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BACKGROUND: Globally mental health problems are a serious public health concern. Currently four out of five people with severe mental illness in Low and Middle Income Countries (LMIC) receive no effective treatment. There is an urgent need to address this enormous treatment gap. Changing the focus of specialist mental health workers (psychiatrists and psychologists) from only service delivery to also designing and managing mental health services; building clinical capacity of the primary health care (PHC) workers, and providing supervision and quality assurance of mental health services may help in scaling up mental health services in LMICs. Little is known however, about the mental health policy and services context for these strategies in fragile-state settings, such as Nepal. METHOD: A standard situation analysis tool was developed by the PRogramme for Improving Mental health carE (PRIME) consortium to systematically analyze and describe the current gaps in mental health care in Nepal, in order to inform the development of a district level mental health care plan (MHCP). It comprised six sections; general information (e.g. population, socio-economic conditions); mental health policies and plans; mental health treatment coverage; district health services; and community services. Data was obtained from secondary sources, including scientific publications, reports, project documents and hospital records. RESULTS: Mental health policy exists in Nepal, having been adopted in 1997, but implementation of the policy framework has yet to begin. In common with other LMICs, the budget allocated for mental health is minimal. Mental health services are concentrated in the big cities, with 0.22 psychiatrists and 0.06 psychologists per 100,000 population. The key challenges experienced in developing a district level MHCP included, overburdened health workers, lack of psychotropic medicines in the PHC, lack of mental health supervision in the existing system, and lack of a coordinating body in the Ministry of Health and Population (MoHP). Strategies to overcome these challenges included involvement of MoHP in the process, especially by providing psychotropic medicines and appointing a senior level officer to facilitate project activities, and collaboration with National Health Training Centers (NHTC) in training programs. CONCLUSIONS: This study describes many challenges facing mental health care in Nepal. Most of these challenges are not new, yet this study contributes to our understanding of these difficulties by outlining the national and district level factors that have a direct influence on the development of a district level mental health care plan.

Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness o

Artificial intelligence (AI)-enabled digital interventions, including Generative AI (GenAI) and Human-Centered AI (HCAI), are increasingly used to expand access to digital psychiatry and mental health care. This PRISMA-ScR scoping review maps the landscape of AI-driven mental health (mHealth) technologies across five critical phases: pre-treatment (screening/triage), treatment (therapeutic support), post-treatment (remote patient monitoring), clinical education, and population-level prevention. We synthesized 36 empirical studies implemented through early 2024, focusing on Large Language Models (LLMs), machine learning (ML) models, and autonomous conversational agents. Key use cases involve referral triage, empathic communication enhancement, and AI-assisted psychotherapy delivered via chatbots and voice agents. While benefits include reduced wait times and increased patient engagement, we address recurring challenges like algorithmic bias, data privacy, and human-AI collaboration barriers. By introducing a novel four-pillar framework, this review provides a comprehensive roadmap for AI-augmented mental health care, offering actionable insights for researchers, clinicians, and poli

Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre-and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 student

Demographic data collection is essential in education research, as demographic data allows researchers to better describe the participant population they study and to contextualize findings. However, current research practices for neurodiversity demographics often rely on prescriptive methods (e.g., requiring participants to report official diagnoses) rather than allowing participants to self-identify. This approach can: a) not allow participants to express their intersecting identities in ways that are authentic; and b) limit trustworthiness and reliability of the data and interpretation. In addition, inconsistent dissemination and representation of demographic data across studies hinder the accessibility and usability of this work. Through a literature review of neurodivergent student experiences with learning and performing STEM, we identified widespread discrepancies in how demographic information is collected and reported. This paper explores how neurodivergent identities can be more accurately and inclusively represented in education research. We present findings of a thematic analysis on the ways neurodivergent demographic data collection is done in the literature using data

The AMACA project (Astronomy education with a Multi-sensory, Accessible, and Circular Approach) develops multi-sensory activities for accessible education and engagement in astronomy. Despite promising innovations, existing resources are often poorly documented, designed for one-time events, expensive, and lack interdisciplinary collaboration, user testing, and broad dissemination. AMACA addresses these challenges by creating multi-sensory activities for education and outreach, with a particular focus on accessibility for people with sensory disabilities. A circular approach informs its educational structure: (1) a PhD course on multi-sensory astronomy outreach develops hands-on activities with the support of astronomers, psychologists, and organizations for the visually impaired and the deaf; (2) PhD candidates teach High School (HS) students how to deliver the activities; (3) HS students lead the activities at the Astronomy Festival "The Universe in All Senses"; (4) HS students train teachers to implement the activities in their classrooms. AMACA also develops tools to guide project development and track participants' learning. Key findings show improved communication and accessi

