Blockchain Papers

Sixbert Sangwa, Emmanuel Ekosse, Isaac Museveni, Simeon Nsabiyumva

This study investigates how decentralized, industry-linked learning hubs can address Africa’s enduring higher education challenges of access, affordability, and employability. It proposes a scalable framework combining the African Leadership University (ALU)’s multi-city model with the Community Services Association (CSA) Rwanda’s district-based learning ecosystem. The study is guided by three research questions: RQ1: What systemic enablers support the diffusion of industry-linked university hubs in Africa? RQ2: What key barriers limit diffusion, and how do they vary across countries? RQ3: How can proven models (e.g., ALU, CSA) be adapted and costed for scale? (2)Methodology. A qualitative comparative analysis was conducted using 35 high-credibility secondary sources filtered via a PRISMA-adapted protocol from an initial 245 records (2010–2025). Four cases—ALU, CSA, Ashesi University, and UNICAF—were analyzed through the lenses of Diffusion of Innovation, Triple Helix, and Experiential Learning theory. Although the study relies exclusively on secondary sources, we applied light-touch text-mining in MAXQDA: policy documents were tokenised, stop-words removed, and coded with an unsupervised LDA algorithm (k = 6) to surface latent themes that triaged sources for qualitative comparative analysis; no clustering or association-rule modelling was undertaken. Visual tools—including causal-loop diagrams, scorecards, and a Gantt-style scale-up roadmap—supported synthesis. (3) Findings. Five core enablers emerged: policy alignment, institutional autonomy, Triple Helix linkages, diversified finance, and contextualized curricula. Barriers included regulatory rigidity, funding fragility, governance gaps, and digital divides. The proposed Pan-African Learning Hub Framework blends ALU’s experiential pedagogy with CSA’s grassroots model, enabling vertical progression from district-level cooperatives to regional research hubs. A three-year scale-up plan (USD 400–4,000 per student/year) suggests viability under flexible policy conditions. (4) Research Limitations / Implications. Secondary-data reliance constrains causal attribution and excludes francophone/North African contexts. Field validation and financial modeling are recommended for future work. (5) Practical Implications. Policymakers and institutions can use this framework to pilot scalable, employment-linked hubs without constructing new campuses. (6) Originality / Value. This is the first study to align Africa-wide policy ambitions with operational design and costing of university-linked hub models.

D Davidson, Nicola Vasey, Adam Pattison Rathbone, Charlotte Lucy Richardson

Abstract Introduction Pharmacy education in the United Kingdom must adapt to produce independent prescribing pharmacists ready to join an evolving healthcare system. Current placement practices exclude approximately 21% of the population due to a lack of specific recommendations surrounding paediatric experience and knowledge within the MPharm programme.[1] In turn, students’ current experiences may be limited by lack of interaction with unique learning outcomes offered by some healthcare settings, such as paediatric hospitals.[2] To promote student exposure in an overlooked speciality, novel approaches to work-based learning can be utilised. Aim This study aimed to explore pharmacy students’ experiences of work-based learning in a paediatric hospital setting. Methods In October 2022, fourth-year MPharm students at one school of pharmacy were invited to undertake work-based learning sessions across one academic year. The sessions aimed to develop students’ paediatric consultations skills and knowledge. Sessions consisted of a briefing, ward activities, scaffolded consultations with children and carers, and debriefs with a clinical supervisor. Debriefs included students reporting clinical information, required action and learning outcomes. All debriefs provided by students were transcribed by a clinical supervisor using a spreadsheet which recorded the date, ward visited, patient details, student handover, follow-up (if required) and learning outcomes. Data was initially cleaned, quality checked, and underwent content analysis to identify patterns and key themes to describe student experiences. Results Seventy-four students took part in sessions and delivered 233 consultations covering the medical history of the patient (76%, n=177), with varied levels of completeness. Students were exposed to acute conditions (41%, n=96) and chronic conditions (33%, n=76), with 13% (n=30) still awaiting diagnosis. Forty-eight percent (n=81) of learning points related to the pathology, diagnosis and symptoms of conditions, 24% (n=41) to medicines, 15% (n=25) to patient care, 11% (n=18) to non-clinical experiences and 2% (n=4) to other outcomes. In addition to carrying out ward activities, students underwent the processing of experiences during post-session debriefs: “It’s uncomfortable seeing a child struggle to breathe” [P131]. The process of active reflection was also evidenced in debriefs: “I felt very anxious, like a tightness in the chest, to hear that a child had a short life expectancy” [P145]; “I realised they had zero cultural competence after seeing a patient from the Middle East with jaundice” [P233]. Conclusion The study demonstrates a proof of concept that students can be exposed to complex care needs and challenging consultations under indirect supervision, demonstrating the paediatric setting to be a suitable work-based learning host. However, findings are limited to a single cohort of students at a single site, meaning transferability may be limited. Future studies could focus on longitudinal educational and emotional outcomes of students by measuring clinical knowledge, competence and confidence. Utilising post-session debriefs with peers and supervisors created a space to share both pharmaceutical and emotional learning points, aiding in managing the cognitive load of students. This experience not only highlights the requirement of paediatric exposure in pharmacy education programmes to aid the students’ future practice, but the importance of supervised reflective activities following work-based learning experiences. References 1. Office for National Statistics. Ethnic group by age and sex, England and Wales: Census 2021. 2023. Available from: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/ethnicity/articles/ethnicgroupbyageandsexenglandandwales/census2021 2. Kerth J-L, van Treel L, Bosse HM. The Use of Entrustable Professional Activities in Pediatric Postgraduate Medical Education: A Systematic Review. Academic Pediatrics. 2022;22(1):21-8.

