Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

How to better promote teaching? Unveiling the links between Professional Learning Communities and Intrinsic Motivation among Foreign Language Teachers.

Professional Learning Communities (PLCs) assume a vital role in promoting teacher growth and development, while the presence of intrinsic motivation (IM) in the work environment profoundly impacts teacher performance. Unveiling the interconnections between teachers' engagement in PLCs and their intrinsic motivation holds the potential to enhance the overall well-being of both teachers and students. This study used a mixed-methods approach to investigate the relationship between PLCs and IM of Chinese Teachers of Foreign Languages (CTFL) in higher education. The questionnaire survey and semi-structured interviews were conducted among 198 teachers in 19 provinces of China. The quantitative data were analyzed by means of descriptive analysis and regression analyses with SPSS 22.0 and the qualitative data were processed by following thematic analysis. Results demonstrated that the participants' perceptions on their PLCs and IM were at a moderately high level, with mean scores at 3.56 and 3.86 on a 5-point Likert scale, respectively. Regression analyses revealed a significant positive correlation between PLCs and IM. Specifically, Shared Vision (SV), Supportive Environment (SE) and Collaborative Learning (CL) in PLCs were positively correlated with Willingness to Take on Challenges (WTC) and Love for Work (LW) in IM. The qualitative findings highlighted the significance of supportive environment and teacher's work engagement in affecting teacher's perceptions on PLCs. Job Characteristic of foreign language teacher, along with significant others might also influenced teachers' intrinsic motivation. Implications for PLCs leadership and foreign language teachers are discussed.

Beyond boundaries: Navigating the positive potential of ChatGPT, empowering education in underdeveloped corners of the world.

In November 2022, ChatGPT3, an advanced AI-powered chatbot, emerged suddenly, generating significant interest in higher education. Concerns arose regarding its potential to complicate the authentication of genuine student work. While some foresaw negative impacts, we advocate a positive outlook, suggesting educators can utilize ChatGPT to cultivate supportive learning environments that enhance students' character development. Our study thoroughly explores ChatGPT's implications for education in underdeveloped countries, examining both opportunities and challenges within AI research in education. We investigate practical applications, and potential benefits, and propose responsible integration strategies for students, teachers, and schools in utilizing ChatGPT for learning and assessment. Emphasizing ethical use, we stress leadership, character development, and authentic assessment as crucial factors. Despite concerns about academic integrity, we highlight ChatGPT's dual nature, it can facilitate cheating but also has the potential to deepen learning experiences. Our research focuses on understanding ChatGPT's impact on education from both student and teacher perspectives, discussing future trends in learning and teaching. The strategic integration of ChatGPT and AI in universities demands ethical foresight, personalized learning strategies, and ongoing research to optimize educational benefits while preserving core values and fostering student development.

Integrating the sustainable development goals into health professions' curricula: using the nominal group technique to guide their contextualisation.

BACKGROUND: To embed the Sustainable Development Goals in health profession education, educators must contextualise them to their profession and geographical region. This study used the nominal group technique to contextualise the SDGs for Australian nutrition and dietetics tertiary education programs by determining the specific knowledge, skills, and values required for graduating dietitians to practise sustainably. METHODS: In 2022, 23 experts in food and sustainability attended a group session that employed the nominal group technique to discuss the Sustainable Development Goals knowledge, skills, and values Australian dietetic students should develop. After the group session, participants ranked the Sustainable Development Goals according to their perceived level of importance for student dietitians. These data were analysed using multi-methods, including a summation of the rankings, directed qualitative content analysis and reflexive thematic analysis. RESULTS: The three highest-priority Sustainable Development Goals identified were (1) Zero Hunger, (2) Good Health and Well-Being, and (3) Responsible Consumption and Production, which were then considered with the qualitative findings. The main categories that were generated from the content analysis reflected the broad knowledge, skills, and values student dietitians should develop. The preliminary codes provided specific details for each of the main categories. The thematic analysis generated two additional themes: the importance of Indigenous ways of knowing, being and doing, and authentic experiential learning activities. CONCLUSIONS: The method employed for this study provides a useful framework for health professions to contextualise the Sustainable Development Goals to their profession and geographical region. For this study, the ranking process and the qualitative data analysis enabled the Sustainable Development Goals to be reframed in a way that would be meaningful for dietetic educators and students and demonstrate the interrelatedness of the goals. The direct qualitative content analysis and reflexive thematic analysis identified the knowledge, skills, and values student dietitians should develop.

