Edsurance: A Revolutionary Educational Guidance Platform For Holistic Student Development In India

Since the epidemic, the demand for online virtual education in China and even the world is increasing, and the development of online virtual education platform has a good prospect.[1-2] However, because this industry is in the early stage of development, there are certain mechanism problems and Homogenization problem, resulting in poor profitability. This study aims to conduct feasibility analysis for this emerging industry by analyzing the development status and market prospect of the online education platform, and finally provide a new mode of operation of online virtual education platform around personalized customized services.

Social-emotional learning (SEL) is a crucial pathway for cultivating students' social-emotional skills and promoting their holistic development. This study presents the first meta-analysis of universal school-based SEL interventions implemented in the PreK-12 educational context of mainland China. Based on 52 studies involving 13,969 students, the analysis reveals a significant, medium overall effect (ES = 0.56), demonstrating the positive impact of school-based SEL programs on Chinese students' development. However, given that the majority of included studies employed quasi-experimental designs with relatively small sample sizes, this effect should be interpreted as primarily reflecting efficacy under controlled conditions rather than effectiveness in real-world implementation contexts. Outcomes vary by domain, with the strongest effects observed in social-emotional skills (ES = 0.63), followed by academic performance (ES = 0.34), behaviors (ES = 0.31), and affect and attitudes (ES = 0.24). Moderator analyses further reveal that sample size, intervention dosage, implementer, and grade level significantly influenced effect sizes, whereas publication type, duration, source of outcome data, and intervention approach did not. Cross-cultural comparisons further contextualize these findings within the international SEL literature. By establishing an initial evidence base, this review highlights the promise of school-based SEL in China, while also noting limitations in external and ecological validity. Future research should prioritize more large-scale RCTs, focus on the quality of implementation, and address the needs of marginalized student groups.

The regional education platform is important in the training and continuing education for general practitioners, which provides clinical training program to upgrade the competence of general practitioner, but it is still in the initial stage. This article introduces the construction and development of in-service training and education platform for general practitioners in Shanghai Jiading district, and introduces the specific function and main features of the platform. Key words: In-service training; General practitioners

This research investigates the challenges faced by Second Language students using English-Medium Instruction in a B.A. program at a Thai international college. Employing an insider practitioner research approach with an autoethnographic lens, the study examines the experiences of local L2 students as developing practitioners. Findings reveal significant language barriers, cultural differences, and limited awareness of holistic development opportunities. These challenges vary across CEFR levels, with A1 students facing the most severe difficulties and B1 students experiencing minimal challenges. To address these issues, the study recommends implementing language-sensitive development practices grounded in HRD 5.0 principles, fostering development frameworks, leveraging technology, and fostering collaboration among stakeholders. By implementing these recommendations, international programs with L2 learners using EMI can create more inclusive and effective programs that support the holistic development of international students and prepare them for success in the global job market.

The paper describes the development of educational Cyber-Physical Robotic Platforms, remotely controlled via cloud technologies. The platform is implemented using Parallax ActivityBot kit (only for mechanical part), controlled by Arduino, and includes a Quad core ARM-processor Mini PC MK802 V5 LE running Xubuntu Linux. The programming on the developed platform could be performed in JavaScript and HTML, providing the web interface for controlling the system through Wi-Fi. Programming the platform is possible through the Cloud9 IDE web interface, enabling rewriting the code or running different programs by the user. Four equal platforms were implemented to address the need for the easily accessible educational Cyber-Physical Robotic Platforms / Internet of Things hardware for students and tested in the experiment.

This study explored stakeholder perspectives on educational quality and institutional development at Malcolm Moffat College of Education (MMCE). The study was guided by the following objectives: to evaluate the academic quality of the programmes at MMCE, analyse how well MMCE prepares students for the job market, and identify key areas for institutional improvement. The study was purely qualitative and employed a case study design to allow for a holistic and detailed exploration of the phenomenon within its real-life context. Data was collected through semi-structured interviews and focus group discussions. The sample size was twenty-five stakeholders, including educators, administrators, students, policymakers, unions, business representatives, NGOs, traditional leaders, and religious institutions. Data was analyzed thematically, with charts and graphs used to visually present recurring patterns and stakeholder perspectives, thereby enhancing clarity and accessibility of findings. Findings indicated that teacher training diplomas had the highest recognition, while bachelor’s degree programmes were less familiar. On the overall quality of the College’s programmes, stakeholders expressed high satisfaction, with 85% rating the academic programmes as good and 15% as excellent, recognising MMCE’s commitment to competence and professional preparation. However, some respondents emphasized the need for greater holistic student development, particularly in social engagement and interdisciplinary learning. Furthermore, perceptions regarding the curriculum’s ability to foster research and critical thinking varied, with 31% affirming its effectiveness and 69% indicating uncertainty, highlighting the need for curriculum refinement. The study recommends strengthening research components, enhancing programme awareness, integrating learner-centered teaching methodologies, and balancing academic rigor with holistic student development. These insights support efforts to accredit degree programmes in Primary Education and Educational Leadership and Management, ensuring their alignment with national educational priorities and workforce demands.

