Ioulia Papageorgi

This commentary discusses Robinson et al. on integrating artificial intelligence (AI) proficiency into undergraduate psychology curricula. It supports the argument that AI literacy and fluency are essential for graduate employability, a position aligning with APA and EFPA guidelines. Authors highlight opportunities such as enhanced learning, innovation and reduced digital inequities. But also discuss challenges, including academic integrity threats, reduced critical thinking, and ethical concerns. In the commentary, additional practical barriers are identified, including faculty training gaps, curriculum overload, infrastructural inequalities and rapid technological change. While integration is necessary, successful implementation requires careful planning, institutional support and ongoing adaptation to evolving educational and technological contexts

Introduction: Tobacco use remains a significant public health issue worldwide, causing over 7 million deaths annually. Polytobacco use has become a common phenomenon. This study aims to analyze reasons for cigarette and tobacco product use, dual use and poly use among university students by...

This book chapter reports on a pedagogical intervention consisting of a new artistic research-based approach to teaching and learning music performance. Such an approach was offered as an extracurricular course (REACT training school) promoted by a strategic partnership, funded by ERASMUS+, involving 5 European higher music institutions. The chapter is structured in four parts. The first outlines the current paradigm of music performance education in European higher education institutions. This section explores the consequences of the values and expectations established in the context of the nineteenth-century Western Conservatoire model along with a summary of the career demands of professional music performers. From the insights arising from the issues discussed above, connections are drawn with the current state of artistic research in order to launch new pedagogical strategies. In the second part, the implementation of the REACT training school at a Portuguese university is described. Details about topics included in the programme, selection of participants, data collection and data analysis are presented. In the third part, the results of the data analysis are dealt with, considering the students' perspectives regarding their participation and the training school itself. In section 4, the theoretical and pedagogical implications of the study are discussed, with reference to the state of the art presented in section two, also addressing methodological limitations of the study itself, finally proposing possible directions for future research.

Results from a survey conducted by the European Federation of Psychologists’ Associations Board of Educational Affairs are reported. A total of 227 psychology graduates from across Europe responded to an online survey. Participants were presented with a set of psychology subject-specific competencies and a set of general competencies and asked to rate the extent to which (a) their Bachelor studies supported the development of these competencies and (b) these competencies were relevant for employment as well as to comment on the value of a Psychology Bachelor degree. Findings suggest that an education in psychology develops psychological skills, but also graduates with more general competencies. Overall, psychological competencies appear to develop to a high level through the Bachelor in Psychology, with the exception of specific practical skills. On the contrary, general competencies appear to not develop to an adequate degree. Practical skills focusing on the administration of psychological tools, psychometric instruments and specialist software, as well as general competencies relating to computer literacy skills, communication skills and team-working skills should be further developed to prepare graduates adequately for employment. The study highlights the value of an education in psychology particularly for those individuals who do not wish to enter the applied psychology professions or academia.

The literature suggests that there is often no alignment between student preferences and what and how it is taught in the music classroom. A total of 749 Cypriot secondary school students, aged 12 to 14 years, responded to a survey addressing enjoyment of music, motivation for school music lessons, and perceptions of the music classroom environment. The survey included a questionnaire with six subscales: Involvement, Affiliation, Teacher Support, Task Orientation, Order and Organization, and Rule Clarity. High ratings for Affiliation, Teacher Support, and Rule Clarity suggest that, overall, students’ perceptions of the classroom environment were positive. They were not uniform, but varied on the basis of student characteristics. Girls rated Rule Clarity higher than boys. Younger students tended to rate Task Orientation, Order and Organization, and Rule Clarity higher than older students. Higher-achieving students tended to rate Affiliation and Teacher Support higher. Older boys rated Involvement lower than younger boys, whereas older girls rated Involvement higher than younger girls. It can be inferred that boys experienced a gradual increase in perceived Affiliation as their achievement improved, although the pattern was less consistent for girls. Girls tended to report higher motivation for school music lessons than boys. Motivation was enhanced by classroom environments in which students experienced higher levels of enjoyment of music, engagement, and support from teachers. The findings show that the music classroom environment should be characterized by student engagement, clarity of rules, good organization, clear goals, teacher support, and affiliation between classmates.

Literature suggests that music performance anxiety (MPA) is prevalent in adolescence, a developmental period with increased likelihood of experiencing anxiety under evaluative conditions. Evidence also indicate that individuals may respond to evaluative situations in distinct ways. Factors contributing to the individuality of responses in evaluative situations (such as test taking and musical performance) are not yet fully understood. This study investigated student typologies in adolescent instrumental learners. Participants included 410 learners who completed the Young Musicians’ Performance Questionnaire. K-Means cluster analysis revealed three typologies: Cluster 1 – moderately anxious students evidencing lower levels of motivation and feeling ineffective but guarding their self-esteem; Cluster 2 – highly anxious students evidencing negative self-perceptions and being susceptible to experiencing maladaptive MPA; Cluster 3 – low anxious students evidencing high levels of motivation and confidence and inclined toward experiencing adaptive MPA. The 3-cluster solution effectiveness was validated with discriminant analysis. Significant associations between examination achievement and cluster membership revealed variations between clusters. Thematic analysis of qualitative data facilitated further understanding of their characteristics. This study adds to the body of MPA literature by exploring the different ways with which adolescent musicians interpret and respond to anxiety inducing situations. Findings have implications for clinical and educational practice.