GAMBARAN PSYCHOLOGICAL WELL-BEING MAHASISWA MAGANG BIDANG PUBLIC RELATIONS DI SOLO TECHNOPARK

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

زمینه: آگاهی از خدمات سلامت جنسی و باروری جوان‌پسند (YFSRHS) نقطه شروع مهمی برای توانمندسازی جوانان در شناسایی و جستجوی اطلاعات و مراقبت‌های مناسب سلامت جنسی و باروری است. با این حال، آگاهی از این خدمات ممکن است در بافتارهای مختلف، از جمله مؤسسات آموزش عالی، متفاوت باشد. هدف: تعیین سطح آگاهی از خدمات YFSRHS در میان دانشجویان کارشناسی دانشگاه سنت آگوستین تانزانیا (SAUT)، پردیس مالیمبه. روش‌ها: یک مطالعه توصیفی مقطعی کمی در میان دانشجویان کارشناسی پردیس مالیمبه دانشگاه SAUT انجام شد. داده‌ها با استفاده از پرسشنامه ساختاریافته و خودگزارشی جمع‌آوری شدند. از میان ۱۰۹ پرسشنامه توزیع شده، ۱۰۸ پرسشنامه تکمیل شده در تحلیل گنجانده شدند. از آمار توصیفی برای خلاصه‌سازی آگاهی دانشجویان و منابع اطلاعات گزارش‌شده استفاده شد. نتایج: از میان ۱۰۸ پاسخ‌دهنده، ۹۶ نفر (۸۸.۹٪) گزارش دادند که از YFSRHS شنیده‌اند، در حالی که ۱۲ نفر (۱۱.۱٪) چنین نبوده‌اند. رسانه‌های اجتماعی به عنوان پرکاربردترین منبع اطلاعات گزارش شد (۴۴.۰٪)، پس از آن دوستان یا همسالان (۴۱.۰٪) و مراکز بهداشتی (۳۶.۰٪) قرار داشتند. برنامه‌های دانشگاهی و پوسترها یا تبلیغات کمتر گزارش شدند. نتیجه‌گیری: بیشتر پاسخ‌دهندگان از YFSRHS شنیده بودند، به طوری که رسانه‌های اجتماعی و شبکه‌های همسالان به عنوان کانال‌های اطلاعاتی برجسته عمل می‌کردند. تقویت اطلاعات دقیق از طریق این کانال‌ها، همراه با ارتباطات مبتنی بر دانشگاه، ممکن است به رفع شکاف آگاهی در میان دانشجویانی که همچنان تحت پوشش قرار نگرفته‌اند، کمک کند.

Quality higher education plays a vital role in sustainable development by equipping graduates with knowledge, competencies, and skills required for economic and societal development. This study examined the relationship between instructional strategies and the employability skills of undergraduate students in the School of Art and Industrial Design at Kyambogo University, Uganda. Specifically, it investigated the relationships between cooperative teaching, collaborative teaching, inquiry/discovery learning, independent study, experiential (authentic) learning, project-based learning, and students’ employability skills. The study adopted a quantitative approach using a correlational research design. Data were collected from 378 third-year undergraduate students using a structured self-administered questionnaire. Pearson’s product-moment correlation and multiple regression analyses were used to determine the direction and statistical associations between instructional strategies and employability skills. Findings showed that cooperative teaching, inquiry/discovery learning, and experiential teaching had positive statistically significant associations with employability skills, whereas collaborative teaching had a negative statistical association. Independent study and project-based teaching had no statistically significant unique associations with employability skills. Inquiry/discovery teaching demonstrated the strongest statistical association with employability skills among the strategies examined. The study concluded that instructional strategies had different statistical associations with employability skills and that learner-centred approaches are most beneficial when they actively engage students in cooperative, inquiry-oriented, and authentic learning experiences aligned with intended graduate outcomes. The study recommended strengthening cooperative, inquiry, and experiential teaching through structured group tasks, inquiry-based activities, and authentic practical experiences. It further recommended improving the design and implementation of collaborative, independent, and project-based learning to enhance their contribution to graduate employability skills.

