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Students' self-repair in EFL classroom interactions: implications for classroom dynamics
Knowledge, attitudes, practices and perceived barriers towards research in undergraduate medical students of six Arab countries
Factors influencing teaching as a career choice in both public and private universities in Ghana
Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
School principals making sense of a national reform agenda: the case of Sierra Leone
School principals making sense of a national reform agenda: the case of Sierra Leone
by Modupe Taylor-Pearce
Keep ReadingEstablishment of a collaborative research ethics training program to prepare the next generation of ethics researchers in Mali
Impact of Entrepreneurial Learning on Entrepreneurial Self-Efficacy and Intention: Role of a Design-Based Entrepreneurship Education
Test anxiety and associated factors among first-year health science students of university of gondar, northwest ethiopia: A cross-sectional study
A MCDM-based framework for the selection of renewable energy system simulation tool for teaching and learning at university level
Do ICTs reduce inequalities in access to professional training in Cameroon?
Students' Perceptions of the Classroom Learning Environment and Engagement in Cooperative Mastery Learning-Based Biology Classroom Instruction
Examining artificial intelligence literacy among pre-service teachers for future classrooms
Examining artificial intelligence literacy among pre-service teachers for future classrooms
by Rethabile Rosemary Molefi
Keep ReadingPerception of the operation theater learning environment and related factors among anesthesia students in Ethiopian higher education teaching hospitals: a multicenter cross-sectional study
A comprehensive analysis of the role of artificial intelligence in aligning tertiary institutions academic programs to the emerging digital enterprise
A best way forward to the organisation of entomological training courses in sub-Saharan Africa
From colonial education to higher education in Africa: the case of Guinea-Bissau
Workshop training to facilitate parental involvement in their children’s mathematics education: parents’ perceptions
Unveiling the Errors Learners Make When Solving Word Problems Involving Algebraic Task
Factors influencing the decision of Nigerian optometry students to work in rural areas upon graduation: a cross-sectional survey
Students' self-repair in EFL classroom interactions: implications for classroom dynamics
by Beshir, Mohammed
This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and qualitative data. Descriptive statistical tools were employed to analyze the quantitative component, while thematic analysis was used to explain the qualitative data. Based on the findings, the students engaged in different kinds of strategies for self-repair, including same-information repair (repetition) 48 (36.9%); appropriateness repair 46 (35.4%); error repair 32 (24.6%); and back-to-error 4 (3.1%). From the point of view of the trouble sources that trigger self-repair, this research highlighted difficulties with syntactic and lexical errors as the most prevalent problems among EFL learners. The self-repair evidences revealed the importance of giving time for students to modify their utterances by themselves. In addition, the result could help teachers determine where to focus their efforts in helping students.
Knowledge, attitudes, practices and perceived barriers towards research in undergraduate medical students of six Arab countries
by Assar, Ahmed
Background The involvement of the undergraduates in the research field requires a better view of their potential and the anticipated barriers facing them. This study aims to assess the undergraduates' knowledge, attitudes, practices and perceived barriers towards research in six Arab countries. Methods A cross sectional study included medical students from six Arab countries, where a self-administered five-section questionnaire was used to assess the students' demographics, knowledge, attitudes, practices and perceived barriers. The questionnaire was distributed in the online educational platforms of the participating medical schools in the six included countries. Results The total sample of recruited students was 2989, the majority of students (91.6%) showed poor level of knowledge regarding research. Generally high levels of positive attitudes towards research, research relevance and usefulness were found, with moderate levels of perception of research anxiety and difficulty. 33.7% (n = 1006) participated in an actual research project before with a mean of .5 publications per student. Cross-sectional studies were the most common type of studies conducted by students (38.6%), followed by case reports (23.9%). Lack of access to lab equipment for lab research (68.1%), the priority of education over research (66.8%), and lack of time because of educational tasks (66.1%) were generally the top perceived barriers towards research practice. Conclusion In the current study, the participants showed a poor knowledge level with associated positive attitudes towards research. One third of the students participated in research projects that mostly were cross-sectional studies and case reports. Educational tasks and lack of support were the most prevalent barriers. The students' positive attitudes towards research need to be translated into better knowledge and appropriate practice, which can be done by development of better training systems and more structured mentoring.