Daniel Cabrera, Christopher P Nickson, Damian Roland, Elissa Hall · 5 authors

Current health professions education (HPE) institutions are based on an assembly-line hierarchical structure. The last decade has witnessed the advent of sophisticated networks allowing the exchange of information and educational assets. Blockchain provides an ideal data management framework that can support high-order applications such as learning systems and credentialing in an open and a distributed fashion. These system management characteristics enable the creation of a distributed autonomous organization of learning (DAOL). This new type of organization allows for the creation of decentralized adaptive competency curricula, simplification of credentialing and certification, leveling of information asymmetry among educational market stakeholders, assuring alignment with societal priorities, and supporting equity and transparency.

Dr.Wissam Abdelmouli, Mohammed Al-Amiri, Fakhrya El Yahyani, Badr Al-Maamari · 5 authors

The objectives of current technical education aim to bridge the gap between scientific knowledge and contemporary practices. Integration of Theoretical and Practical Knowledge: Technical education seeks to combine theoretical knowledge with practical skills and applications. It aims to provide students with a solid foundation of scientific principles and concepts while emphasizing hands-on learning experiences. By integrating theory and practice, technical education prepares students to apply their knowledge in real-world scenarios and adapt to evolving industry practices. Industry Relevance and Employability: One of the primary objectives of technical education is to equip students with the skills and knowledge that are relevant to current industry needs. It focuses on understanding the demands of the job market, identifying emerging trends, and aligning curricula with industry requirements. This approach ensures that graduates are prepared for the workforce, possess the necessary technical competencies, and have a higher employability rate. Practical Problem-Solving and Critical Thinking: Technical education fosters the development of problem-solving and critical thinking skills. Students are encouraged to analyze complex problems, identify innovative solutions, and apply scientific knowledge to practical situations. By emphasizing analytical and logical reasoning, technical education prepares students to address challenges in their respective fields and contribute to technological advancements. Application of Contemporary Technologies: Technical education recognizes the importance of contemporary technologies in various industries. It aims to expose students to the latest tools, software, equipment, and techniques relevant to their chosen fields. By providing hands-on experience with contemporary technologies, technical education enables students to adapt to technological advancements and become proficient in using them effectively. Entrepreneurship and Innovation: Technical education encourages an entrepreneurial mindset and fosters innovation. It aims to nurture creativity, risk-taking, and the ability to identify and seize opportunities. Students are encouraged to think critically, develop innovative solutions, and explore entrepreneurial ventures. By promoting entrepreneurship and innovation, technical education contributes to economic growth and job creation. Lifelong Learning and Adaptability: Technical education recognizes the rapid pace of change in today's world and the need for individuals to be adaptable and continuously update their skills. It instills a mindset of lifelong learning, encouraging students to stay abreast of technological advancements, industry trends, and changing practices. Technical education equips students with the ability to learn independently, engage in self-directed learning, and adapt to evolving professional requirements. Ethical and Social Responsibility: Technical education emphasizes ethical and social responsibility in the application of scientific knowledge. Students are encouraged to consider the ethical implications of their work, including sustainability, environmental impact, and social equity. Technical education promotes responsible practices, ethical decision-making, and awareness of the broader societal impact of technological advancements. Overall, the objectives of current technical education revolve around equipping students with a strong foundation in scientific knowledge, practical skills, and a mindset that prepares them to contribute to their respective industries. By combining theory with practice, emphasizing industry relevance, fostering critical thinking and innovation, and promoting lifelong learning, technical education aims to bridge the gap between scientific knowledge and contemporary practices, creating a skilled and adaptable workforce.Current technical education objectives between scientific knowledge and digital practices: UNESCO supported artistic education through two complementary approaches. The first concerns artistic expressions and classical and contemporary cultural sources as a tool for education and a demonstration of the richness of knowledge and the enrichment of culture. With regard to the second approach, cultural prospects and diversification of cultural action were targeted. The