Search Results for
"human"

This study investigates the role of Artificial Intelligence (AI) in personalized learning within tertiary and higher education contexts worldwide. Guided by the PRISMA 2020 framework (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), a systematic literature review of 25 Scopus-indexed articles published between 2019 and 2024 was conducted to map publication trends, identify dominant AI technologies, and synthesize the benefits, challenges, and future directions of AI-enabled personalized learning systems. The findings reveal a rapid shift from early rule-based systems to sophisticated models that integrate machine learning, natural language processing, intelligent tutoring systems, and large language models such as ChatGPT. AI has been shown to enhance student engagement, motivation, and performance by providing adaptive learning pathways, real-time feedback, and tailored content. However, several challenges persist most notably data privacy and ethical concerns, technological infrastructure constraints, educator readiness, and limited scalability across diverse educational contexts. While AI-driven personalization improves learning effectiveness compared to traditional methods, long-term impacts and issues of equity and inclusion remain underexplored. This review highlights the need for ethical frameworks, robust teacher training, and integrating emerging multimodal AI technologies to support more inclusive, sustainable, and human-centered personalized learning ecosystems. The study provides strategic insights for researchers, educators, and policymakers to guide future deployment of AI in education. © 2025 The Authors.

Background: Interprofessional healthcare requires interprofessional learning (IPL) starting during academic education. The aim of this study is to examine the implementation of IPL in the modules "Topical Workshop (TW) for Orthopaedic Rehabilitation" and "TW for Paediatrics and Child and Adolescent Psychosomatics" at the Universität zu Lübeck (UzL) from the perspective of students in occupational therapy, speech therapy, and physiotherapy. Methods: This qualitative study was conducted in two phases. In phase 1, qualitative data was collected and analysed using Kuckartz's method of content-structuring qualitative content analysis. Building on this, two focus group interviews were conducted in phase 2 and analysed using the same method. The data was integrated using a triangulation approach. A final member reflection was carried out. Results: The analysis of five interviews, five written pre-understandings, the central evaluation, and two focus group interviews shows: Joint learning of new content, understanding of profession-specific content, and the acquisition of interprofessional skills are at the core of IPL. In the modules, the various professions were involved to different extents, approaches to interprofessional collaboration (IPC) were demonstrated, and practical relevance was established. Facilitating factors such as practical content and group work were contrasted by challenges such as a lack of exchange and unsuitable tasks. The perceived learning gains resulted in wishes and ideas for shaping future TWs. Conclusion: Both facilitating and inhibiting factors for IPL were identified. These lead to approaches for further developing the modules, which can be applied to similar academic contexts.; Hintergrund: Eine interprofessionelle Gesundheitsversorgung bedarf des interprofessionellen Lernens (ipL) bereits im Studium. Ziel der Studie ist es, die Umsetzung des ipL in den Modulen „Profilwerkstatt (PW) für orthopädische Rehabilitation“ sowie „PW für Pädiatrie und Kinder- und Jugend-Psychosomatik“ an der Universität zu Lübeck aus Sicht von Studierenden der Ergotherapie, Logopädie und Physiotherapie zu untersuchen. Methodik: Die qualitative Studie erfolgte in zwei Phasen. In Phase 1 wurden qualitative Daten erhoben und mittels inhaltlich strukturierender qualitativer Inhaltsanalyse nach Kuckartz ausgewertet. Aufbauend wurden in Phase 2 zwei Fokusgruppeninterviews geführt und nach demselben Verfahren analysiert. Die Daten wurden mittels der Vorgehensweise der Triangulation miteinander verknüpft. Abschließend erfolgte eine Member Reflection. Ergebnisse: Die Analyse von fünf Interviews, fünf schriftlich festgehaltenen Vorannahmen, der zentralen Evaluation und zwei Fokusgruppeninterviews zeigt: Gemeinsames Erlernen neuer Inhalte, Verständnis für professionsspezifische Inhalte und der Erwerb interprofessioneller Fähigkeiten stehen im Zentrum des ipL. In den Modulen wurden Professionen unterschiedlich stark einbezogen, Ansätze zur Zusammenarbeit der Professionen aufgezeigt und Praxisbezüge geschaffen. Förderliche Faktoren wie praktische Inhalte und Gruppenarbeiten standen Herausforderungen wie fehlendem Austausch und ungeeignete Aufgaben gegenüber. Der wahrgenommene Lernzuwachs resultiert in Wünschen und Ideen für die Gestaltung zukünftiger PW. Schlussfolgerung: Es wurden fördernde und hemmende Bedingungen für ipL identifiziert. Daraus ergeben sich Ansätze zur Weiterentwicklung der Module, die auf vergleichbare hochschulische Kontexte übertragbar sind. © © 2025 Jacob et al.

