Resumen Marco contextual: Los estudiantes de enfermería informan de factores asociados a altos niveles de estrés en la enseñanza clínica (EC) y que se experimentan habitualmente en este proceso de enseñanza-aprendizaje. Objetivo: Mapear la evidencia científica sobre factores inductores de estrés en estudiantes de enfermería en la enseñanza clínica. Metodología: Scoping review basada en el método del Instituto Joanna Briggs (JBI). Se utilizó la nemotecnia PCC para dimensionar la población, el concepto y el contexto. Dos revisores independientes participaron en el proceso de selección, extracción y análisis de los artículos. Resultados: De la búsqueda se incluyeron 17 estudios. Se identificaron factores que incluyen aspectos personales y profesionales, factores relacionados con el entorno/estructura de la EC y su organización, así como factores asociados a los sistemas de apoyo, concretamente al modelo de supervisión que acompaña a este proceso. Conclusión: Los factores de estrés influyen en el proceso de enseñanza-aprendizaje de los estudiantes de EC, por lo que deben desarrollarse estrategias docentes que garanticen el desarrollo eficaz de las competencias de los estudiantes de EC.

Resumo Enquadramento: Os estudantes de Enfermagem relatam fatores associados a elevados níveis de stress em ensino clínico (EC) e que são comumente experienciados neste processo de ensino aprendizagem. Objetivo: Mapear a evidência científica sobre os fatores indutores de stress nos estudantes de enfermagem em ensino clínico. Metodologia: Scoping review baseada no método de Joanna Briggs Institute (JBI). Utilizada a mnemónica PCC para dimensionar a população, conceito e contexto. No processo de seleção, extração e análise dos artigos, estiveram envolvidos dois revisores independentes. Resultados: Da pesquisa efetuada foram incluídos 17 estudos. Foram identificados fatores que integram aspetos pessoais e profissionais, fatores relacionados com o ambiente/estrutura do EC e a sua organização, bem como fatores associados aos sistemas de apoio, nomeadamente ao modelo de supervisão que acompanha este processo. Conclusão: Os fatores de stress influenciam o processo de ensino aprendizagem dos estudantes em EC, por isso, devem ser desenvolvidas estratégias de ensino que permitam assegurar a efetividade no desenvolvimento de competências dos estudantes em EC.

Abstract Background: Nursing students report factors associated with high levels of stress in clinical practice, which are frequently experienced in this teaching-learning process. Objective: To map the scientific evidence available on factors causing stress among nursing students in clinical practice. Methodology: Scoping review based on the Joanna Briggs Institute methodology. The PCC (population, concept, and context) mnemonic was used. Two independent reviewers were involved in the process of selection, extraction, and analysis of articles. Results: Seventeen studies were included. The analysis revealed factors related to personal and professional aspects, to the clinical practice environment/structure and organization, as well as to support systems, namely the supervisory model used in this process. Conclusion: Stress-inducing factors influence the teaching-learning process of students in clinical practice. Therefore, teaching strategies should be designed to ensure the development of students’ skills during clinical practice.

Abstract In this article, the business diagnosis is addressed through a case study focused on Bioeko. The problem context is centered on the need to understand the factors affecting the achievement of an organization's strategic objectives. The aim of the article is to conduct a comprehensive analysis of Bioeko, using an organizational diagnostic tool. The methodology adopted was based on a descriptive and inductive approach backed by a qualitative analysis. An organizational diagnostic tool was developed in Excel that allows the assessment of the organization in five key areas: strategy, finance, marketing, operations, and human resource management. This tool is complemented with specific automatic questionnaires and is based on various dimensions of analysis to evaluate and improve key areas of the company, including the current situation, forecasts, general diagnosis, and results. The study revealed that, despite having strengths in human capital management, Bioeko needs to improve its coordination, marketing, and financial administration to boost its competitiveness. In conclusion, it is argued that the implementation of diagnostic tools will drive continuous improvements in SMEs, promoting innovation and learning through a collaborative working environment. These efforts are fundamental for the growth and sustainable success of small and medium-sized enterprises.

