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BACKGROUND: Cardiopulmonary resuscitation (CPR) training is crucial for nursing students as future nurses are the first responders in the ambulatory and hospital care chain. Simulation-based learning has been shown to be more effective in acquiring the knowledge and technical and non-technical skills required for CPR. The present study aims to evaluate the impact of high-fidelity simulation-based adult CPR training on the acquisition and retention of knowledge and the development of technical and non-technical skills of nursing students at the Higher Institute of Nursing Professions and Health Techniques in Fez, Morocco. METHODS: We conducted an interventional study with 49 nursing students. Twenty-five students (51.02%) in the simulation group received both traditional CPR training (theoretical lecture and demonstration of procedures) and simulation CPR training, while 24 students (48.97%) in the control group received only traditional training. Data were obtained using a questionnaire on theoretical knowledge of CPR, a technical skills assessment grid, and the Team Emergency Assessment Measure (TEAM) for non-technical skills. RESULTS: The post-test scores for theoretical knowledge immediately after simulation were significantly higher for the simulation group (16.41±1.73 out of 20) than for the control group (13.15±1.96 out of 20). Mean CPR knowledge retention scores 30 days after training were significantly higher in the simulation group (15.60±1.71) compared with the control group (11.38±1.93). Assessment of technical skills on a high-fidelity mannequin showed a considerable advantage for the simulation group (30.88±1.64 out of 34) over the control group (18.00±0.78 out of 34). In addition, the results demonstrated a significant difference between the TEAM score of the simulation group (37.84±2.67 out of 44) and the control group (22.33±0.96 out of 44) and a significant difference between the Global Team Performance of the simulation group (8.16±0.68) out of 10 and the control group (4.83±0.38). CONCLUSION: The findings demonstrated that adult CPR training using high-fidelity simulation was superior to the traditional method with regard to knowledge acquisition and retention and the development of technical and non-technical skills in undergraduate nursing students.

The start of higher vocational education and training is a new stage for students with a challenge between theoretical classes and the new expectations and demands of companies during the internship period. To understand some of the implications of stress on cyberloafing, we can distinguish between stress perceived as an obstacle that can be overcome - challenge stress - or as a threat that can block work performance - obstacle stress - and stress perceived as an obstacle that can be overcome - challenge stress - or as a threat that can block work performance - obstacle stress-. The aim of this research is to find out the relationships between challenge-obstacle stress in Cyberloafing, as well as the moderating effect of Smartphone Addiction and Maladaptive. In this study, the Challenge-Hindrance Stressors, Smartphone addiction scale-short version (SAS-SV) instrument, the Maladaptive subscale of the Cognitive Emotional Regulation Questionnaire (CERQ) and Cyberloafing were applied to 403 upper-level vocational training students from different secondary schools in all provinces of the autonomous community of Andalusia, Spain, distributed throughout the provinces that make up this autonomous community. The findings show that students' challenge stressors do not increase Cyberloafing, enabling them to cope with the academic demands and work challenges during the theory and internship period. On the contrary, obstacle stressors generate stressful situations that undermine the acquisition of objectives and development of academic competences. In our research we observe that challenge-obstacle stressors have a disparate influence on cyberloafing. Challenge stressors are negatively related to Maladaptive. The same is not true for obstacle stressors.

Abstract Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

Abstract This paper presents a multidimensional view of AI's role in education, emphasising the intricate interplay among AI, analytics and human learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools in Education, exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human–AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human–AI systems to extend human cognition and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education Research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalisation of human cognition, the internalisation of AI models to influence human mental models and the extension of human cognition via tightly coupled human–AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for human competence development, as well as the perils of overemphasis on approaches that replace human learning opportunities with AI tools. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI and includes educating people about AI and innovating educational systems to remain relevant in an AI ubiquitous world.