Traditional Islamic curricula often emphasize religious knowledge while underrepresenting competencies, which is important for thriving in the 21st century. This phenomenon creates a tension between religious aims and contemporary educational demands. This qualitative study explores how adaptive artificial intelligence (AI) tools can be designed and integrated to support holistic student development within a traditional madrasah setting. Using a multiple-case, design-based qualitative approach, data were collected through semi-structured interviews (n=18), focus groups (n=5), classroom observations, and curriculum documents across four institutions in Malaysia and Cambodia. Findings make four themes relatively: (1) alignment tensions between religious epistemologies and competencies, (2) flexible opportunities for skills development, (3) pedagogical redesign requirements such as teacher roles, assessment, and learning pathways, and (4) ethical, cultural, and infrastructural constraints shaping uptake. Participants emphasised adaptive AI’s potential to scaffold critical thinking, collaboration, and values-based decision-making when technologies are co-designed with scholars and teachers. However, success depends on careful value alignment, transparent algorithms, professional development, and contextualized assessment practices. The study concludes that adaptive AI can bridge traditional Islamic education and 21st-century competencies when being guided by a responsive design culture and government participation. It will significantly offer a scalable pathway to holistic student development and policy recommendations for curriculum reform.

In recent years, psychological well-being among college-aged youth has declined sharply. While studies demonstrate a relationship between psychological well-being and spirituality, today's youth have fewer opportunities for spiritual development than prior generations. Increased pressure to achieve combined with increased use of technology leaves less time for spiritual reflection. Decreasing religious participation leaves fewer opportunities for the type of spiritual nourishment that previously existed. In this context, it becomes crucial for higher education to provide opportunities for holistic student development--including spiritual development. Because all undergraduates engage with academic coursework, it is especially important for faculty to consider what role they can play in promoting holistic student development. This chapter explores how spiritual growth occurs among undergraduates and explores pedagogical practices found to facilitate spiritual growth to ponder how higher education can effectively support the psychological well-being of undergraduates.

In the network technology increasingly popular, especially mobile platform technology and Internet of things technology rapid development of modern society, the original information platform has been a huge challenge. Their development also puts forward higher requirements and opportunities for the construction of technical assistance platform in the development of higher education. The purpose of this paper is to model the framework of the auxiliary platform of physical education based on campus network from the perspective of software architecture construction, and to provide methodological guidance for the construction of this kind of auxiliary platform. In order to facilitate the development of physical education teaching platform in higher education, this paper, relying on the campus network, applies the wireless platform and the Internet of things technology, and puts forward the idea of constructing a new auxiliary platform for higher physical education based on campus network, which provides a new model for realizing informatization and modernization of higher physical education teaching. The research structure of this paper shows that, compared with the traditional physical education teaching mode, the method proposed in this paper is oriented to the actual classroom teaching, and technically has the self-name of database and background resources, realizing dynamic framework and real-time data, which is an important innovation to the original teaching platform.

This article examines the role of educational mobile platforms as a key factor in socioeconomic development and the development of digital literacy in the context of digital transformation. It examines the mechanisms by which these platforms influence the accessibility and personalization of education, the development of human capital, and the reduction of social inequality. It analyzes the platforms’ contribution to the development of competencies critical to the digital economy, as well as their multiplier effect on labor productivity, innovation, and the adaptability of regional economic systems. Based on a review of existing research and practices, it is concluded that the strategic development of educational platforms is a prerequisite for sustainable and inclusive growth, and their integration into national and regional development strategies requires a comprehensive approach that considers infrastructural, pedagogical, and socioeconomic aspects.