L2 communication apprehension and communicative competence of pre-service English teachers.

Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.

Assessing the digital competence of in-service university educators in China: A systematic literature review.

Rapid growth has been witnessed in digital technologies, resulting in significant productive changes in communication and information technology-oriented practices in different fields. Hybrid teaching or blended learning has gained progressively widespread acceptance in the educational process, and concerns about teachers' information and communication technology (ICT) competence or digital competence have become prevalent. This study adopts a systematic review to interpret and analyse the relevant research findings, aiming to systematically investigate the existing models and paradigms of ICT competence or digital capacities and to understand further how these models and paradigms are applied specifically within the context of Chinese universities. Based on inclusion and exclusion criteria, 12 out of 801 candidate studies were accessed from Web of Science, Scopus and the China National Knowledge Infrastructure (CNKI) databases. The findings indicate that the Technological Pedagogical Content Knowledge (TPACK) and the National Educational Technology Guides for Teachers in Higher Education (CETG) are frequently used to evaluate college educators' digital proficiency or ICT capability in China. Educators' demographic characteristics, self-efficacy, external factors such as institutional policies and the availability of infrastructure and training collectively influence how digital teaching is integrated within Chinese higher education institutions. By conducting a systematic review of research trends and the critical factors affecting the digital competence of faculty in Chinese universities, this study aims to equip policymakers and educators with a deeper understanding of how to prepare for educational shifts in the digital era and thereby ensure the sustainability of professional development.

The impact of family factors and digital technologies on mental health in university students.

Introduction: A substantial body of research indicates an increasing prevalence of mental health issues among university students in a range of countries. A number of psychosocial factors have been put forward in the research literature as possible explanations for this persistent decline in psychological wellbeing in higher education. The present study focused on the role of family factors and the use of digital technologies by students. Methods: A replication study was conducted at the University of the Americas (Chile) based on a previous study on psychosocial factors of academic learning patterns and mental health of university students at the Complutense University of Madrid (UCM), Spain. A cross-sectional design was employed, using the same questionnaire, plus indicators of most frequently used digital technologies by the students. The questionnaire was administered online at the same time to all incoming students, gathering a sample of 4,523 students. A series of multiple regressions and ANOVAs was conducted to ascertain the extent to which family and digital factors could be identified as predictors of mental health indicators. Results: The most significant findings indicate that high levels of parental protection and control/discipline, and especially the high use of social media and smartphones, are particularly salient factors contributing to mental health problems in the learning process of higher education students. Discussion: The results suggest strategies to promote wellbeing, with a focus on the psychosocial diversity within an inclusive university community. Social and digital innovation, collective entrepreneurship, and participatory place-building may facilitate networks of artistic, cultural, ecological, and sports spaces to promote the sense of university community. A longitudinal follow-up on the same sample across academic years will reveal the extent to which these wellbeing initiatives are fruitful.

Seeing the human behind the research: Strengthening emerging African disability researchers.

