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Organized scientific research is vital to implementing organized technological innovation in modern industrial colleges. Young teachers’ deep participation determines success. Based on the theory of planned behavior and normative activation, a survey of 309 young teachers from modern industrial colleges participating in organized scientific research found that personal norms, subjective norms, behavioral attitudes, and perceived behavioral control significantly impact their intention to participate. Awareness of consequence, ascribed responsibility, and subjective norms indirectly positively impact their participation intention, and the participation intention and perceived behavioral control positively affect their participation behavior. Policy support has a positive mediating effect between participation intention and behavior. There are group differences in gender, education level, professional title, and subject type in demographic characteristics in five aspects: subjective norms, personal norms, perceived behavioral control, participation intention, and participation behavior. This article proposes the following measures: improving the internal interest coordination mechanism of scientific research organizations to enhance young teachers’ sense of scientific research achievement; reconstructing the organized scientific research evaluation model to enhance young teachers’ teamwork awareness; improving the support system for organized research policies to stimulate young teachers’ self-efficacy; concerning young teachers’ group differences and creating a research environment that tolerates failure. © © 2025 Zhang, Li and Song.

Background: The psychological health problems are becoming increasingly prominent among medical students under the heavy academic stress and high-intensity clinical internships. This study examines the psychological health of medical students in a Chinese university and its impact on academic performance, aiming to inform targeted interventions. Methods: 2022 undergraduate and postgraduates from an independent medical university in Eastern China were selected to score using the Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7(GAD-7), Insomnia Severity Index (ISI), Perceived Stress Scale (PSS), and Beck Scale for Suicide Ideation(BSSI); and the total grade point averages (GPAs) of 2022 undergraduates in the first and second academic years were determined to analyse the main psychological influencing factors. Results: The general survey of 2022 new medical students at admission showed that the various scores of postgraduates were higher than those of undergraduates. After two semesters, the percentage of students scored higher in unhealthy psychology indicators was increased in both postgraduates and undergraduates, but the differences between two groups were decreased. Analysis of the first and second-year academic performances of 2022 undergraduates revealed that assessment scores of PHQ-9, PSS, ISI, and BSSI had a correlation with the total GPA. However, no correlation was found between the GAD-7 values and the GPA. The PHQ-9 scores and major categories were identified as independent factors influencing the average GPA. Conclusion: The undergraduates face significant challenges in depression, anxiety, insomnia, and perceived stress, and these have negative effects on their academic performances; in particular, the depressive symptoms and perceived stress can significantly reduce their academic performances. In contrast, the psychological health statuses in the postgraduates tend to deteriorate as the semester progress. © © 2025 Chunhong, Jingjing, Huan, Peiyao, Xiaona, Xiaowen and Aiming.

Introduction: independent mastery of certain competencies requires special focus and structure. In the era of internationalization and globalization, this process is positioned as one of the most important competencies of a specialist. Method: the study applies the analysis and synthesis of systemic practices of information education using targeted tasks that complement students’ competencies and professional needs. The purpose of the article is to analyze modern approaches to the organization of information education of students in the field of language life with the involvement of the potential of modern educational technologies. Results: the systematic information education in developed foreign countries, which involves the use of targeted tasks that complement the competencies and professional needs of students, is considered. The proposed approach has proven itself in teaching students of different age groups. It has been proved that modern educational technologies of information education contribute to the formation of a quality basis in the field of life safety in the learning process, which stimulates further independent expansion and improvement of knowledge by students in the implementation of educational and professional activities. The main methods, programs and means of non-formal education in life safety are outlined. Conclusions: the study proves that the use of innovative educational technologies allows to avoid fragmentation in the formation of knowledge, skills and abilities in life safety, to prevent potential difficulties in the practical application of the acquired knowledge in the realities of the professional environment. It is substantiated that non-formal learning allows creating prerequisites for successful self-realization and continuous self-improvement, mastering new competencies, and increasing students’ motivation to learn. It is proved that the educational environment in the era of internationalization is endowed with opportunities for active international communication, development of research initiatives and academic mobility. © 2025; Los autores.

