A 'novel' approach to inculcating life skills

Reading is an important life skill and competency. With the COVID-19 pandemic, the reading culture got threatened as the purchase of books declined significantly, and encouraging reading skills emerged as a bigger challenge. However, setting up a reading club online in the postpandemic world and discussing books while using kindles, e-books, and open-source materials might hold the key. This chapter deals with the set-up of a 'Novel Room' at Jai Hind College, India (Autonomous higher education institute), which is a book discussion club, and the success had with it. Seventy-two individuals are mapped in the data, which is by and large positive. Through the feedback data collected, this chapter analyzes a semi-quantitative study that highlights the role of such student-centric clubs, especially book discussion clubs can foster healthy reading habits and developing other soft skills such as empathy, self-confidence, creativity, and ability to deal with social problems. © 2023 Nova Science Publishers, Inc. All rights reserved.

Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study's findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.

Should China Expand Its Medical Education Scale? Evidence From Comparative Research

Purpose This study compares doctor staffing level and the scale of medical education in China with those of other countries and proposes policy recommendations for future adjustments to the scale of China's medical education. Design/Approach/Methods This study employs a literature review and descriptive analysis. Findings China had 1.98 medical doctors per 1,000 people in 2018, ranking 85th out of the 193 member-states of the World Health Organization (WHO). In 2017, China had 1.99 practicing doctors per 1,000 people, only ranking above Turkey (1.88) in Organisation for Economic Co-operation and Development (OECD) countries. China had only 10.28 medical graduates per 100,000 people—placing in the bottom third of OECD countries. China's provision of 1.4 medical schools per 10 million people was also significantly lower than the global average (3.9). However, the average number of students enrolled in medical schools (509) in China was significantly higher than the global average (160). Originality/Value Although the scale of admission in undergraduate medical education must be expanded in China, this needs to be achieved while controlling the average number of medical students per school and reducing enrollment in low-quality medical schools. Furthermore, it is necessary to establish new medical schools while improving the operating level of existing ones.

Time to Rethink: Educating for a Technology-Transformed World

Purpose We hope to provoke a conversation about preparing students for an uncertain future that unforeseeable technological innovations will transform in ways we cannot predict. The unprecedented disruption caused by the COVID-19 pandemic makes this an opportune time to reconsider all dimensions of education. Design/Approach/Methods We present information on how technology is transforming virtually every aspect of our lives and the threats we face from social media, climate change, and growing inequality. We then analyze the adequacy of proposals for teaching new skills, such as 21st-Century Skills, to prepare students for a world of work that is changing at warp speed. Findings Despite harbingers of a radically different future, most schools continue to operate much as they have for centuries, providing a one-size-fits-all education. Technology now enables an unprecedented degree of personalization. We can tailor learning opportunities to individual students' interests, talents, and potential with teachers serving as guides, resources, and critical friends. The Internet afford a cornucopia of learning opportunities—online courses, international experts, global collaborations, accessible databases, and libraries. Learning can occur virtually anywhere. Originality/Value The future depends on decisions we are making today about education. The value of this article is that we call for rethinking every component of education rather than considering each element independently.

Freire 2.0: Pedagogy of the digitally oppressed

This paper reinvents Freire's concepts of ‘banking education' and ‘literacy' within the context of the exponential growth of digital instruction in the 21st century. We argue that digital learning (i.e. online or technology enhanced) undoubtedly increases access to education globally, but also can intensify some of the worst problems described in Freire's banking model. Accordingly, we draw from postdigital theory to scrutinize the specific structures and functions of common digital Learning Management Systems (LMSs) used by schools (i.e. Blackboard and Google Classroom) to reveal a type of learning that further exacerbates the teacher-student dichotomy without liberating either party in a Freirean sense. We then use a Foucauldian lens to bring an awareness to how the accelerated use of these systems at scale, in part caused by the COVID-19 pandemic, can further entrench a data-driven, dehumanized educational experience which increases corporate profitability perhaps over the needs of students. Finally, we use these insights to modernize Freire's concept of ‘literacy' by building on Critical Medial Literacy (CML) in order to help educators address LMSs, (mis)information facilitated by digital content, and schooling in a (post)pandemic and postdigital world.