Background: A pre-conference workshop that investigated the experiences and needs of PhD candidates and early career researchers in disability studies in Africa was held as part of the proceedings of the African Network for Evidence to Action in Disability (AfriNEAD) 7th Conference in November 2023. Objectives: To determine how the existing structures in AfriINEAD can be leveraged to support emerging African disability researchers. This article documents this event and summarises the key findings from the discussions that took place. Method: The workshop included presentations from leading scholars in health professions education, panel discussions with PhD candidates and early career researchers, and small group discussions on what is needed to support emerging researchers. Results: Disability studies was positioned by participants as not only an academic exercise but also a deeply personal pursuit, requiring introspection and conscientisation, with which they felt they needed support. There are also specific ethical concerns related to doing research work with persons with disabilities, which need to be prioritised in postgraduate education in disability studies. The needs identified by participants are summarised as: (1) mentorship, (2) networking, and (3) funding. Conclusion: We suggest that the development of African disability scholars and scholarship requires an African ethical approach, which prioritises humanity, community and reciprocity. Contribution: African disability studies scholars are well-placed to disrupt ableism in academic, medical and social spheres, as well as hierarchies within academia, which limit development, mutual growth and respect.

The transition of patient care: Exploring the outcomes of prehospital to hospital patient handover practices and healthcare provider education.

Introduction: Inadequate patient handover is linked to numerous medical errors and lapses in communication between hospital healthcare providers and prehospital healthcare providers. Undergraduate healthcare curricula may limit programme-specific education on patient handover and shift learning to informal learning opportunities. This study aimed to investigate the outcomes of qualified healthcare provider (HCPs) educational programmes to determine the adequacy of handover practices, the source of their training, and their interprofessional acceptance of these practices. Methods: A multi-method study design was used - a document analysis of HCP programme outcomes and a two-section questionnaire. The questionnaire was sent to HCPs to determine the impact of patient handover practices on current healthcare systems and their opinion on whether the training on handovers is sufficient. Results: HCPs indicated little educational interaction regarding patient handover. Most participants felt handover education relied predominantly on informal training. With their existing knowledge, many HCPs revealed that they were comfortable in handing over a patient. Little interprofessional confidence regarding patient handover information indicates minimal interprofessional collaboration toward standardised approaches for patient handover. Conclusion: This study indicates a lack of standardised handover procedures, which leads to HCP self-interpretations. There is low trust between HCPs regarding information received. The study highlights the need for standardised handover training in healthcare curricula to improve patient safety and interprofessional collaboration.

THE PERSPECTIVE OF PROFESSORS ON THE CHALLENGES OF REMOTE LEARNING IN NUTRITION AND PUBLIC HEALTH / A PERSPECTIVA DE LOS DOCENTES SOBRE LOS DESAFÍOS DE LA ENSEÑANZA REMOTA EN NUTRICIÓN Y SALUD PÚBLICA / O OLHAR DOS DOCENTES SOBRE OS DESAFIOS DO ENSINO REMOTO EM NUTRIÇÃO E SAÚDE COLETIVA

This study investigates the challenges and repercussions of Emergency Remote Learning (ERL) on the education of Nutrition students at a public university in Rio Grande do Norte, with a particular focus on Public Health education, from the perspective of faculty members. ERL was implemented due to the COVID-19 pandemic, directly impacting the quality of education, especially in health-related courses that require hands-on practices. The research employed a qualitative approach, using semi-structured interviews with faculty members who teach Public Health-related subjects. The results indicate that, despite the teachers' efforts to adapt their methodologies to the virtual environment, significant challenges were encountered, such as low student participation and technical difficulties. Furthermore, the lack of in-person interaction hindered practical training and the development of essential skills for professional practice within the Unified Health System (SUS). The conclusions emphasize the importance of in-person learning in Public Health and the need to reconsider the role of Information and Communication Technologies (ICTs) in health education.