Factors influencing teaching as a career choice in both public and private universities in Ghana
by George Kofi Amoako
Purpose: The purpose of this paper is to explore how lecturers in both public and private universities in Ghana are motivated to take up teaching as a career using Herzberg’s two-factor theory. Design/methodology/approach: In this paper, qualitative research design was adopted. Data were collected from 24 lecturers from both public and private universities in Ghana and analysed with NVivo. Findings: Results from the analysis indicate that public sector university lecturers are generally better motivated than their counterparts at the private sector. Workload is higher at private universities, affecting research and publications negatively. The study also revealed that there are differences in motivation in relation to the hygiene factors between the public and private university teachers. Research limitations/implications: This study has a few limitations that must be considered and could provide guidance for future study; as this study addressed faculty point of view, future study could investigate from manager’s and other stakeholders’ point of view in order to get a holistic view of the issues under investigation. The sample size could be improved and the study could be conducted in other African countries for the purposes of comparison. Practical implications: The study shows that many lecturers are not happy in the job for both public and private universities. The findings of the study provide managers in the higher education industry with practical guidelines for strategies to motivate lecturers. Originality/value: Despite the rapid growth in the educational industry in Ghana, limited studies have been conducted into how lecturers are motivated to stay in teaching. This makes this research unique in Ghana. This study makes an original contribution by comparing how public sector and private sector university lecturers differ in their motivation to teach at the university using Herzberg’s two-factor theory. © 2019, Emerald Publishing Limited.
Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
by Beach, S.A.
The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research-to-practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy. © 2020 International Literacy Association
School principals making sense of a national reform agenda: the case of Sierra Leone
by Modupe Taylor-Pearce
This article investigates how school principals in Sierra Leone interpret and enact a national education reform program. Through a sense-making lens, this qualitative study explores how the principals perceive and enact a reform program while maintaining their leadership role within the schools and communities they serve. In this study, we collect data from twelve school principals from three localities in Sierra Leone. The research suggests that in an environment where money and the resources money can purchase are consistently in short supply, the involvement of school principals in the design and communication of a national reform program is critical to the implementation of said program. School principals’ sense-making of the reform program is centered on three primary themes, all of which are linked to the lack of funding for quality education in Sierra Leone and the noninvolvement of the school principals in the design of the program: (1) teacher compensation and commitment, (2) unfunded mandates, and (3) mismatched expectations. These themes, linked to the underlying context of managing schools in low resource environments, influence the principals’ interpretations and willingness to enact the reform program. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Establishment of a collaborative research ethics training program to prepare the next generation of ethics researchers in Mali
by Seydou Doumbia
Background: Despite an increase in health research conducted in Africa, there are still inadequate human resources with research ethics training and lack of local long-term training opportunities in research ethics. A research ethics training program named United States-Mali Research Ethics Training Program (US-Mali RETP) was established through a partnership between the George Washington University Milken Institute School of Public Health (GWSPH), USA and University of Sciences, Techniques & Technologies of Bamako (USTTB), to address the critical need for improved bioethics training, leadership, and policy in Mali. Methods: The aims of the capacity building programme are achieved by leveraging US and Africa-based expertise to strengthen research ethics education and capacity through: (1) intensive faculty development to design ethics training curricula; (2) development of a research ethics specialization within the existing Masters of Public Health program (MPH); and (3) establishing professional development courses through short-term training workshops and webinars to address research and professional needs in ethics. Results: The program will strengthen USTTB's capacity of research ethics by training at least 15 MPH students over 5 years to prepare the next generation of ethics researchers. During the first two years of the program, a new ethics training curricula was developed, two cohorts of Master's students were enrolled, and a series of webinars and workshops were conducted with participation of Malian and international researchers. Conclusions: US-Mali RETP will promote a sustainable bioethics enterprise at USTTB, and enable dissemination of research ethics training to increase health research capacity in Mali.
