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Agricultural education based on active learning (learning by doing) is an essential part of the daily school life which may promote the acquisition of knowledge and skills related to the ecological and social dimensions of sustainability. The purpose of this study was to compare the learning achievements and skills in agricultural practices between students who learned through the School Agricultural Learning Center (SALC) and those who learned in the normal classroom. Participants were 150 Thai high school students in grade 12 recruited by purposive sampling. The study included three steps: 1) Investigation of basic data for developing the SALC, 2) Establishment and development of the SALC, and 3) Use of the SALC for learning: Facebook and Line were employed as the channels for knowledge exchange, communication on learning activities holding and activities transfer. A posttest-only control group design was employed. The results revealed that the students who learned through the SALC exhibited significantly (p < 0.01) higher learning achievements and skills in agricultural practices than those who learned in the normal classroom. Our findings suggest that the SALC is pivotal for improving the students’ learning achievements and skills in agriculture and should be promoted to become a natural part of sustainable agriculture education. 

In the current study, we examined adaptive skills and trajectories over time in 257 individuals with Angelman syndrome (AS) using the Vineland Adaptive Behavior Scales, 2nd Edition. Multilevel linear models were used to examine differences between molecular subtypes over time, from one year to 13 years of age, in the adaptive domains of communication, daily living skills, socialization and motor skills. Individuals with non-deletion subtypes typically demonstrated a higher level of adaptive skills compared to those with deletion subtypes. Statistically significant growth was observed in all adaptive domains through at least early adolescence. Individuals with AS should continue to receive developmental services and educational supports through adolescence and into adulthood given the slow rates of growth being observed across adaptive domains.

The digital development in rural areas has become an important driving force for promoting green production in agriculture. But the lack of digital skills among farmers remains a problem. The main reason why farmers cannot master digital skills well is their lack of digital literacy, which leads to market information asymmetry and the inability to truly distinguish the difference between green production and traditional production. Based on this, this article uses field research methods to collect data from 1,116 farmers in China, calculates agricultural green production efficiency using the SBM model, and empirically tests the relationship between farmers’ digital literacy and green production efficiency in agriculture. The results showed that digital literacy has a significant promoting effect on agricultural green production efficiency. Secondly, it was found that digital literacy can effectively enhance farmers’ cognition of green agricultural products and green production technology adoption. Among them, the effect of cognition of green agricultural products is reflected in farmers’ self-cognition and market cognition. The green production technology adoption is reflected in the breadth and depth of technology adoption. Third, we discuss the effect of different dimensions of digital literacy on agricultural green production efficiency. The effect of the digital literacy on the production efficiency of the five typical green technologies used by farmers is further discussed. Although there are certain differences, overall, they all have a significant promoting effect. It is necessary to comprehensively improve farmers’ digital literacy, bridge the digital divide and promote the green transformation of agricultural production.

The abrupt emergence and rapid advancement of generative artificial intelligence (AI) technologies, transitioning from research labs to potentially all aspects of social life, has brought a profound impact on education, science, arts, journalism, and every facet of human life and communication. The purpose of this paper is to recapitulate the use of AI in education and examine potential opportunities and challenges of employing generative AI for educational assessment, with systems thinking in mind. Following a review of the opportunities and challenges, we discuss key issues and dilemmas associated with using generative AI for assessment and for education in general. We hope that the opportunities, challenges, and issues discussed in this paper could serve as a foundation for educators to harness the power of AI within the digital learning ecosystem.

