In Ghana, youth unemployment remains significant challenges, with technical and vocational education and training (TVET) emerging as a potential solution to equip young people with practical skills for the job market. However, the uptake of TVET programmes among Ghanaian youth remains low, particularly among females. This study therefore explores the determinants that influence TVET choices among Ghanaian youth, with the goal of informing policy development to enhance participation in vocational education. Applying an enhanced multinomial logistic regression (MLR) model, this research examines the influence of socio-economic, demographic, and attitudinal factors on career decisions. The enhanced model accounts for class imbalances in the dataset and improves classification accuracy, making it a robust tool for understanding the drivers behind TVET choices. A sample of 1600 Ghanaian youth engaged in vocational careers was used, ensuring diverse representation of the population. Key findings reveal that males are approximately three times more likely to choose TVET programs than females, despite females making up 50.13% of Ghana’s population. Specific determinants influencing TVET choices include financial constraints, parental influence, peer influence, teacher influence, self-motivation, and vocational limitations. In regions with limited vocational options, youth often pursue careers based on availability rather than preference, which highlights a gap in vocational opportunities. Parental and teacher influences were found to play a dominant role in steering youth towards specific careers. The study concludes with recommendations for policymakers, instructors, and stakeholders to increase the accessibility, relevance, and quality of TVET programmes to meet the socio-economic needs of Ghanaian youth.

This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.

This study investigates university students’ understanding of the mole concept and its implications for chemistry education, highlighting the critical role of mathematical education. A questionnaire was administered to 303 students from universities in Panama, Mexico, Cuba, Chile, and Spain. The results reveal that only 29.7% of participants recognize the mole as a fundamental unit, while 20.8% confuse the amount of substance with a non-existent “Chemical System.” Only 18.5% correctly identified the substance quantity symbol as “n” and 32.7% were aware that Wilhelm Ostwald introduced the term mole, indicating deficiencies in historical knowledge. The significance of these findings highlights major misconceptions and gaps in both conceptual understanding and historical knowledge, underscoring the urgent need for revised teaching strategies. Addressing these issues is crucial for bridging the gap between theoretical knowledge and practical application, thereby enhancing instructional methods and optimizing chemistry education to improve students’ comprehension of fundamental concepts.

This paper aims to analyze the impact of access to Information and Communication Technologies (ICT) on the private returns to higher education (HE) focusing on gender inequality in 2020. Methodology: To evaluate the above impact a set of Mincerian equations will be estimated. The proposed approach mitigates biases associated with self-selection and individual heterogeneity. Data: The database comes from the National Household Income and Expenditure Survey (Encuesta Nacional de Ingresos y Gastos de los Hogares, ENIGH) from 2020. Results: Empirical evidence suggests that individuals that have HE have a positive and greater impact on their salary income compared to those with a lower educational level, being women that do not have access to ICT those with the lowest wage return. Policy: Access to ICT should be considered as one of the criteria that integrate social deprivation in the measurement of multidimensional poverty. Likewise, it is necessary to design public policies that promote the strengthening and creation of educational and/or training systems in technological matters for women. Limitations: No distinction was made between individuals that graduated from public or private schools, nor was income from sources other than work considered. Originality: This investigation evaluates the impact of access to ICT on the returns to higher education in Mexico, in 2020, addressing gender disparity.

This article presents the validation of a virtue-based leadership development questionnaire (LID). Leadership is defined as the human action of guiding others toward a common good, which requires the exercise of personal competencies and virtues. The theoretical and factorial structure of LID has three domains: intellectual, relational and performative. The LID was administered to a sample of 1759 university students from Mexico and Spain for factor analysis. Subsequently, it was applied to a sample of 1906 students from a Mexican university for confirmatory factor analysis and to 171 Mexican students for a convergent validity study with the Socially Responsible Leadership Scale (SRLS). Psychometric analyses indicate that the questionnaire is reliable and valid. Confirmatory factor analysis indicates that the questionnaire fits the theoretical model and has convergent validity with the SRLS. This questionnaire aims to contribute to the leadership education of university students.