Teachers' challenges with CBE in Bangladesh: A phenomenological study

This study is to confirm the mediating effect of internalized shame on the relationship between negative parenting attitudes of parents and children's overdependence on smartphones. Correlation analysis, measurement model analysis, structural model analysis, and mediating effects were analyzed using SPSS 26.0 and AMOS 23.0 programs targeting 270 middle school students. As a measurement tool, the negative parenting attitude scale, the internalized shame scale, and the smartphone overdependence scale were used. The study results are as follows. First, the negative parenting attitudes of middle school students perceived by parents, internalized shame, and smartphone overdependence all showed positively significant correlations. Second, in the relationship between parents' negative parenting attitudes and smartphone overdependence, internalized shame had a fully mediated effect. Based on these research results, the implications and limitations of the study were discussed.

In modern society, married women, who have been mainly in charge of parenting and care within the family, are rapidly increasing their social advancement, and the level of demand related to parental responsibility and parental role for their children has increased. In particular, the patriarchal perception that still remains emphasizes the responsibility of housework and childcare to women, and the double role burden of work and family is increasing job stress. Therefore, this study aims to confirm whether parenting sharing has a moderating effect in the relationship between work-family conflict balance, parenting stress, and negative parenting attitude for working mothers with early childhood children.BR As a result of the study, first, the work-family balance conflict had a positive (+) effect on parenting stress and negative parenting attitudes. Second, parenting stress was found to have a positive (+) effect on negative parenting attitudes. Third, parenting sharing has a moderating effect in the relationship between family-work conflict and parenting stress. In the relationship between family-work conflict and negative parenting attitudes, parenting sharing has a moderating effect.BR Through this study, it will be possible to expand the scope of research on the compatibility of Work-family conflict between employment mothers and provide basic data for desirable parenting behavior for children.

Objectives This study aimed to explore the relationship between parenting attitudes and aggression in children and adolescents using a meta-analysis. To this end, parenting attitudes were classified into positive and negative groups, and their effect sizes were compared. In addition, differences in the relationship between parenting attitudes and aggression in children and adolescents according to subtype of aggression and age were verified.
 Methods Effect sizes of 106 were calculated from 43 studies conducted from 2000 to 2022. There are 6 categories of positive parenting attitudes,11 categories of negative parenting attitudes, 6 categories of aggression, and 3 categories of age. To calculate the effect size, the correlation coefficient r was converted to Fisher's Z. Using R, average effect size, heterogeneity and moderating effect verification, and publication bias were calculated.
 Results First, the effect size of the positive parenting attitude had a negative (-) value, and the effect size of the negative parenting attitude had a positive (+) value. Overall, sub-factors of negative parenting attitudes were more strongly related to aggression than those of positive parenting attitudes. Second, among parenting attitudes, affection (-) and responsiveness (-) had strong negative correlations with aggression, and psychological control (+) and coercion (+) had strong positive correlations. Third, among the types of aggression, overt aggression showed a strong correlation with both positive and negative parenting attitudes. Fourth, as for age, positive parenting attitudes showed strong effect sizes in elementary lower graders (-), while negative parenting attitudes showed strong effect sizes in elementary higher grades (+).
 Conclusions Based on the aforementioned findings, the relationship between the parenting attitude and aggression was specifically confirmed, and the moderating effect of age could be verified. These findings are anticipated to be helpful information for parents considering strategies to prevent or lessen aggression in their children.

To investigate the phenomenon of picky eating among children and its association with early feeding practices, including feeding patterns during infancy, introduction of solid food, and weaning age. We also examined the association of picky eating with negative parental attitudes toward eating behaviors and the weight status of children. This cross-sectional study included 365 preschool children (ages 2-6)-mother dyads living in Kuwait. To identify picky eaters, trained dietitians administered a set of questionnaires to the mothers, including one that assessed parental attitudes toward their children's eating behaviors. The participating children's weights and heights were recorded, and their weight status was determined using the WHO growth charts. Of the children, 35.6% were identified as picky eaters. Picky eating was significantly associated with the mother's negative attitudes toward her child's eating behavior, reduced Height-for-age z-scores (HAZ), and reduced BMI-for-age z-scores (BAZ). No association was found between the type of feeding and age at which solid food was introduced. Our findings highlight a significant association between maternal attitudes and picky eating. Mothers-especially those displaying consistent worry regarding their children's eating habits -were more prone to having picky eating children and therefore harbored greater concerns regarding their growth deficits. However, the cross-sectional design precludes determining causality. Future research is needed to explore potential bi-directional influences. Our findings can inform the development of effective strategies and interventions to address picky eating behaviors and promote healthier eating habits among Kuwaiti children, thereby enhancing their nutritional status and overall well-being.

