This study adopts a quantitative research design employs the UNESCO Teacher AI Competency Framework to assess and validate the artificial intelligence (AI) competencies of secondary school teachers in China. A questionnaire was developed based on the framework's five dimensions, and administered to 248 teachers. Exploratory and confirmatory factor analyses confirmed the instrument's reliability and structural validity. Structural equation modeling revealed that AI Foundations and Applications significantly predicted both AI Pedagogy and Ethics of AI; AI Pedagogy, in turn, strongly influenced AI for Professional Development; and Ethics of AI emerged as a key predictor of Human-centred Mindset. These findings highlight the foundational role of technical knowledge in supporting ethical reasoning and pedagogical transformation, as well as the importance of ethical competence in cultivating human-centred educational values. This study offers preliminary, context-specific evidence on the UNESCO Teacher AI Competency Framework among Chinese secondary school teachers and informs teacher training, curriculum design, and policy. Given the convenience, self-selected sample and regional imbalance, findings are exploratory rather than nationally generalizable, motivating future region-balanced validation to support alignment with emerging AI competency requirements in China. The study aims to provide preliminary empirical evidence for the UNESCO framework in the context of Chinese secondary school teachers and offers evidence-based insights for teacher training, curriculum development, and policymaking aimed at advancing AI integration in secondary education, particularly in supporting the alignment of national teacher professional development policies with emerging AI competency requirements in China.
This commentary describes the real-world challenges special subject teachers faced while implementing coronavirus disease-2019 (COVID-19) mitigation strategies recommended by the Centers for Disease Control and Prevention (CDC) in Kindergarten- 5th grade classrooms in a school district in Pima County, Arizona, during the 2021 to 2022 academic year and argues for better support for special subject teachers. While teachers in all classroom types experienced challenges, special subject teachers (eg, special education, physical education, and English as a Second Language [ESL]) faced additional barriers to implementing recommended CDC COVID-19 guidelines. In special education classrooms, the constant need for close physical assistance made social distancing from students impossible. Additionally, mask mandates posed choking and saliva-related safety concerns for students, making it difficult for teachers to enforce the mandate. For ESL teachers, implementing the mask mandate meant losing out on using visemes and visual cues, which are an integral part of ESL instruction. In physical education, rigorous disinfection routines between students led to the rapid degradation of gym equipment and heightened concerns about chemical exposure. We reflect on the challenges and modifications these teachers faced, highlighting classroom-specific examples and illustrative quotes from key informant interviews. Future policies and guidance that better support the health of teachers and effective infection control across various classroom environments will benefit from educator collaboration and input.
This study aimed to examine the mediating role of academic self-concept in the relationship between teacher support and academic achievement, as well as the moderating role of academic anxiety in the relationships between teacher support and both academic self-concept and academic achievement. This cross-sectional study involved 2,239 boarding junior high school students (1,132 boys, 1,161 girls; Mage = 13.33, SD = 0.94), recruited via convenience sampling from Yunnan and Zhejiang provinces, China. Inclusion criteria were as follows: (1) be officially enrolled as junior high school students; (2) boarding students are those who stay overnight at school every day except for major holidays; and (3) provide voluntary consent to participate. Teacher support was measured using the Perceived Teacher Support subscale of the School Climate Scale; academic self-concept was assessed with the General Academic Self-Concept Scale; academic achievement was indexed by students' self-reported class rank; and academic anxiety was evaluated using the Academic Anxiety subscale of the Academic Emotions Questionnaire. The findings revealed that academic self-concept and it's four dimensions mediated the relationship between teacher support and academic achievement (β = 0.12, 0.08, 0.07, 0.10, 0.06, respectively). Additionally, academic anxiety moderated the relationships between teacher support and academic anxiety on academic self-concept (β = -0.03) and academic achievement (β = -0.04), moreover, academic anxiety moderated the relationships between teacher support and the value of academic achievement dimension of academic self-concept (β = -0.10), as well as teacher support and academic achievement when mediator is self-control of academic behavior (β = -0.05), perception of academic ability (β = -0.05) and experience of academic emotion (β = -0.04). Although the sample of this study comes from boarding schools in specific provinces of China, which may limit the generalizability of the findings, this study highlights the significant impact of teacher support on academic achievement and underscores the importance of academic self-concept and academic anxiety in influencing these outcomes. This enhances our understanding and offers insights for re-examining classic theories such as social cognitive theory and cognitive resource theory.