Resumen En este artículo, se aborda el diagnóstico empresarial a través de un estudio de caso centrado en Bioeko. El contexto del problema se centra en la necesidad de comprender los factores que afectan al logro de los objetivos estratégicos de una organización. El objetivo del artículo es realizar un análisis exhaustivo de Bioeko, utilizando una herramienta de diagnóstico organizacional. La metodología adoptada se basó en un enfoque descriptivo e inductivo respaldado por un análisis cualitativo. Se desarrolló una herramienta de diagnóstico organizacional en Excel que permite evaluar la organización en cinco áreas clave: estrategia, finanzas, marketing, operaciones y gestión de recursos humanos. Esta herramienta se complementa con cuestionarios específicos automáticos y se basa en diversas dimensiones de análisis para evaluar y mejorar áreas clave de la empresa, incluyendo la situación actual, previsiones, diagnóstico general y resultados. El estudio reveló que, a pesar de contar con fortalezas en la gestión del capital humano, Bioeko necesita mejorar su coordinación, marketing y administración financiera para impulsar su competitividad. En conclusión, se sostiene que la implementación de herramientas de diagnóstico impulsará mejoras constantes en las Mipymes, fomentando la innovación y el aprendizaje a través de un entorno laboral colaborativo. Estos esfuerzos son fundamentales para el crecimiento y el éxito sostenible de las pequeñas y medianas empresas.

RESUMEN Este artículo presenta los resultados de una investigación educativa cuyo propósito fue comprender la influencia de las prácticas educativas en el proceso autorregulatorio de los estudiantes en Colombia. El enfoque metodológico fue de tipo cualitativo con un alcance descriptivo que buscó detalles sobre el hacer docente y el aprendizaje de aula. La muestra se compone de 137 participantes distribuidos en 90 estudiantes, 24 docentes y 23 padres de familia a quienes se les aplicaron una ficha de caracterización, una entrevista y un grupo focal a lo largo de 9 zonas del país: Garzón (Huila), Fortul (Arauca), Bucaramanga (Santander), Bogotá, Tenjo, Guayabal de Siquima (Cundinamarca), Urabá, Medellín, Rionegro (Antioquia), Ibagué (Tolima), Granada (Meta), Santiago de Cali (Valle del Cauca) y Almaguer (Cauca). Para el análisis de la información se contó con una matriz de triangulación y su posterior ejercicio interpretativo. Los resultados muestran que la práctica docente fomenta en los estudiantes su autonomía y su autocontrol a la hora de aprender, mientras que se ve la necesidad de brindar formación sobre las pautas de monitoreo parental. En ese sentido, se reconoce que la educación en contexto a partir de los juegos, la creatividad y el trabajo en grupo incentivan las habilidades de autorregulación del aprendizaje como la metacognición, el monitoreo, la delegación de tareas, la planeación y proyección de las metas a alcanzar.

ABSTRACT This article shows the results of an educational research whose purpose was to understand the influence of educational practices on the self-regulatory process of students in Colombia. The methodological approach was qualitative with a descriptive scope that sought details about the teaching process and classroom learning. The sample is made up of 137 participants distributed among 90 students, 24 teachers and 23 parents to whom a characterization sheet, an interview and a focus group are applied throughout 9 areas of the country: Garzón (Huila), Fortul. (Arauca), Bucaramanga (Santander), Bogotá, Tenjo, Guayabal de Siquima (Cundinamarca), Urabá, Medellín, Rionegro (Antioquia), Ibagué (Tolima), Granada (Meta), Santiago de Cali (Valle del Cauca) and Almaguer (Cauca). For the analysis of the information, a triangulation matrix was used and its subsequent interpretative exercise. The results show that teaching practice encourages students' autonomy and self-control when learning, while there is a need to provide training on parental monitoring guidelines. In this sense, it is recognized that education in context based on games, creativity and group work encourages self-regulation learning skills such as metacognition, monitoring, delegation of tasks, planning and projection of goals to reach.

RESUMO Considerando a carência de trabalhos sobre as potencialidades dos ambientes imersivos na educação, este artigo busca investigar a relevância da Realidade Aumentada no ensino e aprendizagem de vocabulário em inglês como língua estrangeira a curto e longo prazo. Investiga-se também os efeitos deste ambiente imersivo em alunos com diferentes níveis de proficiência, a saber: níveis elementar e intermediário. No âmbito teórico, o estudo é fundamentado nos pressupostos da Teoria da Cognição Corporifica que concebe a mente e nossas experiências corporais com o mundo externo elementos centrais no processamento e aquisição de conhecimento. No âmbito metodológico, o ambiente em Realidade Aumentada usado na presente pesquisa foi aplicado a 15 alunos do Ensino Técnico Integrado ao Ensino Médio do IFRJ, campus Eng. Paulo de Frontin e os dados obtidos foram gerados por meio de testes de vocabulário e questionário. Os resultados indicam que o ambiente em Realidade Aumentada pode contribuir significativamente para o aprendizado de vocabulário tanto a curto quanto a longo prazo, com destaque para os alunos de nível intermediário que foram os que mais se beneficiaram do ambiente testado. educação prazo Investigase Investiga proficiência saber teórico conhecimento metodológico 1 IFRJ Eng questionário testado