Associations between sociocultural home environmental factors and vegetable consumption among Norwegian 3–5-year olds: BRA-study

The expanding influence of competence-based education (CBE) through the activities of the National Council for Vocational Qualifications (NCVQ) now extends to all levels of the system, including the work of higher education institutions. The NCVQ approach is, however, ill-equipped to deal with education and training beyond the level of basic skills, and is largely irrelevant to the sort of learning that goes on in higher education. A critique of the NCVQ model of CBE is presented and, in place of the behaviourist obsession with performance outcomes, models of learning and development drawn from the cognitive and experiential tradition are recommended for higher education. Educators in this sphere need to maintain an attachment to critical practice and the humanistic tradition in order to resist the narrow utilitarian models of practice represented by CBE strategies.

This study examined the effects of negative parenting attitudes on adolescents’ academic helplessness through the mediating effects of social withdrawal and smartphone dependency. Data from the panel study of Korean Children and Youth Panel Survey 2018 (KCYPS 2018) collected by the National Youth Policy Institute (NYPI) was used to examine the research model. The subjects of the study consisted of 2,541 first grade middle school students (1,375 boys and 1,166 girls). Confirmatory factor analysis [CFA], structural equation modeling [SEM], and bootstrapping analysis were conducted by means of SPSS 25.0, AMOS 25.0, and Hayes’s PROCESS programs to examine the serial multiple mediating effects. The study results were as follows. First, negative parenting attitude had a direct effect on adolescents’ academic helplessness. This implies that adolescents who perceive their parents’ attitudes to be high in coercive, rejective, and chaotic levels indicate that they can easily get exhausted in academic settings. Second, negative parenting attitudes had an indirect effect on adolescents’ academic helplessness through social withdrawal and smartphone dependency. The results suggest that a high level of negative parenting attitude leads to higher social withdrawal and smartphone dependency that influences adolescents’ academic helplessness.

Background: Parents' parenting attitudes according to family structural changes affect adolescents' academic achievement, which is predicted to be important mediating factors such as depression and self-esteem. Purpose: The purpose of this study is to verify the relationship between depression and self-esteem between parents' parenting attitudes and adolescents' academic work skills. Methodology/Approach: In this study, the SPSS 23.0 program and the Amos 23.0 program were used to verify the suitability of the research model, and the suitability indices of the X2, GFI, AGFI, NFI, CFI, TLI, RMSEA, and RMR values were used to verify the suitability of the model. In addition, significance was verified through the Bootstrapping procedure to verify the mediating effect. Findings/Conclusions: As a result of the research model, first, as a result of path analysis, it was found that positive parenting had a negative (-) effect on academic work skills and depression and a positive (+) effect on self-esteem. Parents' negative parenting attitudes had a positive (+) effect on academic work skills, depression, and self-esteem, and self-esteem had a positive (+) effect on depression, but self-esteem did not affect academic work skills. Second, in the mediating effect verification, the positive parenting attitude of parents partially mediated the academic work ability, and self-esteem and depression were found to be double mediated. Third, in the comparison of indirect effects, the indirect effect was found to be significant for the partial mediating effect of depression between academic work skills in the positive and negative parenting attitude of parents, and the indirect effect was also significant in the double mediating effect of self-esteem and depression. Implications: In order not to give adolescents a school work experience, they set new goals with their parents, who are the main caregivers, and suggested ways to achieve a smooth life by improving their learning motivation.

This study was conducted for the purpose of providing basic data for understanding emotional changes according to the development process of middle school students in counseling and education fields by verifying the mediating effect of self-esteem in the relationship between parenting attitudes and school life adjustment, focusing on middle school students. It has been done. For this purpose, a survey was conducted on 389 middle school students located in N City, and descriptive statistics, correlations, and mediation effects were analyzed using SPSS 23.0 and Model 4 of PRECESS Macro. The research results First, positive parenting attitude and school life adjustment showed a significant positive correlation, and negative parenting attitude and school life adjustment showed a significant negative correlation. Second, self-esteem showed a partial mediating effect in the effect of positive parenting attitude on school life adjustment. Third, self-esteem showed a partial mediating effect in the impact of negative parenting attitudes on school life adjustment, but caution is needed in interpretation due to low explanatory power, so groups according to self-esteem level (top 25%, middle 50%, bottom 25%), and as a result of additional analysis, it was confirmed that each group's negative parenting attitude may have different effects on school life adaptation depending on the individual's level of self-esteem. Based on the research results, limitations and suggestions for follow-up research were discussed.

