Resumen: La ecoformación es entendida como una filosofía de vida que promueve la armonía en las relaciones de los individuos consigo mismos, los otros seres vivos (humanos y no humanos) y el planeta. Este estudio tuvo como objetivo general analizar la puesta en práctica de la ecoformación en la docencia universitaria, a partir de la experiencia de la Universidad Castro Carazo (de Costa Rica). Como objetivos específicos, se planteó identificar los cambios epistemológicos necesarios que acompañan la implementación de la ecoformación y recopilar estrategias pedagógicas utilizadas por el profesorado para ejercerla. El trabajo presenta herramientas para docentes y universidades que deseen emplear la ecoformación, con el fin de responder a una necesidad planetaria: actuar frente a la crisis humana y medioambiental. Metodológicamente, se tuvo un abordaje cualitativo, bajo un diseño de estudio de caso. Se combinaron entrevistas semiestructuradas y un cuestionario virtual anónimo; las personas participantes fueron docentes, personal administrativo y autoridades de la universidad (120 en total). Se contabilizan 85 prácticas pedagógicas. El análisis de resultados se realizó mediante ocho categorías, definidas a posteriori, con base en los hallazgos (para cada categoría, se indica entre paréntesis la cantidad de ejemplos mencionados): perspectiva diferente respecto al acto educativo (11), énfasis en el aprendizaje (9) y en las personas estudiantes (11), la conciencia planetaria como eje o temática para trabajos estudiantiles (19), la aplicación contextualizada de las carreras o profesiones en que se está formando al estudiantado (14), la evaluación auténtica de los aprendizajes (14), la incorporación de actividades lúdicas en los cursos (7) y el uso de herramientas tecnológicas (10). Para cada categoría se enlistaron los ejemplos brindados por las personas participantes. En conclusión, es necesario transformar la visión acerca del acto educativo y sus elementos para ser coherente con la ecoformación, incluyendo en ello la conciencia planetaria. Además, se considera que, si bien el contexto del estudio es la educación superior, los resultados pueden aplicarse en otros niveles y contextos educativos.

Resumo: A ecoformação é entendida como uma filosofia de vida que promove a harmonia nas relações dos indivíduos consigo mesmos, com os demais seres vivos (humanos e não humanos) e com o planeta. O objetivo geral deste estudo foi analisar a implementação da ecoformação no ensino universitário, a partir da experiência da Universidade Castro Carazo (na Costa Rica). Como objetivos específicos, propôs-se identificar as mudanças epistemológicas necessárias que acompanham a implementação da ecoformação e compilar estratégias pedagógicas utilizadas pelos professores para exercê-la. A obra apresenta ferramentas para professores e universidades que desejam utilizar a ecoformação, para responder a uma necessidade planetária: agir face à crise humana e ambiental. Metodologicamente, optou-se por uma abordagem qualitativa, sob desenho de estudo de caso. Foram combinadas entrevistas semiestruturadas e um questionário virtual anônimo; as pessoas participantes foram docentes, funcionários administrativos e autoridades da universidade (120 no total). São contabilizadas 85 práticas pedagógicas. A análise dos resultados foi realizada por meio de oito categorias, definidas a posteriori, com base nos achados (para cada categoria, o número de exemplos mencionados está indicado entre parênteses): perspectiva diferente a respeito do ato educativo (11), ênfase na aprendizagem (9 ) e nas pessoas estudantes (11), a consciência planetária como eixo ou tema do trabalho estudantil (19), a aplicação contextualizada das carreiras ou profissões em que os estudantes estão sendo formados (14), a avaliação autêntica da aprendizagem (14), a incorporação de atividades lúdicas nos cursos (7) e o uso de ferramentas tecnológicas (10). Para cada categoria foram listados os exemplos fornecidos pelas pessoas participantes. Concluindo, é necessário transformar a visão sobre o ato educativo e seus elementos para ser coerente com a ecoformação, incluindo a consciência planetária. Além disso, considera-se que, embora o contexto do estudo seja o ensino superior, os resultados podem ser aplicados a outros níveis e contextos educativos.

