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"Humans"

Grounded in “The Race Between Education and Technology,” this book uses multisource data to analyse the evolving labour market for college graduates, interpreting how the relationship between humans and automation shifts from competition to coexistence, which is reshaping skill demand, education policy, and labour market in China and abroad. In examining the competition between humans and automation, the authors analyse how automation is pushing graduates out of informal employment, reshaping their career paths, and changing labour market structures. They also explore the impact of automation on skill demand, distinguishing between general and specific skills and highlighting how technological advancements are driving the evolving requirements of the labour market. The discussion then moves from competition to coexistence between humans and automation, highlighting the crucial role of education policy in managing human-automation substitution. The authors contend that rather than simply displacing human workers, automation can be integrated into the workforce in a way that promotes coexistence and even synergy between human skills and technological innovation. This book advances the traditional understanding of the relationship between technology, labour market, and education. It will appeal to scholars and students who are interested in the economics of education and labour economics. © 2026 Peikang Zhang, Huailiang Liang, Xuanyu Chen and Yuxuan Qin.

Background: Interprofessional healthcare requires interprofessional learning (IPL) starting during academic education. The aim of this study is to examine the implementation of IPL in the modules "Topical Workshop (TW) for Orthopaedic Rehabilitation" and "TW for Paediatrics and Child and Adolescent Psychosomatics" at the Universität zu Lübeck (UzL) from the perspective of students in occupational therapy, speech therapy, and physiotherapy. Methods: This qualitative study was conducted in two phases. In phase 1, qualitative data was collected and analysed using Kuckartz's method of content-structuring qualitative content analysis. Building on this, two focus group interviews were conducted in phase 2 and analysed using the same method. The data was integrated using a triangulation approach. A final member reflection was carried out. Results: The analysis of five interviews, five written pre-understandings, the central evaluation, and two focus group interviews shows: Joint learning of new content, understanding of profession-specific content, and the acquisition of interprofessional skills are at the core of IPL. In the modules, the various professions were involved to different extents, approaches to interprofessional collaboration (IPC) were demonstrated, and practical relevance was established. Facilitating factors such as practical content and group work were contrasted by challenges such as a lack of exchange and unsuitable tasks. The perceived learning gains resulted in wishes and ideas for shaping future TWs. Conclusion: Both facilitating and inhibiting factors for IPL were identified. These lead to approaches for further developing the modules, which can be applied to similar academic contexts.; Hintergrund: Eine interprofessionelle Gesundheitsversorgung bedarf des interprofessionellen Lernens (ipL) bereits im Studium. Ziel der Studie ist es, die Umsetzung des ipL in den Modulen „Profilwerkstatt (PW) für orthopädische Rehabilitation“ sowie „PW für Pädiatrie und Kinder- und Jugend-Psychosomatik“ an der Universität zu Lübeck aus Sicht von Studierenden der Ergotherapie, Logopädie und Physiotherapie zu untersuchen. Methodik: Die qualitative Studie erfolgte in zwei Phasen. In Phase 1 wurden qualitative Daten erhoben und mittels inhaltlich strukturierender qualitativer Inhaltsanalyse nach Kuckartz ausgewertet. Aufbauend wurden in Phase 2 zwei Fokusgruppeninterviews geführt und nach demselben Verfahren analysiert. Die Daten wurden mittels der Vorgehensweise der Triangulation miteinander verknüpft. Abschließend erfolgte eine Member Reflection. Ergebnisse: Die Analyse von fünf Interviews, fünf schriftlich festgehaltenen Vorannahmen, der zentralen Evaluation und zwei Fokusgruppeninterviews zeigt: Gemeinsames Erlernen neuer Inhalte, Verständnis für professionsspezifische Inhalte und der Erwerb interprofessioneller Fähigkeiten stehen im Zentrum des ipL. In den Modulen wurden Professionen unterschiedlich stark einbezogen, Ansätze zur Zusammenarbeit der Professionen aufgezeigt und Praxisbezüge geschaffen. Förderliche Faktoren wie praktische Inhalte und Gruppenarbeiten standen Herausforderungen wie fehlendem Austausch und ungeeignete Aufgaben gegenüber. Der wahrgenommene Lernzuwachs resultiert in Wünschen und Ideen für die Gestaltung zukünftiger PW. Schlussfolgerung: Es wurden fördernde und hemmende Bedingungen für ipL identifiziert. Daraus ergeben sich Ansätze zur Weiterentwicklung der Module, die auf vergleichbare hochschulische Kontexte übertragbar sind. © © 2025 Jacob et al.

