Search Results (100)

Understanding and preventing student dropout presents a decision-critical modeling problem involving heterogeneous variables, nonlinear relationships, and the need for transparent inference. This study addresses the prediction of undergraduate academic outcomes, including Graduation, Enrolled, and Dropout, by proposing a efficientand interpretable machine learning framework that explicitly balances predictive performance, feature efficiency, and algorithmic explainability. The empirical analysis relies on a dataset of 4424 student records across 17 undergraduate programs from the Polytechnic Institute of Portalegre, Portugal. In contrast to existing approaches that rely on high-dimensional input spaces and opaque predictive architectures, we develop a reduced-dimensional classification pipeline based on recursive feature elimination with Gradient Boosting and Random Forest models. Starting from a comprehensive set of demographic, academic, and financial indicators, only 20 informative predictors are retained for model construction, substantially reducing input complexity while preserving predictive capacity. Comparative evaluation across multiple learning algorithms identifies Gradient Boosting as the most effective model, achieving an AUC of 0.891. Beyond predictive accuracy, the proposed framework emphasizes model interpretability through the integration of SHapley Additive exPlanations (SHAP), enabling quantitative attribution of feature contributions at both global and instance levels. The analysis reveals that second-semester academic engagement variables—including the number of courses approved, evaluated, and enrolled—as well as tuition fee payment status and age at enrollment, are the dominant factors shaping student outcomes. Overall, the results demonstrate that strong classification performance can be achieved using a compact feature set while maintaining transparent and explainable model behavior. By combining mathematically grounded feature selection with principled model explanation, this study advances methodological understanding of how efficiency, interpretability, and predictive accuracy can be jointly optimized in applied machine learning, with implications for decision-support systems in educational analytics. Full article

The transition to Outcome-Based Education (OBE) in engineering demands instructional tools that bridge theoretical knowledge and practical engineering competencies. However, traditional Learning Management Systems (LMS) primarily function as static resource repositories, lacking the semantic structure necessary to support deep learning and precise competency tracking. To address this, this study developed a three-layer domain Knowledge Graph (KG) for Structural Geology and integrated it into the ChaoXing LMS (a widely used Learning Management System in Chinese higher education). A semester-long quasi-experimental study (N = 84) was conducted to evaluate its impact on student performance and specific graduation attribute achievement compared to a conventional folder-based approach. Empirical results demonstrate that the KG-integrated group significantly outperformed the control group (p < 0.01, Cohen’s d = 0.74). Notably, while performance on rote memorization tasks was similar, the experimental group showed marked improvement in identifying and solving complex engineering problems. LMS log analysis confirmed a strong positive correlation (r = 0.68) between graph navigation depth and academic success. KG effectively bridged the gap between theoretical knowledge and practical engineering applications (e.g., geohazard analysis). This research confirms that explicit semantic visualization acts as vital cognitive scaffolding, effectively enhancing higher-order thinking and ensuring the rigorous alignment of instruction with engineering accreditation standards. Ultimately, this approach promotes sustainable learning capabilities and prepares future engineers to address complex, interdisciplinary challenges in sustainable development. Full article

Background: Little is known about women’s contraceptive use in the United States during the novel coronavirus (“COVID-19”) pandemic and the risk of unintended pregnancy. Methods: We compared the weighted response rates on contraception use for female respondents aged 18–44 from the Behavioral Risk Factor Surveillance System (BRFSS) between 2019 and 2022. Results: Our study reveals a significant increase of 16.1% (CI = 0.145, 0.177) in the proportion of women using contraception in 2022 as compared to 2019. The largest increase in the use of non-reversible contraception was seen in the proportion of female sterilization, at 3.0% (CI = 0.017, 0.043), mostly attributed to non-Hispanic Black individuals with a 12% increase (CI = 0.046, 0.198). The largest decrease was seen in the use of condoms, at 7.4% (CI = −0.094, −0.055). This was driven by both non-Hispanic Black and multiracial groups, each experiencing a 19% decrease (CI = −0.251, −0.127; CI = −0.304, −0.068, respectively). The proportion of women at risk of unintended pregnancy increased by 3.7% (CI = 0.010, 0.063). These increases were observed among those with an income of less than USD 15k, showing a 14.9% increase (CI = 0.037, 0.262). Older females and those with Medicaid insurance were more likely to use female sterilization. Hispanics, college graduates, and those with Medicaid insurance were more likely to use condoms. Non-White females and those without annual checkups were more at risk of unintended pregnancy. Conclusions: Contraceptive methods shifted among females with slightly increased sterilization in the years 2019 to 2022. Full article

