Who is the Most Educated Person in the World

Aesthetic education for aviation majors is an educational model that takes aviation majors as the main body, takes aesthetic education as the means, and aims to cultivate innovative talents in aviation majors. This paper elaborates the application of big data and artificial intelligence technology in the promotion of aesthetic education in aviation majors, aiming to improve the intelligence, personalization and adaptability of aesthetic education in aviation majors, and enhance the quality and level of education in aviation majors. The investigators designs a service system for aviation professional aesthetic education, that realizes the functions of personalized diagnosis, intelligent recommendation, dynamic adjustment and evaluation feedback for students based on big data and artificial intelligence technology, providing technical support for the promotion and innovation of aviation professional aesthetic education. In this paper, a semester-long teaching practice was carried out to teach aviation professional aesthetic education to students in the experimental group and the control group, and the experimental effect was assessed and analyzed through questionnaire survey, achievement analysis, teaching evaluation and other methods. The authors put forward the concept of aviation professional aesthetic education, clarify its cultivation goal, teaching content and evaluation standard, and provide reference for the theory and practice of aviation professional aesthetic education. The authors construct the theoretical framework and service system of aviation professional aesthetic education and realize the intelligence, personalization, and adaptability of aviation professional aesthetic education by using big data and artificial intelligence technology, which provides technical support for the promotion and innovation of aviation professional aesthetic education. The authors conducted an empirical study to verify the effectiveness and advantages of the service system of aviation professional aesthetic education, and found that the students in the experimental group made significant progress in the knowledge, ability, attitude and interest of aviation professional aesthetic education, which provided a data basis for the implementation and improvement of aviation professional aesthetic education.

In an era when the global educational landscape is undergoing rapid transformation, innovative educational practices are a key factor determining the success and competitiveness of educational institutions. Adaptation to the latest technologies, such as digital platforms for online learning, personalized training programs, the use of artificial intelligence, and the use of virtual reality, ensures a complete transformation of traditional teaching methods, providing opportunities to expand the boundaries of the educational process and improve its quality. This study aims to analyze the most important aspects that influence the role of innovative educational technologies in shaping the unique competitive advantages of universities at the international level. In particular, the focus is on the strategies underlying the integration of innovation into the educational environment, and their impact on accessibility, quality, and personalization of education. The article touches on the impact of digitalization and technological shifts on management processes in educational institutions, as well as explores the potential for creating new educational formats. These formats are designed to meet the needs of modern students and the requirements of the global labor market. Ensuring the flexibility of educational programs and the implementation of innovative methods are vital for attracting students, strengthening international relations and increasing the overall prestige of educational institutions in global education. This is exactly the kind of flexibility and innovation that students and employers value, and educational institutions strive to provide in order to keep up with the times and provide relevant and valuable knowledge and skills.

There are many issues that need to be addressed in the education sector today. For example, improving the learning environment, availability of textbooks, effective organization of lessons, improvement of teaching technology, and increasing student participation in unit lessons. Among these, the question of educational evaluation and its importance, in particular, how teachers and students are evaluated, the types of assessment, and whether the assessment is realistic, is important today. Evaluation is important in determining what a student's strengths and weaknesses are, what to focus on in the future, improving curricula, increasing learning efficiency, and making educational policy decisions about students. When teachers assess students, they tend to assess how well they have memorized or memorized what they have been taught, which undermines their creativity. Moreover, the widespread use of test methods, regardless of student participation in the assessment, casts doubt on the validity of the assessment. Internationally, however, the quality of education is often measured by student achievement. Everyone knows the term education, but when asked what exactly it is, it is difficult to answer. In the twentieth century, behaviorist theorists regarded a knowledgeable person as an educated person, while in the twenty-first century constructivist theorists defined an educated person as a person with a certain level of knowledge, ability to adapt to the society in which he lives, and to work with others. The mission of this research is to clarify how to evaluate in education and offer ways to deal with them in practical applications. There are used by the educational evaluation, to create survey or checklist, to report evaluation result, all these parts of evaluation process are extensively discussed in this article. Result of this research is that compare evaluation models and define the best evaluation way in education.

