The sustainability of vocational and technical education and training (TVET) ecosystems is deeply dependent on the leadership practices of school principals. This qualitative phenomenological study aims to deconstruct the fragility-sustainability paradox in vocational educational leadership through the lens of the Full Range Leadership Model (FRLM), within the context of an isolated, developing island economy. Data were collected through semi-structured, in-depth interviews with 36 teachers purposefully selected from 12 distinct vocational high schools using maximum variation sampling. Transcripts were subjected to systematic thematic analysis using NVivo 15 software. The findings reveal that principals frequently use rigid procedural adherence as a defensive shield against resource scarcity, a phenomenon conceptualized in this study as bureaucratic entropy. Furthermore, while transformational leadership acts as a catalyst for institutional synergy, laissez-faire (passive) leadership actively accelerates systemic collapse within complex, workshop-dependent environments. The data also emphasize a critical contextual requirement: to successfully navigate these isolated systems, principals must possess a professional background as vocational teachers. Ultimately, this study introduces the concept of bureaucratic entropy to the educational management literature, demonstrating how administrative passivity destroys institutional sustainability. Consequently, policymakers are urged to revise principal appointment criteria to mandate vocational expertise and to increase decentralized administrative autonomy.

Background: It is well established in literature that non-native English-speaking medical students face linguistic and affective challenges which may limit clinical communication, patient outcomes, and international career opportunities. Herein, we evaluated the impact of a twelve-week English for Medical Purposes (EMP) program on language proficiency, communicative confidence, and career readiness.\nMethods: Students from two Brazilian medical schools (UniMAX and UniFAJ) completed a structured EMP curriculum including speaking practice, clinical vocabulary activities, cultural competency seminars, and confidence-building exercises. After the program, participants completed an anonymous questionnaire assessing self-reported communication gains, reduction of affective barriers, career readiness, and overall satisfaction.\nResults: Data shows that 75.5% of respondents reported improvement in at least one communication skill. Gains were observed in active listening (40.7%), interactive conversation (38.9%), conversational interchange (38.9%), and presentation skills (28.7%). The program also proved to help students overcome lack of practice (47.3%) and lack of confidence (33.5%), with smaller improvements in nervousness (13.8%) and anxiety (12.6%). Regarding career readiness, 28.7% of the students reported high agreement and 26.3% selected a neutral response. Overall satisfaction with the program reached 79%.\nConclusions: From the students’ perspective, a brief EMP intervention can enhance linguistic competence and communicative confidence, supporting clinical practice and international professional engagement.

Undergraduate social science students increasingly encounter public datasets but often lack instruction in interpreting metadata, sampling limitations, and ethical reuse. This teaching note presents a modular sequence for introductory methods courses that progresses from descriptive exploration to basic inferential reasoning using open government and survey archives. Activities emphasize question formulation, variable operationalization, and transparent reporting of analytic decisions rather than software proficiency alone. The approach targets departments seeking to strengthen quantitative literacy without requiring advanced programming prerequisites for non-specialist majors.

Virtual exchange programs connect preservice language teachers across institutions without travel costs, yet program designs vary widely in intercultural learning outcomes. This comparative analysis examines structured telecollaboration tasks including co-teaching simulations, reflective dialogue journals, and joint material development projects between partner universities. It identifies facilitator roles, time-zone scheduling strategies, and technology choices that sustain engagement across a full semester. Assessment approaches combine self-report intercultural sensitivity scales with documented evidence of perspective-taking in collaborative lesson plans submitted for methods course credit.

Adolescent learners with attention variability often succeed academically when provided predictable executive function scaffolds rather than punitive compliance measures. This review synthesizes classroom strategies including visual scheduling, chunked assignment sequences, movement breaks integrated with content retrieval, and collaborative note-taking roles that distribute cognitive load. It addresses teacher misconceptions equating attention differences with motivation deficits and proposes professional learning modules grounded in cognitive psychology accessible to mainstream secondary educators without specialist certification in learning differences.

Place-based science instruction can deepen ecological literacy while honoring local knowledge systems, but schools risk appropriating indigenous content without community partnership. This curriculum essay describes collaboration protocols between upper elementary teachers and cultural advisors when designing seasonal observation units, water quality investigations, and oral history documentation projects. It emphasizes reciprocal benefit, co-authorship of classroom materials, and boundaries around sacred knowledge not intended for public classroom dissemination. The framework supports district science coordinators seeking ethical integration rather than decorative cultural references in standardized unit plans.

Digital portfolios offer teacher education programs rich evidence of preservice teachers' growth, yet rubrics often reward completeness over depth of reflection. This methodological paper proposes assessment criteria aligned with Schon's reflection-in-action framework, emphasizing annotated lesson artifacts, peer response threads, and revised planning documents across a semester. The analysis discusses e-portfolio platform features that support longitudinal comparison and privacy controls when student teaching videos include K-12 pupils. Recommendations target faculty teams standardizing portfolio expectations across methods courses and capstone placements.

Disciplinary approaches that prioritize exclusion can prolong cycles of mistrust after classroom conflicts escalate. This conceptual article examines restorative circle protocols adapted for secondary schools where time constraints and large class sizes complicate full conferencing models. It distinguishes proactive community-building circles from responsive harm-repair sessions and outlines facilitator training requirements for teachers without counseling credentials. Ethical considerations include voluntary participation, confidentiality boundaries, and coordination with safeguarding policies when power imbalances involve staff members or recurring bullying patterns.