Although Sustainability Education (SE) is widely recognised as a priority across higher education, hospitality programmes often struggle to implement SE in meaningful and impactful ways. Given the hospitality sector’s resource-intensive operations and significant social footprint, SE is critical for fostering future leaders who can drive ethical, innovative, and transformative change. However, educators’ perspectives on how SE is integrated into hospitality curricula remain underexplored. This study addresses that gap by examining how educators perceive and interpret the integration of SE within Australian university programmes through a constructivist lens, recognising sustainability understanding as socially constructed through professional and institutional contexts. Twelve hospitality academics were recruited through convenience and snowball sampling and participated in semi-structured interviews. The data were thematically analysed using NVivo 14. Findings reveal four barriers, institutional constraints, curriculum overload with weak assessment frameworks, cultural resistance, and fragile industry–academic linkages. Leadership commitment and educator training emerged as critical enablers for advancing meaningful SE. The study concludes that hospitality curricula require stronger pedagogical innovation to move beyond tokenistic approaches. Embedding sustainability as a graduate attribute, supported by clear policies, measurable indicators, and industry–academic partnerships, is essential for systemic transformation aligned with SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production). Full article

Contemporary issues of particular concern include the current state of the teaching profession, the lack of professional and social respect for teachers, the need for salary increases, the need to reduce the burden on teachers, and performance evaluation. In addition, the low number of young people entering the teaching profession and the low proportion of graduates choosing this career path are of fundamental concern. The present research seeks to explore the perceptions of first-year student teachers towards the profession of teaching through a case study approach. A metaphor method involving sentence completion was used to explore students’ conceptions of the ‘teacher image’. The students’ metaphors were analyzed to determine the prevalence of teacher-centeredness or learner-centeredness, knowledge transfer or knowledge acquisition, and cognition or emotion. The students’ essays on the question “Why do I want to be a lower primary teacher?” were analyzed to identify career motivating factors, positive attributes that enhance career motivation, and future aspirations. The main findings of the research are that trainees are mainly inspired by their primary school teachers, they are aware of their strengths to become good teachers, and they envision a career in teaching. The motivation and commitment of our first-year students to their careers is an excellent starting point, which should be built on in both theoretical and practical courses during university education. They should be enriched with real-life experiences, encouraged and supported within their practice, in order to increase the number of young people who choose a teaching career after graduating from university. Full article

Background: The nursing licensure examination is the final assessment of the university curriculum, certifying that students have acquired the competencies necessary for practicing the profession. Understanding the meaning and usefulness attributed to this test can contribute to the international debate on its value and potential continuation. In Italy, most studies in this field involve Directors of Degree Courses, while research on the lived experience of newly graduated nurses in facing the examination is lacking. Objective: The objective of this study is to explore the lived experience of newly graduated nurses during the licensure examination. Methods: A qualitative phenomenological study was conducted. Video–audio-recorded interviews were conducted and analyzed using Giorgi’s descriptive method, inspired by Husserl’s philosophy. Results: Fifteen nurses participated. The thematic analysis of the interviews revealed four significant areas: preparation and support received, ambivalent experience of the exam, emotions experienced during the exam, and the symbolic value ascribed to the exam itself. Each thematic area was further articulated into subthemes, for a total of ten analytical subdimensions. The licensure examination holds multiple meanings for new graduates: an opportunity for verification, a rite of passage, but also an emotionally charged event. While it represents a fundamental moment for constructing a professional identity, it also requires critical reflection on assessment methods, the fairness of the system, and the true educational value of the examination. Conclusions: Understanding the elements that influence the examination experience can help educators improve student preparation and promote a smoother transition to the professional role. Full article

Objective: This longitudinal study examined how preceptors’ perceived difficulty and role performance in instructing newly graduated nurses impacted by restricted clinical practicum opportunities because of COVID-19 impact their mental health outcomes, including stressors, burnout, and turnover intention. Methods: The study surveyed 426 preceptors responsible for newly graduated nurses across 39 hospitals during fiscal year 2022. Data were collected at three time points: June, September, and December 2022. The questionnaire assessed personal attributes, perceived instructional difficulty (PID) due to limited clinical practice, self-rated preceptor role performance, nursing job stressors, burnout, and intention to resign. Two-way ANOVA was conducted to analyze the effects of perceived difficulty (high/low) and role performance (high/low) on mental health indicators. Results: Seventy-six preceptors (6 males, 70 females) completed all three surveys. In June 2022, preceptors reporting high perceived difficulty demonstrated significantly higher scores in role performance subscales, including “goal achievement and accident prevention” and “continuation of instruction with cooperation.” Significant main effects of perceived difficulty and role performance were observed on stressors such as role conflict, physician conflict, and death-related stress, as well as on burnout dimensions such as emotional exhaustion and personal accomplishment. By December, significant interaction effects emerged for outcomes related to “intention to quit nursing” and “desire to change departments.” Conclusions: Preceptors’ PID and role performance significantly influence their stress, burnout, and turnover intentions. Those experiencing both high difficulty and high role performance experience increased psychological burdens. This underscores the importance of targeted mental health support for preceptors. Full article