Two Major Economic Crises in the Early Twenty-First Century and their Impact on Central Bank Independence

Two major economic crises in the early twenty-first century have had a serious impact on monetary policy and CB independence. Disruption in financial intermediation and associated deflationary pressures caused by the global financial crisis of 2007–2009 and European financial crisis of 2010–2015 pushed central banks (CBs) in major currency areas towards adoption of unconventional monetary policy measures, including large-scale purchase of government bonds (quantitative easing). The same approach has been taken by CBs in response to the COVID-19 crisis in 2020 even if the characteristics of this crisis differ from the previous one. As a result of both crises, CBs have become major holders of government bonds and de facto – main creditors of governments. Against rapidly deteriorating fiscal balances, CBs have become hostages of fiscal policies, which compromises their independence. Risks to the CB independence also come from their additional mandates (beyond price stability) and populist political pressures.

COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills

In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy;also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.

ePRO and Ensuring Data Integrity

An increased focus on patient engagement and the 21st Century Cures Act, regulatory authorities, i.e., the FDA, are embracing the need for more patient-centric drug development and wider access to assure accurate data collection as trials become more decentralized. The focus on improved visibility and oversight of data collection, faster trial implementation, sharing of real-time data and patient comfort and collaboration has led to a variety of eClinical applications. ePRO and other eCOA approaches can transform trials to make them more pragmatic, patient-centric and efficient by maximizing the potential to quickly access data through electronic health records, and especially to assist trial managers to make reliable data-driven decisions, and to mitigate risks. In the area of event prediction, a trial manager can look into a company's historical clinical trial data and provide data guidance when for example, writing new protocols, i.e., for dosages that may need to be increased/ reduced for trials in different geographic areas or age groups.

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

The effects of online peer-facilitated learning and distributed pair programming on students' learning.

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed.

Exploring Current Trends In Education: A Review Of Research Topics In The Problems Of Education In The 21st Century Journal

Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 s were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from Türkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century.

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review.

BACKGROUND: Digital education has expanded since the COVID-19 pandemic began. A substantial amount of recent data on how students learn has become available for learning analytics (LA). LA denotes the "measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs." OBJECTIVE: This scoping review aimed to examine the use of LA in health care professions education and propose a framework for the LA life cycle. METHODS: We performed a comprehensive literature search of 10 databases: MEDLINE, Embase, Web of Science, ERIC, Cochrane Library, PsycINFO, CINAHL, ICTP, Scopus, and IEEE Explore. In total, 6 reviewers worked in pairs and performed title, abstract, and full-text screening. We resolved disagreements on study selection by consensus and discussion with other reviewers. We included papers if they met the following criteria: papers on health care professions education, papers on digital education, and papers that collected LA data from any type of digital education platform. RESULTS: We retrieved 1238 papers, of which 65 met the inclusion criteria. From those papers, we extracted some typical characteristics of the LA process and proposed a framework for the LA life cycle, including digital education content creation, data collection, data analytics, and the purposes of LA. Assignment materials were the most popular type of digital education content (47/65, 72%), whereas the most commonly collected data types were the number of connections to the learning materials (53/65, 82%). Descriptive statistics was mostly used in data analytics in 89% (58/65) of studies. Finally, among the purposes for LA, understanding learners' interactions with the digital education platform was cited most often in 86% (56/65) of papers and understanding the relationship between interactions and student performance was cited in 63% (41/65) of papers. Far less common were the purposes of optimizing learning: the provision of at-risk intervention, feedback, and adaptive learning was found in 11, 5, and 3 papers, respectively. CONCLUSIONS: We identified gaps for each of the 4 components of the LA life cycle, with the lack of an iterative approach while designing courses for health care professions being the most prevalent. We identified only 1 instance in which the authors used knowledge from a previous course to improve the next course. Only 2 studies reported that LA was used to detect at-risk students during the course's run, compared with the overwhelming majority of other studies in which data analysis was performed only after the course was completed.