英美国家自上世纪八十年代以来对统一学校的体制不断批判，认为国家公立的中小学体制普遍缺乏灵活性，不能满足学生多样化的教育需求。在此背景下，英美教育界开始了新一轮提高学校教育质量的多样化办学模式。本文从英美多样化办学的体制背景、管理组织机构、权责关系、出资关系及办学类型出发，对英美中小学的办学体制进行探究，并讨论对我国中小学办学体制改革的启示。 Since the 1980s, English and American criticism of the unified school system has risen that the public school system was lack of flexibility which can’t meet the diverse educational needs of students. In this context, the English and American education began a new round of diverse educational system for improving the quality of school education. From the background of English and American diverse educational system, management organization, the relationship of powers and responsibilities, the type of investor relations and school types, this article explores the English and American primary and secondary school system and discusses the enlightenment to the primary and secondary school system reform in China.

<p>The article deals with the problems of the quality of education. It has been<br> determined that the quality of education is considered as the degree of compliance of<br> a set of characteristics with the current requirements. The quality of education is<br> aimed at meeting the requirements of several stake holders: consumers, owners,<br> employees of institutions, organizations and the society as a whole. In connection<br> with this, the assessment of the quality is a complex and controversial social process<br> which cannot be reduced to control only. A significant regulatory framework which<br> should regulate and ensure the quality of educational processes, the quality of<br> providing educational services, the quality of specialists’ level of competence has<br> been analyzed. The legal acts which guarantee the specified processes include: the<br> Law of Ukraine “On Higher Education”, the Regulations “On the Educational<br> Process Organization in Higher Educational Institutions”, the Regulations on<br> Graduate Education, the Regulations of the Ministry of Education and Science of<br> Ukraine “On the Organization of Research Work of Students in Higher Educational<br> Institutions” and others. Higher educational institutions of Ukraine have the<br> authority to develop their own normative documents which take into account the<br> specifics of the university and the peculiarities of the organization of the educational<br> process (for example, the Regulations on the Сertification for the Educational<br> Degrees “Bachelor” and “Master” of H.S. Skovoroda Kharkiv National Pedagogical<br> University, Regulations on Teaching Practice of Students of the H.S. Skovoroda<br> Kharkiv National Pedagogical University). The guideline for ensuring the quality of<br> education is the international standard ISO 8402:1994 (which complies with the state<br> standard of Ukraine DSTU 3230-95). It has been noted that other standards also<br> function successfully. The issues of the quality are important not only for universities,<br> state institutions, public organizations, but also for all stake holders of the<br> educational process in Ukraine (prospective students, their parents, students,<br> teaching staff, employers). In order to monitor the quality of providing educational<br> services and the level of education in general, the article describes innovative<br> approaches to the implementation of this process. It has been determined that it is</p> <p>necessary to take into account the achievements of native and foreign pedagogy,<br> international experience in assessing the quality of higher education, to provide a<br> permanent communication between students and teachers, to understand employers’<br> demands, to continuously improve the scientific and methodological level of teachers,<br> to create conditions for mobility of teachers and students, to build up the material<br> and technical base.</p>

Introduction Professors' mental workload is critical as an influential factor in the quality of education and the delivery of educational services. Self-esteem can significantly impact their behavior and performance. This study aimed to investigate the relationship between self-esteem and mental workload in professors. Method This cross-sectional study was conducted in 2023 among 86 professors from all four faculties of Jiroft University of Medical Sciences (Medicine, Nursing and Midwifery, Health, and Paramedical Sciences), who were selected through census sampling. The data were collected using a three-part questionnaire consisting of demographic information, the standardized Rosenberg Self-Esteem Questionnaire, and the NASA Mental Workload Questionnaire. The data were analyzed using the Kolmogorov-Smirnov test, T-test, ANOVA, and Pearson correlation coefficient in SPSS v20 software at a significance level of 0.05. Results The majority of professors were aged 30–40 years, 58.1% were men, 72.1% were married, 48.8% held professional doctorate degrees, 53.5% were affiliated with the medical school, and 65.1% had 1–10 years of work experience. Discussion The findings revealed that professors experienced a higher-than-acceptable mental workload, while their self-esteem levels were categorized as high. Although an inverse relationship was observed between mental workload and self-esteem, it was not statistically significant. However, there was a significant relationship between mental workload and variables such as educational degree and faculty affiliation. Conclusion The study's findings suggest that while higher self-esteem may reduce mental workload among professors, no statistically significant relationship exists between these two factors. Nonetheless, mental workload was significantly associated with educational degree and faculty affiliation.