ABSTRACT Considering the need for studies on the potential of immersive environments in education, this paper aims to investigate the relevance of Augmented Reality in ESL/EFL in the shortand long-term vocabulary learning. It also investigates the effects of this immersive environment on students with different proficiency levels, elementary and intermediate levels. Theoretically, the study is based on the assumptions of the Embodied Cognition theory, which considers the mind and our bodily experiences with the external world as central elements in the processing and acquisition of knowledge. In the methodological scope, the Augmented Reality environment used in this research was applied to 15 students of Ensino Técnico Integrado ao Ensino Médio do IFRJ, campus Eng. Paulo de Frontin and the data collected were generated through vocabulary tests and a questionnaire. The results indicate that the Augmented Reality environment can significantly contribute to vocabulary learning in the short and long term, especially for intermediate level students who benefited the most from the tested environment. education ESLEFL ESL EFL longterm term levels Theoretically theory knowledge scope 1 IFRJ Eng questionnaire

Abstract: Introduction: Health care by nursing professionals to people with gender diversity can be negatively affected by the heteronormativity that has historically governed society. It is challenging to safeguard and seek actions to provide inclusive humanized care Objective: To understand the nursing professional’s experiences when providing humanized care to people with gender diversity. Method: Qualitative research with a phenomenological approach. Four nursing professionals were interviewed. The information was collected through semi-structured individual and group interviews; the discourses were analyzed, and central concepts were triangulated.Results: Humanized care is manifested through three dimensions: experiences in providing humanized care, factors that facilitate the delivery of humanized care and factors that hinder it. The categories included in the first dimension are equality, empathy, respect and learning. Factors that facilitate humanized care have the categories of welcoming and continuing education, and factors that hinder it have the categories of social name and suspicion. Conclusion: Humanized care for people with gender diversity requires values of equality and empathy, together with inclusive training from undergraduate level. Deficiency in the development of soft skills hinders the nurse-patient relationship, while suspicion of the gender-diverse person hinders first consultations. The integration of the social name and continuous training are essential to promote an environment of trust and reduce the feeling of vulnerability and discrimination.

Resumo: Introdução: O atendimento em saúde prestado pelos profissionais de enfermagem às pessoas com diversidade de gênero pode ser afetado negativamente pela heteronormatividade que historicamente rege a sociedade. Atualmente, é um desafio resguardar e buscar ações para proporcionar um cuidado humanizado e inclusivo. Objetivo: Compreender as vivências do profissional de enfermagem ao prestar o cuidado humanizado a pessoas com diversidade de gênero. Método: Pesquisa qualitativa, com abordagem fenomenológica. Foram entrevistados quatro profissionais de enfermagem. As informações foram coletadas por meio de entrevistas semiestruturadas individuais e em grupo; os discursos foram analisados e foi realizada uma triangulação dos principais conceitos. Resultados: O cuidado humanizado se manifesta por meio de três dimensões: vivências ao fornecer cuidados humanizados, fatores que facilitam a prestação de cuidado humanizado e fatores que a dificultam. As categorias incluídas na primeira dimensão são igualdade, empatia, respeito e aprendizado. Os fatores que facilitam os cuidados humanizados incluem acolhimento e formação contínua, enquanto os fatores que os dificultam incluem o uso do nome social e o receio. Conclusão: O cuidado humanizado a pessoas com diversidade de gênero requer valores de igualdade e empatia, juntamente com formação inclusiva desde o nível de graduação. A deficiência no desenvolvimento de habilidades interpessoais dificulta o relacionamento enfermeiro-paciente, enquanto o receio da pessoa com diversidade de gênero dificulta as primeiras consultas. A integração do nome social e a formação continuada são essenciais para promover um ambiente de confiança e reduzir a sensação de vulnerabilidade e discriminação.