LEADING THE DISPERSED CHURCH: A CASE STUDY OF CONNECTIVISM IN PIEDMONT CHAPEL

Connectivism is a learning theory first proposed by Siemens and Downes (2005, 2009) as a learning theory for the digital age. This theory proposes that learning may occur external to the learner and teacher;it exists in the multiple complex networks with which the learner associates. In 2020, Corbett and Spinello followed up on Siemen's work to move connectivism from a learning theory to a leadership theory. Connectivism is a leadership theory that specifically works in modern churches. This theory emphasizes the connectedness of all knowledge and the mutuality of those connections, becoming a tool used to build better teams in the local church, especially in this dispersed environment.

A Review of An Open World: How America Can Win the Contest for Twenty-First-Century Order by Rebecca Lissner and Mira Rapp-Hooper

The authors stress that both economic and military investments will be required to counter China's integration of statecraft and industry.1 It is further suggested that a selective procurement of allies within the Asian-Pacific region is necessary to counter Chinese economic dominance, military aggression, and coercive practices.2 An Open World suggests that the United States should look to build on existing relationships within trade and security cooperatives in the Indo-Pacific region and bolster the Quadrilateral Security Dialogue, known as the Quad, to become a formal alliance that projects a robust military presence to counter Chinese aggression and encroachment within the South China Sea. [...]the authors point out the current dearth of expertise, talent, and diplomatic finesse that exists within the United States Department of State. In November 2020, the four members participated in a joint naval exercise meant to improve sea readiness for their fleets.6 This exercise was followed by a virtual meeting the following March and the establishment of working groups to tackle challenges such as supply-chain resilience and COVID-19 vaccine production and distribution.7 If these working groups are the extent of the Quad's influence, then the United States needs to seek other alliances to combat China's aggressive economic and military tactics. Coupling public and private sector goals While this type of partnership with private firms is promising, the authors admit to the widening gap between the national security interests of the public sector and the industrial mission of private corporations, which seems to weaken their argument.

From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic.

The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were self-efficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching.

Latin American Segment of China's Belt and Road Initiative

The Belt and Road Initiative (BRI), also known as the Silk Road Economic Belt and the 21(st) Century Maritime Silk Road, is a strategy of China's entry into international markets through the building of land and sea trade corridors with the necessary infrastructure. According to the Chinese government's statements, any State and any international organization can join the project that creates an inclusive cooperation platform. The aim of this article is to analyze the implementation of BRI in Latin America and the Caribbean (LAC), as well as to identify changes that occur in this process under the impact of the COVID-19 pandemic. The primary sources are statistical data, government documents, papers of international organizations and forums, think tank reports, speeches by officials, media publications, etc. In the course of the study, the following results are obtained: recent scientific works on the topic are systematized, the issues considered in them are highlighted;the main documents related to the BRI and China-L.. cooperation are listed and briefly characterized;the impact of the COVID-19 pandemic on the implementation of BRI in the region is identified. The author comes to the conclusion that, on the one hand, the BRI is a kind of rebranding of China's policy towards Latin America and the Caribbean. On the other hand, this initiative strengthens China's presence in the region. It has become especially noticeable in the COVID-19 pandemic context. In addition, there is a strategic expansion of the project itself and its goals, which may lead to a significant increase in tension between China and the USA.