Curriculum leadership is central to curriculum reform in basic education and to the cultivation of students' core competencies. This study adopts a basic qualitative approach to examine how teachers in a centralized Asian context develop curriculum leadership. Data were collected from 21 secondary school teachers in three schools in Yantai, China. The findings indicate a field-mediator mechanism through which field factors and psychological mediators interact to shape teachers' aspirations for curriculum leadership and support the enactment of those aspirations in practice. The study further suggests that the development of teachers' curriculum leadership depends on supportive organizational conditions, particularly small-scale parallel structures and comprehensive evaluation policies.
As digital technologies transform health information environments, digital health literacy has become a core professional competence for school-based health education. Physical education (PE) teachers serve as the primary facilitators of school health promotion; however, unlike general educators, they are uniquely responsible for bridging physical activity with complex digital health data, making their specific competency requirements critical yet undertheorised. This qualitative study used a grounded theory approach to conduct semistructured interviews with 34 participants (primary/secondary school PE teachers and higher education experts) from 12 provinces in China. Interview data were analyzed with NVivo 15.0 through open, axial and selective coding, which was supplemented by relevant literature and policy documents. The analysis generated a Digital Health Literacy Framework for PE Teachers. It comprises three core dimensions: Digital Health Awareness and Critical Literacy, Digital Teaching Practice and Innovative Application Competence and Digital Security Ethics and Environmental Awareness Competence. Distinct from general digital literacy models, this framework specifically integrates pedagogical content knowledge with health-related information appraisal, capturing the intersection of technology, health promotion, and physical education pedagogy. The proposed framework conceptualizes PE teachers' digital health literacy as a systematic competency system. It provides an evidence-based foundation for developing national standards, training modules, and digitalization policies.
Adolescent physical inactivity is a global public health priority, and schools are identified as a critical setting for health promotion. While multicomponent "whole-school" interventions are recommended, there is a lack of qualitative evidence regarding their implementation and the experiences of key agents, particularly in secondary education settings. This research explored the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study. A qualitative study was conducted as part of the MOVESCHOOL study, a 29-week multicomponent intervention that integrated physically active learning, active break, and active recess in secondary education. A total of five school leaders, 20 teachers, and 141 students participated through semi-structured interviews and focus groups. Data were analysed using a hybrid qualitative content analysis, combining deductive and inductive coding. The findings indicated that the intervention, in addition to increasing students' physical activity levels, contributed positively to their social interactions, motivation towards school, attention capacity, and enjoyment during the school day, which in turn influenced their academic performance. Furthermore, four key pillars for the feasibility and sustainability of the intervention were identified: the commitment and engagement to the intervention of school leaders and teachers, sustained student involvement determined by enjoyment, the availability of resources, and the presence of an intervention specialist as a catalytic factor. The intervention provided both social and academic benefits, alongside increased physical activity, although its long-term feasibility and sustainability will depend on how this approach can be adapted to the contextual and structural conditions of each school, going beyond the intervention design itself. ClinicalTrials.gov, identifier NCT06254638. Registered on 12 February 2024.