Background: The salience of physical education and school sport (PESS) in England changed dramatically in the 2000s in terms of central government investment and political interests. The government put in place the physical education, school sport and club links strategy and the physical education and sport strategy for young people for a wide-ranging array of social objectives. Although policy research relating to PESS has centred on the sport policy-making process and the role of government or agents, including teachers, has been growing from the 2000s, this paper argues for the need to explore the social construction and constitution of school knowledge underpinned and influenced by particular dominant vested interests and their associated discourses to understand certain pedagogical implications for young people.Method: Applying the educational policy sociology approach adapted from Basil Bernstein's work on the social construction of pedagogic discourse, the focus of this paper was to identify the main discourses which constructed and constituted policy for PESS from 2003 to 2010 in England. Qualitative content analysis on six policy documents and 467 media articles was conducted.Findings: This paper identifies five discourses constructing and constituting policy for PESS during the period under study: sport, health, citizenship, lifelong participation and Olympic legacy. These are sources of policy for PESS that were constructed in Bernstein's re-contextualising field. This paper also seeks to show the complexity of policies and strategies for PESS in that they are anchored in a web of significations in terms of complex connections between elements of discourses. It can be argued that as a structure-in-dominance, policies for PESS reinforced competitive sport-based conceptions of physical education and, arguably, created a limited universe of possibilities, of what was thinkable, for and as PESS.Conclusions: This paper argues that the inclusions and exclusions of discourses from policy for PESS are all politically charged, and will have an impact on the quality of young people's education and their life chances in the future. Furthermore, this paper proposes that we need to explore in further depth the processes of how to maximise the possibilities of realising quality PESS in order for young people to learn citizenship, foster health improvement and facilitate lifelong participation in physical activities.

In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding, including from some US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practising mathematicians: creating new definitions, conjectures and proofs - that way learners are thought to develop 'deep mathematical understanding'. However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to con

The protection, promotion and support of breastfeeding has now become a major international priority as emphasized in the Global Strategy for Infant and Young Child Feeding. Health practitioners, such as midwives, nurses and doctors, have a key role to play in providing support to breastfeeding women. This paper provides a critical discussion of educational requirements of health practitioners to equip them for their supportive role. The effective integration of embodied, vicarious, practice-based and theoretical knowledge requires opportunities for deep critical reflection. This approach should facilitate personal reflection and critical engagement with broader socio-political issues, thus allowing for collective understandings and change. Practitioners also need to understand breastfeeding as a biopsychosocial process that is dynamic, relational and changes over time. Recommendations are outlined with regards to multidisciplinary undergraduate education; mentorship schemes with knowledgeable role models supporting student practitioners; involvement of voluntary and peer supporters; post-registration education; setting of national standards for breastfeeding education; tailored education for specific groups; designated funding; and involvement of breastfeeding specialists.

The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers' perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a purposeful sample of 13 experienced physics teachers for a first exploration of attitudes towards physics education research, and (2) a quantitative survey of 174 physics teachers to examine, among other aspects, the previously observed attitudes in a larger sample and to identify teacher profiles using latent profile analysis. The interview study revealed both sceptical and non-sceptical attitudes towards physics education research, including some that fundamentally questioned its practical value. Based on the survey data and latent profile analysis, four distinct teacher profiles differing in their level of scepticism towards science education research were identified. While one profile is highly sceptical, the other three exhibit a mix

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.

Background: Social media public health campaigns have the advantage of tailored messaging at low cost and large reach, but little is known about what would determine their feasibility as tools for inducing attitude and behavior change. Objective: The aim of this study was to test the feasibility of designing, implementing, and evaluating a social media-enabled intervention for skin cancer prevention. Conclusions: Social media-disseminated public health messages reached more than 23% of the Northern Ireland population. A Web-based survey suggested that the campaign might have contributed to improved knowledge and attitudes toward skin cancer among the target population. Findings suggested that shocking and humorous messages generated greatest impressions and engagement, but information-based messages were likely to be shared most. The extent of behavioral change as a result of the campaign remains to be explored, however, the change of attitudes and knowledge is promising. Social media is an inexpensive, effective method for delivering public health messages. However, existing and traditional process evaluation methods may not be suitable for social media.