Latinx individuals experience 2 times the incidence of kidney failure compared to non-Latinx individuals and are less likely to utilize home dialysis therapies. In this qualitative study, interdisciplinary home dialysis clinicians were interviewed to understand the key factors and strategies used by clinicians to improve home dialysis uptake among the Latinx community. One-to-one, semi-structured interviews were conducted between November 2021 and March 2023 with 25 home dialysis interdisciplinary clinicians in Denver, Colorado and Houston, Texas. Interviews were audio-recorded, transcribed, and analyzed using thematic analysis. We identified three themes that focus on different levels of clinician advocacy in home dialysis uptake for the Latinx community: (1) Individual patient-level advocacy (helping patients overcome social challenges to home dialysis, cultivating personalized relationships, educating patients with in-person versus phone language interpretation, understanding cultural differences in communication), (2) Understanding patient influences on modality decision-making (acknowledging the importance of cultural concordance with clinician educator and patient peers, incorporating the patient lived experience, connecting with a patient's social support network, highlighting greater flexibility for employment, underscoring flexibility with culturally concordant foods) and (3) Changes to education at the dialysis facility level (standardizing routine and repeated modality education, promoting early and patient-centered education). Clinicians outlined efforts to improve access to home dialysis for Latinx groups on the patient and system level; in particular, individual and system level advocacy was grounded in trusting relationships and personalized education. A future intervention that improves the quality and personalization of dialysis modality education incorporating Latinx cultural values may improve access to home dialysis for Latinx people with kidney disease.

Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education

Gastronomyeducation in Turkey is given under the names of “food and beverage management”and “gastronomy and culinary arts” in degree programs and “culinary” inassociate degree programs. In these sections where students are active in asignificant part of the educational process, the physical facilities,curriculum, lecturer, student and database dimensions are important indetermining the quality of education. In this research, it is aimed to evaluatethe quality of gastronomy education at the higher education level in Turkey. Inthis direction, the questionnaire method was used for data collection. Thesequestionnaires were sent all gastronomy lecturers and the students includingprivate universities in Turkey. 400 students and 102 academics a total of 502questionnaires have returned and taken into consideration. The obtained datawere analyzed with SPSS packet program. Analised results present veryinteresting findings about the quality of gastronomy education at highereducation level in Turkey. It is seen that the physical facilities, databasesand curriculum offered during the education in these sections do not satisfyboth the academicians and the students and are not sufficient. In addition,quality of gastronomy education scores show meaningful and significantdifferences according to the type of university trained and the degree of education.

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

IntroductionThis explorative study examines personal and neighbourhood characteristics associated with short-distance trips made by car, bicycle or walking in order to identify target groups for future interventions.MethodsData were derived from ‘Mobility Research Netherlands (2004–2009; MON)’, a dataset including information regarding trips made by household members (n = ±53,000 respondents annually). Using postal codes of household addresses, MON data were enriched with data on neighbourhood typologies. Multilevel logistic modelling was used to calculate odds ratio (OR) of active transport versus car use associated with four different trip purposes (shopping (reference), commuting, taking or bringing persons or sports). A total of 277,292 short distance trips made by 102,885 persons were included in analyses.ResultsCompared to women shopping, women less often take active transport to sports clubs (OR = 0.88) and men less often take active transport for shopping (OR = 0.92), or for bringing or taking persons (OR = 0.76). Those aged 25–34 years (OR = 0.83) and 35–44 years (OR = 0.96) were more likely to use active transport for taking or bringing persons than persons belonging to the other age groups (relative to trips made for shopping by those 65 years or over). A higher use of active transport modes by persons with an university or college degree was found and particularly persons living in urban-centre neighbourhoods were likely to use active transport modes.ConclusionIn developing policies promoting a mode shift special attention should be given to the following groups: a) men making short distance trips for taking or bringing persons, b) women making short distance trips to sport facilities, c) persons belonging to the age groups of 25–44 years of age, d) Persons with a primary school or lower general secondary education degree and persons with a high school or secondary school degree and e) persons living in rural or urban-green neighbourhoods.