Introduction: the pedagogical practice of the pandemic and post-pandemic periods shows a significant impact of hybrid forms of education on the quality of education. The study aims to determine their effectiveness and identify the most effective pedagogical transformations for further implementation in pedagogical practice. Method: the study used questionnaires, a comparison of learning outcomes, a pedagogical experiment, and a statistical evaluation of the results of the pedagogical experiment. Three levels of effectiveness of post-pandemic transformations in pedagogy are outlined: low, medium and high. The questionnaire revealed that an increase in the share of independent work, work with digital learning tools, mixed forms of learning outcomes assessment have an average impact on the quality of learning, while the restriction of social contacts due to the prevalence of distance learning formats, a sharp transition to online learning, an increase in the workload of teachers and a reduction in practice for natural science have a negative impact and should be excluded from the educational process. Results: the article compares the impact of hybrid forms and post-pandemic transformations on the quality of education for the control and experimental groups before and after the experiment. It is determined that the mixed form of learning, open educational resources, and adaptive technologies for personalisation of learning are the most effective hybrid forms that can be enforced in the post-pandemic period. Conclusions: the analysis of the learning outcomes of higher education students in the testing group after the experiment showed that implementing the outlined hybrid forms of education increases the number of students with excellent, already good and good learning outcomes and decreases the number of students with low levels of learning. © 2025; Los autores.

Background: In recent years, the use of digital technology in the education of health care professionals has surged, partly driven by the COVID-19 pandemic. However, there is still a need for focused research to establish evidence of its effectiveness. Objective: This study aimed to define the gaps in the evidence for the efficacy of digital education and to identify priority areas where future research has the potential to contribute to our understanding and use of digital education. Methods: We used a 2-stage approach to identify research priorities. First, an umbrella review of the recent literature (published between 2020 and 2023) was performed to identify and build on existing work. Second, expert consensus on the priority research questions was obtained using a modified Delphi method. Results: A total of 8857 potentially relevant papers were identified. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, we included 217 papers for full review. All papers were either systematic reviews or meta-analyses. A total of 151 research recommendations were extracted from the 217 papers. These were analyzed, recategorized, and consolidated to create a final list of 63 questions. From these, a modified Delphi process with 42 experts was used to produce the top-five rated research priorities: (1) How do we measure the learning transfer from digital education into the clinical setting? (2) How can we optimize the use of artificial intelligence, machine learning, and deep learning to facilitate education and training? (3) What are the methodological requirements for high-quality rigorous studies assessing the outcomes of digital health education? (4) How does the design of digital education interventions (eg, format and modality) in health professionals’ education and training curriculum affect learning outcomes? and (5) How should learning outcomes in the field of health professions’ digital education be defined and standardized? Conclusions: This review provides a prioritized list of research gaps in digital education in health care, which will be of use to researchers, educators, education providers, and funding agencies. Additional proposals are discussed regarding the next steps needed to advance this agenda, aiming to promote meaningful and practical research on the use of digital technologies and drive excellence in health care education. ©Alison Potter, Chris Munsch, Elaine Watson, Emily Hopkins, Sofia Kitromili, Iain Cameron O'Neill, Judy Larbie, Essi Niittymaki, Catriona Ramsay, Joshua Burke, Neil Ralph.

In the context of rapid development of digital technologies and their integration into the educational process, the implementation of the STEM approach in teaching technical and natural sciences becomes particularly relevant. The combination of Science, Technology, Engineering, and Mathematics creates a powerful toolkit for developing practical skills and spatial thinking in future professional education teachers. Three-dimensional modeling of geometric figures is a prime example of an interdisciplinary approach, where mathematical concepts are implemented in a digital environment using modern technologies. For future professional education teachers, such an approach is particularly important as it allows them to develop technical skills and methodological competencies simultaneously. The article examines the theoretical foundations and practical aspects of implementing the STEM approach in the process of learning 3D modeling using the graphic editor AutoCad, as well as investigates the impact of this approach on the development of professional competencies of future specialists. © 2025 by the authors.

