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Sustainable Engineering education must provide cyber-physical and distributed systems competencies, such as the Internet of Things (IoT), to contribute to the Sustainable Development Goals (SDG). The COVID-19 pandemic caused profound impacts arising from a traditional on-site teaching model rupture and demanded distance learning for engineering students. In this context, we considered the following Research Questions (RQ): How can Project Based Learning (PjBL) be applied in hardware and software courses from the Engineering curriculum to foster practical activities during the COVID-19 pandemic? Is the student performance in the fully remote offering comparable to the face-to-face offering? (RQ1); Which Sustainable Development Goals are related to the Engineering students’ project themes? (RQ2). Regarding RQ1, we present how PjBL was applied in first-, third- and fifth-year Computer Engineering Courses to support 31 projects of 81 future engineers during the COVID-19 pandemic. Student grades in a Software Engineering course indicate no relevant differences between student performance in remote and face-to-face offerings. Regarding RQ2, most Computer Engineering students from the Polytechnic School of the University of São Paulo in 2020 and 2021 decided to create projects related to SDG 3—Good Health and Well-being, SDG 8—Decent Work and Economic Growth and SDG 11—Sustainable Cities and Communities. Most projects were related to health and well-being, which was an expected behavior according to how health issues were brought into highlight during the pandemic. © 2023 by the authors.

Anti-Indigenous racism is a widespread social problem in health and education systems in English-speaking colonized countries. Cultural safety training (CST) is often promoted as a key strategy to address this problem, yet little evidence exists on how CST is operationalized and evaluated in health and education systems. This scoping review sought to broadly synthesize the academic literature on how CST programs are developed, implemented, and evaluated in the applied health, social work and education fields in Canada, United States, Australia, and New Zealand. MEDLINE, EMBASE, CINAHL, ERIC, and ASSIA were searched for articles published between 1996 and 2020. The Joanna Briggs Institute’s three-step search strategy and PRISMA extension for scoping reviews were adopted, with 134 articles included. CST programs have grown significantly in the health, social work, and education fields in the last three decades, and they vary significantly in their objectives, modalities, timelines, and how they are evaluated. The involvement of Indigenous peoples in CST programs is common, but their roles are rarely specified. Indigenous groups must be intentionally and meaningfully engaged throughout the entire duration of research and practice. Cultural safety and various related concepts should be careful considered and applied for the relevant context. © 2023 by the authors.

Objective: To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. Conclusions: Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training. © The Royal Australian and New Zealand College of Psychiatrists 2023.

Introduction: This work presents a prospective analysis of the key aspects involved in the Spanish radiographer's perception of the weaknesses of the current educational curriculum in terms of teaching staff's qualifications and composition in the clinical training and core subjects. The goal is to show clinical training and professional's perception of the teaching quality and to characterise the weakness detected within the context of the European radiographer's academic system. Methods: The perception of the quality of the training received by the professionals was collected through an anonymous survey. A total of 758 valid responses were received, and were analysed to three hypotheses: the variability of the teachers’ qualifications in the core subjects, the variability in terms of internships time carried out by the students, and assessment about teaching quality of the teachers. Results: The results prove there is a huge variability and little academic affinity of the teachers' degrees with the core subjects. On the other hand, the results shows there is a scarcity of clinical training hours in Spain, especially compared to European standards. It was demonstrated that teachers with a specific radiographer degree obtained the best scores. Conclusion: It is mandatory to adjust the criteria for selecting clinical imaging teachers to improve the teaching quality in Spain and increase the clinical training period of the Spanish radiographers to match their European counterparts. Implication for practice: Improving the training of Spanish radiographers will contribute to standardising the training quality of the whole European profession. © 2023 The College of Radiographers

Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students’ learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study’s main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the participants’ feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability. ©: © 2023 Khalid 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.

Context Factors contributing to the stressful transition from student to doctor include issues with preparedness for practice, adjusting to new status and responsibility, and variable support. Existing transitional interventions provide inconsistent participation, responsibility and legitimacy in the clinical environment. Enhanced support by near peers for new doctors may ease the transition. Irish medical graduates of 2020 commenced work early, creating an unprecedented period of overlap between new graduates and the cohort 1 year ahead. Objective To explore the experience of commencing practice for these new doctors with this increased near-peer support. Design We used interpretive phenomenological analysis as our methodological approach, informed by the cognitive apprenticeship model, to explore the experience of enhanced near-peer support at the transition to practice. Participants recorded audio diaries from their commencement of work, and a semistructured interview was conducted with each, after 3 months, concerning their experience of their overlap with the previous year's interns. Setting University College Cork, one of six medical schools in Ireland. Participants Nine newly qualified medical doctors. Main outcome measures An exploration of their experience of transition to clinical practice, in the context of this enhanced near-peer support, will inform strategies to ease the transition from student to doctor. Results Participants felt reassured by having a near-peer in the same role and safe to seek their support. This empowered them to gradually assume increasing responsibility and to challenge themselves to further their learning. Participants perceived that commencing work before the annual change-over of other grades of doctor-in-training enhanced their professional identities and improved patient safety. Conclusions Enhanced near-peer support for new doctors offers a potential solution to the stressful transition to practice. Participants were legitimate members of the community of practice, with the status and responsibility of first-year doctors. Furthermore, this study reinforces the benefit of asynchronous job change-over for doctors-in-training. © 2023 BMJ Publishing Group. All rights reserved.