Resumen: Introducción: La atención en salud de los profesionales de enfermería a personas con diversidad de género puede verse afectada negativamente por la heteronormatividad que ha regido históricamente la sociedad. Actualmente es un desafío resguardar y buscar acciones para entregar un cuidado humanizado inclusivo. Objetivo: Comprender las vivencias del profesional de enfermería al brindar el cuidado humanizado a personas con diversidad de género. Método: Investigación cualitativa, con un enfoque fenomenológico. Se entrevistó a cuatro profesionales de enfermería. La información se recopiló a través de entrevistas individuales y grupales semiestructuradas; los discursos fueron analizados y se realizó una triangulación de los conceptos principales. Resultados: El cuidado humanizado se manifiesta a través de tres dimensiones: vivencias al brindar cuidados humanizados, factores que facilitan la entrega del cuidado humanizado y factores que lo dificultan. Las categorías incluidas en la primera dimensión son igualdad, empatía, respeto y aprendizaje. Los factores que facilitan los cuidados humanizados tienen como categorías la acogida y la formación continua, y los factores que lo dificultan tienen las categorías de nombre social y recelo. Conclusión: El cuidado humanizado a personas con diversidad de género requiere valores de igualdad y empatía, junto con una formación inclusiva desde pregrado. La deficiencia en el desarrollo de habilidades blandas dificulta la relación enfermero-paciente, mientras que el recelo de la persona con diversidad de género obstaculiza las primeras consultas. La integración del nombre social y la formación continua son esenciales para promover un ambiente de confianza y reducir la sensación de vulnerabilidad y discriminación.

Resumen Transiciones exitosas hacia la sostenibilidad son cruciales para hacer frente a las diversas crisis en curso. Considerando el patrimonio biocultural, las costumbres y tradiciones locales, así como el entorno natural y la estética del paisaje, los contextos rurales muestran un gran potencial para promover el desarrollo sostenible y el crecimiento. El desarrollo sostenible de estos espacios favorece no sólo al ámbito local, sino también al desarrollo nacional y supranacional al fortalecer el crecimiento económico sostenible, reducir el desempleo y la pobreza, así como mejorar las condiciones de vida. En las discusiones sobre las transiciones hacia la sostenibilidad en contextos rurales, el emprendedurismo a escala local es constantemente considerado como un importante impulsor gracias a las actividades empresariales innovadoras que produce. Se ilustra el rol de los emprendimientos al comparar dos casos dentro del contexto rural costarricense, particularmente los cantones de Dota y Turrialba. Con este propósito, se ejemplifica cómo ambas regiones contribuyen al desarrollo rural sostenible basado en sus características geográficas, empresariales y colectivas. Específicamente, se investiga el papel de la mentalidad y las habilidades específicas de los emprendedores, su inserción en redes productores-consumidores, así como la influencia del contexto geográfico. Se extraen implicaciones en los diferentes niveles de análisis en términos de oportunidades de aprendizaje tanto para las regiones consideradas, como para el desarrollo suprarregional en un sentido más amplio. Se presenta el proyecto sCoRe como una iniciativa ejemplar diseñada para fomentar la colaboración entre emprendedores rurales e iniciativas académicas para mejorar las redes locales de productores y consumidores.

Resumo Transições bem-sucedidas para a sustentabilidade são cruciais para responder às crises atuais. Com um forte enfoque no patrimônio biocultural, costumes e tradições locais, além do meio ambiente natural e da estética da paisagem, as regiões rurais possuem um grande potencial para promover o desenvolvimento e o crescimento sustentáveis. O desenvolvimento sustentável dessas regiões rurais contribui ainda mais não apenas para o desenvolvimento local, mas também para o desenvolvimento nacional e supranacional, fortalecendo o crescimento econômico sustentável, aliviando o desemprego e a pobreza, e melhorando as condições de vida. Os empreendedores locais são continuamente incluídos nas discussões sobre as transições para a sustentabilidade em regiões rurais como um importante motor através de suas atividades empresariais inovadoras. Comparando duas regiões de exemplo dentro das áreas rurais da Costa Rica - as regiões de Dota e Turrialba - é ilustrado o papel desses empreendimentos. Para este fim, exemplificamos como ambas as regiões contribuem para o desenvolvimento rural sustentável com base em suas características geográficas, empreendedoras e coletivas. Especificamente, é investigado o papel da mentalidade e conjunto de habilidades específicas dos empreendedores, sua inserção em redes produtor-consumidor e o contexto geográfico abrangente. Implicações nos diferentes níveis de análise são extraídas em termos de oportunidades de aprendizado para ambas as regiões incluídas, bem como o desenvolvimento suprarregional em um sentido mais amplo. O projeto sCoRe é apresentado como uma iniciativa exemplar projetada para fomentar a colaboração entre empreendedores rurais e iniciativas acadêmicas para aprimorar as redes locais produtor-consumidor.

