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In recent years, competency-based education has been used as an innovative way of teaching to better prepare university students for their profession. One of the methods used within competency-based education are simulations. This scoping review aims to answer the following research questions: “How do healthcare students perceive simulation-based learning?” and “Which simulation types and modalities are used in simulation-based medical education and how is their perception studied?” We searched Scopus, the Web of Science, MEDLINE/PubMed, Embase, PsycINFO/PsyARTICLES by EBSCO Host and the Education Resources Information Center (ERIC) for relevant literature for our data synthesis. We also used repositories of grey literature to search for doctoral theses. The data extraction followed the methodology for scoping reviews designed by the Joanna Briggs Institute. The data analysis included 126 research papers and 6 doctoral theses. The most frequent subject of the studies included in this review were nursing students. Over half of the studies used a quantitative methodology and the majority of them focused on variations of high-fidelity simulations. The descriptive qualitative content analysis and open coding generated the following themes: mock reality, I am a professional, being part of a team and barriers. Healthcare students perceive a wide range of aspects of simulation-based learning, such as the physical environment, level of fidelity, learning process, emotions and awareness of self as a professional. Findings about the ways students perceive and view simulation-based learning can help in the process of designing and revising the curricula at medical schools that use simulations. © 2025 Elsevier Ltd

Ozone depletion, global warming, soil degradation, etc., could be, to a great extent, instrumental in making our Earth an unsafe place. Therefore, to prevent further damage, article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) emphasizes spreading awareness among the members of the planetary community to protect the planet. The study aims to identify teaching pedagogies that can effectively develop awareness and responsibility among university youth for a sustainable future. The study adopts an exploratory triangulation approach and uses three instruments: a closed-ended questionnaire, a focus group interview, and a comparative performance of control and experimental groups. Fifty-one faculties from two government universities of Saudi Arabia: Qassim University, Qassim, and Prince Sattam bin Abdulaziz University, Alkharj along with 47 students pursuing conversation courses at Level Three in Prince Sattam University participated in the study. JASP 0.9 open-source software was used for statistical analysis. The results revealed that constructivist inquiry-based approaches promoted sustainable development education. © 2025 by the authors.

Purpose: Studies have shown that research is a global innovation’s “engine room.” Therefore, young adult-built environment researchers (YABER), especially in developing countries, need research upskilling and reskilling training for better-integrated outcomes. Evidence shows that research training can improve YABER competencies and proficiencies. In Nigeria, YABER may have had some challenges in training needs. There is a lack of extant literature about the issues facing Nigeria’s YABER upskilling and reskilling training needs. Thus, this study investigated the perceived problems facing YABER and proffered measures to improve their training needs in Nigeria. Design/methodology/approach: The researchers used participants from Edo State, Abuja and Lagos State, Nigeria. This study adopted a qualitative research approach. The researchers accomplished saturation after 40 virtual interviews and adopted a thematic analysis for the primary data. Findings: The research shows that the built environment research refines current and creates new knowledge. The built environment researchers (trainers and trainees) need training but face challenges. Findings clustered measures to improve quality research publications in the built environment through YABER training into government/regulatory agencies-related, higher education institutions-related and researcher-related measures. Originality/value: The developed framework and thematic network analysis could be used to stimulate YABER training needs and, by extension, stir Nigeria’s higher education institutions regulatory agencies to upgrade requirements for academic staffers, especially published articles, to be compulsorily Scopus/Web of Sciences indexed for promotion exercise. This is the global best practice, and Nigerian scholars cannot be in isolation. It will form part of this study’s implication and revitalise UNSDG 4. © 2024, Andrew Ebekozien, Clinton Aigbavboa, Mohamed Ahmed Hafez Ahmed, Mohamad Shaharudin Samsurijan, John Ogbeleakhu Aliu, Matthew Ikuabe and Angeline Ngozika Chibuike Nwaole.