Colorectal cancer histopathological grading relies on the accurate segmentation of glandular structures. Current deep learning-based methods depend heavily on large-scale pixel-level annotations that are labor-intensive and not amenable to clinical practice. Weakly supervised semantic segmentation offers a promising alternative; yet, existing class activation map-based weakly supervised semantic segmentation approaches often produce incomplete, low-quality pseudo-masks that overemphasize discriminative regions and fail to provide reliable supervision for unannotated glandular structures, limiting their suitability for dense histopathology segmentation under sparse supervision. We propose a novel weakly supervised teacher-student framework that leverages sparse pathologists' annotations and an Exponential Moving Average-stabilized teacher network to generate refined pseudo-masks. Our framework integrates confidence-based filtering, adaptive fusion of teacher predictions with limited ground truth, and curriculum-guided refinement, enabling the student network to progressively delineate and accurately segment unannotated glandular regions. We validated our framework on an institutional colorectal cancer cohort from The Ohio State University Wexner Medical Center, consisting of 60 hematoxylin and eosin-stained whole-slide images from independent patients with varying degrees of gland differentiation, as well as on public benchmarks including the Gland Segmentation dataset (derived from stage T3-T4 colorectal adenocarcinomas), TCGA-COAD, TCGA-READ, and SPIDER. The proposed framework achieved strong performance on the institutional dataset despite limited annotations. On the Gland Segmentation dataset, it demonstrated competitive performance compared to both weakly and fully supervised approaches, achieving a mean Intersection over Union of 80.10% ± 1.52 and a mean Dice coefficient of 89.10% ± 2.10. Moreover, cross-cohort evaluations showed robust generalization on TCGA-COAD and TCGA-READ without requiring additional annotations, while reduced performance on SPIDER reflected pronounced domain shift. Our framework provides an annotation-efficient and generalizable paradigm for accurate gland segmentation in colorectal histopathology, offering a practical pathway toward significantly reducing annotation burdens while preserving high segmentation fidelity.
Generative artificial intelligence (GenAI) is rapidly transforming higher education. However, the psychological mechanisms underlying its adoption among educators remain insufficiently understood. Drawing on an extended Technology Acceptance Model (TAM) and Threat Rigidity Theory (TRT), this study examines how cognitive evaluations and crisis awareness (CA) jointly influence college English teachers' willingness to adopt (WTA) GenAI. Data were collected from 335 university English teachers in China and analyzed using structural equation modeling. The results show that perceived usefulness and information quality are significant predictors of WTA, whereas perceived ease of use and CA do not exert significant direct effects. More importantly, CA exhibits a conditional moderating role. It significantly weakens the positive relationship between information quality and WTA. This finding suggests that under high levels of perceived professional threat, teachers may rely less on rational evaluation of AI-generated content and instead prioritize rapid adaptation. This study extends the TAM by integrating informational and psychological factors and reveals the selective boundary conditions of CA in artificial intelligence adoption.
Postural health remains an underexamined dimension of school-based health education, despite its relevance for students' wellbeing and long-term musculoskeletal health. This study explores how Physical Education teachers conceptualise and implement postural health education, and which factors shape its enactment. A qualitative descriptive-interpretive design was adopted. Semi-structured interviews were conducted with 30 Physical Education teachers from primary and secondary schools in Spain. Data were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis within a constructivist framework. Five interrelated themes captured a tension between teachers' strong valuation of postural health and its marginal curricular status. These themes reflected (i) its recognised but limited curricular integration; (ii) fragmented conceptualisations and uneven pedagogical content knowledge; (iii) predominantly sporadic and unstructured implementation; (iv) insufficiently practice-oriented training; and (v) a strong demand for practical and institutional support. Conceptualisations ranged from hygiene-oriented approaches to more integrative understandings linked to motor control and physical literacy. Implementation was shaped by limited training, scarce resources, and low institutional prioritisation. Findings reveal a gap between the perceived importance of postural health and the structures supporting its implementation. Addressing this gap requires context-sensitive approaches that strengthen pedagogical support and curricular alignment.
Fetal alcohol spectrum disorder (FASD) is a neurodevelopmental disorder (NDD) that can be associated with adverse developmental outcomes. Given that the Canadian FASD diagnostic guidelines were updated in 2016, we aimed to determine changes to kindergarten FASD prevalence as well as the association of FASD with home problems and early intervention compared to autism spectrum disorder (ASD) and other conditions with neurodevelopmental origins (NDO) in the 2010-2015 period versus 2016-2020. Kindergarten teachers reported the medical diagnoses, any home problems, and early intervention attendance for each of their students. Teacher-reported FASD prevalence in kindergarten decreased from 2010-2015 to 2016-2020. In comparison with children with ASD, children with FASD and children with NDO conditions had greater odds of experiencing home problems. Children with FASD and children with NDO conditions were less likely to receive early intervention compared to those with ASD. Diagnosis and family-centred supports should be made accessible to children before school entry.