Abstract: Ecoformation is understood as a life philosophy that promotes harmony in individuals relationships with themselves, other living beings (human and nonhuman) and the planet. The general objective of this study, based on the experience of the University of Castro Carazo (Costa Rica), was to analyze the application of ecotraining in university teaching. The specific objectives were to identify the epistemological changes needed to implement Ecotraining and to compile the pedagogical strategies used by the faculty to implement it. The work presents tools for teachers and universities that want to use eco-training to respond to a planetary need: to act in the face of the crisis of the human being and the environment. Methodologically, a qualitative approach with a case study design was selected. A combination of semi-structured interviews and an anonymous virtual questionnaire was used, with the participation of a total of 120 people: teachers, administrators and university authorities. In total, 85 pedagogical practices were captured. The analysis of the results was carried out by means of eight categories defined a posteriori on the basis of the results (for each category, the number of examples mentioned is indicated in parenthesis): Different perspective on the educational act (11), emphasis on learning (9) and on the students as persons (11), planetary awareness as an axis or theme of the students’ work (19), contextualized application of the careers or professions for which the student body is being trained (14), authentic assessment of learning (14), inclusion of playful activities in the courses (7), and use of technological tools (10). For each category, the examples provided by the participants are listed. In conclusion, it is necessary to transform the vision of the educational act and its elements to be coherent with eco-training, including planetary awareness. Furthermore, although the context of study is higher education, it is considered that the results can be applied to other educational levels and contexts.

Resumen: La influencia de las tecnologías de la información en la educación superior ha facilitado el acceso a la información propiciando casos de ciberplagio. Por lo que este estudio tuvo como objetivo identificar las prácticas y causas del ciberplagio entre personas estudiantes universitarias, analizando diferencias según sexo, edad, tipo de universidad y área profesional de estudio. Se aplicó un cuestionario a 584 estudiantes de una provincia en el centro del Perú. Los resultados indican que las principales formas de ciberplagio incluyen la presentación de trabajos con fragmentos copiados de sitios web y recursos en línea, el uso inadecuado del parafraseo sin respetar la propiedad intelectual y la reproducción de información sin citar las fuentes. Las causas principales se atribuyen tanto a estudiantes (falta de tiempo y desconocimiento de normas de citación) como a docentes (exceso de tareas asignadas y falta de rigor en la evaluación). El análisis por variables muestra diferencias significativas en cuanto a la edad, siendo el estudiantado de 20-22 años quienes más frecuentemente incurren en ciberplagio. Estos hallazgos sugieren la necesidad de abordar las causas subyacentes del plagio académico e implementar medidas preventivas y correctivas en el ámbito universitario para fomentar la ética de la información y la integridad académica.

Resumo: A influência das tecnologias de informação na educação superior tem facilitado o acesso à informação, originando casos de ciberplágio. Portanto, este estudo teve como objetivo identificar as práticas e causas do ciberplágio entre pessoas estudantes universitárias, analisando diferenças segundo sexo, idade, tipo de universidade e área profissional de estudo. Um questionário foi aplicado a 584 estudantes de uma província do centro do Peru. Os resultados indicam que as principais formas de ciberplágio incluem a apresentação de trabalhos com fragmentos copiados de sites e recursos online, o uso inadequado de paráfrases sem respeitar a propriedade intelectual e a reprodução de informações sem citar as fontes. As principais causas são atribuídas tanto aos estudantes (falta de tempo e desconhecimento dos padrões de citação) quanto aos docentes (excesso de tarefas atribuídas e falta de rigor na avaliação). A análise por variáveis mostra diferenças significativas em termos de idade, sendo os estudantes dos 20 aos 22 anos os que mais frequentemente cometem ciberplágio. Estas descobertas sugerem a necessidade de abordar as causas subjacentes ao plágio académico e implementar medidas preventivas e corretivas no ambiente universitário para promover a ética da informação e a integridade académica.