introduction of cultural arts and practices into the educational setting has become the gain that enables the development of thought and sense and balances the psyche of the individual and societies. A specialized scientific journal has been published that ranges from theoretical to applied and is interested in technical teaching in many countries. It contains a series of critical approaches and attempts to open up the prospects of artistic and cultural education. What changes the digital age in these practices? Digitization contributes to seamless access to sources, which brings good specifications to the teaching of artistic and cultural education, as pedagogical files, virtual exhibitions and videos can be found. Does Digital Push Interregional Justice? It can be confirmed that digital education contributes to expanding the teaching of art education in many areas, even in rural areas. In this context, the teaching of technical education in France has been included in the Official Lead, in accordance with chapter No. 2013-595 of 8 July 2013, with a view to reviving the Republic's school. The application of contemporary technologies has become pervasive across various sectors, transforming industries and impacting daily life. Here are some key areas where contemporary technologies are being applied: Information Technology (IT) and Software Development: Contemporary technologies such as cloud computing, artificial intelligence (AI), machine learning, and big data analytics are revolutionizing the IT industry. These technologies enable the development of innovative software applications, data analysis tools, and digital platforms that enhance productivity, efficiency, and user experiences. Internet of Things (IoT): The IoT refers to the interconnection of everyday objects and devices via the internet. It involves the use of sensors, actuators, and network connectivity to collect and exchange data. The application of IoT technology spans various domains, including smart homes, smart cities, industrial automation, agriculture, healthcare, and transportation, enabling increased efficiency, automation, and data-driven decision-making. Robotics and Automation: Contemporary technologies have significantly advanced robotics and automation systems. Robots are being used in manufacturing industries for tasks such as assembly, packaging, and quality control. Automation technologies, including robotic process automation (RPA) and intelligent process automation (IPA), are being applied in sectors such as finance, logistics, and customer service to streamline workflows and improve operational efficiency. Renewable Energy and Sustainable Technologies: Contemporary technologies play a vital role in the development and application of renewable energy sources. Solar panels, wind turbines, and hydroelectric systems are examples of how technology is utilized to harness clean energy. Sustainable technologies, including energy-efficient buildings, smart grids, and waste management systems, help reduce environmental impact and promote sustainability. Augmented Reality (AR) and Virtual Reality (VR): AR and VR technologies offer immersive and interactive experiences by blending the digital and physical worlds. They find applications in various industries, including gaming, entertainment, healthcare, education, and training. AR and VR can enhance learning experiences, provide realistic simulations, and revolutionize product design and visualization. Biotechnology and Genetic Engineering: Contemporary technologies have revolutionized the field of biotechnology and genetic engineering. Techniques such as gene editing, including CRISPR-Cas9, enable precise modifications of genetic material. These technologies have applications in healthcare, agriculture, and industrial processes, leading to advancements in personalized medicine, crop improvement, and bio manufacturing. Block chain Technology: Block chain is a decentralized and transparent technology that ensures secure and tamper-proof transactions and data storage. It has applications in various sectors, including finance, supply chain management, healthcare, and digital identity verification. Block chain technology enables increased trust, transparency, and efficiency in transactions and data management. 3D Printing: Also known as additive manufacturing, 3D printing allows the creation of three-dimensional objects layer by layer based on digital designs. It has applications in manufacturing, prototyping, architecture, healthcare, and aerospace industries. 3D printing technology enables rapid prototyping, customization, and reduced material waste. Cybersecurity: As technology advances, the need for robust cybersecurity measures becomes critical. Contemporary technologies are applied to develop advanced security systems, encryption algorithms, and intrusion detection mechanisms to protect digital assets and sensitive information. Cybersecurity technologies are crucial in safeguarding networks, systems, and data from unauthorized access and cyber threats. These are just a few examples of how contemporary technologies are being applied across various sectors. The rapid pace of technological advancements continues to open up new possibilities and drive innovation, leading to transformative changes in industries and society as a whole.

