Academic studies are an important stage in the development of professional identity and perceptions regarding a person’s future occupation. This study examined the relationships between experiences during college studies and professional identity and motivation to work in the studied field among female undergraduates from the Ultra-Orthodox sector. The study employed a cross-sectional survey design with a sample of 93 participants, who were all studying for B.A. degrees on an Ultra-Orthodox college campus. At the end of the 2023 academic year, participants completed anonymous, self-report questionnaires about their attitudes toward academic studies, professional identity, and motivation to work. The data from the questionnaires were analyzed using t-tests, ANOVA, correlation analyses, and multiple regression. The findings revealed significant, positive relationships between satisfaction with one’s studies and professional identity and between professional identity and motivation to work in one’s field of study. Contrary to what had been hypothesized, no relationship was found between the students’ satisfaction with their studies and their motivation to work in their field of study. In addition, the professional identity of students in the later years of their programs was no stronger than that of first-year students. This indicates that perceptions of one’s college studies are not directly related to occupation or motivation for work. The findings show that the year in one’s study program did not affect work motivation, suggesting that the link between academic experience and occupation is weak. In addition, the fact that professional identity did not act as a mediating factor in the examined model suggests that professional identity may develop before individuals begin their college studies.

A survey of literature on methodology reveals that the whole-part relationship is broken between the overarching definition of methodology and compatible sets of methodic practices and underlying assumptions. Two key general structures are missing: (a) a big picture view within which to organize definitions and parts, and (b) a framework within which to guide analysis of any particular feature of methodology without detaching from an understanding of the particular in relation to the whole. As a consequence, a basic question remains unanswered about what social scientists mean by methodology. The current manuscript explored literature relating to methodology, without emphasis on any specific paradigm, with the aim of synthesizing both the definitions (i.e., the whole) and components (i.e., the parts) of methodology. Using hermeneutic synthesis, nine definitions of methodology and four methodological decision sets were inferred. Definitions and decision sets were integrated into a range-based methodological framework. The resulting framework captures the continuum of methodological choices made by inquirers, which has implications for educators, methodologists, and researchers seeking to engage in inter- and intra-paradigm methodological analysis to understand and compare methodological decision points. 

The introduction of evolution in post-apartheid South Africa in 2008 presented significant challenges for teachers, due to both their own and their students' faith-based biases. This study investigates South African teachers' attitudes and understanding of evolution, utilizing Lemkian sociocultural theory and Vygotskian ZPD scaffolding. A mixed-methods approach was employed, including a Likert-scale questionnaire from 91 life science teachers and qualitative insights from open-ended questions. Results reveal a lack of enthusiasm for teaching evolution, influenced by personal religious beliefs and doubts about its scientific validity. Teachers often call for equal representation of evolution and creationism in classrooms. The preparation of teachers must address the stagnant discussion of evolution, while the life sciences curriculum emphasizes the Nature of Science, scientific literacy, and connections between science and society is compromised.

Team-based learning (TBL) is a popular form of collaborative learning designed to increase student engagement and motivate students to learn. A growing body of research, particularly in the health sciences, has demonstrated that TBL has positive impacts on student performance and classroom dynamics. However, much less is known about the student outcomes associated with TBL courses in undergraduate science, technology, engineering, and mathematics (STEM) education, fields in which active learning is especially important for student success and retention. To address this gap, we conducted a systematic review of the student outcomes associated with TBL in undergraduate STEM education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, we identified 55 empirical and qualitative research articles published between 2005 and 2024 that reported on TBL implementation practices and student outcomes. Importantly, we found that most studies described increased student performance and improved measures of classroom dynamics when TBL was compared to lecture-based teaching approaches. These findings provide further evidence that TBL is an effective instructional method and suggest that TBL can be implemented successfully across a wide range of student populations and undergraduate STEM disciplines.