Este estudio investiga los desafíos y repercusiones de la Enseñanza Remota de Emergencia (ERE) en la formación de estudiantes de Nutrición en una universidad pública de Rio Grande do Norte, con un enfoque particular en la enseñanza de Salud Pública, desde la perspectiva de los docentes. La ERE se implementó debido a la pandemia de COVID-19, impactando directamente en la calidad de la educación, especialmente en los cursos relacionados con la salud que requieren prácticas presenciales. La investigación empleó un enfoque cualitativo, utilizando entrevistas semiestructuradas con docentes que imparten materias relacionadas con la Salud Pública. Los resultados indican que, a pesar de los esfuerzos de los profesores para adaptar sus metodologías al entorno virtual, se encontraron desafíos significativos, como la baja participación de los estudiantes y dificultades técnicas. Además, la falta de interacción presencial afectó la formación práctica y el desarrollo de competencias esenciales para la práctica profesional en el Sistema Único de Salud (SUS). Las conclusiones destacan la importancia del aprendizaje presencial en la Salud Pública y la necesidad de reconsiderar el papel de las Tecnologías de la Información y la Comunicación (TIC) en la educación en salud.

Este estudo investiga os desafios e repercussões do Ensino Remoto Emergencial (ERE) na formação de estudantes de Nutrição em uma universidade pública do Rio Grande do Norte, focando especialmente no ensino de Saúde Coletiva, sob a ótica dos docentes da área. O ERE foi implementado devido à pandemia de COVID-19, afetando diretamente a qualidade do ensino, especialmente em cursos da área da saúde que exigem práticas presenciais. A pesquisa utilizou abordagem qualitativa, por meio de entrevistas semiestruturadas com docentes que ministram disciplinas relacionadas à Saúde Coletiva. Os resultados indicam que, apesar do esforço dos professores em adaptar suas metodologias ao ambiente virtual, houve desafios significativos, como a baixa participação dos alunos e dificuldades técnicas. Além disso, a falta de interação presencial prejudicou a formação prática e o desenvolvimento de competências essenciais para a atuação profissional no Sistema Único de Saúde (SUS). As conclusões ressaltam a importância do aprendizado presencial dentro da Saúde Coletiva e a necessidade de se repensar o papel das Tecnologias da Informação e Comunicação (TICs) na educação em saúde.

Needs Assessment for a Leadership Course in Saudi Medical Schools: The Student Perspective.

Introduction: Leaders in healthcare no longer need to hold formal management positions; instead, leadership is perceived to be the responsibility of all healthcare professionals. Despite changes in curricula and teaching design, however, this review of the content taught in medical colleges in Saudi Arabia reveals a lack of leadership and a failure to equip young graduates to compete on the global stage. Medical students need leadership skills for patient care, cooperation, and navigating the complex healthcare system. Clinical management skills in hospitals require these talents also. The complexity of healthcare and the impact healthcare executives have on people's lives highlight the importance of these skills. Thus, healthcare practitioners must develop non-technical skills like proactivity, motivation, and change management to lead across professional boundaries and negotiate the increasingly complex healthcare landscape. Methods: This cross-sectional study combines a quantitative approach with a self-administered questionnaire-based survey. The sampling procedure is a non-probability convenience technique, adapted for 700 male and female undergraduate medical students from four medical colleges. Results: Of the students, 75.46% had minimal leadership experience and 22.69% had some leadership experience; 3.02% of 464 students considered themselves highly experienced in leadership. Conclusion: As the needs assessment and other relevant factors show, leadership should be introduced as a skilled subject. There will always be a growing demand for competent medical graduates, who are capable of becoming future leaders. Although elementary leadership concepts remain fundamentally the same, curricular development must focus on the needs of society and stakeholders.

Changes in Rates of Special Considerations in Higher Education Applications Pre- and During the COVID-19 Pandemic in Victoria, Australia.

