The Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC&R) industry is pivotal to Europe’s goals for energy efficiency, sustainability, and technological advancement. As demand for skilled HVAC&R professionals rises, the effectiveness of educational programs in this field has become a focal point. This article explores the Portuguese case to analyze how pedagogical strategies and student motivation contribute to the quality of HVAC&R training across Europe. The study highlights innovative teaching methodologies such as active and competency-based learning, as well as the use of laboratory training and digital simulations to provide hands-on experience. Additionally, it emphasizes Bloom’s Taxonomy as a framework for curriculum development, ensuring that students advance from foundational knowledge to complex problem-solving abilities. Motivation is also identified as a critical factor for student engagement and long-term career commitment. The article concludes that a balanced integration of theoretical knowledge, practical skills, and motivational support is essential for producing highly qualified HVAC&R professionals. This approach not only meets current industry needs but also aligns with Europe’s broader environmental and technological objectives, offering valuable insights for educators, policymakers, and industry stakeholders.

Major principles of organizational management like unity of command and unity of direction are quite important to foster co-ordination and efficiency in organizations. Since Islamic management is an offshoot of the modern Western management theories these principles have considerable relevance to Islamic management as well. This paper aims to discover how Islamic principles can solve modern problems of organizational management in order to demonstrate an interdependent system that teaches ethics and management. This paper attempts to offer an analytical discussion regarding Islamic views on the challenges that emerge regarding the need for cohesion in managing any organization. On the basis of a conceptual review, it highlights how unity of command and unity of direction can influence inspiring better management at all levels positively. Such clarification tries to elicit the Islamic interpretation that may lead to increased workforce commitment due to their motivation emanating from religion, contribute principles that will benefit the value addition process of labor and management’s decision-making process towards wider organizational goals, and enrich literature on management from Islamic principles and thoughts. This text succinctly examines the principles of unity of command and unity of direction that promote the development of management work ethics and the implications of Islamic management. The paper reviews the principles of unity of command and unity of direction as derived from The Holy Qur’an and Hadith, and examines various empirical studies conducted in different countries. These discussions subsequently bring out that the Islamic approach is comprehensive and practically relevant in the interest of present-day organizations. The paper concludes that intention and purity of hearts, regardless of the leadership styles of management, will direct the leaders and workforce to continually strive hard and give their best in their organizational management functions.

This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.

This study fills a significant need in the literature by exploring the efficacy of wearable technologies as helpful aids for special needs students in Saudi Arabia. This 12-month quantitative study used a purposive sample of 150 kids representing a range of disability classifications. This study examines the effects of wearable technology, such as smartwatches and augmented reality goggles, on students’ concentration and performance in the classroom. Wearable technology offers great promise, as descriptive statistics show that the experimental group had better involvement and academic achievement. The experimental and control groups vary significantly in terms of academic performance and engagement, as shown by independent samples t-tests. Wearable technology’s distinct benefits are further shown by regression analysis, which shows a favorable correlation with academic achievement after the intervention. According to the results, wearable tech has great promise for inclusive education in Saudi Arabia. Strategic integration, teacher professional development, ongoing research, better accessibility, and wearable gadget customization are some of the suggestions. Stakeholders may use these recommendations as a road map to build a welcoming and technologically sophisticated classroom. This study adds to the growing body of knowledge on assistive technology, especially in Saudi Arabia, and has important implications for academics, politicians, and educators.

The menace of road traffic accidents (RTAs) has become a major constraint to development in most developing countries because of driving behaviour. This study examines the effects of road users’ education programmes on driving behaviour toward RTA reduction in Nigeria. Data for the study were collected by random sampling of 287 respondents. The respondents comprising road safety officers and drivers were selected at six (6) zonal headquarters of the Federal Road Safety Commission. The questionnaire presented seventeen (17) statements in a 5-point Likert scale for the respondents to rank in order of importance as they have influenced driving behaviour. The data collected were analysed using exploratory factor analysis to identify the most significant effects of road user education on driving behaviour. The study found that road user education programmes have influenced driving behaviour by improving bad driving acts, maintaining good vehicle conditions, and obeying road communication signs. The finding implies that appropriate driving behaviour will reduce road traffic accidents.