آموزش عالی باکیفیت با مجهز کردن فارغ‌التحصیلان به دانش، شایستگی‌ها و مهارت‌های مورد نیاز برای توسعه اقتصادی و اجتماعی، نقشی حیاتی در توسعه پایدار ایفا می‌کند. این پژوهش به بررسی رابطه بین راهبردهای آموزشی و مهارت‌های اشتغال‌پذیری دانشجویان کارشناسی دانشکده هنر و طراحی صنعتی در دانشگاه کیامبogo، اوگاندا پرداخت. به‌طور خاص، این مطالعه رابطه بین آموزش مشارکتی، آموزش همکاری‌محور، یادگیری اکتشافی/کاوشی، مطالعه مستقل، یادگیری تجربی (اصیل)، یادگیری مبتنی بر پروژه و مهارت‌های اشتغال‌پذیری دانشجویان را بررسی کرد. این پژوهش از رویکرد کمی با طرح پژوهشی همبستگی استفاده کرد. داده‌ها از طریق پرسشنامه خودمدیریتی ساختاریافته از ۳۷۸ دانشجوی سال سوم کارشناسی جمع‌آوری شد. از همبستگی حاصل‌ضرب پیرسون و تحلیل‌های رگرسیون چندگانه برای تعیین جهت و ارتباطات آماری بین راهبردهای آموزشی و مهارت‌های اشتغال‌پذیری استفاده شد. یافته‌ها نشان داد که آموزش مشارکتی، یادگیری اکتشافی/کاوشی و آموزش تجربی دارای ارتباطات مثبت و معنادار آماری با مهارت‌های اشتغال‌پذیری بودند، در حالی که آموزش همکاری‌محور دارای ارتباط آماری منفی بود. مطالعه مستقل و آموزش مبتنی بر پروژه هیچ‌گونه ارتباط معنادار یکتای آماری با مهارت‌های اشتغال‌پذیری نداشتند. آموزش اکتشافی/کاوشی قوی‌ترین ارتباط آماری با مهارت‌های اشتغال‌پذیری را در میان راهبردهای مورد بررسی نشان داد. این مطالعه نتیجه‌گیری کرد که راهبردهای آموزشی دارای ارتباطات آماری متفاوتی با مهارت‌های اشتغال‌پذیری هستند و رویکردهای دانش‌آموزمحور زمانی بیشترین سود را دارند که دانشجویان را به‌طور فعال در تجربیات یادگیری مشارکتی، کاوش‌محور و اصیل که با نتایج مورد انتظار فارغ‌التحصیلان همسو هستند، درگیر کنند. این مطالعه توصیه کرد که آموزش مشارکتی، کاوشی و تجربی از طریق تکالیف گروهی ساختاریافته، فعالیت‌های مبتنی بر کاوش و تجربیات عملی اصیل تقویت شود. همچنین توصیه شد که طراحی و اجرای یادگیری همکاری‌محور، مستقل و مبتنی بر پروژه برای ارتقای سهم آن‌ها در مهارت‌های اشتغال‌پذیری فارغ‌التحصیلان بهبود یابد.

Over the last decade, there has been a visible surge of students participating in and leading different forms of activism. Following the cultural reckoning of 2020, the United States saw a rise in awareness and engagement in activism among young individuals. Continuing this trend, higher education institutions have seen an increase in on-campus demonstrations in recent years. Given the recent increase in activism, political engagement, and the globalization of social issues, this study examined how attitudes, beliefs, individual factors, and prior behaviors relate to undergraduate students’ willingness to engage in different forms of activism (i.e., conventional and high-risk). Across both forms of activism, institutional advocacy (i.e., the behavioral targeting of institutional racism) was the most consistent unique predictor of a student's willingness to engage in activism. Need for cognition and individual advocacy were significantly and positively related to conventional activism, whereas political orientation was negatively related to it. Social justice orientation was significantly and negatively related to high-risk activism.

This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.

The purpose of this research is to analyze the economic self-management strategies used by students of the Faculty of Business Sciences of the Technical University of Machala during their academic training; Interest in this study arose from the need to understand how students face economic difficulties that arise in their training. A mixed approach was applied and a survey was used on a representative sample of 367 students, identifying the main source of income for a part of the student population, evidencing alternatives to sustain their expenses and reduce their economic dependence. The most used strategies were observed when they go through difficult situations and if the income is sufficient to cover their expenses, reflecting the existence of limitations and conditioning the way of organizing their resources and decision making. Likewise, it was identified that students usually perceive an impact. in their academic performance. The results allowed us to understand the economic dynamics experienced by university students and provide information for the design of institutional strategies that contribute to strengthening permanence, well-being and academic success.