Abstract: The influence of information technologies in higher education has facilitated access to information and has led to cases of cyberplagiarism. The purpose of this study was to identify the practices and causes of cyberplagiarism among university students, analysing the differences according to gender, age, type of university and field of study. A total of 584 students from a province in central Peru were asked to complete a questionnaire. The results show that the main forms of cyberplagiarism are submitting work with fragments copied from websites and online resources, the inappropriate use of paraphrasing without respecting intellectual property and the reproduction of information without citing sources. The main causes are attributed to both students (lack of time and lack of knowledge of citation rules) and teachers (excessive homework and lack of rigour in assessment). The analysis by variables shows significant differences in terms of age, with students aged between 20 and 22 being the most frequent victims of cyberplagiarism. These results suggest the need to address the root causes of academic plagiarism and to implement preventive and corrective measures at university level to promote information ethics and academic integrity.

Resumen: La sistematización presentada da cuenta de una instancia de evaluación aplicada entre dos cátedras de la carrera de Educación Parvularia de una universidad chilena. El objetivo fue evaluar la aplicación de una experiencia evaluativa alternativa basada en competencias en formato de conversatorio. Las características del grupo muestral fueron 32 estudiantes de la carrera de Educación Parvularia de una institución privada de Educación Superior de Santiago de Chile que cursaban simultáneamente las cátedras de Neuroeducación y Psicología del Desarrollo. Su elección fue una muestra por conveniencia no probabilística, ya que, dadas las condiciones, los investigadores tuvieron facilidad de acceso a los sujetos participantes. Un grupo de estudiantes debía exponer oralmente un tema vinculado a ambas cátedras y, posteriormente, realizar comentarios y preguntas frente a otro tema diferente presentado por otro grupo. La instancia se evaluó mediante un instrumento tipo rúbrica (a nivel de forma y contenido) con una exigencia del 70% en la escala chilena de calificaciones. Se encontró que las estudiantes tuvieron un 67% de logro del indicador de aprendizaje vinculados a elementos de forma y un 100% de logro de los indicadores de aprendizaje vinculados a elementos de contenido. Así, se propone la necesidad de generar más y mejores instancias de evaluación que sean diferentes a la evaluación escrita tradicional en la educación superior, fortaleciendo un currículum orientado a competencias y enfocado a un adecuado desempeño profesional y laboral.

Resumo: A sistematização apresentada dá conta de uma instância de avaliação aplicada entre dois departamentos de programa de Educação Infantil de uma universidade chilena. O objetivo foi avaliar a aplicação de uma experiência alternativa de avaliação baseada em competências em formato de conversação. As características do grupo amostra foram 32 alunos do programa de Educação Infantil de uma instituição de Ensino Superior privada de Santiago, Chile que cursavam simultaneamente os cursos de Neuroeducação e Psicologia do Desenvolvimento. A escolha foi por uma amostra não probabilística de conveniência, pois, dadas as condições, os pesquisadores tiveram fácil acesso aos sujeitos participantes. Um grupo de alunos deveria apresentar oralmente um tema vinculado às duas aulas e, posteriormente, fazer comentários e perguntas sobre um tema diferente apresentado por outro grupo. A instância foi avaliada por meio de um instrumento do tipo rubrica (em nível de forma e conteúdo) com exigência de 70% na escala chilena. Verificou-se que os alunos obtiveram 67% de aproveitamento do indicador de aprendizagem vinculado aos elementos do formulário e 100% de aproveitamento dos indicadores de aprendizagem vinculados aos elementos do conteúdo. Assim, propõe-se a necessidade de gerar mais e melhores instâncias de avaliação diferentes da tradicional avaliação escrita no ensino superior, fortalecendo um currículo orientado por competências e focado no adequado desempenho profissional e laboral.

Abstract: The presented systematization accounts for an evaluation instance applied between two departments of the Early Childhood Education program at a Chilean university. The objective was to assess the implementation of an alternative evaluative experience based on competencies in a discussion format. The characteristics of the sample group included 32 students from the Early Childhood Education program at a private higher education institution in Santiago, Chile, who were simultaneously taking the courses in Neuroeducation and Developmental Psychology. Their choice was a non-probability convenience sample, as the researchers had easy access to the participating subjects given the circumstances. One group of students was required to orally present a topic related to both courses and then make comments and ask questions about a different topic presented by another group. The instance was evaluated using a rubrictype instrument (regarding both form and content) with a requirement of 70% on the Chilean grading scale. It was found that the students achieved 67% of the learning indicator related to elements of form and 100% of the learning indicators related to elements of content. Thus, it is proposed that there is a need to generate more and better evaluation instances that differ from traditional written assessments in higher education, strengthening a curriculum oriented toward competencies and focused on adequate professional and labor performance.