暂无摘要（点击查看详情）
Menstrual hygiene management (MHM) is essential for adolescent girls to manage menstruation safely and with dignity. However, inadequate facilities and social stigma lead to school absenteeism and educational disadvantages. This study evaluates MHM facilities in schools and explores teachers' perspectives on challenges and solutions in rural and peri-urban Raebareli, India. A convergent parallel design in mixed method study was conducted in four government schools (two rural, two peri-urban) in the Rahi block, Raebareli. A facility assessment checklist, based on India's 2015 MHM guidelines, evaluated toilets, handwashing stations, pad disposal systems, and privacy measures. Teachers' perspectives were explored through focus group discussions with teachers. Data were analyzed using descriptive statistics and inductive thematic analysis. The mixing of the data was at the level of result presentation. Only 50% of schools had adequate girls' toilets, 25% had functional handwashing facilities, and one school had an incinerator for pad disposal. Teachers highlighted inadequate infrastructure, social stigma, lack of policies, and limited training as major barriers. They emphasized the need for awareness programs, improved facilities, administrative support, and a designated nodal teacher for MHM. MHM facilities remain inadequate. Strengthening infrastructure, increasing government support, appointing nodal teachers, and implementing awareness programs are essential to fostering a menstrual-friendly school environment, ultimately improving attendance and educational outcomes for adolescent girls.
Curriculum fidelity - the balance between strict adherence to prescribed curricula and context-responsive adaptation - represents a critical challenge in educational implementation, particularly within centralized systems. While curriculum design has evolved toward constructivist, student-centered approaches, teachers must navigate tensions between mandated standards and diverse classroom realities. This study examines how teachers' pedagogical beliefs (constructivist versus traditional) and teaching motivation (intrinsic versus extrinsic) interact to shape curriculum enactment decisions. A quantitative correlational design was employed with 424 in-service teachers from southeastern Türkiye. Participants completed validated scales measuring pedagogical beliefs, teaching motivation, and curriculum fidelity, which assessed both adherence and adaptation dimensions. Structural equation modeling with mediation analysis was conducted to test direct and indirect pathways among latent variables. Constructivist beliefs were positively associated with curriculum adaptation and intrinsic motivation, while traditional beliefs showed positive associations with adherence and extrinsic motivation. Critically, intrinsic motivation was positively associated with adaptation and negatively associated with adherence. Conversely, extrinsic motivation was positively associated with adherence and negatively associated with adaptation. Mediation analysis indicated that both motivation types partially mediated the belief-fidelity relationships, revealing motivation as an important pathway linking beliefs and enactment preferences. The study illuminates the critical role of teachers' teaching motivation in the relationship between pedagogical beliefs and curriculum implementation. By understanding how teaching motivation acts as a conduit between pedagogical beliefs and curriculum fidelity, educators and policymakers can develop targeted interventions to optimize curriculum effectiveness, fostering environments that support both teacher autonomy and curriculum integrity.
Interprofessional education (IPE) is a key factor, preparing students for collaboration to improve quality in healthcare. Current literature implies that IPE research needs to be relevant for students, teachers and stakeholders ensuring that research answers the most important research issues. Therefore, the objective of this study was to establish outcomes of a partnership between students, teachers and clinicians to rank the top 10 research priorities for IPE. James Lind Alliance Priority Setting Partnership (JLA). Higher health education in Sweden. Students, teachers and healthcare professionals (clinicians). According to the JLA process, a steering committee was established. A pilot survey to gather research uncertainties highly relevant for participants was performed and tested by the content validity index. The pilot survey was followed by a main survey with 53 participants and a final workshop to determine the top 10 research priorities. The content validity index was satisfactory for 23 out of 27 research uncertainties, followed by minor changes and removal of three uncertainties. After processing the 24 uncertainties from the main survey, 21 remained in the workshop. The final top 10 research priorities included measurements to evaluate IPE, promoting and hindering factors for IPE, educational models for IPE, longitudinal studies on effects from IPE and implementation of IPE. The priorities represent consensus areas from students, teachers and clinicians to guide future research and justify and inform strategic allocation of research funding.
