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This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.

This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.

The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.

This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.

Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.

Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.

This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

The purpose of this paper is to improve the understanding of the social contexts of sustainable Lean culture in healthcare by examining self-efficacy (SE) as a fundamental construct related to the value of perceived readiness, prior education of Lean and the importance of leadership’s system-level support.

A descriptive correlational study was conducted to identify the relationships between SE and Lean readiness factors, SE and prior Lean training, SE and clinical vs administrative roles and SE and perceived system-level support in a large health system.

There was a statistically significant difference in self-reported readiness to use Lean tools between individuals who had received Lean training during their academic education and those who had not; however, their level of education did not impact SE. Lastly, and perhaps most important, the learner who embodies SE also has system-level support.

Future directions of this research, in addition to assessing team readiness as other studies suggest, would be to evaluate individual team member readiness by gauging SE and addressing deficits prior to the deployment of process improvement (PI) projects to promote success and sustainability.

This contributes to the ongoing scholarship of Lean management systems, providing clinical and non-clinical leaders with a contextual understanding of their supportive role in the SE of teams.

This study demonstrates the value of understanding SE of individual team members and how it can contribute to overall improved team outcomes, directly impacting the sustainability of Lean change culture and its promotion of improved patient safety, cost efficiencies and access to care.

Artificial intelligence (AI) technologies have led to significant transformations across industries and society, including the field of education. The integration of AI in educational settings has the potential to improve students' learning experience and support their individual competencies when paired with non-AI methods. Despite the growing importance of AI in modern education, there remains a noticeable research gap regarding its use in entrepreneurship education and the effects of Chatbots on students' entrepreneurial competencies. To address this gap, an exploratory study was conducted on undergraduate students who were tasked with using ChatGPT to improve their business model canvas.

The chosen methodology aligned with the research purpose, aiming to explore the relationship between Generative AI and competencies. Due to the novel nature of the research problem, an exploratory study was conducted using a mixed methods approach. A survey with open- and closed-ended questions was designed, and statistical and text analyses were performed to interpret data and test identified propositions.

The findings of this study indicate that ChatGPT can enhance the types of students' entrepreneurial competencies considered in this study: spotting opportunities, creativity, vision, valuing ideas and ethical and sustainable thinking. The results show that ChatGPT can be particularly helpful to improve the ability of students of valuing ideas.

Overall, this study highlights the potential of adopting ChatGPT in experiential learning methodologies for enhancing students' entrepreneurial competencies and improving their learning outcomes.

This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES).

A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers.

This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs.

The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES.

As universities find new ways to implement professional development programmes (PDPs), very few scholarly studies have focused on how lifelong learning could serve as a tool to enhance the professional development of staff. To address this knowledge gap, this study aims to examine how the integration of lifelong learning modes into PDPs in a university setting in South Africa could enable professional staff to advance their knowledge and skills. Additionally, the study explores how the different PDPs could be conceptualised by way of lifelong learning to enhance the professional knowledge and competences of staff.

Data were gathered from 41 professional staff in three campuses of the university. The narrative data gathered were evaluated using thematic analysis that consisted of a detailed process of identifying, analysing, organising, describing and reporting the themes that were generated from the data.

Findings suggest that when the university integrates lifelong learning approaches into its professional development programmes, it allows staff to develop their knowledge and skills through diverse learning approaches. When institutions adopt these diverse learning approaches, it enable staff to situate their learning needs along the different lifelong learning modes, negotiate suitable learning modes and flexible schedules with their heads of department, and learn the accepted norms and values of the university. These findings among others lead to further questions about how PDPs could be designed using the three lifelong learning modes to enable staff to prepare adequately for the future of work in higher education.

This study contributes to the scholarly discourse on lifelong learning by showing how higher education institutions could design PDPs along formal, informal and non-formal learning approaches to enhance the knowledge and skills of staff.

The accelerated digital transformation and the growing emphasis on privacy, safety and security present ongoing challenges for cybersecurity experts. Alongside these challenges, the multidisciplinary, everchanging and complex nature of the cybersecurity domain has further challenged the acquisition and retention of cybersecurity talent. Empowering reskilling and upskilling in cybersecurity necessitates efficacious educational endeavours which promote self-confidence and foster a growth mindset. The purpose of this paper is to highlight that cultivating self-efficacy in cybersecurity education can help promote competency development and effectively address the prominent skills gaps. This notion applies equally to both aspiring individuals pursuing a career in cybersecurity and professionals in the field who may wish to better articulate the skills they already possess, the skills they lack and newly surfacing skills that need to be developed.

