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In recent years, an increasing interest has been in applying the Metaverse to create unique educational settings. This article reports a review of the literature on Metaverse and its application in higher educational settings to understand its definitive features, evolution from ideation to higher educational use cases, accessibility and affordability, ethical issues, current trends, and future research needs for effective and efficient Metaverse application in higher educational settings. A total of 58 publications between 1992 and 2022 retrieved from Google Scholar and other online portals were reviewed. The review was carried out using Nvivo software for qualitative data analysis to identify and extract the main themes from the reviewed papers, which were then organized thematically, discussed, and presented in the current article. The findings from this review provide an overview of the development of the Metaverse and its application in higher education from a pre-Covid and post-Covid perspective. It highlights the current state of research on applications of the Metaverse in higher education and the development of ten Metaversities funded by Meta, formerly Facebook. Furthermore, the article discusses the main concerns around adopting the Metaverse, which is mainly ethical issues such as data privacy, network security, netiquette, digital citizenship, copyright, and policies.

Artificial Intelligence (AI) is driving ecological shifts and systemic reforms in education. As practitioners of educational reform, teachers' behavioral intention to experience and accept the effectiveness of AI technologies will affect the quality of educational change. From an educational ecology perspective, this study explores the impact of core elements within three dimensions-technologies, pedagogies, and cultures-on teachers' behavioral intention to use AI in an AI-enabled educational ecosystem (AI-e3) environment. The study uses a multi-level mediation model to analyze data of 4349 teachers from 189 primary and secondary schools from a western province of China. The results indicated that school-level dimensional elements, directly or indirectly, influenced teachers' behavioral intention to use AI, mediated by teacher-level dimensional elements. The findings are relevant to school administrators and policy makers, who should consider the key influences on teachers' behavioral intentions to use AI and promote the effective application of AI science for educational change.

Educating Children Outdoors is a resource for educators interested in spending extended periods of time in nature with their students . Bringing over two decades of experience working outdoors with teachers and students, Amy Butler offers curricular guidance on nature-based lessons that align with K-12 education standards and build on the innate curiosity and wonder children have for the natural world. This book will help the educator: - Learn successful routines and practices to make learning outdoors safe and engaging - Understand protocols for real and risky play - Draw inspiration from real-life stories from other teachers about learning in nature - Meet NGSS and Common Core standards outdoors with seasonal lessons that are child-centered - Be part of the movement to support children in becoming reconnected with the natural world and the places they call home With twenty-five lessons in five units of study spread out across a seasonal school year and appendixes that offer templates for learning, Educating Children Outdoors is essential for educators looking to harvest the benefits of a nature-based curriculum.

Predicting the sustainability of national educational systems presents a complex, multifaceted issue due to the intricate connections between education and wider societal, economic, healthcare, and technological sectors. Current educational models tend to be rigid, narrow in focus, and insufficiently responsive to these changing external factors. This research seeks to fill this void by framing education as an ecosystem and creating a methodological framework that merges systems thinking with sophisticated data-driven methods. The study’s aim is to outline, quantify, and analyze the relationships among education-related subsystems to guide the creation of an adaptive, sustainability-focused educational ecosystem. A mixed-methods approach was utilized, incorporating qualitative coding, system mapping, and natural language processing techniques (specifically Word2Vec) to uncover relational patterns within a structured literature set. These findings were integrated with quantitative metrics to assess subsystem efficacy and pinpoint leverage points. The investigation centers on five primary systems in the education ecosystem: Business, Economic, Government, Healthcare, and Sustainability. The Word2Vec analysis identified significant conceptual relationships between these systems, while the quantitative evaluation indicated strong performance across curriculum, policy, and healthcare metrics. Conversely, inclusivity and accreditation displayed weaker outcomes, indicating areas that need focused improvement. The results highlight the benefits of merging systems thinking with NLP-driven relational analysis as a methodological innovation in education research. The study offers evidence-based recommendations for prioritizing factors that can boost system efficacy and create beneficial cross-system ripple effects, aiding in the advancement of adaptive and sustainable educational ecosystems.

Background Clinical medical education is essential in physician training. This study developed recommendations for medical residency course design on the basis of the perspectives of learners in China and how they interact with their environment. The central research topic was the professional development and learning process of residents, including the obstacles that hinder and factors that promote their learning, their views on existing teaching methods, interaction between teachers and medical teams, and suggestions for designing future residency training programs. Methods This study had a qualitative research design. Interviews were conducted between July and October 2019 with 17 specialist residents and 12 assistant general practitioner residents from the department of education of the hospital. The participants were recruited from Qingyuan People’s Hospital in Guangdong Province, China. The interview outlines focused on the following four themes: clinical learning experiences and reflections on learning, experience of interaction with patients, experience of working with other medical personnel, and future learning directions. Results To overcome challenges in clinical learning, the residents mainly learned from their teachers and focused specifically on their own experiences. Regarding teaching methods and designs in clinical medicine, the residents preferred large-group, small-group, and bedside teaching and reported that bedside teaching enables the resolution of clinical problems, initiates self-learning, and improves diagnostic thinking. They disliked teachers with low teaching motivation or who were reluctant to interact with them and favored teachers who had strong teaching skills and respect for their students. Conclusions The residents suggested that clinical and active learning must be the main learning method for developing general medical competencies. Residency training must be conducted in an environment that facilitates residents’ learning and meaningful learning activities. The interdependent symbiotic relationships in the education ecosystem can serve as a reference for designing residency courses.

