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The National Education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century © 2024 Elsevier Ltd

Background: Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes. Methods: Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria. Findings: The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level. Discussion: Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care. Conclusion: Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students. © 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.

Aim: To determine the effects of a developed interactive e-book featuring various clinical scenarios based on the ARCS (attention, relevance, confidence and satisfaction) model of motivation on the learning motivation, self-efficacy and FHR interpretation skills of nursing students. Background: This study fills the digital gap in teaching foetal heart rate interpretation and will help expand obstetric nursing education for on-site and distance education. Design: A randomised controlled trial was conducted of nursing students assigned to the experimental group (n = 41) and control group (n = 39). Methods: The experimental group used the developed e-book to learn about FHR interpretation, while those in the control group watched an instructional video and their learning outcomes were measured at baseline, immediately after the intervention and two weeks after the intervention. Results: Generalised estimating equations were applied to conduct the analyses revealing that the experimental group scored significantly higher than the control group in the immediate and two-week post-intervention tests on average regarding learning motivation and self-efficacy (p < .01). The experimental group also scored significantly higher in the immediate post-test for FHR interpretation skills (p < .001) and the significance lasted for two weeks after the intervention (p < .01). Conclusions: The developed interactive e-book can effectively improve the learning motivation, self-efficacy and FHR interpretation skills of nursing students, confirming the potential of multimedia and interactive elements in digital learning, particularly regarding complex obstetric nursing concepts. This study provided empirical support for the use of interactive e-books in nursing education. © 2025 Elsevier Ltd

Background: This study examines the effects of physical education on the social capital of university students, focusing on improving family, neighborhood, and academic relationships through group exercise. Methods: In Zagreb, Croatia, 976 participants aged 19–20 years participated in a randomized controlled trial. The intervention group (n = 472) engaged in teamwork exercises, and the control group (n = 504) completed individual exercises. The social capital measured in 6 areas was analyzed using linear regression and variance modeling. Results: Significant improvements in trust and collaboration within the university environment were found in the intervention group. Adjusted analyses showed positive correlations between the physical education intervention and increased trust between teachers and students (β = 0.118, P = .01), among students (β = 0.246, P = .01), and in total social capital (β = 0.617, P = .01). Residence in the parental home was associated with higher social capital. Notably, male and older students reported lower levels of trust and cooperation. Conclusions: Physical activity significantly improves the social capital of university students, suggesting the inclusion of group-based physical activities in higher education curricula to promote social inclusion and well-being. This underscores the importance of such interventions for educational policy and program development. © 2025 Human Kinetics, Inc.

Background: Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis. Methods: Literature databases were searched from their inception to February 28, 2024 for eligible trials. Educational backgrounds included 3 majors (pharmacy, medicine, and nursing) and 3 degrees (junior college, undergraduate, and graduate). Academic performance, comprehensive competency, and satisfaction were analyzed using Stata (version 17), Review Manager 5.3 software (RevMan 5.3), and R software (version 4.3.1). Results: A total of 46 studies involving 6447 students were included. The surface under the cumulative ranking curve (SUCRA) indicated that compared to other majors, new media teaching among nursing students was the most effective in improving theoretical scores (88.63%), experimental scores (93.28%), learning interest (88.27%), self-learning ability (91.17%), mastery of knowledge (96.81%), and the proportion of satisfaction (97.30%) in pharmacology education. As for degrees, new media teaching among junior college students had the best effect on enhancing theoretical scores (75.60%), experimental scores (86.23%), pass rates (88.33%), self-learning ability (90.36%), mastery of knowledge (97.73%), and the proportion of satisfaction (85.28%) in pharmacology learning. Conclusion: Overall, new media teaching among nursing students or junior college students appears to be more effective in pharmacology education. Thus pedagogues can better implement new media teaching strategies among these students and incorporate more web-based tools. © 2025 Elsevier B.V.

As vocational undergraduate students in China face increasing challenges in the job market, understanding the factors that shape their employment expectations is crucial. Psychological capital is considered a key factor influencing students’ career outlooks. This study aims to examine the relationship between psychological capital (PC) and employment expectations (EE), while exploring the mediating roles of educational flow experience (EFE) and active coping style (ACS) in this relationship. Based on positive psychology and career development theories, a theoretical model was constructed to understand how psychological capital affects employment expectations through the chain mediation of educational flow experience and active coping style. A sample of 693 vocational undergraduate students (316 males and 377 females) from a university in Guangdong Province participated in the study. Participants completed the Psychological Capital Scale (PCS), the Career Expectation Scale (CES), the Educational Flow Experience Scale (EduFlow-2), and the Coping Style Scale (CSS). Results indicate that higher levels of psychological capital significantly predict stronger employment expectations. Moreover, educational flow experience and active coping style both serve as significant mediators in the relationship between psychological capital and employment expectations, with a chain mediation effect also observed. These findings provide valuable insights into the psychological processes that influence career expectations among vocational undergraduates, highlighting the importance of fostering psychological capital and creating supportive learning environments to improve students’ employability. The results offer practical implications for educators and policymakers, suggesting that vocational institutions should integrate strategies to enhance psychological capital, promote educational flow experiences, and support active coping styles to better prepare students for the labor market. © 2025 Huang 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.