BACKGROUND AND AIMS: Since the onset of the COVID-19 pandemic, a significant rise in mental ill health has been observed globally in young people, particularly those in their final years of secondary school. Students' negative experiences coincide with a critical transitional period which can disrupt milestones in social and educational development. This study aimed to use innovative population-level data to map the impact of the pandemic on students entering higher education. METHODS: Pre-pandemic (2019/2020) and pandemic (2020/2021) tertiary education application data were obtained from the Victorian Tertiary Admissions Centre. Prevalence of applications for special consideration related to mental ill health were compared between cohorts across various geographical areas and applicant demographic subgroups. Relative risk regression models were used to understand the role of different risk factors. RESULTS: Rates of mental health-related special consideration applications increased by 38% among all applications (pre-pandemic: 7.8%, n = 56 916; pandemic: 10.8%, n = 58 260). Highest increases were observed among students in areas with both extended and close-quarter lockdown experiences, and areas impacted by 2019/2020 black summer bushfires. The increases were higher among Year 12 students and students with other special consideration needs (e.g., physical condition, learning disability). Slightly higher increases were observed in areas with higher socio-economic status, which may potentially be related to inequality in mental health service access. CONCLUSION: As consequences of mental health difficulties and academic disruption in youth can be long lasting, it is critical to establish a mental health support framework both in and outside of higher education to facilitate young people's recovery from the pandemic.

Main competencies of future coaches: investigation and effectiveness of development within the tuning project in higher education in China.

BACKGROUND: The purpose of this article is to study the core competencies of future coaches, as well as the effectiveness of their development under the conditions of the Tuning Project in higher education in China. METHODS: A survey was conducted in three groups using a random sample of participants (96 student-athletes, 29 teachers and 35 employers of the School of Physical Education of Chongqing University) created by the authors to assess 30 competencies included in the Tuning Project and correlations between the groups' assessments were examined. RESULTS: According to the ranking and rating results of 30 competencies included in the Tuning Project, there were significant differences between the answers of these three clusters. The competence "Ability to apply knowledge in practice" had the highest correlation of the results in all the clusters of the respondents (students, teachers, employers) for both importance (0.2976) and effectiveness (0.2845). "Problem-solving skills" - (0.2453) and "Will to succeed" - (0.2152) were the next two competencies that the respondents had rated highly according to the both evaluation criteria. CONCLUSIONS: This paper can be used for further studies of the Tuning Project in the educational processes of China, in particular, in higher sports education.

Post-independence health research productivity in Portuguese-speaking African countries: A bibliometric analysis of 43 years of research and higher education in Mozambique.

Background: Africa has a high double burden of infectious and non-communicable diseases underscoring the critical need for robust scientific research. However, it is also associated with low scientific research productivity. Mozambique, which gained independence in 1975, serves as a poignant example. However, there remains a notable scarcity of evidence evaluating the country's trajectory in scientific and academic development. This study aims to evaluate 43 years of health-related scientific knowledge production through bibliometric analysis, focusing on key indicators. Additionally, it seeks to characterize the higher education institutions within the country. Methods: The data was retrieved from the Web of Science Core Collection using an advanced search tool with Boolean research strategies, covering the period from 1976 to 2022 for all PALOP and 1976 to 2019 for Mozambique. To map Mozambican higher institutions, information was sourced from the Ministry of Science Technology and Higher Education database. Descriptive statistics were employed to summarize the findings, while the VOSviewer program version 1.6.19 was utilized to visualize distance-based bibliometric networks, focusing on co-authorship among institutions and keyword co-occurrence. Results: Portuguese-speaking African countries (PALOP) contribute 2.5 % (10,933 out of 442,309) to Africa's total scientific output, with Mozambique leading at 63.6 % (6,951 publications) followed by Angola at 16.6 % (1,811 publications). All PALOP countries experienced decreased scientific productivity during the third year of the COVID-19 pandemic. In Mozambique, over 70 % (1,710 out of 2,380) of health-related publications from 2011 to 2019 were concentrated in this period. Key journals for health sciences include PLOS ONE, Malaria Journal, and Tropical Medicine & International Health, focusing on HIV, malaria, and tuberculosis. Higher education institutions in Mozambique show regional disparities, with 67.9 % in the South and only 8.9 % in the North, indicating significant inequality in their distribution across the country. Conclusion: This study highlights Mozambique's significant progress in health research productivity over 43 years, establishing it as a leader among PALOP countries. The substantial increase in publications, particularly after 2008, underscores the nation's growing research capacity and commitment to addressing critical health challenges such as HIV, malaria, and tuberculosis. However, regional disparities in higher education access and limited research contributions from private universities remain high in Mozambique.

