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This longitudinal study evaluates the Holistic Education and Digital Learning (HEDL) model within rural Indian contexts, contributing to United Nations Sustainable Development Goal 4 (SDG4). The holistic education includes activities such as yoga, environmental activities, cultural programs, cleanliness drives and substance abuse ambassador programs while the digital learning encompasses applications for language learning, numeracy, touch writing and vocabulary enhancement. The dataset comprises 8869 students from 78 HEDL centers across 21 Indian states, monitored over 5 years through standardized assessments, attendance metrics and digital teacher supervision. Employing mixed-effects models with nested random effects for centers and students, the findings indicate that the HEDL model significantly elevates literacy and language skills in these settings. The digital learning component alone contributes to a 0.5% average weekly literacy gain. Furthermore, the holistic educational components demonstrate a statistically significant correlation with improved literacy outcomes: a 25% increased likelihood of achieving grade-level reading and a 63% increased likelihood of attaining grade-level writing. The results are found to be reliable and robust across time and a large number of locations across India. The results contribute to understanding the dual role of blended learning and holistic education in rural education and underscore the potential of such pedagogical models.

The Fourth Industrial Revolution [Industry 4.0 (IR4.0)] transforms industries with intelligent machines, automation and data-driven decision-making. This paradigm shift demands a workforce equipped with both advanced technical know-how and strong soft skills. Traditional curriculum struggles to keep up, creating a skills gap. Targeted micro-credentials can close this gap by offering flexible, bite-sized training aligned to real-world needs. Unlike existing micro-credentials that focus on either hard or soft skills in isolation, this work presents Boosting Engineering Safety and Reliability for IR 4.0: Integrated Approach of Soft and Hard Skills (BESTARI 4.0), as a practical framework that links the macro-drivers of the IR4.0 competency requirements, such as cyber-physical automation, pervasive data and human–machine collaboration. It translates those requirements into micro-credential modules that weave together resource-constrained tiny machine learning‐based engineering techniques with essential soft-skill development, such as critical thinking, communication and team problem-solving. The BESTARI 4.0 micro-credential, delivered on an open online platform, specifies clear learning objectives and experiential tasks, such as video labs, annotated notes, formative quizzes and real-world safety case studies. The ultimate outcome is the development of a proficient workforce in deploying machine learning solutions that enhance productivity while simultaneously improving safety and reliability within next-generation industrial settings.

Higher education has recently seen revolutionary changes spurred by technological breakthroughs and a rising desire for adaptive and accessible educational alternatives. E-learning, defined by digital platforms and material distribution across multiple geographical areas, has emerged as a significant breakthrough. This research assesses worldwide e-learning trends in higher education, offering insights into its present condition and influence by evaluating recent advancements, practices, and problems. We used a rigorous theme analysis methodology, which included the collaboration of knowledgeable academics in higher education. To gather relevant data, we meticulously examined blogs using the search filters provided by Google. A threshold value of 0.30 was used to ascertain blogs of considerable importance. The research endeavor resulted in the production of 10 distinct blogs that provide authoritative perspectives. Our study found five notable keywords: accessible learning, blended learning, microlearning, personalized learning, and flexible learning. These observed patterns are consistent with the changing educational environment, which emphasizes the principles of inclusion, flexibility, and student-centered pedagogies. The present study provides valuable insights for decision-making processes, policy development, and instructional design to improve the quality and accessibility of e-learning in higher education. As public demand for reputable accreditation (degree) as an acknowledgment of one's professional coalification reduces, high educational institutions must find a way to stay relevant. 3 - 4 years programs for a degree become less attractive. Short and focused professional skills training programs might lead to duplicate or better careers and earnings. In this situation, higher education institutions must find a way to reorganize their offering and preserve their competitive edge in the market. The recent pandemic accelerated the process, showing many possible alternatives to knowledge transfer. This paper aims to enrich the discussion on the future relevance of higher education in its current structure.

Building on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on: Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Educational assessment and evaluation Peer-based models of observation Using digital technology to inform learning. Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.

This study aims to broadly reestimate the influence of classroom management on student achievement by examining variations in study type, sample size, and quality. Using a meta-analysis approach, 14 studies were analyzed, contributing to the body of knowledge in educational management science. The results convincingly demonstrate that effective classroom management positively impacts student achievement across various situations, contexts, and education levels. This meta-analysis confirms that classroom management is a crucial concept educator should prioritize to enhance student achievement in any educational setting. This study contributes to both the theoretical understanding and practical application of educational management by reinforcing the critical role of effective classroom management in enhancing student achievement, offering empirical support that can inform future research and guide educators in implementing evidence-based strategies across various educational settings.

Lifelong learning (LLL) is increasingly recognised as vital for individual and societal development in an interconnected world. This study investigates the role of Ethiopian higher education institutions (HEIs), particularly Colleges of Education, in promoting LLL. Focusing on the perspectives of postgraduate students and academic staff, the research employs a mixed-methods approach. Data were collected through closed-ended questionnaires, structured interviews and document analysis to evaluate the effectiveness of current LLL strategies. Participants included 206 survey respondents and 12 interviewees, selected using a combination of purposive, convenience, stratified and random sampling methods to capture a diverse and representative sample. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined thematically. The findings reveal challenges to implementing LLL, including limited resources, rigid curricula, insufficient faculty support and weak collaboration with external stakeholders. Furthermore, gaps were identified in integrating sustainability education and fostering research cultures within HEIs. Despite these barriers, participants acknowledged LLL’s potential to enhance workforce readiness and drive socio-economic development. The study advocates strategic alignment with global LLL frameworks, increased resource allocation and the cultivation of research-driven cultures within HEIs. Recommendations include curriculum reforms, flexible learning models and strengthened international collaborations. This research offers practical solutions to improve LLL implementation in Ethiopia’s higher education sector, contributing to academic discourse and policy development.