Background: In nursing education, greater emphasis should be placed on stakeholder perspectives, and these perspectives should be integrated into the educational process. Stakeholder perspectives are of great importance in determining the extent to which graduates achieve program competencies, and if necessary, in revising these competencies based on the relevant feedback. Objective: This study aimed to determine stakeholder perspectives on the acquisition of nursing program competencies by graduates of undergraduate nursing programs. Design: Exploratory qualitative research design. Participants and setting: The study was conducted in June 2024 through focus group interviews with a total of 20 internal and external stakeholders. Methods: The data were collected using Semi-Structured Focus Group Interview Forms. The data were organized according to common/similar categories by content analysis. Results: The data obtained based on the views of the participants on the acquisition of nursing program competencies by graduates of nursing education programs were divided into three categories: Competencies Acquired from Nursing Education (professional knowledge and skills, lifelong learning), Competencies That Need Improvement (critical thinking/problem-solving skills, communication skills, foreign language proficiency, professional values, and managerial skills), and Suggestions to Improve Competencies Acquired from Nursing Education (suggestions related to education, the profession, and institutional/administrative matters). Additionally, 10 subcategories associated with these categories were identified. Conclusion: Competencies expected in members of the profession of nursing are a global topic of discussion, and the findings of study provide important insights for future studies. In line with these results, it is recommended to enhance collaboration with stakeholders and conduct regular meetings involving all stakeholders. The outcomes of these meetings should guide the structuring of educational programs to ensure the acquisition of competencies, and relevant activities should be planned and implemented accordingly. © 2024 Elsevier Ltd

This study highlights the significance of understanding how diversity experiences and innovative learning environments contribute to the personal development of international students in Higher Education Institutions (HEIs) in Shaanxi, China. Despite existing studies, there remains a notable gap in exploring their combined effects specifically within Chinese HEIs. This research aims to address this gap by analyzing the relationships among diversity experiences, language proficiency, and personal development, thereby offering valuable insights for educators and policymakers to enhance institutional support for international students. To achieve this, we conducted a quantitative survey involving 364 international students, utilizing a structured questionnaire and employing Structural Equation Modeling (SEM) for data analysis. The results reveal a positive relationship between diversity experiences and personal development. However, no direct relationship was found between innovative learning environments and personal development. Furthermore, language proficiency mediates the relationship between diversity experiences and personal development. Moreover, innovative learning environments were positively associated with both acculturation stress and language proficiency, which in turn were related to personal development. The findings underscore the vital role of institutional support in enhancing international students' personal development through improved diversity experiences and language proficiency. To achieve this, educators and policymakers should integrate diversity initiatives and create adaptable learning environments that specifically address the needs of international students. © 2025 Azram 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.

This paper will explore whether teachers’ multicultural ideology, soft skills (transversal capacities), national pride and identity, and intergroup contact, controlled by other variables, are related to their multicultural attitudes. This objective is developed and estimated from correlation analysis and using the method of ordinary least squares, to verify how multicultural ideology, national pride and identity, soft skills, and intergroup contact, controlled for some sociodemographic variables, generate effects on the multicultural attitudes of teaching in a Colombian higher education institution with high-quality accreditation. The findings revealed that soft skills and multicultural ideology positively influenced teachers’ multicultural attitudes, while intergroup contact with different ethnic groups showed a negative correlation. The analysis used primary data collected from 199 professors at the institution, which operates in a culturally diverse, multi-campus context within an emerging country characterized by very low national pride. © 2025 Barrios Aguirre 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.

Professional education for licensed nurses in Australia is a complicated matter involving two education systems—vocational education and training, and higher education—each characterized by a different curriculum model. The contribution of the two systems follows a division of the workforce into Enrolled Nurses and Registered Nurses, with vocational education serving the first division and higher education the second. Although the systems are intended to provide connecting educational and career pathways, it results in a binary education landscape featuring two distinct forms of curriculum and contrasting assumptions about knowledge. This discursive discussion analyses the impact of the competency-based curriculum on Enrolled Nurses' education, entry to the profession of nursing, and their aspirational educational pathways towards registered nursing. Many Enrolled Nurses successfully articulate to become Registered Nurses; however, we argue that traversing between the two distinct curriculum approaches creates barriers to these transitions. We also argue that apart from undermining the learning trajectories of nurses, the influence of the competency-based curriculum model threatens the coherence of the profession at a time when conditions of work are both intensified and globalized, calling for a solution in the form of curriculum harmonization. Nursing Inquiry© 2025 The Author(s). Nursing Inquiry published by John Wiley & Sons Ltd.