Asian American sexual and gender minoritized youth (SGMY) experience unique patterns of emotional distress in part linked to harassment based on their multiple marginalized identities, leading to elevated rates of depressive and anxiety symptoms. This paper examined the modifying associations of lesbian, gay, bisexual, transgender, and queer (LGBTQ) family support, teacher support, and therapy attendance in relation to depressive and anxiety symptoms among Asian American SGMY. Using a national sample of Asian American SGMY (N = 1335) between the ages 13-18 (M age = 15.80, SD = 1.54), this study investigated protective factors against negative mental health outcomes of Asian American youth who experienced race- and sexual orientation, gender identity, and gender expression (SOGIE)-based harassment. Results showed that SOGIE- and race-based harassment, and past year therapy attendance were related to elevated depressive and anxiety symptoms. Whereas higher LGBTQ family support and teacher support were associated with lower depressive symptoms among Asian American SGMY, only teacher support was associated with anxiety symptoms. These results emphasize the need for further research on both culturally-informed school-based interventions against SOGIE- and race-based harassment faced by Asian American SGMY, and culturally-informed family-based interventions to increase LGBTQ family support and teacher support for Asian American SGMY.
Humans are remarkably data efficient when adapting to previously unseen conditions, like driving a new car. In contrast, modern robotic control systems, like neural network policies trained using reinforcement learning (RL), are highly specialized for single environments. Because of this overfitting, they are known to break down even under small differences like the simulation-to-reality gap and require system identification and retraining for even minimal changes to the system. Here, we present RAPTOR, a method for training a highly adaptive foundation policy for quadrotor control. Our method enables training a single, end-to-end neural network policy to control a wide variety of quadrotors. We tested 10 different real quadrotors, from 32 grams to 2.4 kilograms, that also differed in motor type (brushed versus brushless), frame type (soft versus rigid), propeller type (two, three, or four blades), and flight controller (PX4, Betaflight, Crazyflie, M5StampFly). We found that a tiny, three-layer policy with only 2084 parameters was sufficient for zero-shot adaptation to a wide variety of platforms. The adaptation through in-context learning was made possible by using a recurrence in the hidden layer. The policy was trained through our proposed meta-imitation learning algorithm, where we sampled 1000 quadrotors and trained a teacher policy for each of them using RL. The 1000 teachers were distilled into a single, adaptive student policy. We found that within milliseconds, the resulting foundation policy adapted zero-shot to unseen quadrotors. We tested the capabilities of the foundation policy under numerous conditions (trajectory tracking, indoor/outdoor, wind disturbance, poking, and different propellers).
Access to healthcare is a fundamental human right that is often influenced by social norms and power structures. Implicit biases in society, healthcare, and education contribute to health inequalities. Incorporating equity and social justice into nursing and healthcare education, through norm-critical pedagogy can empower learners to address and promote social justice and health equity in patient care and community health. The aim of the study was to describe characteristics and recurring elements of norm-critical literature in published research. This study followed Arksey and O'Malley's scoping review framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for scoping reviews to report the findings. A search was conducted in across five scientific databases - CINAHL, APA PsycINFO, ERIC, Medline, and Web of Science - limiting results to English language articles. Two authors independently screened, extracted, and analysed the data, guided by selected key concepts based on the population, concept, and context framework. The included articles were condensed according to specific characteristics and analysed thematically. Sixteen articles were included in the review, and all published from 2017 onwards, primarily in nursing journals. Most of these articles employed qualitative methodologies. A thematic analysis generated three themes: 'Redesigning education toward norm-critical pedagogy', 'Redefining one's positionality as a teacher', and 'Transforming education for a norm-conscious sustainable healthcare future'. This scoping review concludes that the characteristics of norm-critical literature, primarily centred on Western nursing education, has limited applicability in other healthcare educations. The literature describes key challenges in integrating norm-criticism into educational structures, often placing undue responsibility on individual teachers to adopt a norm-critical pedagogy. This review calls for further empirical research on norm-criticism to advance its use as a pedagogical model in nursing and healthcare education.