Alexander Mikroyannidis, Allan Third, John Domingue, Michelle Bachler · 5 authors

The emergence of the blockchain promises to revolutionise not only the financial world but also lifelong learning in various ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and tutoring services online, how we register and pay for them, as well as how we get accredited for what we have learned and how this accreditation affects our career trajectory. This chapter explores the different aspects of lifelong learning that are affected by this new paradigm and describes an ecosystem that places the learner at the centre of the learning process and its associated data. This chapter also discusses the possibilities that will be afforded by the combination of trustworthy educational data enhanced with meaningful web-accessible linked data, and what these developments will mean for learners, educators, and the employment market.

Peter Williams

New technologies and the knowledge economy are destabilising graduate professions, with artificial intelligence and the analysis of ‘big data’ making significant impacts on formerly secure jobs. Blockchain technology, offering automated secure credentialling of undergraduate students’ activities and achievements, may significantly erode existing systems of assessment. The challenge for universities will be not only to maintain the relevance of their curricula but also to manage erosion of their current near-monopoly in awarding degrees. This paper envisions a landscape in which universities must outsource parts of their course delivery and assessment in order to remain competitive. It examines a potentially sustainable mission strategy: to move away from narrow academic disciplines towards an authentic learning curriculum focusing on the development of students as whole persons with rounded educations. This paper examines implications for the academy of the convergence of artificial intelligence, data analytics and blockchain technology.

Saowaluck Tepsuriwong, Thanis Bunsom

Liu and Carless (2006) propose that peer assessment through peer feedback giving has its potential for enhanced student learning. Introducing formative assessment, using valid and reliable rubrics, can be beneficial to both teachers and learners in the process of learner improvement. However, Carless’s experiences in Hong Kong, a Confucius-based society where high-stake summative examinations are heavily prioritised, are solid proofs of how culture can interfere with education. In Asian societies, including Thailand, teachers having superior and absolute power in assessment are respected by students and hence, teacher voices take precedence over those of their peers. Implementing peer assessment in Asian classrooms, therefore, is problematic and to a certain extent, impossible. In this research, in order to expand our students’ learning boundaries beyond familiar, traditional ways of teacher assessment of which an end result is a grade, we introduced peer assessment rubrics to our reading classroom to allow them to monitor their friends’ reading progress. The peer evaluation results and comments were analyzed and compared with that of the teacher. An in-depth interview was also conducted with six subjects after the assessment process. The findings showed that as most of our students were engineering students and the texts they were reading were literary excerpts, employing rubrics was very helpful in the learning process. Nevertheless, as a result of long standing culture, final grades were still their priority. Our conclusive suggestions were that structural changes in assessment would be needed and they would certainly take time amidst the assessment culture in Thailand. DOI: 10.5901/mjss.2013.v4n14p279

Dan Ţogoe

Without a real change, the Romanian education system and especially the preuniversity system will not be able to overcome its instability and provisional character. The reforms that started in 2000 must continue. The success of the decentralization of the pre-university system, as a basic component of the reform, greatly depends on the manner in which the financing of preuniversity education must be carried out in accordance with the number of pupils, and the funds must be assigned to place the pupil in a flexible and facile environment.