Abstract Successful sustainability transitions are crucial to answer to ongoing crises. Focusing strongly on biocultural heritage, local customs and traditions, as well as the natural environment and landscape aesthetics, rural regions have great potential to promote sustainable development and growth. This sustainable development of rural regions further contributes not only to local, but also to national and supranational development by strengthening sustainable economic growth, alleviating unemployment and poverty, and improving living conditions. Local entrepreneurs are continuously included in discussions on sustainability transitions in rural regions as an important driver through their innovative entrepreneurial activities. By comparing two example regions within rural areas of Costa Rica - the Dota and Turrialba region - the role of these entrepreneurial endeavors is illustrated. For this purpose, we exemplify how both regions contribute to rural, sustainable development based on their geographical, entrepreneurial, and collective characteristics. Specifically, the role of entrepreneurs’ specific mind- and skillset, their embeddedness in producer-consumer-networks and the encompassing geographical context is investigated. Implications on the different levels of analysis are drawn in terms of learning opportunities for both, the respective included regions, as well as supra-regional development in a broader sense. The sCoRe project is presented as an exemplary initiative designed to foster collaboration between rural entrepreneurs and academic initiatives to enhance local producer-consumer-networks.

Resumen Transiciones exitosas hacia la sostenibilidad son cruciales para hacer frente a las diversas crisis en curso. Considerando el patrimonio biocultural, las costumbres y tradiciones locales, así como el entorno natural y la estética del paisaje, los contextos rurales muestran un gran potencial para promover el desarrollo sostenible y el crecimiento. El desarrollo sostenible de estos espacios favorece no sólo al ámbito local, sino también al desarrollo nacional y supranacional al fortalecer el crecimiento económico sostenible, contribuye a reducir el desempleo y la pobreza, así como mejorar las condiciones de vida. En las discusiones sobre las transiciones hacia la sostenibilidad en contextos rurales, el emprendedurismo a escala local es constantemente considerado como un importante impulsor gracias a las actividades empresariales innovadoras que genera. Se ilustra dicho rol de los emprendimientos al comparar dos casos dentro del contexto rural costarricense, particularmente los cantones de Dota y Turrialba. Con este propósito, se ejemplifica cómo ambas regiones contribuyen al desarrollo rural sostenible basado en sus características geográficas, colectivas y de emprendimiento. Específicamente, se investiga el papel de la mentalidad y las habilidades específicas de los emprendedores, su inserción en redes productores-consumidores, así como la influencia del contexto geográfico. Se extraen implicaciones en los diferentes niveles de análisis en términos de oportunidades de aprendizaje tanto para las regiones consideradas, como para el desarrollo suprarregional en un sentido más amplio. Se presenta el proyecto sCoRe como una iniciativa ejemplar diseñada para fomentar la colaboración entre emprendedores rurales e iniciativas académicas para mejorar las redes locales de productores y consumidores y así contribuir al establecimiento de comunidades sostenibles.

Resumo Transições bem-sucedidas para a sustentabilidade são cruciais para responder às crises atuais. Com um forte enfoque no patrimônio biocultural, costumes e tradições locais, além do meio ambiente natural e da estética da paisagem, as regiões rurais possuem um grande potencial para promover o desenvolvimento e o crescimento sustentáveis. O desenvolvimento sustentável dessas regiões rurais contribui ainda mais não apenas para o desenvolvimento local, mas também para o desenvolvimento nacional e supranacional, fortalecendo o crescimento econômico sustentável, aliviando o desemprego e a pobreza, e melhorando as condições de vida. Os empreendedores locais são continuamente incluídos nas discussões sobre as transições para a sustentabilidade em regiões rurais como um importante motor através de suas atividades empresariais inovadoras. Comparando duas regiões de exemplo dentro das áreas rurais da Costa Rica - as regiões de Dota e Turrialba - é ilustrado o papel desses empreendimentos. Para este fim, exemplificamos como ambas as regiões contribuem para o desenvolvimento rural sustentável com base em suas características geográficas, empreendedoras e coletivas. Especificamente, é investigado o papel da mentalidade e conjunto de habilidades específicas dos empreendedores, sua inserção em redes produtor-consumidor e o contexto geográfico abrangente. Implicações nos diferentes níveis de análise são extraídas em termos de oportunidades de aprendizado para ambas as regiões incluídas, bem como o desenvolvimento suprarregional em um sentido mais amplo. O projeto sCoRe é apresentado como uma iniciativa exemplar projetada para fomentar a colaboração entre empreendedores rurais e iniciativas acadêmicas para aprimorar as redes locais produtor-consumidor.