This study aims to apply a meta-structural equation modeling to analyze the relationship between parents’ parenting attitudes and young children’s problem behavior and what kind of causal relationship exists between parents’ parenting attitudes and young children’s problem behavior. To achieve research questions, the researchers searched for various databases and analyzed 42 theses and 33 journals from 2000 to June 2023. When examining the intercorrelations between variables, positive parenting attitude and intrinsic problem behavior, positive parenting attitude and external problem behavior showed medium levels of negative effect sizes, negative parenting attitude and intrinsic problem behavior, and negative parenting attitude and external problem behavior showed medium levels of positive effect sizes. Positive and negative parenting attitudes showed large negative effect sizes, and intrinsic and external problem behaviors showed large positive effect sizes. When examining the meta-structural relationship, parents’ positive parenting attitudes showed small negative effect sizes on young children’s intrinsic and external problem behaviors, and parents’ negative parenting attitudes showed medium levels of positive effect sizes on young children’s intrinsic and external problem behaviors. This study is meaningful in that it sought ways to lower the problem behavior of young children by examining the relationship between parents’ parenting attitudes and young children’s problem behavior.

Objectives The purpose of this study was to propose evaluation criteria for assessing competency-based medical education curriculum, which are currently the main educational programs in medical schools in South Korea. The ultimate goal was to enhance the quality of medical education by establishing evaluation criteria that reflect the characteristics of competency-based medical education curriculum.
 Methods To achieve this, the study conducted a literature review to identify the characteristics of competencybased medical education curriculum and analyzed existing evaluation models and criteria used in medical education. Based on this analysis, primary evaluation criteria were identified. Subsequently, interviews were conducted with five experts to derive practical elements that should be included in the evaluation criteria, considering the current reality of medical education curriculum in South Korean medical schools. Through the literature review and expert interviews, the final evaluation criteria were developed.
 Results Through literature analysis, we have developed a framework for evaluation criteria by combining evaluation models that are commonly used in medical education. By analyzing previous studies that mentioned evaluation criteria in the field of medical education, we initially derived 8 evaluation areas, 31 evaluation items, and 73 evaluation indicators. Subsequently, incorporating the secondary evaluation criteria factors derived from expert interviews, we organized them to finalize 5 evaluation areas, 19 evaluation items, and 61 evaluation indicators.
 Conclusions This study contributes to the development of evaluation criteria and models that reflect the theoretical and practical characteristics of competency-based medical education curriculum in medical schools. Additionally, through the investigation process, it provided in-depth insights into the challenges and areas for improvement faced in implementing competency-based medical education curriculum in current medical schools.

The rapid evolution of technology, pedagogy, and societal demands places educational leadership at a critical crossroads. This chapter explores transformative trends—AI integration, personalized learning, and competency-based education—through a review of studies (2019–2025). It identifies systemic barriers such as the digital divide (40% of low-income students lack internet), resource shortages, and inadequate teacher training (only 25% feel prepared). Ethical challenges, including algorithmic bias (35% of schools lack AI bias policies) and data privacy concerns, complicate leadership. Case studies from Finland and Summit Public Schools highlight strategies like collaborative governance, professional development, and data-driven decision-making. Recommendations include investing in infrastructure, creating ethical AI frameworks, and fostering inclusive learning environments. By linking theory (Kotter, Fullan) to practice, this research offers actionable guidance for leaders to build equitable, adaptive systems that promote student agency, and pedagogical integrity.

Medical students play an important role as teachers. This narrative review synthesizes the student-as-teacher (SaT) literature that incorporates formal teaching skills training, with the goal of proposing literature-informed recommendations for SaT curriculum development within the context of competency-based medical education. In January and August 2020, the authors searched Medline and Embase and conducted forward citation searches in Scopus to identify articles from 1985 to 2020 related to teaching medical students to teach. Search terms included "student(s) as teacher(s)," "near-peer teaching," and "teaching to teach." The findings from selected articles were summarized and synthesized. Forty-three articles met the inclusion criteria: 33 papers describing specific SaT curricula, 3 literature reviews, 6 stakeholder surveys, and 1 Delphi study. While students often engage in teaching roles, formal teaching skills training is not always provided. Existing curricula are usually optional, delivered as short courses, and offered to senior students. Course content commonly includes topics related to planning and delivering learning activities and providing feedback. Of the numerous teaching modalities employed, students indicate a preference for interactive and experiential learning. Methods used to assess students' teaching skills vary; however, direct observation and feedback are valued assessment methods. Program evaluations have shown positive outcomes, including high student satisfaction and enhanced self-confidence as teachers. Informed by these findings and outcome-based educational frameworks, the authors suggest 4 guiding principles for SaT curricula: (1) teaching skills training should be formally implemented in undergraduate medical education and should, whenever possible, be compulsory; (2) teaching skills should be taught longitudinally and progressively along the undergraduate to postgraduate continuum; (3) curriculum content should be aligned with a school's preexisting curriculum and local context; and (4) authentic opportunities for students to engage in teaching roles should be included. They also propose recommendations for curriculum content, teaching modalities, and assessment methods.