SUMMARY: During the government of President Patricio Aylwin Azocar in Chile, the Dental Department of the Ministry of Health was created, directed by Dr. Olaya Fernández, allowing the creation of the Dentistry Career at the University of La Frontera in 1992. The study plan was based on the SPICES model and focused on teaching, service, and research, with an emphasis on prevention. Four curricular lines were defined: Public Health, Morphofunction, Semiology, diagnosis and treatment, and Man, culture and society. Professors Dr. Matamala, Dr. Henríquez and Dr. Thomas, have been essential in the training of students for 30 years, promoting academic excellence and an interest in anatomy. They tell us that over the years, student profile has not experienced significant changes in terms of academic excellence. However, challenges have been noted, such as poor preparation in secondary education and fewer students’ responsibilities. They also mention that impediments in training include reduced study hours in Morphological Sciences and the lack of appreciation of Neuroanatomy. Challenges include effective integration of basic sciences along with clinical sciences, comprehensive training in anatomy and availability of anatomical models. Infrastructure, cadaveric material, and audiovisual systems are essential for quality instruction in anatomy, and ongoing investment in these resources is required. In conclusion, these instructors have left an important mark on the training of dentists, and each year they face new challenges. Addressing these issues is crucial to maintaining the quality of dental education and preparing students for success in their future professional practice.

RESUMEN: Durante el gobierno del presidente Patricio Aylwin Azocar en Chile, se creó el Departamento Odontológico del Ministerio de Salud, dirigido por la Dra. Olaya Fernández, permitiendo la creación de la Carrera de Odontología en la Universidad de La Frontera en 1992. El plan de estudios se basó en el modelo SPICES y se centró en la docencia, servicio e investigación, con énfasis en la prevención. Se definieron cuatro líneas curriculares: Salud Pública, Morfofunción, Semiología, diagnóstico y tratamiento, y Hombre, cultura y sociedad. Los docentes de la línea de morfofunción, Dr. Matamala, Dr. Henríquez y Dr. Thomas, han sido esenciales en la formación de los estudiantes durante 30 años, fomentando la excelencia académica y el interés en la anatomía. Nos cuentan que a lo largo de los años, el perfil de los estudiantes no ha experimentado cambios significativos en términos de excelencia académica. Sin embargo, se han observado desafíos, como la preparación deficiente en la enseñanza media y el incumplimiento de las obligaciones estudiantiles. También mencionan que las amenazas en la formación incluyen la reducción de horas de estudio en Ciencias Morfológicas y la falta de reconocimiento de la Neuroanatomía. Los desafíos incluyen la integración efectiva de las ciencias básicas con la clínica, la formación completa en anatomía y la disponibilidad de modelos anatómicos. La infraestructura, el material cadavérico y los sistemas audiovisuales son esenciales para una docencia de calidad en anatomía, y se requiere una inversión continua en estos recursos. En conclusión, estos docentes han dejado una importante huella en la formación de odontólogos, y cada año van enfrentando nuevos desafíos. Abordar estos problemas es crucial para mantener la calidad de la formación odontológica y preparar a los estudiantes para el éxito en su futura práctica profesional.

The purpose of this paper is to explore student supervision in research at the University of Namibia and propose interventions that enhance effective postgraduate student research supervision using digital technology. The paper employed Barry Stierer's methods of critical reflection dictated by the three domains namely, criticality, reflexivity, and praxis. These methods are further used to support critical reflection of the context and make interpretations related to the use of technology to enhance student supervision in higher education institutions in general and at the University of Namibia in particular. This paper revealed that student supervision in research is not taken as a mean to enable pedagogic access. There is no institutional common procedures or model of postgraduate student research supervision leading to academics adopting the supervisory methods they have experienced when they were supervised. The paper contributed to theory, practice and policy that research supervision is taken as a common sense than a scientific approach. However, it recommended that postgraduate student research supervision can benefit from digital technology just like teaching and learning as well as assessment