The approach utilized in the study is a scoping review typically employed to map existing literature on a specific topic that undergoes an in-depth analysis, focusing on concepts, gaps, and findings. This study aimed to examine the technologies integrated into PE curriculum implementation and their benefits and challenges in the educational process in the Philippines. Moreover, in the methodological process, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR) framework are used to ensure the transparency and trustworthiness of the study. Three overarching themes were identified with the in-depth analysis of the literature selected. The first theme emphasized technology utilization in curriculum implementation in PE, which emphasizes integrated technologies and online education platforms. The second theme highlighted the benefits of technological integration in PE curriculum implementation, which has seen online learning and platforms as effective tools. Literature has stated that teachers, families, and the environment greatly impact the new learning modality. The third theme covered the challenges of technological integration in PE curriculum implementation, together with the resource and environmental challenges in online education. This also concerned components impacting teachers' and students' holistic development. Furthermore, this study found that from 2020 to 2024, online learning became a tool for continuous learning as an alternative to the COVID-19 pandemic. Institutions utilized various technologies for PE to support the curriculum implementation, as some foresaw the time as a learning experience and gained new skills, while others faced hindrances and challenges in these times.

The e-learning platforms are regarded the best innovation in higher education especially in China, due to the advancement in technologies and the increase access to the internet. This study examines students’ perception of information communication channels as e-learning platforms and assesses the impact of perceived ease of use, content accessibility, and interaction quality on student engagement and learning effectiveness. The data was collected using convenience sampling technique from 1000 students of various universities in Beijing, China. For data analysis, structural equation modeling (SEM) was used in AMOS software. The findings of the study indicate that all the research hypotheses were supported. The results reveal that perceived ease of use, content accessibility, and interaction quality significantly influences student engagement and learning effectiveness. Student engagement also found to have positive impact on learning effectiveness. Additionally, student engagement mediated these independent variables (perceived ease of use, content accessibility, and interaction quality) and learning effectiveness. Educators and platform developers should focus on how to improve usability, accessibility, and interaction quality to achieve higher educational outcomes. These insights will be useful in the process of defining the further development of higher education in China in the context of modern trends.

Moral education is a practice to promote the moral competence of adolescents, particularly in nurturing their moral judgement and moral behaviour. In China, under the rapid development of social work practice at schools, moral education could serve as a collaborative point between teachers, school counsellors, social workers and policymakers to promote the moral, holistic and healthy development of students. However, moral education is not as yet widely and systematically evaluated? particularly the details of relevant policy, curriculum, textbooks, teaching and learning approach, examination and evaluation. This paper takes an initiative to conduct a comprehensive literature review and theoretical discussion on the subject ‘Moral and Character Education’ (Sixiangpinde思想品德) which is a mandatory moral education subject for Grade 7–9 students in junior high schools in China. It also provides reflections and suggestions on how the subject and moral education could be promoted under the contexts of promotion of adolescent holistic development and involvement of social work practice.

This study examines the role of Sanggar Asy-Syauqi in reinforcing the religious practices of Islamic Education students at UIN Fatmawati Sukarno Bengkulu. Using a descriptive qualitative approach, the research explores how structured religious programs, spiritual mentoring, Qur’an recitation circles, and communal worship activities contribute to shaping students’ worship discipline, religious understanding, and internalization of Islamic values. Data were collected through in-depth interviews, participant observation, and documentation analysis involving sanggar administrators, active student members, and faculty mentors. The findings indicate that participation in the sanggar promotes consistent worship routines, enhances comprehension of religious principles, and fosters spiritual motivation supported by a collaborative and value-driven community environment. Students report significant personal and spiritual transformation, particularly in terms of prayer consistency, Qur’anic engagement, ethical awareness, and confidence in their religious identity as future Islamic educators. The study highlights the importance of campus-based religious studios as effective platforms for holistic spiritual development and suggests the need for further comparative research across different Islamic higher education institutions

Summary This article reports on research undertaken to critically examine portrayals, representations and discourses of social work and social workers in UK film and television drama from the 1960s to the present day. The research analysed four film and television dramas where social work and social workers were featured: Cathy Come Home (1966), Ladybird Ladybird (1994), Happy Go Lucky (2008) and Oranges and Sunshine (2010). The research aimed to examine portrayals and representations of social work and social workers in UK film and television drama; inform and develop an understanding of contemporary narratives and discourses about social work and contribute to debates about the purpose and future of social work. Findings Portrayals and representations of social work in UK film and television drama often encourage and reinforce an overly simplistic, hostile and negative impression of the profession, work which is presented as predominantly focused on child protection and the removal of children from families. Social workers are typically characterised as incompetent, bureaucratic, well-meaning but misguided. This potentially endorses neo-liberal ideologies and discourses about welfare, welfare recipients, welfare provision and social service. Applications This approach to the topic offers an accessible and interesting platform for research, teaching and policy development, which has the potential to critically inform debates about the future and purpose of social work and welfare in the United Kingdom.