Phenomenon: Professional identity formation is a key component of health professional education. Changing expectations of healthcare requires more than competencies, but also an ingrained responsibility to patients, with our values and behaviors aligned with community expectations of patient-centered health professionals. Research into professional identity formation has focused on nursing and medical training, and, although allied health professionals make up one third of the workforce, research is uneven across these disciplines. Health professions educators from these under-researched disciplines have less guidance for how to support students’ professional identity, meaning students may graduate with less mature professional identities. This systematic literature review synthesizes the research on professional identity formation across nine similar allied health disciplines. The purpose is to guide health professions educators in the formation of professional identity in allied health students. Approach: We carried out a systematic literature review, registered on Prospero, following the PRIMSA framework, to find, appraise, and synthesize research on professional identity for nine allied health professions. We synthesized extracted data using a narrative synthesis with convergent qualitative meta-integration of qualitative and quantitative data. Results: Our database searches combined with ancestry and forward searching resulted in 70 studies that met inclusion criteria. Studies came from 17 countries, from seven of the included disciplines (art therapy, dietetics, occupational therapy, physiotherapy, podiatry, psychology, and speech pathology) and from undergraduate, postgraduate, and new graduate perspectives. We found professional identity was influenced by the places of learning (curriculum and clinical experiences or placements), interactions with people (relationships with academics, peers, supervisors, patients,and role models), and educational practices engaged (dialogue, reflection, processing challenges), each acting on the individual person (student or new graduate) who also brought unique characteristics and experiences. Insights: This model of influences can inform health professions education to enable students to develop and graduate with a stronger professional identity formation. © 2023 Taylor & Francis Group, LLC.

New Jersey (NJ) Safe Schools Program (NJSS) provides code-required trainings for NJ teachers supervising students in work-based learning (WBL) experiences. During the COVID-19 pandemic, increased use of chemical cleaning, sanitization, and disinfectant products (CSDPs) led to ventilation and other health concerns. NJSS conducted two surveys of newer NJ WBL teachers between October 2021 and June 2023, with a follow-up in fall 2022 for those who completed initial surveys before summer 2022. This study focused on questions regarding workspace ventilation; respirator and CSDPs trainings; awareness of government resources for safety and health (S&H); and demographics. Over 65% of participant classrooms have operable windows or ventilation systems, while 13% of school salons have ceiling fans. Half of participants didn’t receive training on handling CSDPs, although 90% were aware of government S&H resources. Data suggested teachers have well-ventilated workspaces and are aware of different resources available, which is important to continue post COVID-19. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Creating decent work is among the priority issues for sustainable employment and development. This study aimed to determine the effect levels of the International Labour Organization (ILO) decent work criteria by augmenting nine indicators in the ILO manual to 12 criteria through a comprehensive literature review. Fuzzy DEMATEL, a multi-criteria decision-making method, has been preferred in this context. According to the analysis results of the study, the most heavily ranked criteria are ‘healthy workplace environment’, ‘decent working hours’ and ‘safe working conditions’ respectively, which contribute to the decent work concept. Further, ‘balance between work–family–personal life’ has been found the most affected criterion, while ‘education and training system’ has been the most affecting. Based on the findings, remedial and developing strategies are suggested on issues such as corporate culture, working hours regulation, safe working environment, subordinate–superior relations, social activities and regulations that take family life into account. © 2024 Central Institute for Labour Protection–National Research Institute (CIOP-PIB).