Abstract Successful sustainability transitions are crucial to answer to ongoing crises. Focusing strongly on biocultural heritage, local customs, and traditions, as well as the natural environment and landscape aesthetics, rural regions have great potential to promote sustainable development and growth. This sustainable development of rural regions further contributes not only to local, but also to national and supranational development by strengthening sustainable economic growth, alleviating unemployment, and poverty, and improving living conditions. Local entrepreneurs are continuously included in discussions on sustainability transitions in rural regions as an important driver through their innovative entrepreneurial activities. By comparing two example regions within rural areas of Costa Rica - the Dota and Turrialba region - the role of these entrepreneurial endeavors is illustrated. For this purpose, we exemplify how both regions contribute to rural, sustainable development based on their geographical, entrepreneurial, and collective characteristics. Specifically, the role of entrepreneurs’ specific mind- and skillset, their embeddedness in producer-consumer-networks and the encompassing geographical context is investigated. Implications on the different levels of analysis are drawn in terms of learning opportunities for both, the respective included regions, as well as supra-regional development in a broader sense. The sCoRe project is presented as an exemplary initiative designed to foster collaboration between rural entrepreneurs and academic initiatives to enhance local producer-consumer-networks, and thus contribute to the establishment of sustainable communities.

Resumen: La pandemia por COVID-19 influyó en el proceso de educación superior generando una transición entre la modalidad presencial a la modalidad en línea-emergente en la que se identificaron varias dificultades para el acceso debido a la inequidad, problemas tecnológicos, crisis de salud y económica a nivel mundial, y en Ecuador a nivel de docentes y estudiantes. El descubrimiento de conocimiento en bases de datos de KDD - Educacional, el análisis de técnicas de minería de datos de clasificación y agrupación, y el complemento de análisis de datos con la inteligencia de negocios determinaron los factores desde la perspectiva de la institución, del docente y de los estudiantes que inciden en el proceso de educación en línea, donde se demuestra además, la importancia del modelo de educación, la metodología del proceso de enseñanza aprendizaje, el entorno de aprendizaje y el bienestar de los docentes y estudiantes que garantizan una educación superior en línea de calidad con igualdad de oportunidades en el acceso.

Abstract: The COVID-19 pandemic significantly impacted higher education, forcing a rapid transition from face-to-face modality to the emerging online learning modality. This transition exposed several challenges, including, inequitable access to technology, global health and economic crisis, and specific difficulties faced by both teachers and students in Ecuador. Knowledge discovery in KDD - Educational databases, the analysis of classification and clustering data mining techniques and the complement of data analysis with business intelligence determined the factors from the perspective of the institution, teachers and students that influence the online education process. In addition, the importance of the education model, the teaching-learning process methodology, the learning environment, and the well-being of teachers and students that guarantee quality online higher education with equal access opportunities is demonstrated.

Research that directs the way stakeholders act and how they collaborate is essential when addressing complex environmental challenges in the field of sustainability science. For example, researchers attempting to manage Prosopis invasions through biological control in South Africa have historically faced challenges from stakeholders. In this study we illustrate the importance of stakeholder engagement and social learning by outlining the collaborative efforts of various stakeholders to promote effective, integrative and sustainable management of Prosopis invasions in the Northern Cape, South Africa. Through a community of practice approach, stakeholders worked together over the past half-decade in an attempt to develop a National Strategy for Prosopis management and improve its control. This strategy aimed not only to emphasise the need for integration of biomass use (aimed at offsetting the costs of mechanical clearing and necessary herbicide use) but also to underscore the significance of biocontrol alongside other management approaches. Stakeholders also identified that adequate farm-scale planning is necessary to provide a sense of purpose and assist in monitoring of progress. We worked alongside land managers and experts to develop such plans. The engagement of local champions played a crucial role in facilitating collaboration and learning among stakeholders, emphasising the significance of inclusive approaches in addressing complex sustainability challenges. In addition, we gained an understanding of how to develop the community of practice to enhance collaboration that ensures the implementation of plans to better manage Prosopis. Our findings underscore the necessity of meaningful stakeholder engagement and collaboration in effective invasive species management. By promoting understanding and involvement of diverse stakeholders, initiatives can have a greater impact in addressing broader sustainability issues. SIGNIFICANCE: Our findings highlight the fundamental role of stakeholder collaboration in addressing environmental challenges (e.g. biological invasions), promoting sustainability and fostering social learning. Collaboration facilitates exchange of knowledge, promotes social learning and allows stakeholders to make informed decisions when addressing sustainability issues. Collaborative approaches promote the effectiveness of a community of practice in managing Prosopis invasions in South Africa. Local champions played a pivotal role in facilitating collaboration, bridging communication gaps and promoting inclusive approaches. Sustained stakeholder engagement, transdisciplinary collaborations, effective biological control and market development for biomass products will be essential to improve the sustainable management Prosopis.

