In Côte d'Ivoire, the government and its development partners have implemented a national strategy to promote agroforestry and reforestation systems as a means to combat deforestation, primarily driven by agricultural expansion, and to increase national forest cover to 20% by 2045. However, the assessment of these systems through traditional field-based methods remains labor-intensive and time-consuming, particularly for the measurement of dendrometric parameters such as tree height. This study introduces a remote sensing approach combining drone-based Airborne Laser Scanning (ALS) with ground-based measurements to enhance the efficiency and accuracy of tree height estimation in agroforestry and reforestation contexts. The methodology involved two main stages: first, the collection of floristic and dendrometric data, including tree height measured with a laser rangefinder, across eight (8) agroforestry and reforestation plots; second, the acquisition of ALS data using Mavic 3E and Matrice 300 drones equipped with LiDAR sensors to generate digital canopy models for tree height estimation and associated error analysis. Floristic analysis identified 506 individual trees belonging to 27 genera and 18 families. Tree height measurements indicated that reforestation plots hosted the tallest trees (ranging from 8 to 16 m on average), while cocoa-based agroforestry plots featured shorter trees, with average heights between 4 and 7 m. A comparative analysis between ground-based and LiDAR-derived tree heights showed a strong correlation (R2 = 0.71; r = 0.84; RMSE = 2.24 m; MAE = 1.67 m; RMSE = 2.2430 m and MAE = 1.6722 m). However, a stratified analysis revealed substantial variation in estimation accuracy, with higher performance observed in agroforestry plots (R2 = 0.82; RMSE = 2.21 m and MAE = 1.43 m). These findings underscore the potential of Airborne Laser Scanning as an effective tool for the rapid and reliable estimation of tree height in heterogeneous agroforestry and reforestation systems.

The objective of this research was to analyze several reading and writing methods used in educational settings, evaluating their pedagogical approaches and their effectiveness in the process of learning to read and write in school-age children. A systematic review was carried out in the open databases Dialnet and ScieELO, using different inclusion and exclusion criteria, which resulted in 164 documents, applying the PRISMA protocol, 20 were selected. A narrative synthesis analysis was carried out on the following dimensions: reading and writing methods, applied strategies, similarities with other methods and impact on the development of literacy. It is concluded that the combined application of the methods of synthetic and analytical approaches to reading and writing paves the way to attend to the diversity of learning styles, facilitates the strengthening of specific linguistic skills, and strengthens reading comprehension and writing competence.

The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication.

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs.

This study explores the influence of digital technologies, including media, on pre-service teachers’ interactions and engagement patterns. It underscores the significance of promoting digital competence to empower pre-service teachers to navigate the digital world responsibly, make informed decisions, and enhance their digital experiences. The objective is to identify key themes and categories in research studies related to pre-service teachers’ digital competence and skill preparations. Conducting a systematic literature review, we searched databases such as SCOPUS, ScienceDirect, and Taylor & Francis, including forty-three articles in the dataset. Applying qualitative content analysis, we identified four major themes: digital literacy, digital competencies, digital skills, and digital thinking. Within each theme, categories and their frequencies were examined. Preliminary findings reveal a growing prevalence of digital competence and literacy articles between 2019 and 2024. The paper concludes by offering recommendations for further research and implementations, with specific criteria used for article selection detailed in the paper. A digital literacy policy for teacher education preparedness is included.

The study’s objective is to identify the challenges and limitations faced by the current vocational education system in preparing graduates in the era of the industrial revolution in the evolving job market in Tangerang, Indonesia. The study primarily examines vocational high schools and adopts a quantitative and quasi-experimental research approach, using control groups to conduct pre- and posttests. The experimental group experiences demonstrations, whereas the control group receives explanations. Instructors employ a blend of demonstration and explanation techniques to explain equipment operation before allowing students to engage in vocational training. The study, led by students in various engineering fields, evaluates technical competencies, work ethics, and foundational knowledge using tests and observations. Job preparation is assessed using the minimal completeness criteria (MCC), which focuses on the importance of proper knowledge, attitudes, and skills. The results indicate that vocational teachers have the potential to play a pivotal role in introducing cutting-edge, technology-based teaching methods, therefore enabling students to make well-informed decisions about their careers. This research enhances vocational education by incorporating practical skills and attitudes with academic knowledge, effectively addressing the changing requirements of the work market.