacher training, and equity access across schools. Understanding and addressing these obstacles ensures that AI enhances educational equity rather than increasing existing divides. Further exploration may reveal key challenges and identify strategies for integrating AI into classroom practice. Navigating Barriers to AI Implementation in the Classroom investigates the ways in which AI alters education by streamlining administrative tasks, introducing new individualized learning opportunities, and transforming instructional strategies. It examines the capabilities of AI in education, including intelligent instruction, automated assessments, data-driven insights, adaptive learning systems, and ethical issues related to its employment in classrooms. This book covers topics such as classroom management, policymaking, and student engagement, and is a useful resource for educators, computer engineers, policymakers, academicians, researchers, and scientists. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Objective: The Houston Conference Guidelines (Hannay et al., 1998) provided an initial framework for North American neuropsychology training that served the specialty well for several decades. Subsequent advances in technology, increased diversity of the U.S. and Canadian populations, and the adoption of competency-based training models within Health Service Psychology have created a need to update neuropsychology training guidelines. Therefore, in 2022, the Minnesota Conference to Update Education and Training Guidelines in Clinical Neuropsychology began a two-year drafting process leading to the currently proposed update. Method: A Steering Committee worked with content experts, consultants, and delegates representing North American neuropsychological organizations and specialists. The final version of the guidelines was developed after reviewing neuropsychological training literature, gathering feedback from specialists, and making iterative revisions of earlier drafts to reach consensus. Conclusion: The resulting “Minnesota Guidelines” include five foundational (Neuroscience and Brain Behavior Relationships; Integration of Science and Practice; Ethics, Standards, Laws, and Policies; Diversity; and Professional Relationships) and eight functional (Assessment; Intervention; Interdisciplinary Systems and Consultation; Research and Scholarship; Technology and Innovation; Teaching, Supervision, and Mentoring; Health and Professional Advocacy; and Administration, Management, and Business) areas of competency required for entry level specialty practice. While consensus was not achieved, a majority of voting delegates recommended the Guidelines for adoption and the Guidelines have been endorsed by six neuropsychology education and board certification organizations. The American Academy of Clinical Neuropsychology has not endorsed the Minnesota Guidelines and will not make an endorsement decision until three months after online publication. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: With an increasing focus on social accountability in program design in response to a shortage of rural healthcare professionals, emerging approaches in pre-registration health professional education (HPE) offer ‘place-based’ solutions. This review assesses the adoption of these approaches by the international HPE community and describes how programs are designed to recruit and train students ‘in place’. Methods: Utilizing a global scoping review, a search strategy of relevant HPE databases was developed based on the review’s eligibility criteria and key search terms. Titles and abstracts of all articles were screened against the review’s inclusion criteria, followed by full text review of articles retained. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping reviews (PRISMA-ScR) checklist. Results: Database searches identified 4,215 articles (1,526 duplicates). Title and abstract screening were completed, with 319 retained for full text review. Of these, 138 met the inclusion criteria, with 50 unique HPE programs from 12 countries identified, predominantly from medicine or nursing and midwifery. Programs often had a dual purpose to provide a rural workforce and increase access to HPE for under-represented groups. Recruitment strategies included preferential admission of local students, identifying students with rural or primary care intentions, community involvement in selection, and pre-entry programs. A typology of four training models was identified: short-term rural placements, extended rural placements, rural campuses, and distributed blended learning. Distributed blended learning occurred primarily in nursing and midwifery programs, enabling students to train in their home rural communities. Outcomes evaluated by programs focussed on graduates’ work locations, the effectiveness of widening access measures, and academic results. Discussion: Despite heterogeneity of design and context, place-based programs were characterized by three common features closely aligned with social accountability: widening access to HPE, comprehensive program design and a community-engaged approach. Key considerations for place-based HPE program design are the geographical scale of the program, strategies for student recruitment from the target region, provision of continuity with rural communities through longitudinal training experiences, engaging communities in the design and delivery of the program, and alignment of evaluation with the goals of the program and the communities served. © © 2025 Fuller, Beattie, McGrail, Versace and Rogers.

This article details the design and validation of the Students’ Perceptions of Upper Secondary Education Programmes (SPUSEP) instrument, developed to explore Portuguese students’ experiences of transitioning into upper secondary education. The instrument was developed based on a literature review and focus group discussions with students from four upper secondary schools and was tested through a pilot study with 185 students attending the 1st year of upper secondary level in these schools. Reliability and validity were assessed using Cronbach’s alpha and a Principal Component Analysis. Furthermore, an independent sample T-test was conducted to examine differences between students in scientific-humanistic and VET programmes, as well as between general and VET schools. The results confirm that SPUSEP is a robust and reliable tool for gathering insights into students’ perceptions of upper secondary education programmes. It captures effectively the various perceptions of different pathways, including concerns about course load, degree of subject choice and learning experiences. SPUSEP can support discussions about and reforms of upper secondary education programmes at institutional, local or system levels, to promote more informed and student-centred educational improvements. © the author.