Metacognition is a key component of musical performance. Metacognitive knowledge and skills are fundamental for musicians at all stages of their academic and professional career to allow them to structure, monitor, assess and, if needed, revise practice sessions toward specific performance goals. Research in music education has highlighted the impact that metacognition has on enhancing musical performance and the learning processes that characterize it. Expert musicians usually show a high level of metacognitive competence, which allows them to effectively self-regulate their learning activity while preparing for a performance. While professional musicians seem to have a wide range of learning strategies and skills, music students are not always aware of the importance of adopting a metacognitive approach in their learning process. In addition, the metacognitive dimension is not always explicitly addressed during music lessons, leaving students to adopt inefficacious learning strategies, or to repeatedly use sets of strategies in an incorrect manner. The aim of the current paper is to present and discuss the most recent studies on metacognition in music performance from an educational perspective that focuses on process as well as results. The role of metacognitive competence in musical activity will be discussed, first by examining the components of the metacognitive competence exhibited by expert musicians, and then by focusing on the impact of metacognition on music students' learning. Educational implications for enhancing the learning experience of young musicians will also be discussed.

This quantitative study investigates teachers' and students' perceptions on remote emergency teaching in terms of readiness, attitude, and competence, their significant differences based on their profile, and the significant difference of the respondents' identified variables. Participated by 147 teachers and 409 students of a Senior High School in a comprehensive Catholic university in Manila, results revealed that respondents show their readiness, positive attitude, and competence toward online teaching; however, specific measurements affect student attitude on their online engagement and learning, such as their discomfort and ineffectiveness of this learning modality in producing creativity, interaction, and innovation in e-learning that affects the acquisition of knowledge. Among the respondents' profiles, only their age shows a statistically significant difference, while educational advancement established its significant difference in readiness and competence. Finally, a statistically significant difference between the teachers' and students' readiness, attitude, and competence was evident. Results further proved that behind the sudden shift of the learning environment, the respondents remain positive and resilient in dealing with academic challenges caused by the COVID-19 pandemic. This study further implicates that measuring teachers' and students' readiness, attitude, and competence in different inevitable circumstances remains a significant frame of reference for academic and instructional policy-making.

This study has two main purposes. The first is to confirm and advance Gilles Châtelet’s account of the role of diagramming in mathematics invention by extending his results, which were based solely on historical, mathematical manuscripts, to the context of live mathematical activity. The second purpose is to elucidate the enculturation process of a graduate student into mathematical research, which has hitherto received limited research attention. These two purposes are related through the virtual and physical gestures that the graduate student engages in during diagramming thereby providing insights into mathematical invention and the enculturation process. This study adopts a qualitative methodology based on field notes, video-recordings and digital images from nine research meetings, which were held weekly over a period of three months. Current research theorises the role of mathematical diagrams in diametrically opposed ways: diagrams are either a visual representation of already existing mathematical objects and relations, or they are the means through which mathematical objects and relations emerge. The latter is due to Châtelet, who regards the diagram as a material site of engaging with and mobilizing the mathematics. His approach is employed in this thesis to create a window into the realm of mathematical thinking and invention by examining how a graduate student (as the less-expert mathematician) and his supervisor and two research colleagues (as the expert mathematicians) interact with diagrams. An embodied lens, based on the work of de Freitas, Roth, Rotman, Sinclair and Streeck, exposes the similarities and differences in the way that each class of mathematician gestures and diagrams. The analysis in this thesis reveals that gesturing and diagramming support and advance mathematical communication throughout the graduate student’s enculturation process. Furthermore, a collective study of the abundant diagrams produced during research meetings leads to a life-cycle of diagrams, whose phases disclose a variety of distinct relationships between mathematician and diagram. Lastly, a detailed examination of the evolution of a particular diagram uncovers how mathematical invention emerges through gesturing and diagramming. These findings have implications for the teaching and learning of mathematics at all levels.

There is a common belief among university students that they have to study hard attempting to earn high grades because employers are targeting graduates with outstanding academic records. However, this idea does not seem to capture what is actually happening in organizations, as firms value more aspects related with personality and other personal qualities of young graduates. We present a case study of the hiring process of recent university graduates to test these hypotheses. The methodology used follows a two stage approach. Principal component analysis allows us to identify first key categories of skills and attributes that influence the selection process. Then, using econometric analysis, a matrix classifies them according to employer size and type, degree, position and industry. The results show that soft skills (personality and other qualities) are the most required attributes in the selection process. Good academic records only matter in the public sector.