Specifying Learners’ Professional Needs in Academic Writing by E. S. Chuikova

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Continuing professional development for networked learner support: progress review of research and curriculum design by Philippa Levy

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Need analysis of English for Specific Purposes (ESP) in Psychology: Identifying linguistics demands for academic and professional success by Benny Dele Bintang Ananta, Muhammad Firza Thoriq Sholahuddin, Dede Akmal Khotib, Rafika Rabba Farah

“…Data was collected through an online survey using closed-ended questionnaires for quantitative insights, and qualitative data was gathered through Semi-structured Interviews to explore learners' perceived needs. Data analysis using IBM SPSS 25 software revealed the importance of integrating effective language strategies into ESP courses to enhance students' communication skills with lecturers, peers, professionals, and clients. …”
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Effectiveness of guidance and counselling in promoting learners’ academic success in rural secondary schools, Vhembe district by Muluvhu Khathutshelo

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Effectiveness of a Simplified ESP Curriculum for Adult Learners by Khalid A. Alghamdi

“…Qualitative data from interviews revealed that learners found the curriculum highly relevant to their workplace needs, with many participants applying newly acquired vocabulary and expressions directly in their jobs. …”
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Effects of project-based learning on EFL learners' writing performance. by Abebaw Andargie, Dawit Amogne, Ebabu Tefera

“…Connecting language classrooms with 21st-century skills could be the potential framework for enhancing EFL learners' performance in writing classes. However, investigating whether project-based learning, as a new field within ELT with unique pedagogical affordances, can enhance learners' writing skills still needs to be improved in the literature. …”
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CULTURAL REPRESENTATION IN THE PRACTICE OF ANDRAGOGY IN THE ACADEMIC by Janawi, Yusra Jamali, Dinar Pratama, Musa, Saiful Anwar, Subardi

“… This study explores the implementation of andragogical principles in higher education, with a focus on the context of STAIN SAS Bangka Belitung. Andragogy, as a learner-centered approach, emphasizes the unique needs of adult learners, including self-directed learning, the integration of prior experiences, and the relevance of education to real-world applications. …”
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Assessing the readiness of central California agricultural educators to teach multilingual learners by Hillary Miller, Christopher A. Clemons, Jason D. McKibben, D. Adam Cletzer, James R. Lindner

“…The participants were licensed to teach SBAE with ML, but most needed more specific training and experience. Participants reported limited professional development related to multilingual learners. …”
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Secondary School Learners’ Transition to the University: A Qualitative Research Approach by Mbulaheni Paul Tshisikhawe, Buyisani Dube

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Teachers implementing Zimbabwean sign language regulatory frameworks for deaf learners in special schools by Reward Kwashira

“…Effective implementation of sign language-based instruction is crucial for providing quality education to Deaf learners at special schools. Teachers experienced challenges to effectively implement sign language policies for the Deaf learners in Zimbabwean special schools. …”
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Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions by Mohapi Augustinus Monyane

“…Also, there is a need for more autism screening tools and academic resources, as well as effective collaboration among teachers, parents, and professionals to enhance adequate support for learners with ASD in mainstream schools.…”
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Enhancing Professional Communication Through English For Specific Purposes by Elda Marta Suri

“… This study aims to explore the implementation of English for Specific Purposes (ESP) in addressing the unique linguistic and professional needs of specific fields, such as business, healthcare, engineering, and tourism. …”
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Empowering biomedical learners to navigate FDA regulatory processes and entrepreneurship with a novel interdisciplinary training approach by Philip A. Cola, Philip A. Cola, Tawna L. Mangosh

“…For rising professionals to meet the needs of contemporary healthcare and biomedical innovation, educators must develop new teaching and learning approaches. …”
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The need for the teaching of Biblical Studies in the RSA with special reference to the Giyani high schools by S. B. Hlungwani, I. J. Henning, G. A. Lotter

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Understanding Professional Discretion by Principals in Managing Drugs in Gauteng Province schools in South Africa by Kgwete Ephraim Matala

“…This study revealed that some principals make professional discretions that are influenced by emotions and violate the rights of learners in the process while managing drugs in schools.…”
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Becoming Socialized into a New Professional Role: LPN to BN Student Nurses' Experiences with Legitimation by Sherri Melrose, Jean Miller, Kathryn Gordon, Katherine J. Janzen

“…First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as “nurse.” …”
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NEW TENDENCIES IN TEACHING FOREIGN LANGUAGES AT TERTIARY LEVEL by E. N. Solovova

“…The article focuses on the perspectives of FL methodology at tertiary level and the nearest objectives for the system of upgrading professional qualification for the staff members of language chairs. …”
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Causal machine learning models for predicting low birth weight in midwife-led continuity care intervention in North Shoa Zone, Ethiopia by Wudneh Ketema Moges, Awoke Seyoum Tegegne, Aweke A. Mitku, Esubalew Tesfahun, Solomon Hailemeskel

“…Additionally, the estimated ITE for both the T-learner and X-learner was less than -0.5, indicating that mothers would not choose to participate in the MLCC program. …”
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Application of Fuzzy Hierarchy Analysis method to identify factors on the professional development of newly graduated teachers from Farhangian University by Nader Habibzadeh, Ebrahim Salehiomran, Saeed Ghiyasinoshan

“…The first factor is knowledge acquisition and creation (A), the second factor is knowledge organization (B), the third factor is knowledge exchange and sharing (C), the fourth factor is knowledge application (D), the fifth factor is staying up-to-date (E), and the sixth factor is experience orientation and reflective action (F), the seventh factor of change in the way of doing work (G), the eighth factor of learner and learning (H), the ninth factor of content knowledge (I), the tenth factor of educational practice (J), and the eleventh factor of professional responsibility (K). …”
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Academic partnership in NLS resource design: a European case study. by Jo Pye

“…Its two major deliverables, a user needs analysis report addressing networked learner support in European partner institutions and development of an online course for librarians, are discussed in terms of professional development opportunities for partnership between academic and information staff.…”
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