Primary mathematics curricula increasingly reference computational thinking, but teachers often lack concrete models for integrating programming without displacing foundational numeracy goals. This practice-oriented article outlines lesson sequences that use block-based programming to reinforce patterns, variables, and conditional reasoning within standard geometry and measurement units. Classroom vignettes describe how pupils debug simple algorithms while articulating mathematical justifications aloud. Implementation guidance addresses device access constraints, assessment rubrics that value process documentation, and professional development formats suited to generalist primary teachers.

Asynchronous online writing courses depend heavily on peer feedback, yet unstructured comment exchanges often produce vague praise rather than actionable revision guidance. This instructional design study compares three feedback protocols: open-ended comments, rubric-anchored prompts, and exemplar-based critique cycles. Analysis focuses on revision depth, lexical diversity changes, and student perceptions of fairness when reviewers hold varying proficiency levels. Findings suggest that scaffolded prompts combined with instructor moderation of sample exchanges improve substantive revisions without increasing instructor workload disproportionately in large-enrollment composition courses.

Chemistry teaching in upper-secondary education faces persistent challenges related to conceptual abstraction, low student motivation, and the predominance of traditional instructional practices. This study aimed to evaluate the impact of a teaching intervention based on digital games and computational tools on academic achievement and motivation toward chemistry among high school students. A quasi-experimental pretest-posttest design with a non-equivalent control group was implemented. A total of 98 first-semester students participated in the study: 48 students were assigned to the control group, which received traditional instruction, and 50 students participated in the experimental group, which attended weekly sessions supported by digital games and C++-based applications. The instruments included an academic achievement test, a Likert-type perception survey, and teacher observations. The achievement test showed adequate content validity (Aiken's V = 0.93) and good internal consistency (KR-20 = 0.88), while the perception survey showed excellent reliability (Cronbach's alpha = 0.94). Results indicated that the experimental group increased its mean score from 6.3 ± 1.3 to 8.5 ± 0.9, whereas the control group increased from 6.4 ± 1.2 to 6.7 ± 1.1. The posttest difference favored the experimental group, with a large effect size (d = 1.79). In addition, 91% of students reported greater interest in chemistry, and 93% perceived the games as useful for understanding the content. These findings suggest that digital game-based learning is a relevant and feasible strategy for strengthening academic achievement, motivation, and active participation in chemistry education.

Biological invasions are known as one of the main drivers of environmental changes and environmental and socio-economic losses globally, and the education of the public is known as an effective way to prevent the introduction of new species. The awareness of teachers about this issue is crucial due to the appropriate transformation of their knowledge to pupils and students. Since it has not been studied in detail, we decided to survey teachers at primary schools in the capital city of Prague and the rest of the Czech Republic to be compared as a case. We found that teachers in the rest of the country talk with pupils about biological invasions significantly more frequently than teachers in the capital city of Prague. Moreover, some teachers have limited knowledge of whether the topic of biological invasions is included in their mandatory school plans and curriculum, and some reported unfamiliarity with the term “biological invasions” yet said they teach about it. The presented findings should concern educators, conservationists, wildlife managers, decision-makers, and other stakeholders, aiming to improve teachers’ awareness of invasive species, minimise risks through vertical knowledge transfer to pupils and students, and cultivate them as responsible citizens.

Este artículo presenta el proceso de validación de un instrumento de escalas tipo Likert, cuyo objetivo es comparar y analizar los ámbitos epistemológico, pedagógico y el uso de las Tics en el proceso de enseñanza-aprendizaje en universidades del sur de Ecuador. Se aplicó un análisis factorial exploratorio utilizando el índice KMO para verificar la adecuación muestral, obteniendo resultados satisfactorios. Además, el test de esfericidad de Bartlett permitió la reducción dimensional del instrumento. La confiabilidad del cuestionario fue evaluada mediante el coeficiente Alfa de Cronbach, obteniendo índices adecuados para las dimensiones analizadas. La aplicación del cuestionario involucró a 79 participantes entre estudiantes y docentes de Comunicación Social y Ciencias de la Educación, distribuidos entre Loja, Cuenca y Machala. Los resultados confirman la consistencia interna del instrumento, sugiriendo su aplicabilidad en futuros estudios para medir las interacciones entre pedagogía, epistemología y Tics en el contexto universitario.

Stroke remains a significant cause of mortality and long-term disability, and persons over the age of 65 years contribute a disproportionate number of incidences and poor outcomes. Even though machine learning-based stroke prediction has demonstrated potential, the current systems mainly support only static data and are not physiologically integrated in real time, which limits their utility in aging care environments. The proposed study will use a real-time stroke healthcare management framework that is based on multimodal data achievement, machine learning analytics, and explainable clinical decision support to create consistent risk estimation and instantaneous intervention. The framework is constructed out of an experimental approach with the design science and tested on heterogeneous data, including demographic and clinical data and real-time wearable sensor data (heart rate/1 Hz and blood pressure/5 minutes). It has a well-developed data harmonization and preprocessing pipeline that facilitates multimodal fusion, then supervised and unsupervised machine learning models of stroke risk stratification and anomaly detection. Ensemble-based models such as the Random Forest and XGBoost are trained using cross-validation and performance hyperparameters and real-time stream analytics at low-latency inference and event-driven alerting. Strong predictive performance is demonstrated by experimental results obtained with respect to an aged cohort with a mean age of 69.8 + 9.4 years. The XGBoost model had an accuracy of 0.90, a precision of 0.88, a recall of 0.89, and an F1-score of 0.88, which was higher compared to the logistic regression and support vector machine baselines by 8-11 percent. The suggested system was responsive in real time and generated alerts faster than clinically acceptable limits, as well as was effective at identifying 38.6% of those with a high risk of stroke. Explainability mechanisms revealed age, heart rate variability, and blood pressure tendencies to be important contributors to clinical interpretability.