[No abstract available]

The human lifespan provides an age-based timetable for the regulation of development. Individuals pursue different goals at different ages, and their behavior is restricted by biological and societal structures. Motivational and behavioral models of developmental regulation form the framework for research on the central processes of agency over the lifespan. Developmental regulation is organized along developmental goals, and success or failure depends largely on whether an individual’s goal selection is congruent with their developmental opportunities. The motivational theory of development over the lifespan conceptualizes processes of developmental regulation as a sequence of behavioral phases (goal selection, goal striving, and goal realization) with their own respective control strategies. These concepts have been subjected to a large number of empirical studies and continue to represent a promising field of research. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

This volume is the fourth in a series of books on Digital Sovereignty in economy. In this volume, Digital Sovereignty of companies and other organizations is the focus. Digital Sovereignty at the organizational level is described through the concepts of human, structural, and relational capital, which represent key elements of an organization’s capacity to address (digital) challenges. human capital refers to the knowledge and competences of the individual employees within the company. The structures and processes enabling the organization to access, combine, and develop its knowledge base constitute structural capital. Relational capital relates to knowledge available through the external relations of the organization. These three types of capital are integrated with two key aspects of control to form a core pillar of sovereignty: confidence in action-the degree to which an organization can trust that the selected actions will achieve the intended results-and freedom of action-the variety of options available for the organization to pursue its aims. The three kinds of capital combined with the two aspects of control yield a matrix with six cells, which can be used to analyze and design digital sovereignty for organizations. In this book, contributions from computer science, economics, social sciences, organizational psychology, work psychology and human factors, mechanical and industrial engineering, and law describe interdisciplinary building blocks for Digital Sovereignty. These contributions are presented with respect to the six cells of the analysis and design matrix, highlighting their relevance for individual aspects of Digital Sovereignty. © 2025 VDI/VDE Innovation + Technik GmbH.