The COVID-19 pandemic necessitated swift changes to remote teaching and learning. This study explored the experiences of student support champions comprising teaching assistants, tutors, mentors, and retention officers) in providing affective and content support via remote modalities to first-year students. The study focused on insights gained during remote learning. This adaptation to change speaks to resilience thinking, 'being able to withstand or overcome adversity and unpleasant events and successfully adapt to change and uncertainty'. Learning to be resilient and adaptable to rise above challenges, is simultaneously transformative to create new ways of thinking to deal with current situations. This study resides within the interpretivist paradigm and draws on the subjective experiences and understandings of research participants within a university of technology. Surveys were conducted to garner insights and experiences and were analysed according to emergent themes of challenges, improvements, and future practices. Data revealed that despite the demands placed on student support champions, they managed to cope with their studies and acquired attributes, dispositions, and values beyond the formal curriculum. Thus the study shows that times of complexity present opportunities for resilience and transformation to changing circumstances.

Abstract: The present study aims to generate a semi-structured dataset for student regulation frequently asked questions presented by students of the School of Systems Engineering and Computing at the Pedagogical and Technological University of Colombia. The methodology is conducted under a quantitative deductive and applied approach. A data collection instrument for questions is generated in natural language, undergoing preprocessing, analysis, and post-processing of data. Unsupervised machine learning is applied to clustering algorithms and techniques for assessing the importance of terminology relative to their frequencies in a document. As a result, 33 categories of words related to a central reference element are obtained from a set of 197 questions. In conclusion, the present research study provides a set of questions stored in a JSON format that serve as input for training a conversational agent based on Deep Learning.

Resumen: El presente estudio tiene como finalidad generar un conjunto de datos de arquitectura semiestructurada para preguntas frecuentes sobre el reglamento estudiantil que son realizadas por estudiantes de la Escuela de Ingeniería de Sistemas y Computación de la Universidad Pedagógica y Tecnológica de Colombia. La metodología se desarrolla bajo un enfoque cuantitativo de aproximación deductiva y aplicada. Un instrumento de recolección de preguntas es generado en lenguaje natural, siendo sometidas a preprocesamiento, análisis y postprocesamiento de datos. Se aplica el aprendizaje automático de tipo no supervisado a algoritmos de agrupamiento y técnicas de evaluación de importancia de términos. Como resultado, se obtienen 33 categorías de palabras relativas a un elemento central de referencia, partiendo de un conjunto de 197 preguntas. En conclusión, la presente investigación brinda preguntas almacenadas en un documento de formato JSON que sirven como insumo para el entrenamiento de un agente conversacional basado en Deep Learning.

Abstract: The objective of this research study is to contrast self-regulated learning (SRL) dimensions in public subsystem engineering students. The methodology is transversal and non-experimental with a descriptive and inferential scope. A total of 420 students (36% urban, 64% rural) aged 17 to 25 years participated in the study. A three-dimensional scale (self-regulation-metacognition, cognitive strategies, and motivation-attitude towards learning), validated in Mexico is applied. Groups are compared according to age range and origin. The results show that the dimension of motivation and attitude towards learning is the most strengthened among students, independent of their age and origin. This reaffirms that the ecological validity of classroom environments influences student awareness of their permanence and commitment to complete their university education. There is also a need to improve stress management. It is concluded that cognitive strategies are the most significant dimension for strengthening SRL.

Resumen: El objetivo de esta investigación es contrastar las dimensiones de la autorregulación del aprendizaje (ARA) en estudiantes de ingeniería de subsistema público. El método es transversal y no experimental con un alcance descriptivo e inferencial. Participan 420 estudiantes (36% urbanos, 64% rurales) de 17 a 25 años. Se aplica una escala de tres dimensiones (autorregulación-metacognición, estrategias cognitivas, motivación-actitud hacia el aprendizaje) validada en México. Se comparan grupos según rango de edad y procedencia. Los resultados muestran que la dimensión de motivación y actitud hacia el aprendizaje es la más fortalecida de los estudiantes, independientemente de su edad y procedencia. Esto reafirma que la validez ecológica de los ambientes áulicos influye en la toma de conciencia del estudiantado sobre su permanencia y compromiso para finalizar su formación universitaria. Se identifica también que hay una necesidad de mejorar el manejo del estrés. Se concluye que las estrategias cognitivas son la dimensión más significativa para fortalecer la ARA.