The study discusses the imminent need for adopting a “skills-first” approach in cybersecurity and explores innovative pedagogies and professional frameworks that can inform and frame such an approach. Subsequently, a critical analysis of the importance of self-efficacy towards motivating and supporting upskilling in cybersecurity is performed. A case study is presented, expanding the authors’ previous work on cybersecurity professional development, to demonstrate the mediating role that self-efficacy can play in developing core cybersecurity competencies. The case study presents the design of a new cybersecurity curriculum in the context of postgraduate, synchronous distance cybersecurity education, and it is utilised as a basis to discuss how the proposed curriculum cultivates self-efficacy attitudes.

A skills-first approach is becoming the new norm in contemporary workplaces. This work highlights the importance of actively nurturing self-efficacy attitudes through innovative cybersecurity curricula that can be tailored to the learners’ needs, instigating a drive for learning and, ultimately, helping learners effectively upskilling by portraying a self-directed learning path and a professional growth mindset in cybersecurity.

The authors present the importance of cultivating self-efficacy in higher and lifelong education to foster reskilling and upskilling in cybersecurity. An innovative cybersecurity curriculum was constructed and delivered with a group of learners demonstrating how self-efficacy can be leveraged through interactive, reflective and self-assessment educational activities that enhanced motivation and self-awareness, curiosity, attention to detail and resilience – key skills for a successful career in cybersecurity.

The purpose of this study is to explore the contributions of peace and security to the self-development of educators in Syria. It focuses on understanding how these elements impact the equitable distribution of benefits, treatment, facilities and resources. The study aims to uncover the intricate relationship between a secure, peaceful educational environment and the personal and professional growth of educators, thereby shedding light on how these factors synergistically enhance the educational landscape in Syria.

This study employs the Partial Least Squares Structural Equation Modelling (PLS-SEM) method for data analysis. Data were gathered through an online survey distributed to 472 Syrian educators from 14 provinces. The questionnaire, provided in Arabic, consisted of sections on demographics, peace and security, religion and cultural values, core values for self-development and government intervention. The data were analysed using IBM SPSS for descriptive analysis and PLS-SEM for causal effect analysis, allowing for the modelling of latent variables and handling non-normality in small to medium-sized samples.

The study found a positive correlation between peace and security, government intervention and self-development among Syrian educators. However, government intervention was identified as a poor moderator due to the unfavourable connection between past government actions and current expectations. The findings challenge the government to be proactive in addressing issues and concerns related to fair treatment and creating a harmonious academic environment. Educators seek equality in support and assistance across various academic activities for their self-development.

The study’s primary limitation is the use of convenience sampling, as the researchers faced difficulties in disseminating the questionnaires due to being non-local. This might affect the generalizability of the findings. Future research could employ a more randomized sampling method and expand the scope to include more diverse educational settings. The implications of this study are significant for policymaking, suggesting that targeted government interventions are necessary to foster a supportive and secure environment for educators.

The study underscores the need for more effective government policies that prioritize peace and security in educational settings. These interventions are crucial for the well-being and development of educators, ultimately improving educational quality in Syria. Practical recommendations include continuous support for educators through professional development programmes and equitable distribution of resources. By fostering a supportive environment, educators can better contribute to the educational sector and broader societal development.

By highlighting the critical role of peace and security in educators' self-development, the study contributes to broader social stability and cohesion. It advocates for policies that address the diverse needs and challenges faced by educators in Syria, ensuring they are well-supported in their roles. Enhancing educators' well-being and effectiveness can lead to improved educational outcomes, benefiting students and contributing to the nation’s long-term social and economic development.

This study provides a unique contribution by focusing on the nexus of peace, security and self-development among educators in Syria, an area previously underexplored. The findings offer valuable insights into the specific challenges and needs of educators in a conflict-affected region. The research emphasizes the importance of a peaceful and secure educational environment for the professional growth of educators, offering a foundation for future studies and policy discussions aimed at enhancing the educational landscape in Syria.

The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.

Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.

There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.

A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.

The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.

The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.

The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.