Background With the increasing availability and use of digital tools such as virtual reality in medical education, there is a need to evaluate their impact on clinical performance and decision-making among healthcare professionals. The Trauma SimVR study is investigating the efficacy of virtual reality training in the context of traumatic in-hospital cardiac arrest. Methods and analysis This study protocol (clinicaltrials.gov identifier: NCT06445764) for a single-center, prospective, randomized, controlled trial focuses on first-year residents in anesthesiology/intensive care, traumatology, and emergency medicine. The study will compare the clinical performance in a simulated scenario between participants who received virtual reality training and those who received traditional e-learning courses for preparation. The primary endpoint is the time to a predefined intervention to treat the underlying cause of the simulated traumatic cardiac arrest. Secondary endpoints include protocol deviations, cognitive load during simulated scenarios, and the influence of gender and personality characteristics on learning outcomes. The e-learning and the virtual reality training content will be developed in collaboration with experts from various medical specialties and nursing, focusing on procedural processes, guideline adherence specific to trauma patient care, and traumatic in-hospital cardiac arrest. Results The results of this study will provide valuable insights into the efficacy of virtual reality training, contributing to the advancement of medical education, and serve as a foundation for future research in this rapidly evolving field. © 2025 Lintschinger et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Background: Stigma can not only threaten the self-identity of secondary vocational students, but also have negative effects on their mental health and behavior. Objective: This study aimed to develop the Self-Stigma Scale for Secondary Vocational Students (SSS-SVS) and test its reliability and validity. Patients and Methods: This study formed a scale based on the stigma conceptualization model and open questionnaire. The formal survey was divided into two stages. In the first stage, a preliminary questionnaire was administered to 328 secondary vocational students to develop a formal SSS-SVS according to the results of the data check. In the second stage, the SSS-SVS, Social Recognition of Secondary Vocational Students (SR-SVS), Intensity of Willingness to Become a Secondary Vocational Student (IWB-SVS), Stigma-Consciousness Scale (SCS), Learning Adjustment Scale (LAS), Professional Identity Scale for Secondary Vocational Students (PIS-SVS), and the Self-Compassion Scale (SCoS) were administered to 1079 vocational secondary school students. Results: The SSS-SVS consisted of 21 items which were divided into three dimensions of negative characteristics, self-deprecation, and opportunity loss, reflecting secondary vocational students’ perception of negative public evaluation, self-feeling under the influence of stigma, and cognition of negative impact on their identity. The confirmatory factor analysis (CFA) shows that the three-factor model has good fit indices. The total score and the scores of each dimension of the SSS-SVS were significantly and positively correlated with Stigma Consciousness; they were significantly and negatively correlated with SA-SVS, IDB-SVS, SVS-PIS, Learning Adjustment, and Self-Compassion. Both the Cronbach’s α coefficients of the total scale and each dimension and the McDonald’s ω coefficients were satisfactory. Additionally, the scale had measurement equivalence across gender and grade levels. The SSS-SVS has limitations and may be affected by cultural background. Future studies should expand the sample and conduct cross-cultural verification. Conclusion: The SSS-SVS is a reliable and valid instrument for assessing secondary vocational students’ self-stigma, providing support for developing relevant programs and policies. It also advances secondary vocational education and enhances students’ mental health. © 2025 Leng et al.

Qualified professionals with relevant competencies and skills are crucial for the continuous improvement of professional practice in response to job demands and technological changes. This study aimed to identify and formulate the current and future employability skills that employers value when graduate building surveyors apply for entry-level positions, from a global perspective. A systematic review of the databases such as ScienceDirect, Scopus, and Web of Science (WoS) identified a total of 42 relevant papers. This review was conducted following the guidelines of the systematic literature review (SLR) and the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Upon closer examination of these articles, five major themes emerged: knowledge and understanding, cognitive skills, functional work skills, personal and entrepreneurial skills, and ethics and professionalism. These five themes were further divided into 11 sub-themes and 36 skill elements. Despite the novelty of this article, several recommendations are made for conducting further real-world studies to gain a broader perspective on the employability skills required. Such studies should consider the views from students, graduates, employers, and university lecturers in the context of employability skills for building surveyors, thereby promoting professional competency in the built environment and construction industry practices. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This article focuses on the impact of journalism education on the careers of news workers in Argentina and Brazil. Through interviews with 40 journalists from both countries, this study addresses this issue by exploring and comparing how different educational backgrounds shape the trajectories of these journalists during their professional transition. The results show that respondents from both countries share a critical view of the ability of higher education programmes to meet the needs of the media industry. However, they disagree on the role and relevance of their educational background. While, Argentine journalists value the practical skills they learned, especially those who studied in technical schools most Brazilian respondents emphasized the critical thinking acquired during their time at university and their internship experiences. Data suggest that the Brazilian training system has favoured the emergence of a clear career pattern: newcomers should first attend a journalism programme, then do one or more internships in order to be hired. Such a pattern is an important mechanism of predictability in journalism careers. In Argentina, the multiplicity of paths and the informal methods used by newsrooms to hire journalists seem to reflect the more precarious situation of the media industry. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