Relevance of the topic: The evolving landscape of higher education necessitates a comprehensive exploration of global perspectives in teaching excellence frameworks and contemporary pedagogical paradigms. This study examines the ways in which these frameworks manifest across diverse educational contexts, shaping instructional strategies, fostering innovation, and enhancing learning outcomes. By analyzing cross-cultural influences and emerging trends in pedagogy, the research highlights the transformative role of modern teaching methodologies in advancing academic excellence worldwide. Furthermore, the study investigates the global impact of these strategies on institutional development, knowledge dissemination, and student engagement. Emphasizing the intersection of policy, practice, and innovation, this paper contributes to a deeper understanding of the dynamic interplay between teaching excellence and the globalization of higher education. The findings offer valuable insights for educators, policymakers, and academic institutions seeking to enhance teaching quality and promote sustainable educational advancements on a global scale. Additionally, the study explores the challenges and opportunities presented by global educational trends, including the integration of digital learning platforms, competency-based education, and interdisciplinary collaboration. The study contributes to the ongoing discourse on international best practices in teaching and learning, providing valuable insights for educators, policymakers, and institutions seeking to enhance the quality, accessibility, and sustainability of higher education in a globalized era. The manifestation of global perspectives in teaching excellence frameworks and contemporary pedagogical paradigms plays a crucial role in shaping the future of higher education worldwide. As institutions continue to embrace innovative teaching strategies, the integration of cross-cultural insights and evidence-based methodologies enhances both instructional quality and student engagement. This study underscores the transformative impact of modern pedagogical approaches in fostering academic excellence, institutional development, and global knowledge dissemination. By aligning educational practices with evolving global demands, higher education institutions can ensure long-term sustainability and relevance in an increasingly interconnected world. Moving forward, continued research and collaboration among educators, policymakers, and institutions will be essential in refining teaching frameworks, addressing emerging challenges, and maximizing the benefits of globalized education. The manifestation of global perspectives in teaching excellence frameworks and contemporary pedagogical paradigms plays a crucial role in shaping the future of higher education worldwide. As institutions continue to embrace innovative teaching strategies, the integration of cross-cultural insights and evidence-based methodologies enhances both instructional quality and student engagement. This study underscores the transformative impact of modern pedagogical approaches in fostering academic excellence, institutional development, and global knowledge dissemination. By aligning educational practices with evolving global demands, higher education institutions can ensure long-term sustainability and relevance in an increasingly interconnected world. Moving forward, continued research and collaboration among educators, policymakers, and institutions will be essential in refining teaching frameworks, addressing emerging challenges, and maximizing the benefits of globalized education. Acknowledgment-Declarations: The author has declared that there are no conflicts of interest. Keywords: Global perspectives, teaching excellence frameworks, modern teaching methods, advancement, higher education.

The 2018 General Education Curriculum in Vietnam represents a significant shift towards competency-based education, requiring high school geography teachers to adapt to new pedagogical approaches, curriculum structures, and assessment methods. This study examines the readiness of high school Geography teachers to implement the curriculum, focusing on three key factors: knowledge, skills, and institutional support. Using a mixed-methods approach, the study collected quantitative data from a survey of 205 high school Geography teachers across 36 provinces and qualitative insights from open-ended responses. Findings indicate that while teachers recognise the importance of curriculum reform, their levels of preparedness vary. Specifically, 59.5% of respondents reported that professional training improved their subject knowledge, while 63.9% believed their pedagogical skills played a critical role in their adaptation. Additionally, 62% emphasised the importance of institutional support, including access to teaching materials, professional development, and infrastructure. Despite these positive indicators, challenges persist. Teachers highlighted inconsistencies in textbook content and difficulties aligning different instructional materials, complicating lesson planning. Whilst the new curriculum promotes student-centred learning and digital integration, many educators felt inadequately trained in these areas. Furthermore, disparities in resource availability between urban and rural schools present significant obstacles, with rural teachers facing limited access to technology and supplementary teaching materials. Additionally, the increased flexibility in lesson planning places greater demands on teachers, particularly those unfamiliar with competency-based education. The findings suggest that while Geography teachers exhibit foundational readiness for curriculum implementation, further support is required. Recommendations include refining teacher training programmes with a stronger emphasis on digital pedagogy and alternative assessment methods, ensuring greater consistency across textbooks and educational materials, and improving access to professional development opportunities. Strengthening institutional support and resource allocation will be crucial in facilitating an effective transition to the new curriculum. Ultimately, addressing these challenges will enhance instructional quality, support teacher confidence, and contribute to the broader success of Vietnam’s educational reform.