This article aims to evaluate university community members' (faculty members and students, in this case) perceptions of their complex thinking competency and its sub-competencies - including systemic, scientific, critical, and innovative thinking - across various disciplines at eight universities in Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis of means and standard deviations, a Kruskal-Wallis test, a correlation matrix, and a correlation coefficient heatmap of complex thinking were applied to uncover key patterns and disparities (Methodology). The novelty of this study lies in its focus on how participants perceive their achievement of complex thinking competencies, offering unique insights into the specific challenges faced by different academic disciplines (Novelty). Notably, Humanities and Education profiles reported considerably low levels of competency (mean of 2.39), with statistically significant differences regarding knowledge of research report structures (scientific thinking) and interdisciplinary problem-solving and contextual analysis (innovative thinking) (Results). However, the study's geographic context and reliance on self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise the need to adapt teaching methods to bridge competency gaps and promote equitable skill development (Conclusions). Future research should extend the study to broader educational contexts to explore regional and international variations, and assess interventions to enhance competencies in underperforming areas - particularly Humanities and Education - improving discipline performance and confidence in complex thinking (Implications). This study explores how university students and faculty in Pakistan perceive their ability to think critically, scientifically, systematically, and innovatively - key skills needed in today's fast-paced, global economy. These \"complex thinking\" skills enable individuals to analyse problems, connect ideas across disciplines, and create innovative solutions, which are vital for professional and societal progress. Our findings highlight strengths in areas like critical thinking, but also reveal gaps, particularly in the Humanities and Education disciplines, where students feel less prepared to tackle complex challenges. By understanding these perceptions, this research offers insights into how universities can better prepare students for the demands of modern workplaces. It also underscores the importance of equitable teaching strategies to ensure all students, regardless of discipline, gender, or background, feel confident in their abilities. These findings are relevant for educators, policymakers, and anyone interested in improving education and workforce readiness in emerging.

This study aims to highlight the positive impact of civic education on young minds and addresses the challenges of liberal assurance and inefficacy in civic education as practiced in many societies. It seeks to determine the necessity of promoting civic education at a higher level to comprehend the beliefs and perspectives of young individuals. The research involved 25 undergraduate students from diverse academic backgrounds. Data was gathered through semi-structured interviews using multi-stage sampling techniques. Thematic analysis was employed to interpret the data, providing a comprehensive understanding of the participants' views on civic education. The analysis revealed a spectrum of perspectives on civic education among the students. A significant positive relationship was identified between civic education awareness and its prevalence. The findings highlight that enhancing civic education awareness requires a collaborative effort involving not only the educational system but also the state and communities. This case study contributes to the discourse on civic education by demonstrating its critical role in shaping young minds. It underscores the collective responsibility of educational institutions, state authorities, and communities in fostering civic awareness. The study's pragmatic approach provides valuable insights for policymakers and educators seeking to enhance civic education and engagement among youth.

Resources play a crucial role in developmental processes. However, assessments often fail to distinguish between resource availability and their active use in driving change or sustaining a system state, even though possessing resources should not be sufficient to achieve desired outcomes. This article systematically compares resource availability versus usage for the first time, drawing on the theory of educational and learning capital (Ziegler & Baker, 2013 ) and examining their correlates across two studies. Study 1 ( N = 64 university students, 87.5% female, M age = 23.3 years) analyzed the relationship between resource facets, self-regulation of the learning process, and implemented learning strategies. Study 2 ( N = 120 Ph.D. students, 40% female, M age = 28.43 years) examined the resource facets in relation to deliberate practice, academic achievement, adaptation to their field (DILA), and subjective well-being. Results from Study 1 highlighted the importance of utilizing environmental resources in the learning process. In Study 2, usage did not dominate predictions of learning and achievement, while results also indicated that subjective well-being depended more on resource availability, possibly because gathering resources provides security in the face of anticipated life challenges. These findings provide new insights into resource dynamics and directions for future research.

Recently, the paradigm of language instruction has evolved to prioritize students' accountability and autonomy. Nevertheless, within the Afghan context, there exists a paucity of empirical evidence regarding autonomous learning from the perspectives of EFL lecturers. This study delineates the viewpoints of EFL lecturers concerning autonomous learning, their roles and challenges they face in its promotion within the Afghan context. To achieve these objectives, data were gathered through semi-structured interviews conducted with nine participants. Thematic analysis of the data was executed utilizing techniques of data reduction, data display, and the drawing and verification of conclusions. The findings elucidated that EFL lecturers regard autonomous learning as an efficacious pedagogical approach for learners to assume responsibility. This suggests that lecturers function primarily as facilitators in the learning process. Moreover, results indicated that a fixed curriculum constitutes the principal obstacle to the promotion of autonomous learning. In light of the findings, the sample utilized in this study does not accurately reflect a broader population. Consequently, the findings cannot be generalized to other public universities. The present study contributes incrementally to our understanding of how Kandahar University fosters autonomous learning. This study offers practical implications for policymakers, educational institutions, and lecturers who are interested in adopting autonomous learning as a worthwhile educational goal.