The COVID-19 pandemic has indeed impacted societies across the globe in a unique and multifaceted way. Unlike wars, recessions, or natural calamities, which tend to affect specific regions or populations, the pandemic caused a global disruption, with different regions experiencing varying levels of crisis and response. The pandemic has brought about unique challenges for the educational system, especially in countries like India, where issues like poor internet connectivity, lack of familiarity with technology, and unsuitable learning environments have exacerbated the difficulties. There is an urge to move the teaching and learning process online. Thus, it is worth investigating the students' performance in online teaching. It provides insight into how the course learning outcome values are achieved during a pandemic. In this article, the assessment of course-level outcomes on professional college final-year student subjects is being studied and considered. Each examination has been considered based on defined learning outcomes. The study was conducted for two consecutive academic semesters. One is pre-COVID-19 and the other is post-COVID-19. A fuzzy mathematical tool measures the course learning outcome (CLOs). The result shows that the effectiveness of online teaching during COVID-19 can be achieved based on the CLOs. The impact of CLOs depends on the student's performance. This kind of analysis could yield useful insights for educators and policymakers on the effectiveness of online education during crises like the COVID-19 pandemic. By understanding the factors influencing students' ability to achieve CLOs online, the study can help design better support systems, tools, and strategies for future digital learning. © Bharati Vidyapeeth's Institute of Computer Applications and Management 2025.

Introduction: Supervising in the workplace plays a key role in increasing the skills of the trainee. The shift to competence-based medical education requires both clinical expertise and pedagogical skills from the supervisor. These are distinct types of expertise. We know only a little of how competencies of supervising develop in medical education. The aim of our study is to find out what kind of professional agency in supervision general practitioners describes before their supervisor training. Professional agency refers to the individual’s skills, willingness, ability, and responsibility to act with others in the professional context. Methods: Our participants wrote a presentation of themselves before starting a supervisor training module. We studied these texts with narrative positioning analysis to examine who they are as supervisors, that is, the kind of professional agency they describe. Results: We found three types of descriptions of professional agency: traditional master-apprenticeship supervision, clinical skills supervising with a collegial relationship, and process-oriented dialogical supervision. Supervising is mostly described as supervising the trainee on clinical skills and participants have a will to be a good supervisor, but they also express uncertainty of achieving this goal. Conclusion: The variation in general practice supervisors’ agency and pedagogical skills poses challenges for training providers in how to tailor the training to suit the best to participants with different skills. However, it gives an excellent opportunity for fruitful peer-to-peer learning. With our findings, it is possible to further develop supervisor training. © 2025 The Author(s).

Purpose - This article comprehensively examines the existing body of literature about the assessment tools employed for evaluating higher-order thinking skills (HOTS) in mathematics within the last five years. The study endeavors to offer a comprehensive overview of measuring instruments for HOTS in mathematics, utilizing precise and up-to-date global data. Methodology - The research adheres to the PRISMA methodology, employing the systematic literature review (SLR) technique, encompassing ten distinct steps. By utilising the Scopus database, this review comprehensively analyses 18 scholarly articles written in English. Findings - The results emphasize the significance of implementing a thorough evaluation approach that integrates standardized exams alongside other assessment methods to measure students’ cognitive capacities in advanced mathematical reasoning precisely. The tendencies that have been observed provide valuable insights for the development of evaluation tools that can effectively measure effectiveness in many academic domains. Educators can augment instructional efficacy and foster heightened levels of cognitive reasoning in students by comprehending the equilibrium between evaluative and non-evaluative elements, while recognizing the significance of Bloom's taxonomy. Furthermore, this research presents opportunities for additional investigation, enabling scholars to delve into novel approaches and metrics, thus contributing to breakthroughs in education and improving student proficiencies in critical thinking and problem-solving. Significance – This research provides the opportunity to enhance our comprehension of incorporating higher-order thinking skills in education, thereby promoting holistic cognitive growth. © (2025), (Universiti Utara Malaysia Press). All rights reserved.