教育学最新文献

{"title":"The long-term impacts of Iran–Iraq war on education and employment outcomes","authors":"Le Nguyen Dieu Anh ,&nbsp;Binh Thi Thanh Dang ,&nbsp;Trung Xuan Hoang","doi":"10.1016/j.ijedudev.2025.103318","DOIUrl":"10.1016/j.ijedudev.2025.103318","url":null,"abstract":"<div><div>This study examines the long-term impacts of exposure to the Islamic Republic of Iran–Iraq War (1980–1988) during school years on educational attainment and labor market outcomes in Iraq. The analysis employs an event study approach and utilizes the Iraq Household Socio-Economic Surveys 2006–2007. The findings reveal that the conflict negatively affected the social welfare of men exposed to the war, including their access to social security, pension plans, healthcare, paid leave, and job permanence, while having little impact on women. Additionally, the conflict reduced wages for both men and women. Men exposed to the conflict were also more likely to work without air conditioning, whereas no such evidence was found for women. The limited participation of women in the labor market, driven by insufficient government support and restrictive social norms, may explain the minimal or nonexistent effects of the war on female labor market outcomes. This study highlights the education channel through which the war influenced labor market outcomes, demonstrating that the conflict significantly reduced the educational attainment of men and women born between 1971 and 1981. The findings are robust to various robustness checks and falsification tests.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103318"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Approaches and distances between bioethics and school physical education","authors":"Carolina Girola, Alcyane Marinho","doi":"10.1080/13573322.2025.2513999","DOIUrl":"https://doi.org/10.1080/13573322.2025.2513999","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"43 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recommendations for Enhancing Oral Health Professional Education Through the Student Voice: The ADEE-EDSA Partnership in Action.","authors":"James Field, Bogomil Sabev, Julia Davies, Jonathan Dixon, Denis Murphy, Sibylle Vital, Joshua Kennedy","doi":"10.1111/eje.13123","DOIUrl":"https://doi.org/10.1111/eje.13123","url":null,"abstract":"<p><p>The student voice plays a crucial role in shaping the curriculum and learning outcomes by providing unique insights into teaching and learning experiences. This paper has been written collaboratively with the Association for Dental Education in Europe (ADEE) Curriculum Taskforce and the European Dental Students Association (EDSA) following a number of years of collaborative working. The paper discusses the increasing focus on, and importance of, involving Oral Health Professional (OHP) students as partners-and ways of recognising and jointly acting on student feedback and ideas. The paper describes various collaborative projects between ADEE and EDSA and makes recommendations for areas that would merit further exploration with students and educators alike.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching chemical product design","authors":"Warren D. Seider ,&nbsp;Saad Bhamla ,&nbsp;Jennifer Dunn ,&nbsp;Mahmoud El-Halwagi ,&nbsp;Tobias Hanrath ,&nbsp;M.M. Faruque Hasan ,&nbsp;John Hedengren ,&nbsp;Laura Hirshfield ,&nbsp;Xiaoxia “Nina” Lin ,&nbsp;Christos T. Maravelias ,&nbsp;Minnie Piffarerio ,&nbsp;Stuart W. Prescott ,&nbsp;Patrick T. Spicer ,&nbsp;Todd M. Squires ,&nbsp;Cristina U. Thomas ,&nbsp;Jean Tom ,&nbsp;Kathleent M. Vaeth ,&nbsp;Elaine Wisniewski ,&nbsp;Victor M. Zavala","doi":"10.1016/j.ece.2025.04.002","DOIUrl":"10.1016/j.ece.2025.04.002","url":null,"abstract":"<div><div>The CACHE Design Task Force has conducted a comprehensive, year-long study on the teaching of chemical product design across global chemical engineering programs. This paper reviews existing literature and highlights distinctions between product and process design, emphasizing the predominance of process design education in universities. Drawing from co-author contributions and responses to a widely distributed questionnaire, we present recent teaching methodologies for chemical product design. The paper discusses trends in chemical engineering diversification and the gradual inclusion of diverse applications in curricula. It concludes with a call to action for chemical engineering educators to integrate well-established product design strategies into undergraduate programs and reflects on insights shared during the 2024 FOCAPD Conference.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 101-110"},"PeriodicalIF":3.5,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In Reply to Moineau and León-Bórquez.","authors":"Abida Shaheen, Fahad Azam","doi":"10.1097/ACM.0000000000006116","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006116","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vicarious Trauma and Medical Student Engagement.","authors":"Charles D Anderson","doi":"10.1097/ACM.0000000000006113","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006113","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Therapeutic hypnosis and sports performance: a systematic review","authors":"Adrià Miró, Mikel Mesperuza, Mark P. Jensen, Melissa A. Day, Franc García, Jordi Miró","doi":"10.1080/1750984x.2025.2512535","DOIUrl":"https://doi.org/10.1080/1750984x.2025.2512535","url":null,"abstract":"","PeriodicalId":47658,"journal":{"name":"International Review of Sport and Exercise Psychology","volume":"53 1","pages":""},"PeriodicalIF":5.5,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response to: \"Aspiration to admission: Widening access to medical education: AMEE Guide No. 181\".","authors":"Jemma Scattergood, Lucy Westwood","doi":"10.1080/0142159X.2025.2511048","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2511048","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144199608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A signature pedagogy for speech-language pathology education.","authors":"Frances Cochrane","doi":"10.1111/medu.15739","DOIUrl":"https://doi.org/10.1111/medu.15739","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144208926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Macy Foundation Innovation Report Part I: Current Landscape of Artificial Intelligence in Medical Education.","authors":"Christy K Boscardin, Raja-Elie E Abdulnour, Brian C Gin","doi":"10.1097/ACM.0000000000006107","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006107","url":null,"abstract":"<p><strong>Abstract: </strong>The rapid emergence of artificial intelligence (AI), including generative large language models, offers transformative opportunities in medical education. This proliferation has generated numerous speculative discussions about AI's promise but has been limited in delivering a comprehensive analysis to distinguish evidence-based utility from hype while identifying context-specific limitations.In this first part of a two-part innovation report, commissioned by the Josiah Macy Jr. Foundation to inform the discussions at a conference on AI in medical education, the authors synthesize the landscape of AI in medical education, underscoring both its potential advantages and inherent challenges. To map the AI landscape, they reviewed 455 articles that targeted five medical education domains: (1) Admissions, (2) Classroom-Based Learning and Teaching, (3) Workplace-Based Learning and Teaching, (4) Assessment, Feedback, and Certification, and (5) Program Evaluation and Research.In admissions, AI-driven strategies facilitated holistic applicant reviews through predictive modeling, natural language processing, and large language model-based chatbots. Preclinical learning benefited from AI-powered virtual patients and curriculum design tools that managed expanding medical knowledge and supported robust student practice. Within clinical learning, AI aided diagnostic and interpretive processes, prompting medical education curricula to demand relevant AI competency and literacy frameworks. A few studies reported that assessment and feedback processes became more efficient through automated grading and advanced analytics, which reduced faculty workload and offered timely, targeted feedback. Program evaluation and research gained additional insights using AI on careers, diversity, and performance metrics of faculty and learners, improving resource allocations and guiding evidence-based approaches.Despite these possibilities, bias in AI algorithms, concerns about transparency, inadequate ethical guidelines, and risks of over-reliance highlighted the need for cautious, informed AI implementation. By mapping AI tasks to medical education applications, the authors provide a framework for understanding and leveraging AI's potential while addressing technical, ethical, and human-factor complexities in this evolving field.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}