This study examines whether and how community schools’ integrated student support services (academic, socioemotional, health, and family support) contributed to improving whole-child/youth development and reducing systemic inequalities of students’ learning/wellness outcomes across New York State under the Every Student Succeeds Act (ESSA). Applying a quasi-experimental method with propensity score matching to the state’s 2018–2023 school survey and report card databases, it provides new evidence on the efficacy of community school programs on average and by subgroups (race/ethnicity, poverty, disability, English language learner, and housing status). The results of matched comparisons between community schools and non-community schools are mixed, after considering their differences in terms of student demographics and baseline conditions. Overall, community schools showed policy implementation fidelity with more state funding, policy-aligned practices, and school-based health centers/clinics. However, community schools had no discernable impacts on academic achievement and chronic absenteeism overall, except that the operation of school-based health centers was associated with a reduction in absenteeism. In contrast, community schools had more positive impacts on high school graduation rates, particularly among disadvantaged minority students; the impacts are attributable to policy-aligned practices, set-aside funding, and school-based health center dental programs. Educational policy and research implications are discussed. Full article

The process of secularization was long considered irreversible and characteristic of all contemporary culture. Nonetheless, more recent approaches view it as strictly linked to Western religiosity and in relation to a process of de-secularization and post-secular orientations regarding the sacred. For Romanian Orthodox theologians, secularization represents more of a trial than a danger. The current article presents the results of qualitative research regarding the religiosity of future graduates of Orthodox vocational theological high schools in Romania. The students enrolled in the research were asked to graphically represent God and briefly explain their drawings. The data were theoretically coded and compared with the canonical attributes of God as acknowledged by Orthodox theology. The results indicated the canonical correctness of students’ representations of divinity. Orthodox vocational high school education proves to be effective in imposing the Christian dogmatic line to the detriment of popular religiosity characterized by old pre-Christian beliefs and practices. Full article

This paper presents a conceptual framework for strategic approaches to embedding sustainability in the curriculum at a large research-intensive university. Due to the evolving nature of universities and technology, this journey is never complete, and this paper presents a case study of our approach to driving the work forward. This ambition is part of the institution’s Environmental Policy to ‘monitor and increase the integration with the UN Sustainable Development Goals (SDGs) across our operations, research, and education programmes.’ Our conceptual framework to support embedding in the curriculum guides operationalisation across five key domains: 1. strategy, policy, and principles; 2. institution-wide curriculum change; 3. active and authentic education activities; 4. staff development; and 5. community building. For example, an institution-wide curriculum initiative to redesign the Queen Mary graduate attributes framework was developed to include the attribute ‘Promote socially responsible behaviour for a global sustainable future.’ To gain this attribute means that our graduates are exposed to discussions and knowledge concerning sustainability. Across these five areas, we argue that a strategic approach is necessary for successful and impactful embedding of sustainability in the curriculum. Work across each domain needs to be closely linked and interconnected, and to build links with existing policy, strategy, and frameworks. This approach needs to combine high-level leadership together with support for grass-roots initiatives. Full article

The present study addresses the need for valid and reliable tools to assess employability thinking among young people in training. In a labor market increasingly shaped by transversal skill demands, the objective was to construct and validate a scale adapted for secondary and post-secondary non-tertiary students. Grounded in strategic frameworks such as the Europe 2020 Strategy, the European Skills Agenda, and relevant Spanish legislation, an abbreviated version of the Graduate Skills and Attributes Scale (GSAS) was administered to a representative sample of 949 Andalusian students enrolled in compulsory secondary education, baccalaureate, or vocational training. A cross-sectional and exploratory research design was adopted, with all procedures conducted in accordance with ethical and legal standards and approved by the University of Granada’s ethics committee. Exploratory and confirmatory factor analyses were performed, leading to a refined 28-item version of the instrument. Items were grouped into four well-defined factors: ethical self-regulation and achievement orientation, effective communication and collaborative working, proactivity and commitment to learning, and analytical thinking and information handling. The factors demonstrated high internal consistency and structural validity. These findings indicate that the scale is a clear and effective tool for assessing employability-related competencies and may assist in the design of educational interventions aimed at improving students’ professional development. Full article