Abstract: The main objective of the present study is to determine the main factors that influence the management of academic processes and how this in turn influences student satisfaction in a private university that implements the competency model. A questionnaire is developed where the perception of 248 university senior students is evaluated. An analysis of structural equations is performed to determine the impact of the subprocesses defined in the management of academic processes, as well as the impact of this in student satisfaction. The results show that all dimensions have a significant influence, with p-values less than 0.001, except for the dimension of academic infrastructure. Based on these results, it is concluded that student satisfaction is influenced by the management of academic processes and this in turn is mainly influenced by teaching management and the management of the academic program in the context of a university that uses a competence-based model.

Resumen: El principal objetivo del presente estudio es determinar los principales factores que influyen en la gestión de los procesos académicos y cómo este a su vez influye sobre la satisfacción estudiantil en una universidad privada que implementa el modelo por competencias. Se elabora un cuestionario para evaluar la percepción de 248 estudiantes universitarios de últimos ciclos. Se realiza un análisis de ecuaciones estructurales para determinar el impacto de los subprocesos definidos en la gestión de procesos académicos, así como el impacto de este en la satisfacción estudiantil. Los resultados muestran que todas las dimensiones influyen significativamente, con p-valores menores a 0.001, salvo la dimensión de infraestructura académica. En base a estos resultados, se concluye que la satisfacción estudiantil es influenciada por la gestión de procesos académicos y este a su vez es principalmente influenciado por la gestión docente y la gestión del programa académico en el contexto de una universidad que emplea un modelo por competencias.

Abstract: The objective of this research study is to assess the difficulty level student face when writing research projects. The methodology is a quantitative with a prospective observational cross-sectional design. Both simple random probabilistic sampling and a questionnaire composed of 32 items are applied to survey 228 students: 82 from administration, 40 from accounting, 49 from law, and 57 from civil engineering. The results show that students have a medium level of difficulty when writing a research project. Law students (51.02%) experience the greatest difficulties when writing the problem statement, the theoretical framework, and the methodological design. In conclusion, it is suggested that universities include courses on research in their academic programs in each semester, as well as extracurricular activities such as training programs, academic writing workshops, and summer research courses.

Resumen: El objetivo de esta investigación es conocer el nivel de dificultad que enfrentan los estudiantes universitarios cuando redactan proyectos de investigación. La metodología es cuantitativa con diseño observacional prospectiva de corte transversal. Se aplica un muestreo probabilístico aleatorio simple y un cuestionario compuesto de 32 ítems. La muestra consiste de 228 estudiantes: 82 de administración, 40 de contabilidad, 49 de derecho y 57 de ingeniería civil. Los resultados muestran que los estudiantes tienen mediana dificultad en la redacción del proyecto de investigación. Los estudiantes de derecho (51.02%) muestran las mayores en la redacción del planteamiento del problema, en el marco teórico y en el diseño metodológico. En conclusión, se sugiere que las universidades incluyan asignaturas relacionadas a investigación en sus planes de estudio en cada uno de los semestres y que realicen actividades extracurriculares como programas de capacitación, talleres de escritura académica y cursos de verano en investigación.

BACKGROUND: An increase in mental health problems have been documented in health sciences students globally during the coronavirus disease 2019 (COVID-19) pandemic. AIM: This study aimed to determine the prevalence and correlates of mental health problems and substance use among health and rehabilitation sciences (HRS) students during the pandemic. SETTING: The study was conducted at the University of Cape Town, Health Sciences Faculty. METHODS: A cross-sectional study of 113 voluntary undergraduate participants was conducted. Participants completed self-administered electronic questionnaires. Multiple logistic regression analysis was performed to explore the sociodemographic and COVID-19-related determinants of mental health diagnoses. RESULTS: Substance use was common, including alcohol (54.05%), cigarettes and/or tobacco (17.27%), and illicit drugs (5.56%). Below a quarter (23.85%) self-reported a mental health condition in their lifetime and 14.81% in the past 12 months. Diagnoses included major depressive disorders (13.27%) and anxiety disorders (11.50%). A mental health diagnosis in the past 12 months was significantly associated with alcohol use (AOR [adjusted odds ratio] = 4.02, 1.06-15.23), prescription medication used to manage academic/social stress (AOR = 5.74, 1.68-19.69), COVID-19 diagnosis (AOR = 5.51, 1.60-18.92) and physiotherapy programme (AOR = 12.35, 1.21-126.44). Barriers to accessing mental health support included academic commitments (61.90%) and the lack of time to attend student wellness services (36.19%). CONCLUSION: The self-reported prevalence of mental health problems and substance use among HRS students was high during the pandemic. CONTRIBUTION: Institutional and public health measures should address modifiable risk factors and barriers to accessing mental health support amongst students.