Dual vocational education and training (VET) is said to have positive economic effects. However, recent contributions suggest that the rise of the knowledge economy may undermine these positive effects because university-educated workers are better suited for the new knowledge-intensive jobs. This paper provides the first evidence on the relationship between dual VET and wage inequality in mature knowledge economies. Using a new dataset on 37 advanced economies from 1996 to 2020, we find that dual VET is associated with lower levels of wage inequality. This negative association is particularly strong in the lower half of the wage distribution, which suggests that academically weaker students are the main beneficiaries of dual VET. Using three different indicators of the knowledge economy, we find, contrary to the fears often espoused in the literature, no clear evidence that the knowledge economy erodes this negative association between dual VET and wage inequality. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Purpose – To enhance career readiness and promote equitable school-to-work transition, this study examines how the development of employability skills influences vocational school students' career success during internship, assessed through both subjective (perceived job success) and objective (job mobility and pay) indicators. The research further investigates the moderating role of geographic location (urban vs rural) in shaping these relationships. Design/methodology/approach – This study adopts a longitudinal survey design to examine the influence of employability skills on vocational students' career success, with a specific focus on the moderating role of geographic location. Data were collected from vocational school students in rural (Sichuan) and urban (Shanghai) China at two time points – prior to their internships (T1) and near the completion of their placements (T2). This design enables an assessment of regional differences and investigates how both the initial endowment and subsequent development of employability skills shape career success within a culturally diverse and contextually distinct setting. Findings – The path modeling analysis shows that both the initial endowment and the development of employability skills significantly predict perceived job success among vocational school students. The endowment of employability skills is less important for objective criteria, while an increase in employability skills is related with greater job mobility, suggesting internships contribute to building human capital, particularly among underrepresented groups. Geographic location moderates only the relationship between employability skills and perceived success, indicating that rural students can offset contextual disadvantages through skill development. These findings offer empirical support that internships provide a relevant context for individuals to develop their employability skills and respond to calls for cross-cultural, longitudinal career research. Research limitations/implications – This research was conducted across vocational schools in both rural and urban regions of China, with measurement instruments specifically designed to assess the general employability skills of vocational school students. Practical implications – The findings highlight the vital role of employability skill development during internships, especially for students from rural or socially disadvantaged backgrounds. As career paths become increasingly nonlinear and mobility-driven, educators and policymakers must promote equitable access to high-quality internships that intentionally cultivate employability skills to enhance students' perceived job success and career mobility. Vocational institutions can address geographic disparities by embedding soft and technical skill-building strategies into their curricula, thereby enabling students to better navigate the school-to-work transition and ensuring that graduates are equipped with the competencies necessary for sustainable career success in an evolving and competitive labor market. Social implications – This study highlights critical social implications related to educational equity and workforce accessibility. While geographic disparities in education are well-documented, the findings suggest that rural vocational students can mitigate such disadvantages by actively developing employability skills. This reinforces the role of education as a social equalizer. For policymakers, the results underscore the need to allocate resources and design targeted interventions that enhance skill-building opportunities in under-resourced rural schools. Enhancing employability through accessible, quality vocational training can support social mobility, reduce regional inequities and promote inclusive economic development by equipping youth across geographic contexts to succeed in an evolving labor market. Originality/value – This paper makes an original contribution by empirically examining the dynamic interaction between individual employability skills and contextual factors through two-wave longitudinal data. It offers nuanced insights into how both the initial endowment and subsequent development of employability skills during internships predict subjective and objective career outcomes. Situated within the context of China's urban–rural divide, the findings demonstrate that students from rural areas can mitigate structural disadvantages through targeted skill cultivation. Moreover, the study underscores the role of internships as vital platforms for developing employability competencies. These insights advance career theory, inform education policy and guide the design of more equitable vocational curricula. © 2025 Emerald Publishing Limited