RESUMEN Este estudio pretende analizar la opinión y percepción de los agentes educativos portugueses sobre la integración de la educación socioemocional en las escuelas portuguesas. Para ello, se realizaron entrevistas semiestructuradas a agentes educativos de diferentes niveles educativos, áreas científicas y regiones de Portugal. Aunque las últimas investigaciones indican que la educación socioemocional contribuye al éxito académico, a una mejor preparación para los retos de la vida, a la protección de la salud y a la creación de entornos de aprendizaje positivos, en Portugal, la educación socioemocional sigue desatendida. Según los participantes en el estudio, para integrar la educación socioemocional es necesario cambiar los planes de estudio, universalizar e invertir en el desarrollo de los conocimientos y el nivel socioemocional de los profesores, aumentar el apoyo social en la escuela, cambiar la organización escolar, y transformar el entorno en el que se debaten y deciden las políticas educativas.

ABSTRACT This study aims to analyse the opinion and perception of Portuguese educational agents on the integration of socio-emotional education in Portuguese schools. To this end, semi-structured interviews were carried out with educational agents from different levels of education, scientific areas and regions of Portugal. Although the latest research indicates that socio-emotional education contributes to academic success, better preparation for life's challenges, health protection and the creation of positive learning environments, socio-emotional education continues to be neglected in Portugal. According to the participants in the study, in order to integrate socio-emotional education it is necessary to change curricula, universalise and invest in the development of teachers' knowledge and socio-emotional level, increase social support at school, change the school organisation, and transform the environment in which education policies are discussed and decided.

RESUMO Este estudo tem como objetivo analisar a opinião e perceção dos agentes educativos portugueses sobre a integração da educação socioemocional na escola portuguesa. Para tal, foram realizadas entrevistas semiestruturadas a agentes educativos de diferentes níveis do ensino, áreas científicas e regiões de Portugal. Embora a investigação mais recente indique que a educação socioemocional contribui para o sucesso académico, para uma melhor preparação para os desafios da vida, para a proteção da saúde e para criação de ambientes de aprendizagem positivos, em Portugal, a educação socioemocional continua a ser negligenciada. Segundo os participantes no estudo, para a integração da educação socioemocional é necessário alterar os currículos, universalizar e investir no desenvolvimento do conhecimento e nível socioemocional dos docentes, aumentar o suporte social na escola, alterar a organização escolar e transformar o ambiente de discussão e decisão das políticas de educação.

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and subsequent coronavirus disease 2019 (COVID-19) had widespread disruptive consequences on various sectors including tertiary education. Universities were shut down and forced to introduce emergency remote teaching and learning. This coincided with the period where the authors of this article started advanced professorial training through the Future Professors Programme Phase 2, Cohort 1 (FPP). Like other educators, the authors experienced COVID-19-linked challenges and opportunities and decided to report on this through a review of the literature and reflective writing. While most publications between 2020 and now focused on the challenges and opportunities caused by the pandemic within the teaching and learning environment, challenges and opportunities experienced in the research environment were less reported on. Often, the findings presented also focused on one discipline or in single institutions. This meant that the responses to address pandemic-associated disruptions would be limited in its view and weighted to teaching and learning and specific discipline(s). Set against the background of the South African higher education (HE) system, the authors review how COVID-19 augmented existing challenges as well as how it presented opportunities for improved teaching, learning and research. This is done by providing context to the challenges and opportunities of not only teaching and learning but of the research environment whilst focusing on several disciplines and institutions. While there is an overlap in the COVID-19 experience within the five Institutions (UCT, UWC, UJ, NWU and TUT) in terms of challenges and opportunities, the impact on research was as devastating as it was on teaching and learning with unique scenarios applicable to the respective disciplines/institutions. The supplemental FPP training and teachings placed the authors in a unique position compared to our peers, in our approach to dealing with the academic disruption. While the pandemic had a general negative outlook for most academics, the FPPs programme better prepared the authors to reimagine and reshape our teaching, learning and research practices to face future pandemics.