The article deals with the problem of modeling classes in the educational process of training bachelor in Information Technology. The article aims to analyze successful practices in the framework of competence-based learning used at leading US higher education institutions and to identify the most effective methods and forms used for high-quality professional training for a bachelor in Information Technology. The authors have analyzed examples of modulated educational situations such as virtual laboratories, real-world projects, research and development activities, and simulation games. Real-life examples of integrating simulation into a course structure at US universities have also been analyzed. The examples have been based on modern approaches to teaching in Information Technology, which allow students to develop the necessary competencies for innovative professional activities and research in this area. The article also highlights the peculiarities of each of the methods of educational situation modeling and specifies their impact on the effectiveness of the educational process. Based on the analysis, further research is planned on the possibility of successful implementation of educational situation modeling in the framework of professional training of students. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Due to the lack of competency framework standards for professional group leaders in higher vocational colleges, the selection and recruitment of professional group leaders are often based on some externally visible indicators, which fail to consider the specificity of the competency requirements for this position. This research investigates and summarizes the competency of coaching professional group leaders in the Fujian Province of China. The research has collected primary data from twenty outstanding professional group leaders from different vocational colleges in Fujian Province, China. Based on the qualitative research of grounded theory, the original data were processed through data collection, text coding, inter-code comparison, and other steps for data analysis. The study found three main categories: “sense of value and intention obtained during the construction of leading professional groups (Willingness),” “intellectual basis and personality requirements for the construction of leading professional groups (Competency),” and “key behaviors for the construction of leading professional groups (Feasibility).” Based on the analysis of the relationship among the three main categories, this article proposed the core category of “professional group leadership of professional group leaders.” Finally, it analyzes and expounds on the connotation of the professional group leaders’ competency model from two aspects structure and function. The model developed by this research is a significant contribution to professional group leaders. Theoretically, this research fills the gap in the competence of professional group leaders. Practically, this research is important to improve professional group leaders’ skills. Admittedly, this research has some limitations that are endorsed by some remarkable future directions for scholars in the future to improve the research model and contribution to the body of knowledge. © 2025 Common Ground Research Networks. All rights reserved.

The competency-based assessment has been a significant factor for higher vocational educational institutional performance and this aspect needs researchers’ emphasis. The objectives of the present article are to investigate the impact of staff skills and training and innovation adoption on competencies-based performance assessment (CBPA) of higher vocational educational institutions in China. The study also investigates the moderating role of institutional support among staff skills and training, innovation adoption and CBPA. The study collected the primary data from the students of the higher vocational educational institutions in China using survey questionnaires. The study also employed Smart-PLS to check the data reliability such as convergent and discriminant validity and the relationship among understudy variables. The outcomes revealed that the staff skills and training and innovation adoption have a positive linkage with CBPA. The results also exposed that institutional support significantly moderates staff skills and training, innovation adoption and CBPA. The study guides the regulators in making regulations regarding improving the CBPA using effective staff skills and training and effective innovation adoption. It also provides help to educational institutions in improving CBPA using skilled staff and innovation adoption. © 2025 Conscientia Beam. All Rights Reserved.

In this article, we share the process of a long-term community-based participatory action research (CBPAR) project working with Quechua communities in Peru to co-create culturally grounded curriculum materials. We show how policy advocacy, collaboration between Indigenous communities, governments, and social organizations can work to systematically address long-standing social justice issues in education. The project, which has been running since 2016, uses an iterative approach to collaboratively develop quality, culturally grounded educational materials that honors students’ and parents’ lands, identities, cultures, values, needs, and goals. To make these processes scalable, we demonstrate how to identify policy windows and levers for change to bring the knowledge and voices of community members into curriculum content creation, which is historically reserved for people unfamiliar with community realities. We use a multi-pronged, multi-theory, multi-epistemological approach to discuss the practices and considerations we used and learned for forging effective collaborations between community members, educational specialists, and CBPAR researchers, as well as the tensions and issues that have arisen during the project. © 2025 Educational Action Research.