During the recent pandemic, established modes of organising internships in engineering were disrupted; Internships often transitioned into hybrid formats with extensive online activity. But, empirical research on the quality of learning in engineering during these exceptional circumstances is limited. This study therefore examines internship experiences among engineering undergraduates (N = 39) in Singapore through semi-structured interviews conducted at two different time points. Thematic analysis revealed four challenges encountered by interns when access to engineering sites was disrupted. These included changes to processes of learning through the reorganisation of work routines requiring interns to adeptly utilise diverse technological tools and digital platforms for remote collaboration. Interns faced difficulties in gaining insights into the logic of engineering work through disrupted workflow. This was not helped when their learning experiences were also contingent upon the availability of meaningful work tasks. Finally, interns had to adapt to virtual and on-demand networking as a means of integrating into the engineering practice. Thus, the shift presented both challenges and opportunities for interns to learn about engineering in unprecedented ways. This research sheds light on how interns adapt during severe disruptions to engineering work environments, emphasising the importance of considering the sociomaterial context for supporting interns in hybrid workplaces. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

Background Nurses' competences in providing spiritual care can increase quality of care for and quality of life of patients with cancer and job satisfaction but are often suboptimal. Training to improve this mostly takes place off-site, although implementation in daily care practice is key. Objectives The aims of this study were to implement a meaning-centered coaching on the job intervention and to measure its effects on oncology nurses' spiritual care competences and job satisfaction, and factors influencing this. Methods A participatory action research approach was adopted. Mixed methods were used to assess intervention effects in which nurses of an oncology ward in a Dutch academic hospital participated. Spiritual care competences and job satisfaction were quantitatively measured and complemented with content analysis of qualitative data. Results Thirty nurses participated. A significant increase in spiritual care competences was found, particularly regarding communication, personal support, and professionalization. More self-reported awareness of personal experiences in caring for patients, and an increase in mutual communication and involvement around meaning-centered care provision as a team were found. Mediating factors were related to nurses' attitudes, support structures, and professional relations. No significant impact was found on job satisfaction. Conclusion Meaning-centered coaching on the job increased oncology nurses' spiritual care competences. Nurses developed a more exploratory attitude in their communication with patients - instead of acting based on their own assumptions about what is of meaning. Implications for Practice Attention to and improving spiritual care competences should be integrated into existing work structures, and terminology used should match existing understandings and sentiments. © Wolters Kluwer Health, Inc. All rights reserved.

The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

The increased adoption of three-dimensional (3D) digital prototyping software programs makes it necessary to train novice designers to use these programs efficiently. However, existing studies spanning from engineering to design education indicate that students feel incompetent in understanding 3D digital prototypes and navigating the software, so there is a need to find effective training methods. In the current study, training modules were developed to teach participants fit correction skills through an iterative problem-based learning (PBL) approach. A review of the literature was performed to develop the fit correction tasks and guide the module development process. Expert feedback was used to fine-tune the tasks and module interface. The current study explored the effects of PBL-based virtual reality (VR) training on learning how to correct two-dimensional (2D) apparel patterns to improve consequent 3D garment fit. Results indicated that the training module significantly improved spatial visualization and fit correction skills. Participants with higher apparel spatial visualization skills saw a higher improvement in fit correction skills because of the training. At lower spatial visualization skill levels, women saw a higher increase in apparel spatial visualization skills after the training than men but the difference between the learning outcomes across genders reduced when participants had higher spatial skills before training. These findings were supported by the results of qualitative data obtained through interviews. The participants found the PBL approach, immediate feedback, and aid in visualization through garment simulations beneficial for understanding the concepts. At the same time, they indicated that the training module could be used as a supplement to the traditional classroom but cannot replace the physical garment fitting practice. The findings of the study verified that PBL using virtual garment simulations can have a positive impact on learning outcomes and help identify the stage of education at which learners can be exposed to PBL. © 2025 Galada, Baytar. 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.

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/ Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued “warm” social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students. © 2025 Coté 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.