Resumen: El objetivo de esta investigación fue conocer las actitudes hacia las matemáticas en estudiantes de Ingeniería, Ciencias Económicas y Medicina, de una universidad privada en Colombia, y su relación con las variables género y área del conocimiento. Participaron en total 561 estudiantes, a quienes se les aplicó la escala de actitudes hacia las matemáticas de Auzmendi (1992), que permite conocer la actitud global y la actitud en cinco factores: ansiedad, agrado, utilidad, motivación y confianza. Se trató de un estudio cuantitativo, el procesamiento de la información se realizó con el paquete estadístico SPSS. Se presenta un análisis descriptivo de los resultados globales, la prueba t de student para analizar diferencias por género y un análisis de varianza con prueba HSD-Tukey para estudiar las diferencias por área del conocimiento. Los resultados muestran que las actitudes hacia las matemáticas son favorables en los estudiantes de Ingeniería y más bajas en los de Medicina, con diferencias significativas entre los tres programas en la actitud global y los factores de agrado y utilidad. Este estudio muestra que hay diferencias entre hombres y mujeres, los hombres tienen mejor promedio en todos los factores y las diferencias son significativas en la actitud global, ansiedad, agrado y utilidad

Resumo: O objetivo desta pesquisa foi conhecer as atitudes em relação à matemática de estudantes de engenharia, ciências econômicas e medicina, de uma universidade privada na Colômbia, e sua relação com as variáveis gênero e área do conhecimento. Participaram 561 estudantes, aos quais foi aplicada a escala de atitudes em relação à matemática de Auzmendi (1992), que permite conhecer a atitude global e a atitude em cinco fatores: ansiedade, prazer, utilidade, motivação e confiança. Foi um estudo quantitativo, e o processamento das informações foi realizado com o pacote estatístico SPSS. Apresenta-se uma análise descritiva dos resultados globais, o teste t de Student para analisar diferenças por gênero e uma análise de variância com o teste HSD-Tukey para estudar as diferenças por área do conhecimento. Os resultados mostram que as atitudes em relação à matemática são favoráveis nos estudantes de engenharia e inferiores nos estudantes de medicina, com diferenças significativas entre os três programas na atitude global e nos fatores de prazer e utilidade. Este estudo mostra que existem diferenças entre homens e mulheres, os homens apresentam uma média melhor em todos os fatores, e as diferenças são significativas na atitude global, ansiedade, prazer e utilidade

Abstract: This study aimed to explore the attitudes toward mathematics among students of engineering, economics, and medicine at a private university in Colombia, as well as the relationship between these attitudes and variables such as gender and field of study. A total of 561 students participated, completing Auzmendi’s (1992) Mathematics Attitude Scale, which measures overall attitude and five specific factors: anxiety, enjoyment, utility, motivation, and confidence. The study employed a quantitative approach, with data processed using SPSS. A descriptive analysis of the overall results was conducted, along with Student’s t-tests to analyze gender differences and an analysis of variance (ANOVA) with HSD-Tukey tests to assess differences across fields of study. Findings revealed that attitudes toward mathematics were most favorable among engineering students and lowest among medical students, with significant differences among the three programs in terms of overall attitude, enjoyment, and utility. Gender differences were also evident: male students scored higher on all factors, with significant differences in overall attitude, anxiety, enjoyment, and utility