BACKGROUND: Students' perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students' perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences OBJECTIVES: To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies METHODS: This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students RESULTS: PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures CONCLUSIONS: Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures

BACKGROUND: The obstetrics clinical learning environment is complex and often not conducive to learning. Understanding the priority clinical learning needs of students with experience in this setting is essential for designing effective educational interventions to optimise clinical learning OBJECTIVE: To describe the priority obstetrics-related clinical learning needs of undergraduate medical students informed by their experience of the clinical learning environment METHODS: A multigroup nominal group technique (NGT) was applied to a purposively sampled group of medical students who had experienced obstetrics-related clinical placements in facilities at various levels of care, from primary to tertiary. Individual group priorities were further integrated into themes RESULTS: Seven priorities emerged: (i) perinatal procedural skills, (ii) teaching approaches to obstetrics, (iii) pregnancy-related screening and complications, (iv) postnatal support for women, (v) interprofessional and gender roles, (vi) orientation to patient care and the clinical environment, and (vii) psychological preparation of students CONCLUSION: Educational interventions to optimise the obstetrics clinical learning environment must consider students' priorities. These priorities extend beyond procedural skills and include collaborative practice and psychological preparation

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract It is essential to consider the need for investigative procedures anchored in a viable and appropriate way of producing knowledge, as well as paying attention to the ethical research procedures and the context of the investigation explored by the researcher. In this context, this article addresses qualitative research through the epistemological axis of theory as an expression of practice, focusing on the theoretical-methodological approach of Collective Knowledge Systematization (SOK). We understand the epistemological axis of theory as an expression of practice as the experience and critical analysis of a methodological process that seeks to alter established social relations in the educational environment. Thus, our research objective is to identify the possibilities of using SOK in the constitution of qualitative research design. To achieve this, we used narrative review as our method, a state-of-the-art research type, encompassing the following stages: definition of the research object, research problem, criteria for exclusion and inclusion, data analysis items, analysis categories, data organization, interpretation of results, and final recommendations. Data collection occurred through digital search platforms such as BDTD and the digital library of the Pontifical Catholic University of Paraná, focusing on dissertations and theses that addressed "theory as an expression of practice" and "collective knowledge systematization" as investigative methods of qualitative research in their works. The data were organized into comparative tables, highlighting the methodological aspect, through the following analysis categories: theme, method, data collection procedure, and data analysis technique; aiming to verify how SOK is utilized: as continued education and/or a qualitative research method. Following this data analysis and interpretation, we conclude that SOK is a viable alternative for research in various knowledge areas that address the teaching-learning process among peers and can be used both as continued education and as a qualitative research method.

Resumo É importante considerar a necessidade de procedimentos investigativos viáveis e adequados para a produção de conhecimento, bem como atentar-se à ética na pesquisa e ao contexto da investigação explorado pelo pesquisador. Desse modo, este artigo aborda a pesquisa qualitativa pelo eixo epistemológico “teoria como expressão da prática”, com enfoque na abordagem teórico-metodológica da Sistematização Coletiva do Conhecimento (SCC). Compreendemos por esse eixo epistemológico, a vivência e a análise crítica de um processo metodológico que busca alterar as relações sociais estabelecidas no ambiente educacional. Assim, nosso objetivo de pesquisa é identificar quais as possibilidades de uso da SCC na constituição de design de pesquisas qualitativas. Para isso, utilizamos como método a revisão narrativa, pesquisa do tipo estado da arte, contemplando as seguintes etapas: definição do objeto de pesquisa, problema de pesquisa, critérios de exclusão e inclusão, itens da análise de dados, categorias de análise, organização dos dados, interpretação dos resultados e recomendações finais. A coleta dos dados ocorreu por meio de plataformas digitais de busca como a BDTD, e biblioteca digital da Pontifícia Universidade Católica do Paraná, com foco em dissertações e teses que abordassem “teoria como expressão da prática” e “sistematização coletiva do conhecimento” como método investigativo de pesquisa qualitativa em seus trabalhos. Os dados foram organizados em quadros comparativos, com destaque para o aspecto metodológico, por meio das seguintes categorias de análise: temática, método, procedimento de coleta de dados e técnica de análise de dados; no intuito de verificar a forma como a SCC é utilizada: formação continuada e/ou método de pesquisa qualitativa. Depois dessa análise e da interpretação dos dados, concluímos que a SCC é uma alternativa viável para pesquisas das diversas áreas do conhecimento que abordam o processo de ensino-aprendizagem entre pares; sendo possível sua utilização tanto como formação continuada quanto como método de pesquisa qualitativa.