This study examines how critical participatory action research (cPAR) can advance education measurement development by positioning Black and Latino students and their teachers as co-researchers. As part of the Adapted Measure of Math Engagement (AM-ME) Project, a three-year partnership with a school district in the Midwestern region of the U.S., students, teachers, and academic researchers collaboratively defined math engagement, co-created survey items, analyzed qualitative evidence, and developed practice recommendations. Drawing on reflections, artifacts, and action-planning products from the AM-ME Research Group, findings show that participation fostered new researcher identities for students and teachers, strengthened cultural responsiveness and methodological rigor, and generated actionable classroom and district strategies. The project highlights how embedding cPAR into measurement development may produce more credible and culturally grounded instruments and cultivate youth and teacher agency while directly informing educational practice. These results highlight the potential of participatory methodologies to bridge research and practice and to expand how developmental and educational sciences conceptualize student engagement.
For priority populations, such as Indigenous children, school-based screening programmes can increase equitable access to care. However, current traditional economic measures evaluating the effectiveness of many screening programmes in Australia do not capture the value perceived by those at the intersection of the benefits, including children and families, communities, health workers and teachers or the differences between Western-Anglo and Indigenous conceptualisations of health. This mixed-methods study aims to develop and validate a Community Reported Outcome Measure (CROM) of school health screening programmes based on concepts of value of health and healthcare and school screening programmes from the perspective of Indigenous peoples. The purpose of the tool is to provide a robustly developed and validated tool to assess the experiences of school health screening programmes from the perspective of Indigenous stakeholders including families, communities, health workers and teachers. This mixed-methods study will be conducted in three stages in accordance with regulatory and international consensus guidance: (1) concept elicitation to construct a conceptual framework of value in school screening; (2) item generation and mapping to the conceptual framework and (3) a psychometric evaluation of the CROM. Phase 1 concept elicitation: this involves an umbrella review (phase 1.1); yarning circles with communities in New South Wales (phase 1.2); concept integration of the umbrella review and yarning circles data (phase 1.3) and an online e-Delphi study to ensure the framework of value is nationally representative (phase 1.4). Phase 2 item generation and mapping: this involves item generation (phase 2.1) and cognitive testing of the item pool (phase 2.2). Phase 3 psychometric evaluation: this involves field testing (phase 3.1) and assessing the structural validity of the CROM via Rasch analysis (phase 3.2). This study was reviewed and approved by the Australian Institute of Aboriginal and Torres Strait Islander Studies (Ref: REC-0397) and State Education Research and Partnerships (Ref: SERAP 6500). The results of this study will be presented at relevant academic and non-scientific conferences and meetings and published in high-impact peer-reviewed journals.
To explore the mental health literacy of school communities and stigma against students with mental disorders in Ethiopia's specific context. Qualitative study using in-depth and key informant interview guides. Nine teaching and psychosocial support staff participants (five men and four women; years of experience ranging between 2 and 35; three school counsellors, two clinical nurses, two special needs teachers, one counselling psychologist and one class principal teacher) were purposefully recruited on the basis of their proximity to the students' academic Journeys and health-related issues. Key Informant Interviews were conducted with nine participants working at four high schools (two private schools, one affiliated with a church and two public schools, one with a programme for special needs students) in Addis Ababa, Ethiopia. This study revealed that there is a significant lack of awareness and misconceptions about mental health issues within the school community, and that students suffering from mental disorders often face discrimination and stigma. These factors contribute to delays in seeking care, which may result in poor coping strategies. School-based programmes aimed at promoting mental well-being and reducing the stigma observed at the study sites are inadequate for addressing these challenges effectively. In this study, we identified key challenges among school communities, as perceived and reported by school-based professionals, including a lack of awareness, misconceptions and notable stigma against schoolchildren with mental disorders. To establish a well-coordinated school mental health system, governance should focus on (1) establishing comprehensive mental health literacy and promotion, (2) reducing stigma and (3) implementing service delivery and/or referral programmes within schools in Addis Ababa. To ensure a holistic and inclusive mental health support in Ethiopian schools, future studies should engage students and their parents directly triangulating these professional observations.