BACKGROUND: Physiotherapy students are highly susceptible to experiencing burnout during training. Prolonged exposure to stressful environments predisposes students to psychological morbidities. AIM: The study assessed the perceived level of stress and stressors among a cohort of final-year physiotherapy students, registered at a medical university in Gauteng province, South Africa. SETTING: The study was conducted at a single medical university in Gauteng province with registered final-year undergraduate physiotherapy students for the 2024 academic year. METHODS: A descriptive cross-sectional study with a total population sample of 42 physiotherapy students. Data were collected through an online anonymised self-administered questionnaire. The Cronbach alpha coefficients for each subscale were 0.99 for physical, 0.72 for interpersonal relationships, 0.85 for academic and 0.81 for environment. Statistical analysis was conducted using IBM Corp's Statistical Package for the Social Sciences (SPSS) Software version 25. RESULTS: The median age of participants was 22 years (iqr ± 3.8) with 69.0% of them being females. Perceived stress levels ranged between low (n = 24, 57.14%) to moderate (n = 18, 42.85%) with females being at risk, as measured by the Student Stress Inventory. Academic and environmental factors contributed to perceived moderate to severe stress levels. CONCLUSION: The study found the severity of stress levels to be slightly below what has been reported in other studies. However, attention needs to be directed to female students to develop emotional self-efficacy skills. Early identification of psychosomatic disorders could indicate the need for interventions to prevent psychological and physiological morbidities. CONTRIBUTION: The study adds to the body of knowledge pertaining to the mental health of students at higher institutions of learning.

BACKGROUND: Technology integration in higher education is a critical aspect of the 21st century, as it enhances student learning. OBJECTIVES: This study aimed to assess students' access to and utilisation of technological devices, as well as the integration of technology in nursing education at a higher education institution. METHOD: A quantitative approach with a descriptive, cross-sectional study design was used. The study was conducted at a public university in Windhoek. Data were collected via a self-administered questionnaire among 70 third-year nursing students pursuing a bachelor's degree. The data were analysed using SPSS version 26. RESULTS: Majority (74.2%) of the participants were aged 20-25 years, 82.9% were female, and 98.6% were single. More than half (58.6%) were Oshiwambo-speaking. Most participants (47.1%) owned technological devices. The majority (60.0%) preferred laptop computers, and the majority used cell phones, messaging apps, social media and WhatsApp daily for learning and communication. Most participants used technological devices to download learning materials, submit online assessments and contact lecturers and classmates. Most preferred a blended mode of learning, online formative assessments and face-to-face examinations. CONCLUSION: The study found that most students owned and utilised technological devices, which facilitated blended learning during the coronavirus disease 2019 (COVID-19) pandemic. Technology integration improved access to learning, as students were able to attend classes from locations with Internet access. CONTRIBUTION: The study contributes to the body of knowledge on technology integration in higher education and highlights the importance of transforming higher education through the effective use of technology.

BACKGROUND: The clinical learning environment (CLE) provides student nurses with practical experience and skill development. However, COVID-19 restrictions have raised concerns about their readiness for clinical practice. AIM: This study examined student nurses' readiness for clinical practice post-COVID-19 at two nursing institutions in South Africa. SETTING: The study was conducted with student nurses from two selected nursing education institutions in two South African provinces. METHODS: A qualitative, explorative, and descriptive approach was used to gather perspectives from 3rd- and 4th-year student nurses. Two focus groups were conducted at each institution, achieving data saturation with 31 participants. The data was audio recorded with their consent. Using Braun and Clarke's framework, descriptive thematic analysis was employed. RESULTS: The study identified two main themes: (1) Positive perspectives: Adaptation and Open-mindedness, and (2) Negative perspectives: Intimidation and Strained Relationships. CONCLUSION: Participants emphasised the necessity for adaptation and innovation during the pandemic. Although intimidation and strained relationships impacted their confidence, these challenges also promoted personal growth and development. Student nurses demonstrated significant adaptability and openness to innovation, which enhanced their learning and readiness for clinical practice (RtCP) post-COVID-19. CONTRIBUTION: Despite facing intimidation and strained relationships, these experiences fostered both personal and professional growth, improving employability. The study underscores the critical role of adaptability and innovation in nursing education, particularly in the post-COVID-19 context. Mentorship and supportive environments can mitigate intimidation and strained relationships, thereby boosting confidence and autonomy, and resulting in more competent nursing professionals.