Leading Edge Use of Technology for Teacher Professional Development in Indian Schools

This paper presents a case study of a decade-long technology-enabled teacher professional development (TPD) initiative for government-run school teachers in India. The TPD aimed at capacitating teachers in integrating project-based or constructivist learning with technology in curriculum and pedagogy. Teachers are central to the teaching–learning processes, and hence capacitating them to leverage digital technologies confidently is essential to improve the quality of education imparted to learners. This paper focuses on the use of innovative technologies leading to the education of teachers. A decade of TPD is divided into three phases providing an analytical framework for the evolving technologies and pedagogies across the phases. Documents, resources and tools used for the TPD activities, researchers' first-hand experiences and documented research studies supported the comparative analysis of the three phases of TPD. This comparison highlighted leading-edge technologies influencing changes in TPD delivery mode, learning support, pedagogy, scale, etc., across the phases. The paper also maps the interrelationship between technologies and pedagogies of TPD, suggesting various features of innovations such as continuous, practice-based, collaborative, scalable, shareable, transferable, and adaptable.

Halmozódó válságok - Pakisztán és Srí Lanka az orosz-ukrán háború árnyékában 2

A 21. század harmadik évtizedének elejére Pakisztán és Srí Lanka mély válságok sorozatával néz szembe. A két ország évek óta halmozódó gazdasági problémáit és belpolitikai feszültségeit tovább súlyosbították a 2020. év¡ koronavírus-világjárvány és a 2022. évi orosz-ukrán háború következményei. E negatív hatások 2022 tavaszára alapveto változásokat kényszerítettek ki az érintett dél-ázsiai államokban. Pakisztánban a gazdasági nehézségek miatt megbukott a kormány, Sri Lankán pedig ennél is sokkal súlyosabb, társadalmi válságot eredményezo összeomlás következett be. Ez a tanulmány bemutatja a két állam válságának legfontosabb összetevoit, különös tekintettel azokra, amelyeket az orosz-ukrán háború idézett elo.Alternate :Since the beginning of the third decade of the 21st century, Pakistan and Sri Lanka have faced a series of deep crises. The economic problems and domestic political tensions of the two countries, which have been accumulating for years, were aggravated by the consequences of the coronavirus pandemic in 2020 and the Russo-Ukrainian war in 2022. These negative effects forced fundamental changes in the affected South Asian countries by the spring of 2022. In Pakistan, the government fell due to economic difficulties, and in Sri Lanka there was an even more serious collapse resulting in a social crisis. This paper presents the most important components of the crises of the two countries, with special emphasis on those caused by the Russo-Ukrainian war.

Asset-Based Futures: A Sociology for the 21st Century

This article engages with the question of whether the COVID-19 pandemic can be understood as an event that is moving us towards a new era. Highlighting the paradox that this question has emerged in the context of the stoppages and shutdowns associated with the pandemic, we suggest that any assessment of social change and the futures such change might unfold must be situated on the terrain formatted by the temporal logics of capitalism. At our current juncture this requires that sociology as a discipline understand these logics as asset rather than commodity based. Drawing on state responses to the pandemic in Australia, we show how mundane payments play a critical role in these logics, operating as differentiating technologies of time. We suggest that for sociology to build a sociology of futures that is relevant for the 21st century, it must come to terms with the time machine of the asset economy.

Higher Education Development and Student Mobility During Crises: From a Comparative and Historical Perspective

More advanced transportation and a much flatter world structure accelerate the internationalization process of higher education, and which also makes it possible for the virus to spread quickly around the world. [...]in the age of globalization, there are much more potential factors that may cause global/regional social crises. Harari (2018) proposed in his 21 Lessons for the 21st Century that human beings are now facing new challenges caused by global warming, big data algorithms, and terrorism, and "when the old stories have collapsed, no new story has emerged so far to replace them.” [...]although the nature of medieval universities still more or less influences the current higher education, while anticipating the future trend of cross-border student mobility, it seems more appropriate to use the premodern history as a supplement, rather than evidence for proving that history repeats itself. According to the university archives, "over 500 UNC students had been treated in the infirmary and seven had died as a result of complications with the illness” (Cozens, 2020, para. 10). [...]presently, the State of New York is still the second most popular destination for international students in the U.S., and New York University in the City of New York "has been the leading host university for international students” since 2013 (Zong & Batalova, 2018, para. 16).