(1) Objective: This study aims to investigate how transitional housing and the FCBP programme function as infrastructure for improving mental health and building family capacity among low-income households in Hong Kong, introducing the Urban Graduation Approach, adapted from the rural Graduation Approach, as an adaptation of proven poverty-alleviation strategies to urban contexts. (2) Methods: We conducted in-depth, semi-structured interviews with 24 residents of transitional housing participating in the Family Capacity Building Planner (FCBP) programme, an important component of The Hong Kong Jockey Club’s Trust-Initiated Project—JC PROJECT LIFT in uplifting residents and enhancing their overall well-being, analysing their experiences through thematic analysis focused on housing transitions, service utilisation, and well-being outcomes. (3) Results: Transitional housing provides essential infrastructure for improving residents’ well-being through both physical improvements and integrated support services. Participants reported significant mental health benefits, with reductions in stress and anxiety directly attributed to increased living space, improved privacy, and better environmental conditions. The FCBP programme functions as soft infrastructure that enables residents to access support networks, enhance family relationships, develop employment skills, and build self-efficacy. Together, these interventions address the multidimensional challenges of urban poverty while fostering sustainable improvements in residents’ capacity to achieve housing security and economic stability. (4) Conclusions: The integration of transitional housing with capacity-building services demonstrates the effectiveness of the Urban Graduation Approach in addressing urban poverty. This model highlights the importance of viewing housing not merely as a physical shelter but as a comprehensive infrastructure for well-being that combines spatial improvements with targeted social support. Policy implications include the need for the continued development of integrated housing models and the scaling of successful elements to broader social housing programmes. Full article

In recent years, entrepreneurial learning in higher education institutions has been promoted and supported to help students become job creators rather than job seekers. The main purpose of entrepreneurial learning is to develop entrepreneurial competencies in terms of knowledge, skills, and attitudes to attain the entrepreneurial goal of new value creation. This value extends beyond only economic value and job creation; it can, therefore, also benefit students who do not become entrepreneurs but who choose to think entrepreneurially. However, an enduring problem is ensuring that the entrepreneurial learning process is interactive, effective, and meaningful to the students. Correspondingly, self-directed learning (SDL) can be used in higher education to enhance entrepreneurial learning. This paper discusses the analyses of the role and importance of self-directed learning in the process of entrepreneurial learning for students in higher education institutions, informed by an exploratory systematic literature review. The findings reveal that SDL can play an important role in enhancing entrepreneurial learning by initiating the learning process to develop students’ entrepreneurial skills, mindset, motivation, creativity, and innovation, which serve as competencies for success as entrepreneurial thinkers. Based on the findings, the author concludes that SDL plays an important role in enhancing entrepreneurial learning in higher education institutions. Adopting SDL as a key strategy for teaching and learning in higher education can improve the effectiveness of entrepreneurial learning and help develop students into entrepreneurial thinkers. The practical implications are that the use of SDL in entrepreneurial learning can develop a spirit of creativity, create value on several levels, and empower students to become job creators instead of job seekers as higher education institutions prepare them for life after graduation. Full article

Residential mobility within cities reflects the spatio-temporal patterns of individual or household relocation behaviors and serves as an effective tool for interpreting urban socio-spatial differentiation from a micro-level perspective. Newly employed college graduates (NECGs) have become the second-largest migrating population in China. This study selects Guangzhou, a megacity, as the study area and utilizes data from the “Guangzhou New Citizens’ Residential Mobility Survey” conducted in 2023. It applies spatio-temporal systems and the spatio-temporal path method based on time geography to explore the residential mobility trajectories of NECGs in Guangzhou. In addition, the study uses a logistic regression model to explore the influencing factors. The findings indicate that NECGs frequently move across districts, showing no significant patterns of concentration or dispersion. However, residential location choices vary considerably across educational levels and household registration natures (Hukou), and as the duration of residence in Guangzhou increases, the probability of residential mobility among NECGs across all educational levels shows a declining trend. Specifically, marital status (life course attributes), housing prices and medical facilities (housing attributes), and job type (socioeconomic attributes) emerge as critical factors influencing residential mobility. By providing a foundation for urban planning policies, this study aims to support the settlement and well-being of NECGs while promoting high-quality urban development in Guangzhou. Full article

Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELPPs collected between 2016 and 2020, using structural equation modeling and estimation thinking to assess direct and mediated relationships among program features and career outcomes. Findings reveal that internship quality plays a pivotal role as both a direct predictor of career intentions and a mediator for other program features, including faculty quality, program rigor and relevance, and peer relationships. Faculty quality influences intentions primarily through rigor and relevance, while cohort participation contributes indirectly by fostering peer relationships and internship quality. Graduate attributes, including prior leadership experience, also shape career aspirations. This study extends SCCT by demonstrating how ELPP features shape candidates’ career intentions through interconnected pathways, offering insights that inform policy and program design aimed at strengthening pathways into school leadership. Full article