Despite numerous calls for the transformation of undergraduate STEM education, there is still a lack of successful models for creating large-scale, systemic cultural changes in STEM departments. To date, change efforts have generally focused on one of three areas: developing reflective teachers, disseminating curricula and pedagogy, or enacting institutional policy. These efforts illustrate many of the challenges of departmental change; in particular, they highlight the need for a holistic approach that integrates across all three of these levels: individual faculty, whole departments, and university policymakers. To address these challenges, as part of our campus-wide AAU-sponsored effort in STEM education transformation, we import and integrate models of change from multiple perspectives. We draw from models in organizational change, from departmental and disciplinary change in STEM education, and from efforts to support individual efforts such as the development and dissemination model. As a result, our departmental cultural change efforts are an attempt at holistic reform. We will discuss our theoretical underpinnings and ground this theory in a sample of approaches in two depa

We summarize the community-based consensus for improvements concerning education, public outreach, and inclusion in Accelerator Science and Engineering that will enhance the workforce in the USA. The improvements identified reflect the product of discussions held within the 2021-2022 Snowmass community planning process by topical group AF1: Beam Physics and Accelerator Education within the Accelerator Frontier. Although the Snowmass process centers on high-energy physics, this document outlines required improvements for the entire U.S. accelerator science and engineering enterprise because education of those entering and in the field, outreach to the public, and inclusion are inextricably linked.

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Modern Education is not \textit{Modern} without AI. However, AI's complex nature makes understanding and fixing problems challenging. Research worldwide shows that a parent's income greatly influences a child's education. This led us to explore how AI, especially complex models, makes important decisions using Explainable AI tools. Our research uncovered many complexities linked to parental income and offered reasonable explanations for these decisions. However, we also found biases in AI that go against what we want from AI in education: clear transparency and equal access for everyone. These biases can impact families and children's schooling, highlighting the need for better AI solutions that offer fair opportunities to all. This chapter tries to shed light on the complex ways AI operates, especially concerning biases. These are the foundational steps towards better educational policies, which include using AI in ways that are more reliable, accountable, and beneficial for everyone involved.

This short article presents a summary of the NetSciEd (Network Science and Education) initiative that aims to address the need for curricula, resources, accessible materials, and tools for introducing K-12 students and the general public to the concept of networks, a crucial framework in understanding complexity. NetSciEd activities include (1) the NetSci High educational outreach program (since 2010), which connects high school students and their teachers with regional university research labs and provides them with the opportunity to work on network science research projects; (2) the NetSciEd symposium series (since 2012), which brings network science researchers and educators together to discuss how network science can help and be integrated into formal and informal education; and (3) the Network Literacy: Essential Concepts and Core Ideas booklet (since 2014), which was created collaboratively and subsequently translated into 18 languages by an extensive group of network science researchers and educators worldwide.

Sonification can provide valuable insights about data but most existing approaches are not designed to be controlled by the user in an interactive fashion. Interactions enable the designer of the sonification to more rapidly experiment with sound design and allow the sonification to be modified in real-time by interacting with various control parameters. In this paper, we describe two case studies of interactive sonification that utilize publicly available datasets that have been described recently in the International Conference on Auditory Display (ICAD). They are from the health and energy domains: electroencephalogram (EEG) alpha wave data and air pollutant data consisting of nitrogen dioxide, sulfur dioxide, carbon monoxide, and ozone. We show how these sonfications can be recreated to support interaction utilizing a general interactive sonification framework built using ChucK, Unity, and Chunity. In addition to supporting typical sonification methods that are common in existing sonification toolkits, our framework introduces novel methods such as supporting discrete events, interleaved playback of multiple data streams for comparison, and using frequency modulation (FM) synth

This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of "game design elements and game thinking in a non-gaming context" (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of designing and creating a prototype of a game to support a learning process related to the game creation process or the knowledge mobilized through the game creation process. Four modalities of educational games in secondary education are introduced in this entry to describe educational games in secondary education: educational purpose of entertainment games, serious games, gamification, and game design.