Master of nursing programs in Australia: A desktop analysis.

Background: Master of Nursing (MN) programs serve as an important structured pathway to prepare the nursing workforce to develop advanced capabilities. Little research has been done to examine the key characteristics of MN programs in Australia and their responsiveness to meeting the health needs of the community. Aim: The aim of this desktop analysis is to provide a detailed overview of the key characteristics of MN programs in Australia. Method: A desktop analysis of MN programs in Australia utilising content analysis of publicly available information gathered from program websites of Australian Universities. Results: A total of 70 MN programs were analysed from the 28 that offered these programs. Nine categories were developed that describe the key characteristics of these programs: nomenclature and program focus, program outcomes, regulation and professional recognition, structure, work integrated learning, delivery mode, admission, and tuition fees. Inconsistencies were identified across all categories. Discussion: While Australian universities offer a diverse range of MN programs, inconsistencies across the programs can impact quality and intent and have implications for students, employees, and universities. Conclusion: There is a pressing need to ensure the quality of MN education is maintained and adequate to meet healthcare needs. The benefits and risks of professional regulation of all MN programs should be considered as a mechanism for enhancing the quality of nursing education.

A pathway to sustainable development in China: The impact of local higher education expenditure on green total factor productivity.

With the global warming crisis looming, the question of how to advance green total factor productivity (GTFP) has become an important concern confronting many developing countries. Although existing studies have demonstrated that total human capital can improve GTFP, the research has neglected to consider the influence of local higher education expenditure (LHEE), and no research has examined how LHEE spatially affect GTFP. Therefore, based on spatial economics theory, this study explores the spatial autocorrelation of LHEE and GTFP in China's 30 provinces from 2004 to 2021, employing a spatial Durbin model to analyze the spillover effect and influence mechanism of LHEE on GTFP. The results reveal that LHEE and GTFP exhibit positive global spatial autocorrelation. LHEE primarily improves GTFP and its subcomponents through spillover effects. The positive spillover effects in the three regions of China are significantly higher than the direct effects, whereas the direct effects in the eastern and central regions are positive but insignificant. Furthermore, LHEE promotes GTFP by advancing green technological innovation. The findings provide valuable insights to help policymakers address sustainable development goal 4 and develop synergistic regional GTFP growth policies to establish sustainable societies worldwide.

Study approaches mediate associations between learning environment and academic performance.

BACKGROUND: While study approaches have been directly associated with students' academic performance, learning environment factors may play a more indirect role. The aim of this study was (i) to assess learning environment factors as predictors of students' average exam grades, and (ii) whether study approaches mediated associations between learning environment factors and exam grades. METHODS: Three annual surveys (2017-2019) yielded data from a total of 263 Norwegian occupational therapy students. Learning environment factors were assessed with the Course Experience Questionnaire, and the Approaches and Study Skills Inventory for Students were used to assess study approaches. Linear regression analyses and mediation analyses were performed. RESULTS: Higher levels of 'student autonomy' were directly associated with lower averaged grades whereas higher levels of 'appropriate workload' were associated with higher averaged grades. There were statistically significant total indirect effects of 'clear goals' and 'appropriate workload' on grades; these effects occurred through the study approach variables. However, all learning environment variables showed one or more relationships with academic performance that was mediated by study approach variables. CONCLUSION: Learning environment variables appear to be complexly associated with academic performance, both directly and indirectly.

Time to Rethink Intended Learning Outcomes for Sustainable Development? A Qualitative Exploration and Reflection of Course Syllabuses in Swedish Undergraduate Physiotherapy Education.