Comparative assessment of energy flow, carbon auditing and eco-efficiency of diverse tillage systems for cleaner and sustainable crop production in eastern India

Humankind is faced with major global challenges to ensure the future of our planet. Target 4.7 of Sustainable Development Goal 4 (quality education) of the 2030 Agenda establishes the importance of ensuring that all learners acquire the theoretical and practical knowledge needed to promote sustainable development through education for sustainable development, human rights, gender equality, and global citizenship, amongst others. The research presented in this article is based on an exploratory study on the views of a group of university teachers from the area of Didactics of Mathematics in the Faculty of Education Sciences at Universidad de Cádiz with regard to Education for Sustainability and its integration in the field of training future teachers in mathematics education. It aims to analyse the perceptions teachers have regarding the subject of study, the work methodologies they use, etc. in greater depth. The authors of the research later interviewed three teachers in the area of Didactics of Mathematics who teach in different education degrees: bachelor’s degree in early childhood education, bachelor’s degree in primary education, and master’s degree in teacher training for compulsory secondary education and baccalaureate. Three instruments were used to collect data: the syllabi of the subjects for which the teachers were responsible, an initial exploratory questionnaire, and a semi-structured personal interview. The instrument employed to analyse the information was the Tool for Methodological Analysis through Sustainability (Herramienta de Análisis Metodológico desde la Sostenibilidad, HAMS in Spanish). The results show the different views and positions the university teachers in the area of Didactics of Mathematics at Universidad de Cádiz have with respect to integrating sustainability into future teachers’ training in mathematics education. It is concluded that the effective integration of sustainability into mathematics education requires university teachers to change and to work together from the same perspective—the one they intend to promote.

Effective teacher training programs are critical to the quality of education systems worldwide. Comparison of teacher training programs between countries, known as international benchmarking, provides valuable insight into best practices and areas for improvement. This research aims to conduct an international benchmarking study to examine and compare teacher training programs in various educational systems. The research methodology chosen for this study was a Systematic Literature Review (SLR), which was used to understand the basic principles of Islamic education and their practical application in the Indonesian context. The data used in the SLR approach comes from scientific literature found in academic databases and other reliable sources of information. The analytical process in this research includes a thorough and systematic synthesis of related literature using a qualitative approach. The findings of this research reveal the diverse landscape of teacher training programs in various countries. Successful programs often emphasize practical classroom experience, ongoing professional development, and alignment with the specific needs of students and society. Challenges include limited resources, variations in program quality, and adaptation to rapidly evolving educational technologies and pedagogical approaches. This research underscores the importance of international benchmarking to inform and improve teacher training programs worldwide. Lessons from diverse education systems can guide policymakers, educators, and stakeholders in designing more effective and responsive teacher training initiatives. By promoting best practices and addressing common challenges, this research contributes to improving the overall quality of teacher education and, consequently, the quality of education itself in diverse global contexts.

The purpose of the article is to substantiate the introduction of effective methods and means of training modern specialists in accounting and taxation in the process of teaching accounting disciplines in higher educational institutions. The paper analyzes the process of training modern accountants who are able to solve complex problems and perform applied tasks in the field of accounting, analysis, audit, control and taxation. It is proved that for the formation of an educated and literate personality of the analyst-accountant it is necessary to take into account the possibilities of modern information technologies, methods and means of teaching in the learning process. Through the introduction of the latest technologies and teaching methods, higher education has the opportunity to prepare graduates with appropriate qualifications who can quickly adapt to changes in the information environment. The issues of improving the quality of domestic education, bringing it closer to the needs of society and the labor market are considered. It is noted that successful integration into the European educational space is impossible without the development of advanced methods, techniques and teaching aids in higher education. Also, on the level of mastery of modern teaching methods depends on the humanistic orientation of the teacher, his professional competence, pedagogical abilities, pedagogical techniques, which are elements of pedagogical skills and determine the effectiveness of the educational process as a whole. The article analyzes various forms, methods and means of education in educational institutions. It is noted that in general there is a shortage of methodological developments, theoretical and methodological developments related to the organization of modern teaching of accounting disciplines in terms of digitalization of the economy – the driving force of information and communication technologies in everyday life, enterprises and society. As a result of the research, it was concluded that teaching methods should be based on practical classes and software for accounting and analytical processes, encouraging students to study the discipline. The process of studying at the university in accounting specialties should be based on the practical application of all acquired knowledge in the field of organization and maintenance of accounting using automated accounting programs. As a result, it is proposed to introduce into the educational process software products of the line 1C and BAS.