Purpose Based on sociotechnical systems theory, social (human) and technological sub-systems in an organization should be taken in account when making strategic decisions and designed to fit the demands of the environment for organizational effectiveness. Yet there is very limited information in literature on whether employees are well equipped with indispensable (human) skills to prepare them combating challenges caused by advanced technology. The purpose of this study is to empirically investigate employees’ human skills that are critical for success in the Age of Robots and Artificial Intelligence from human resource development’s perspective. Design/methodology/approach A questionnaire was developed for the purpose of this exploratory study. A total of 422 US Midwest employees were surveyed on their human skills level that are critical for success in the Industry 4.0 transformation. Findings In general, the respondents could perform all the measured human skills (which can be categorized into social skillset and decision-making skillset) more than adequate but may vary by education level and gender. To strengthen one’s human skills, organizations may begin with facilitating employees on relationship building to create a support system and a strong sense of belonging, which will promote their social sensitivity and collaboration skill development, as well as decision-making skillset. Originality/value The findings of this study can be used for techno-structural interventions and employee development programs. This study highlights the importance of investigating human skills to cope with the changing nature of work and make upskilling more feasible and flexible for workers to be robot-proof.

Under the dual background of rapid development of the digital economy and ongoing social transformation, fostering non-farm employment among rural laborers can effectively optimize resource allocation and propel rural economic growth. Consequently, this study empirically investigates the influence of Internet utilization on rural laborers’ non-farm employment and its underlying mechanisms, employing Probit models and utilizing data from 1,569 micro-surveys conducted in rural China. The findings indicate that (1) Internet usage significantly boosts non-farm employment, a result substantiated by rigorous endogeneity tests and robustness discussions. (2) This enhancing impact of Internet adoption on non-farm employment is particularly pronounced among age of 18–30, 51–59 individuals, those with educational attainment of elementary school and below, high /middle /technical school and above, and residents in the eastern regions. (3) Internet usage fosters non-farm employment by enhancing rural laborers’ access to vocational skills training and public services. Evidently, given China’s current emphasis on digital village construction and rural revitalization, the insights and mechanisms elucidated in this paper regarding the Internet’s influence on non-farm employment can serve as a valuable reference for advancing the employment prospects of migrant workers and facilitating urban-rural integration and development, among other objectives.

Education is perhaps the most generally used independent variable in the fields of public opinion and vote choice. Yet the extent to which a person is educated is just one way in which education may affect political beliefs and behavior. In this article, we suggest that the substantive field of education has an independent and important role to play over and above level. Using cross-national evidence for 15 European countries we find that a person’s field of education is robustly significant and substantively strong in predicting voting for GAL and TAN parties that have transformed European party systems. Analysis of panel data suggests that the effect of educational field results from self-selection, a direct effect during education, and a post-education effect in occupation.

Aggressive behaviors are common among youth with autism spectrum disorder (ASD) and correlate with pervasive social-emotional difficulties. Communication skill is an important correlate of disruptive behavior in typical development, and clarification of links between communication and aggression in ASD may inform intervention methods. We investigate child/family factors and communication in relation to aggression among 145 individuals with ASD (65 female; ages 8–17 years). Overall, more severe aggression was associated with younger age, lower family income, and difficulties with communication skills. However, this pattern of results was driven by males, and aggression was unrelated to child or family characteristics for females. Future work should incorporate these predictors in conjunction with broader contextual factors to understand aggressive behavior in females with ASD.

This paper explores current understanding of microlearning as an effective model for professional development. From a theoretical perspective, the authors explore the rationale for microlearning by considering literature on competency-based education (CBE) and microcredentialing. Existing research specifically focused on microlearning is then considered, including essential design elements for microlearning lessons. The discussion concludes with suggestions for both further research and practice including design and development of microlearning lessons for professional development. We argue that microlearning can be a powerful model if design is appropriate.

This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care, attentiveness, and creativity, among others, associated with the effective delivery of applied behavior analysis (ABA) treatment. Survey results indicated parents of children with autism preferred BA descriptors for ABA therapists over non-BA descriptors. A separate survey of 212 university students on a standardized personality assessment revealed students majoring and/or working in the field of ABA had lower levels of BA than those in other human services professions. Practitioners with higher BA scores were observed and rated more positively in their delivery of ABA for children with autism. Implications for training/supervising effective ABA practitioners within a BA model are discussed.