OBJECTIVE: Several calls to action for the implementation of education for sustainable development in health profession education have been put forth during the last few years. The aim was therefore to explore and describe sustainability-focused intended learning outcomes (SD-ILOs) in curricula of undergraduate physiotherapy education in Sweden. METHODS: Using a deductive, descriptive, and qualitative approach, SD-ILOs in programs (n = 8) and course syllabuses (n = 143) from eight higher education institutions providing physiotherapy undergraduate education in Sweden were analyzed. SD-ILOs were described based on the subject content or condition, level of cognitive processes, sustainability learning dimensions, and key sustainability competencies. RESULTS: Six of the eight physiotherapy programs provided course syllabuses with SD-ILOs. However, only 3% (n = 36) of all ILOs were sustainability-focused. A larger part of the SD-ILOs, 78% (n = 28) was described within the cognitive dimension of learning, and 80% (n = 27) were linked to either the cognitive process 'understanding' or 'analyzing'. The most frequently identified key competency in the SD-ILOs was 'systems-thinking' n = 10 (28%), and 30% (n = 11) lacked key competency. CONCLUSION: There is an urgent need for rapid initiatives to enhance sustainable development education in Swedish undergraduate physiotherapy education. Pedagogical approaches that cover not only cognitive dimensions of learning for sustainable development but also socio-emotional and behavioral dimensions, as well as more complex cognitive learning processes must also be developed. The current lack of key sustainability competencies further emphasizes the necessity to enrich physiotherapy curricula with action-oriented learning to develop powerful future sustainability agency within healthcare and the public health arena.

A qualitative analysis of Chinese higher education students' intentions and influencing factors in using ChatGPT: a grounded theory approach.

The emergence of ChatGPT has significantly impacted the field of education. While much of the existing research has predominantly examined the theoretical implications of ChatGPT, there is a notable absence of empirical studies substantiating these claims. As pivotal stakeholders in education and primary users of ChatGPT, exploring the willingness and influencing factors of higher education students to use ChatGPT can offer valuable insights into the real-world needs of student users. This, in turn, can serve as a foundation for empowering education with intelligent technologies in the future. This study focuses specifically on the demographic of students in Chinese higher education who have utilized ChatGPT. Using semi-structured interviews and grounded theory methodology, we aim to comprehensively understand the extent to which students embrace new technologies. Our objective is to elucidate the behavioral inclinations and influencing factors of student users. The findings of this study will contribute practical insights for refining policy frameworks, expanding the dissemination of quality resources, optimizing and upgrading products for an enhanced user experience, and fostering higher-order thinking skills to adeptly navigate evolving technological landscapes. In conclusion, this research endeavors to bridge the gap between theoretical discussions and practical applications.

Are profiles of job insecurity associated with health-related indicators among faculty in Swedish academia?

Job insecurity is a work stressor associated with various health-related impairments. As concerns about the ubiquity of job insecurity in academia have become increasingly prominent, the potential implications of job insecurity for the health and well-being of faculty require attention. Specifically, these implications may vary between groups within academia, yet little is known about such variations, particularly with respect to different indicators of health and well-being. This study aims to identify and examine profiles of job insecurity (including quantitative and qualitative dimensions) in relation to exhaustion, depressive symptoms, well-being, and work-family conflict among faculty in Sweden. Self-reports in questionnaires were collected in 2021 from a representative sample of faculty, with a doctoral degree, working in Swedish public higher education institutions (N = 2,729 respondents; 48% women; average age: 50 years; 82% born in Sweden). Latent profile analysis was conducted to identify profiles of job insecurity, followed by statistical comparisons on demographic covariates and health-related indicators across profiles. The latent profile analysis revealed five job insecurity profiles: the moderately insecure (n = 215), the secure (n = 1777), the secure; quality-concerned (n = 406), the insecure; employment-concerned (n = 177), and the insecure (n = 154). Twelve percent of the sample was identified as vulnerable, particularly the insecure profile, where these individuals may be most at a risk for exhaustion disorder and depression. Among faculty in Sweden, quantitative and qualitative dimensions of job insecurity appear to be closely connected, with the qualitative dimension seemingly more informative for health-related indicators.