Sustainable quality education is a big challenge even for the developed countries. In response to this, education 4.0 is gradually expanding as a new era of education. This work intends to unfold some hidden parameters that are affecting the quality education ecosystem (QEE). Academic loafing, unawareness, non-participation, dissatisfaction, and incomprehensibility are the main parameters under this study. A set of hypothesis and surveys are exhibited to study the behavior of these parameters on quality education at the institution level. The bidirectional weighted sum method is deployed for precise and accurate results regarding boundary value analysis of the survey. The association between parameters understudy and quality education is illustrated with correlation and scatter diagrams. Academic loafing, the hidden and unintended rudiment that affects the QEE is also defined, intended and explored in this work. The study exhibits that the average percentage association between quality education and all the parameters under study is 93.32%, whereas awareness has the least association (82.63%) and academic loafing has the highest association (99.35%) with quality education. The paper proposes a cognitive-IoT (internet of things) based multilayered QEE as a remedial solution for sustainable quality education. The emerging demand of real-time data processing for the education 4.0 environment, makes MQEE suitable for education 4.0 environment. The IoT enabled heterogeneous-data preprocessing, integration, and analysis to foster the proposed model with robustness, scalability, and flexibility. The proposed abstraction mechanism, public/private reporting, and IoT-based data preprocessing system are rich enough to handle data management issues under education 4.0 environment.

PurposeThis study aims to add a gender perspective to the current ecosystem of entrepreneurship education whereby an innovative model of the female entrepreneurship education ecosystem (FEEE) consisting of five stakeholders (university, government, society, enterprise and the international community) is examined.Design/methodology/approachThe study conducted an online questionnaire among 505 respondents from two universities and one higher vocational college in China. Confirmatory factor analysis (CFA) was used to test the correlation between factors and structural equation modeling (SEM) was applied to test the five hypotheses proposed in the study.FindingsThe results indicated that the five stakeholders (the university, government, society, enterprise and international community) positively affect FEEE. The study emphasizes the urgent demand to consider gender perspectives in the ecosystem of entrepreneurship education and provides plausible ways to conduct female-targeted education with the joint efforts of different stakeholders.Practical implicationsThe study aims to increase the number of future female entrepreneurs, enhance the future skills of female students in the digital era and ultimately advance humankind. The study emphasizes the urgent demand to consider gender-perspective in the entrepreneurship education ecosystem and provides plausible ways to conduct female-targeted education with the joint efforts of different stakeholders.Originality/valueThis paper sheds light on evaluating FEEE through five stakeholders' dimensions, which explores the solutions to the current female entrepreneurship education (FEE) issues.

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from the concept of the educational ecosystem and how different subsystems, such as curriculum system, evaluation systems, teacher education policy, and the labour market, should be interconnected, and the systemic changes supported by all these subsystems. The basic conditions are that different actors and stakeholders work in collaboration, there are active interactions within and between different subsystems for supporting both equity and quality in education. Educational reforms are complex processes and need diverse partners and governance in which trust is present. The article also provides a brief case description in Finnish contexts of how educational reforms have been implemented in the frame of the ecosystem concept. In the end, the article summarises how educational ecosystems could help in overcoming global learning crises. (DIPF/Orig.)

Children are becoming less likely to have direct contact with nature. This ongoing loss of human interactions with nature, the extinction of experience, is viewed as one of the most fundamental obstacles to addressing global environmental challenges. However, the consequences for biodiversity conservation have been examined very little. Here, we conducted a questionnaire survey of elementary schoolchildren and investigated effects of the frequency of direct (participating in nature-based activities) and vicarious experiences of nature (reading books or watching TV programs about nature and talking about nature with parents or friends) on their affective attitudes (individuals’ emotional feelings) toward and willingness to conserve biodiversity. A total of 397 children participated in the surveys in Tokyo. Children’s affective attitudes and willingness to conserve biodiversity were positively associated with the frequency of both direct and vicarious experiences of nature. Path analysis showed that effects of direct and vicarious experiences on children’s willingness to conserve biodiversity were mediated by their affective attitudes. This study demonstrates that children who frequently experience nature are likely to develop greater emotional affinity to and support for protecting biodiversity. We suggest that children should be encouraged to experience nature and be provided with various types of these experiences.

Efforts to enhance entrepreneurial intention among students entail a complex learning process. Understanding the function of the entrepreneurial education ecosystem (EEE) based on social interactions, learning demands, and supportive resources is essential. The aim of this study is to elucidate the influence of the EEE on entrepreneurial intention through creative self-efficacy (CSE) and creative process engagement (CPE) in higher education. Using a causal study with a survey utilizing questionnaires on 354 randomly selected students who have undergone entrepreneurship education in private university. Inferential analysis employing covariant structural equation modeling (SEM). Research findings indicate that the design of the EEE, including curriculum, practices, research, culture, and entrepreneurship infrastructure in higher education, enhances CSE. The availability of CSE as a personal resource enables students to effectively meet the demands of entrepreneurial learning and engage in the entrepreneurial learning process in the long term. EEE influences CSE, which in turn fosters engagement in the creative process required to support entrepreneurial intentions among university students. The theoretical implication is study of demand-resources (SDR) expands the understanding of the complexity of interactions between entrepreneurial education demands, resources, and entrepreneurial intentions. Practical implication is focused on the development of EEE and CSE based on the study demand-resources approach for enhancing entrepreneurial intention among individuals. Originalities value is expanding the understanding of the demand-resources (DR) model based on research findings regarding the role of EEE positions as environmental resources on the availability of personal resources, namely CSE, and its influence on CPE and entrepreneurial intention. This study expands the scope of the JD-R theory within the context of entrepreneurship learning by demonstrating the importance of learning resources as factors shaping psychological meaning for students. To enhance entrepreneurial intention, entrepreneurship education in universities can adopt the study demand resources approach to realize active learning involving students directly in creative activities, business simulations, and entrepreneurial projects to boost entrepreneurial intention.