This chapter discusses the evolving relationship between artificial intelligence and education by arguing that AI should empower educators rather than replace them. While AI offers significant benefits such as personalized instruction, improved lesson planning, and enhanced assessment capabilities, education fundamentally requires human connection, empathy, and adaptive instruction that AI cannot replicate. We suggest a five-pronged model that redefines educators’ roles in light of AI advancements and in conjunction with the Technological Pedagogical Content Knowledge (TPACK) technology integration framework. Our model posits the role of educators with AI integration as Innovators, Instructional Designers, Facilitators of Critical Thinking, Ethical and Moral Guides, and Social-Emotional Mentors. The chapter explores practical applications of AI for content creation across curriculum planning, presentational instruction, interactions, and assessment, and offers guidance for educators to effectively integrate AI while maintaining pedagogical oversight and the human element of teaching. The role of educators worldwide is rapidly evolving in the face of ongoing technological advancements, especially with artificial intelligence (AI) recently emerging as a disruptive tool in many facets of the educational landscape. We now live in a world where educators have real concerns about the potential impacts of AI on education, including benefits and unintended consequences. Some have documented threats to teaching and learning, such as academic integrity concerns (Perkins, 2023), that prompt maintaining a cautious and balanced approach to AI integration. Yet, AI can also be a powerful tool to transform how teachers design, deliver, and adapt their curriculum (Adigüzel et al., 2023). As our classrooms grow increasingly more diverse, AI offers educators the ability to create tailored materials that cater to individual learning needs (Kolluru et al., 2018), streamline lesson planning (Bucchiarone, 2024), and enrich the overall learning experience (Barrios-Beltran, 2024). AI’s potential to enhance education is also linked to several positive learning outcomes, including enhanced engagement, motivation, and skill development (Xu, 2024). Furthermore, this growing body of research serves to highlight several important impacts on education. First, there is a need for educational stakeholders to better prepare students and teachers for the appropriate use of AI. AI competencies need to be integrated into content curricula to assist learners in developing such skills and appropriate uses, and we need to provide more AI professional development for educators at all levels. Second, the role educators play in terms of shaping the use of AI is still evolving. Notably, the presence of AI in education has significantly increased the imperative for educators to better understand AI tools, their uses and misuses, and to leverage them in their teaching and learning practices. As Velander et al. (2024, p. 4086) note, “This ʼnew normality’ requires teachers to be able to teach about different aspects of AI related to different subject topics as well as different age groups.” We argue here that the role of educators should be redefined to empower them to harness the potential of AI, rather than be replaced by it. By integrating AI-driven methods, teachers can not only save time (Fitria, 2023) but also unlock new creative possibilities in the classroom (Habib et al., 2024) that have the potential to empower them to meet the unique challenges of modern education. To further illustrate these opportunities, this chapter explores how educators must transform their roles as educators to successfully integrate AI into their instructional practices. Whether you are a veteran educator or new to teaching, this chapter will provide actionable insights and examples to help you integrate AI into your educational practices. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Background: Social–emotional learning (SEL) is crucial to the development of professional identity and collaborative competence in medical education. However, research exploring how teaching assistants (TAs) act as affective mediators to support SEL in project-based service-learning (PjBL-SL) is lacking. The present study investigated two research questions: (1) How do the roles and facilitation strategies adopted by TAs in PjBL-SL influence the development of medical students’ SEL competencies? and (2) How do TAs interpret students’ SEL growth trajectories during the course? Methods: This qualitative study was conducted in a required PjBL-SL course at a Taiwanese medical school. In August 2022, semi-structured interviews were conducted with 11 TAs. Thematic analysis was used to examine their observations and strategies to support student SEL competency development. Results: The TAs reported observing substantial student growth across all five SEL competencies defined by the Collaborative for Academic, Social, and Emotional Learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The TAs described how students engaged in perspective-taking, reflective practice, and collaborative problem-solving. The TAs viewed themselves as affective mediators, providing emotional safety, attentive feedback, and tailored guidance throughout the learning process. A dual-layer TA support system—consisting of precourse training grounded in the sequenced, active, focused, explicit principles and ongoing in-course reflective dialogue—was a key enabler of this emotional support role. Conclusion: TAs in PjBL-SL courses are crucial to supporting medical students’ SEL competency development by offering emotionally attuned, context-sensitive guidance. This study’s dual-layer model of TA preparation and engagement can enhance the emotional dimensions of learning in medical curricula. © © 2025 Liao, Hung, Chen, Chen, Ting and Chang.

This study examines the relationship between human resource development (HRD) practices and innovative performance by mediating teamwork and supervisor support. Drawing from social exchange theory (SET), we propose that HRD practices are positively related to innovative performance. Additionally, we suggest that teamwork mediates the relationship between HRD practices and innovative performance, and that supervisor support mediates the relationship between HRD practices and innovative performance. The study is based on a sample of 142 SMEs operating in the Russian labour market. The results indicate that SMEs that only use HRD practices do not achieve innovative results; to attain innovative outcomes, it is necessary to combine HRD practices with teamwork and supervisor support. The results are analysed in terms of their theoretical implications and practical application. © 2025 Informa UK Limited, trading as Taylor & Francis Group.