This study compares Human Resource Development (HRD) in Vietnam and Malaysia, looking at their methods, problems, and institutional frameworks in the context of ASEAN economic integration and Industry 4.0. Based on Cho and McLean’s (2004) integrated HRD model, this paper looks at recent research (from 2018 to 2023) to look at important topics such globalization, demographic changes, vocational training alignment, and technology disruption. Vietnam has a vast workforce, but it still has problems with low productivity, skill mismatches, and not being ready for the global market. On the other hand, Malaysia’s institutional HRD structures are making more progress, even though its workforce is getting older and not everyone is adapting to digital transformation at the same rate. The study shows that we need HRD policies that are tailored to each industry, training that is delivered in a decentralized way, and stronger relationships between the public and commercial sectors. It also stresses how important it is for national HRD policies to include global competences and initiatives that help everyone learn new skills. The study adds a unique framework for comparing HRD and gives policymakers, educators, and practitioners useful information, even though it is constrained by its use of secondary data. Future study should use mixed-methods to confirm results and look into interventions that work in specific situations. The study shows that Vietnam and Malaysia need personalized, inclusive, and forward thinking HRD systems to produce strong and competitive workforces in the post-pandemic, digital driven global economy.

Currently, there is a significant gap between the training objectives and the actual situation of electromechanical talents in higher vocational colleges. Many teachers in electromechanical departments do not meet the required qualifications and are unable to adapt to the developments of the new era. The talent training mode is insufficiently comprehensive, and the criteria for talent assessment are not unified. In response to these issues, it is necessary to promptly change the mindset, innovate educational ideas, focus on the present while planning for the future, clarify training objectives, adopt a dual education model that integrates production and education, strengthen the faculty, utilize their potential, and improve the overall educational quality to provide guarantees for talent development.

Simulation training in dental medical eduaction is a modern high-tech approach in providing quality higher education. Simulation training immerses students in realistic scenarios, allowing them to develop both technical and non-technical skills essential for effective patient care. This study highlights key contemporary issues in high-tech simulation training for dental education and consolidates its rationale and benefits. We searched the databases PubMed, Scopus, Web of Science, and ResearchGate. This review includes 36 articles published in English, Russian, and Ukrainian from 2020 to 2024. Non-peer-reviewed papers or those not published in indexed journals were not considered. Simulation training was found to impact integration of theory and practice, training a wide range of psychomotor skills, development of complex clinical competences, cultivating confidence, empathy and patient-oriented care, neuroplasticity of the brain and the cognitive load. Pedagogical benefits and the place of simulation training in the curriculum were also discussed.

This study aims to investigate the impact of dance training on the mental health of college students. Utilizing experimental research methods, we established an experimental group and a control group to compare changes in mental health dimensions—including anxiety, depression, self-esteem, and social skills—between the two groups before and after 12 weeks of dance training. The findings indicate that dance training significantly reduces levels of anxiety and depression, while also improving self-esteem and social skills, thereby enhancing social adaptability. These results provide empirical support for the use of dance as an intervention for mental health and offer new insights for mental health education in colleges and universities.

Environmental Education (EE) programs are of crucial importance. EE are aimed at global citizenship to generate new knowledge and new, more participatory and conscious ways of acting in the environment. This study, therefore, wants to verify the effectiveness of a training intervention that is based on education on climate change issues and on the active participation of subjects in the dimension of the small psychological group. At the intervention 309 students took part, equally distributed by gender (52.1% males), 64.4% enrolled in primary school, 35.6% enrolled in lower secondary school. A quantitative protocol was administered to evaluate the effectiveness of the intervention. The study shows an increase in pro-environmental behaviors and their stability even after 15–30 days. The intervention seems to be effective in triggering pro-environmental behaviors and maintaining them in the following weeks. The results of this study highlight the need to develop environmental education pro-grams in schools to increase levels of knowledge and awareness on the issue of climate change.