An occupational aspiration–attainment gap (AAG) is defined as a discrepancy between the socioeconomic status (SES) of the aspired occupation and the one attained. We investigated how experiencing an occupational AAG after transition to vocational education and training (VET) affects three domains of subjective well-being (SWB) among adolescents in Germany (general life, job, and income satisfaction). Using longitudinal data from the German Socio-Economic Panel (SOEP), we could track respondents’ SWB during the transition to and during VET. Results from latent growth curve models revealed that both under- and overachievement of aspirations (i.e., negative and positive AAGs) reduced initial levels of SWB after VET entry—especially work-related satisfaction (i.e., income and job satisfaction). Individuals with an AAG (both negative and positive) tended to experience a slightly larger increase in SWB during VET than those who met their aspirations. Overall, our results suggest that the decisive factor for adolescents’ SWB is not the SES of the VET position they attain, but rather whether that position is the exact type of position to which they aspired. © 2023 Nießen 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.

Outdoor field experiences have not historically been welcoming to marginalized communities. Recent calls to address the lack of diversity in outdoor field experiences have accelerated efforts to make programs more inclusive for multiple marginalized identity groups. Despite these efforts, many cultural and procedural changes are still needed to support the Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (LGBTQ+) community when participating in outdoor field experiences. Here we use results from a survey of leaders from 17 outdoor programs and expertise gained from our own experiences cultivating inclusion in field programs to outline strategies that outdoor field experience providers can use to foster greater support for the LGBTQ+ community. We define key terminology to increase awareness of LGBTQ+ identities and pronouns. We then highlight important actions that field experience leaders can take to make their internships, education programs, and trips more accessible and inclusive for the LGBTQ+ community. We use results from our survey of outdoor programs to highlight practices currently being used to support LGBTQ+ inclusion and accessibility and synthesize how current practice aligns with our overall recommendations. The LGBTQ+ community deserves to be welcomed into outdoor field experiences and to participate fully as students, researchers, educators, recreators, and professionals. © 2022 The Authors. Ecological Applications published by Wiley Periodicals LLC on behalf of The Ecological Society of America.

Entrepreneurship education (EE) is a crucial link to promoting college students' entrepreneurship, which reduces unemployment, economic development, and poverty. Based on a sample of Chinese college students, this study uses a logistic model to investigate the effect of EE on entrepreneurial intention (EI). It focuses on evaluating the impact of EE on the EI of different groups of college students from the perspectives of gender, household registration, school type, and poverty status. Benchmark regression results show that EE has a significant positive impact on the EI of students. The heterogeneity analysis has the following findings. First, EE has a more significant impact on women's EI, which can reduce the entrepreneurial gap between women and men. Second, EE is more effective in improving the EI of urban students, which will further widen the gap between urban and rural students in entrepreneurship. Third, EE has increased the EI of students from private universities, which represent application-oriented universities. This shows that public universities, which represent research-oriented universities, need to increase the training of talent in practical applications to narrow the gap with private universities in entrepreneurship. Fourth, after receiving EE, the EI of nonpoor students improved more than that of poor students. Equal EE increases the gap between poor and nonpoor students, which can easily lead to an intergenerational cycle of poverty in entrepreneurship. This study provides empirical evidence from college students' entrepreneurship in relatively underdeveloped western China, which supports the development of EE and entrepreneurial activities. ©: © 2023 Deng, Wang. 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.

Fuzzy set qualitative comparative analysis (fsQCA) is a method for assessing the effects of configurations of variables leading to an outcome. The recent growth of interest in this technique in organizational psychology is proving this method to be an important tool for addressing new and decisive research hypotheses. However, the effectiveness of fsQCA is dictated not only by its general principles, but also by how well these are understood and applied in the research community. Consequently, a guide that covers the fundamental ideas and tenets of the approach is required to aid the research community in its comprehension and practical application. The current study seeks to offer an understanding of FsQCA by providing: (a) A complete description of the method highlighting some of the most important theoretical-methodological aspects; (b) a perspective on the most used guidelines and recommendations, and (c) step-by-step instructions on how to carry out FsQCA in R using the QCA package. Data from 120 employees and supervisors derived from a company based in central Italy were used o best to illustrate how to carry out fsQCA. Codes for conducting the analyses from the QCA package for R accompany the tutorial and can be adapted to a new dataset. © The Author(s), 2023. Published by Cambridge University Press on behalf of Universidad Complutense de Madrid and Colegio Oficial de la Psicología de Madrid.