Background: The frequent occurrence of public health emergencies in the 21st century has posed significant challenges to global healthcare systems. As crucial members of medical teams, Generation Z nursing interns play a pivotal role in emergency response. However, systematic assessments of preparedness encompassing emergency attitude, professional knowledge, operational skills, and comprehensive competencies among nursing interns remain unexplored. Objective: This study aims to assess the public health emergency preparedness of Generation Z nursing interns in the post-pandemic era and identify key influencing factors, providing insights for optimizing nursing education and clinical training. Methods: A cross-sectional survey was conducted among 434 Generation Z nursing interns in Zhengzhou, China, from January to February 2025 using convenience sampling. Data were collected using a general information questionnaire, Public Health Emergency Preparedness Questionnaire for Nursing Interns, Nurse's Digital Competence Self-assessment Scale, and Professional Identity Scale for Nursing Students. Data were analyzed by descriptive statistics, univariate analysis, Pearson's correlation, and multiple stepwise regression. Results: The total score of public health emergency preparedness of 434 nursing interns was 95.79 ± 11.03, with notable deficiencies in professional knowledge and comprehensive competencies. Multiple stepwise regression analysis revealed that digital competence, professional identity, attitude toward the nursing major, and level of internship hospital were the main influencing factors of emergency preparedness (all p < 0.05). Conclusion: The findings indicate that while Generation Z nursing interns demonstrate a high proficiency in emergency operations and a positive attitude toward emergency response, deficiencies persist in specialized emergency knowledge and psychological intervention capabilities. It is recommended that nursing schools and internship hospitals implement integrated emergency training programs, complemented by enhanced digital competency and professional identity cultivation, to holistically bolster preparedness for future public health emergencies. © © 2025 Duan, Feng, Zhuang, Zhou, Jia, Sun and Zhang.

Background and objective General practitioners (GPs) need postgraduate training pathways specific to their needs and integrated into local health environments. This scoping review investigates components of integrated GP training pathways including the barriers and enablers of effective pathways for GP recruitment and retention. Methods This review was guided by methodological framework of Arksey and O’Malley and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews Checklist. MEDLINE, EMBASE, CINAHL and Scopus databases were searched for articles published between 2013 and March 2024. Included articles were analysed and categorised by thematic analysis. Results Twenty-seven articles were included, resulting in six key themes: (1) place-based training; (2) trainee background and connections; (3) support structures; (4) professional identity; (5) trainee demographics; and (6) family factors. Discussion The components, barriers and enablers of GP training pathways identified will guide development and evaluation of improved integrated training pathway options for GP trainees in Australia. © The Royal Australian College of General Practitioners 2025

Background: Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods: We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result: The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration. Conclusion: Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia. ©: © 2025. R et al.

The Shokunin philosophy, while relatively new and understudied in the context of constructionist project-based learning (PBL), remains unexplored in terms of how younger children perceive it. This research aims to investigate how young children interested in woodworking exhibit the Shokunin spirit within a constructionist PBL framework. Six students from Darunsikkhalai School for Innovative Learning, comprising four females and two males with an average age of 13.95 years (S D=0.33), participated in the study. All participants consented to be interviewed, with interviews lasting between 10 and 15 minutes. Thematic analysis of the data revealed six key themes: passion and persistence, skill development journey, managing perfectionist tendencies, teamwork and collaboration, embracing challenges, and connection to craftsmanship. This study offers valuable insights for educators on integrating the Shokunin spirit into their teaching practices, promoting holistic growth in both character and competency. © 2025 IEEE.

This machine-generated volume, with chapter introductions by the human expert, showcases how digital technologies are having deep transformative impacts on geographies and temporalities of social, political, economic, and personal lives. They are altering perceptions and physicality of space and time. They are giving birth to digital communities and societies where distance remains of little significance. Virtual spaces and ICT have disrupted state sovereignties, often liquidating their physical national boundaries. The rise of the digital economy shows that new important raw materials for the future are information rather than coal, oil, and minerals. Digitalisation is also leading to several contradictory processes of democratisation, rising welfare of the citizens, as well as surveillance, peripheralisation and exclusion. States are taking pride in digitalising their services to the citizens, with massive consequences on the welfare of those facing digital divides. As a departure to, and in addition to, the usual understanding of digitalisation, society, and space, the present volume engages with some of the critical questions while reviewing existing literature: What are the space relations of digital technologies? What are the forms and consequences of changing physical space–human relations to digital-space-human relations? How is the sense of time and space changing with pervasive performatives of ‘in real-time’ and ‘virtual realities’ or with perceptible or portable spaces? In what ways does digitalisation relate to knowledge and power? Why and how must we theorise the digitalisation-led transformative processes of sociality, materiality and their spatialities? The book will be useful for teachers, researchers, and students engaged in this new area of digital geography, especially in social science and its subfields of sociology, economics, political sciences, anthropology, psychology, development studies, policy studies, social work, urban studies, and planning. For the full picture, the volume can be read in combination with its companion volume on ‘Digital Geographies – Urbanisation, Economy and Modelling’. © TheEditor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024. All Right Reserved.

Andragogy in Practice is a timely book of case studies, which offers readers the opportunity to see andragogy in practice solving real-world challenges in a variety of adult learning contexts. It highlights the wonderful range of innovative practices that characterize adult learning today. Holton, Robinson, and Caraccioli, authors of the bestselling The Adult Learner, bring a variety of diverse and inspiring extended cases together from a range of experienced teaching and learning specialists. Showing the broad scope, power, and potential of adult learning using andragogy, case topics include Artificial Intelligence, Online Learning in Higher Education, human Resource and Leadership Development, Curriculum and Faculty Development and Art-Based Learning. The book can be used in conjunction with The Adult Learner or as a standalone text and provides a wealth of resources for educators, students, and practitioners looking to further their understanding of how andragogy is being applied in new and innovative ways. Experienced adult educators will be challenged to be more innovative in their own practices. For reflection and further dialog, each case includes a set of discussion questions to enhance engagement and understanding. Students and practitioners of human resource development and adult education will enjoy the engaging, innovative, and insightful cases in this book addressing andragogical practices in the contemporary society. © 2025 selection and editorial matter, Elwood F. Holton III, Petra A. Robinson and Corina Caraccioli.