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This contribution is a feedback on the creation of a network of researchers from various disciplines in the social sciences (Economics, Sociology, Social Psychology and Education Sciences). The object of research is that of the relations between training and employment and the evaluation of these relations by public policies. It is common to the disciplines but each apprehends it in a specific way. It has evolved as scientific exchanges and mutual knowledge progressed. This requires researchers to be involved sustainably in a collective and specific work, ivhich is not easy to value. If so, it leads to an interdisciplinary production that brings innovation and knowledge.

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.

Background Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients’ care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

Despite the commonly held view that entrepreneurship education and training nurtures future entrepreneurs, little is known about the mechanism through which this intervention impacts on its intended outcomes. The purpose of this study was to test if selected psychological traits (need for achievement, risk-taking propensity, internal locus of control) mediated the predictive relationship between the perceived effects of entrepreneurship education and entrepreneurial intentions. A cross-sectional survey of a sample of 308 vocational education students in Zimbabwe was used for this purpose. The results show that the effects of entrepreneurship education variable had a positive and statistically significant relationship with need for achievement, risk-taking propensity, internal locus of control and entrepreneurial goal intentions. Moreover, need for achievement, risk-taking propensity and internal locus of control accounted for a statistically significant amount of variance in entrepreneurial intentions. However, of the three psychological traits, only need for achievement partially mediated the relationship between the effects of entrepreneurship education and entrepreneurial goal intentions. The outcome has implications on the design and focus of entrepreneurship education programmes.

Background Medical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs. Methods An integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form. Results Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility. Conclusions This review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.

Evidence of African American cultural ingenuity can be found throughout history. This article chronicles the extraordinary story of Leroy Raadel Posey, an African American inventor of a mathematics teaching machine-the Combination Slide Board. Through a historical examination of primary source documents, the man behind the machine is revealed as a mathematics educator whose life's work focused on providing access to the mysteries behind mathematics. The patent details the purpose of the Combination Slide Board as a teaching machine and calculating device. An examination of Posey's research and publications exposes his innovations in the emerging field of mathematics education. This analysis reveals the journey of the man, machine, and mathematics (M³) and the creation of the Combination Slide Board as a twentieth-century teaching machine.

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students’ deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students’ approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of −.05). PBL is assumed to enhance active learning and students’ intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

The mechanical, moisture absorption, and chemical bonding properties were studied for hybrid polyester composites reinforced with snake grass (SG) fiber and Sal wood (S) and Babool (B) sawdust fillers. Composites were fabricated via compression molding with 60% polyester resin and varying filler-fiber ratios. Mechanical tests showed tensile strength increasing from 38 MPa (S1) to 56 MPa (S4), flexural strength peaking at 85 MPa (S4), and maximum hardness of 84 Shore D (S4). Impact strength reached 6.98 J (S4). Water absorption decreased with higher filler content, with S4 absorbing only 21%. Scanning Electron Microscopy (SEM) revealed improved interfacial bonding in S3 and S4, while S1 showed voids and fiber pull-out. Fourier-transform infrared spectroscopy (FTIR) analysis confirmed enhanced chemical interactions in samples with optimized filler-fiber ratios, particularly in S4, contributing to its superior performance. The filler-fiber composition was optimized to maximize mechanical strength, moisture resistance, and chemical bonding, demonstrating the potential of these sustainable composites for durable, eco-friendly applications.