Impact of Entrepreneurial Learning on Entrepreneurial Self-Efficacy and Intention: Role of a Design-Based Entrepreneurship Education
by Adomdza, Gordon
The cursory views of several practitioners and academicians have suggested that design -based approaches have inherent features that increase their chances of impacting entrepreneurial intention (EI) and entrepreneurial self-efficacy (ESE). However, minimal empirical enquiries exist to affirm this viewpoint. The current study's overarching objective is to assess the influence of entrepreneurial learning (EL) acquired via a design-based entrepreneurial education (EE) on EI and ESE. We conducted a quantitative cross-sectional analysis of 207 participants' responses. Using stepwise multiple regression analysis, we assessed the relationship and impact of EL indicators on EI and ESE. Though both personal and social emergence learning and contextual learning have a significant positive relationship with ESE, the latter was the most important on the individual level. This relationship further affirms that collaborations, interactive learning, and experiences drawn from team projects are the most critical influencers of a student's ESE. The result of the stepwise multiple regression also affirmed that personal and social EL and ESE work better to influence EI. While the current study presently has implications for EE and entrepreneurship promotion, future studies may assess the impact of design-based EE on entrepreneurial actions rather than mere intentions.
Test anxiety and associated factors among first-year health science students of university of gondar, northwest ethiopia: A cross-sectional study
by Hanfesa, S.
Background: The experience of extreme worry and self-doubt before taking a test can drastically hinder an individual’s ability to perform well and may lead to miserable. Studies about test anxiety and associated factors among first-year health science students in Ethiopia are limited. Therefore, this study is meant to provide essential data for future interventions. Objective: To assess test anxiety and associated factors among first-year regular undergraduate health science students of the University of Gondar, northwest Ethiopia, 2019. Methods: An institutional-based cross-sectional study with a stratified random sampling technique. Test anxiety was assessed using the Test Anxiety Questionnaire. Data were analyzed using Statistical Package for Social Science (SPSS) version 20. Bivariate and multivariate logistic regression analysis was performed. A P-value of less than 0.05 was considered statistically significant in the multivariate analysis, and the strength of association was measured using adjusted odds ratio at a 95% confidence interval. Results: In this study, the prevalence of test anxiety was 54.7% (95% CI=49.40–60.20). The result revealed that fathers’ education of grade 9–12 (AOR=0.31, 95% CI=0.14–0.69), mothers’ education of grade 9–12 (AOR=2.43, 95% CI=1.07–5.47), psychological distress (AOR=8.37, 95% CI=4.29–16.39), the field of studies; midwifery (AOR=3.56, 95% CI=1.07–11.76), and medicine (AOR=6.79, 95% CI=1.64–28.22) were significantly associated with test anxiety at a P-value<0.05. Conclusion: The study found that test anxiety is a major problem of first-year undergraduate health science students. Mothers’ education of grades 9–12, psychological distress, midwifery, and medical field of studies were risk factors of test anxiety, whereas fathers’ education of grade 9–12 was protective for test anxiety. This showed that an increment in the education of father and mother has a controversial effect on test anxiety. It can be reduced by providing suitable trainings for first-year health science students in dealing with factors causing test anxiety. © 2020 Hanfesa et al.
A MCDM-based framework for the selection of renewable energy system simulation tool for teaching and learning at university level
by Ighravwe, DE
The calls for actions to combat climate change have resulted in renewable energy adoption and, consequently, an emerging renewable energy industry. Of course, this has also precipitated the need for more renewable energy expert grounded in hybrid renewable energy system (HRES) software to support the growing industry. Hence, selecting particular software for teaching renewable energy modules for the training of students at a university level is essential. The appraisal and selection of HRES sizing and optimisation software have become crucial for instructors and learners being prepared for the industry. This paper's central contribution is to provide academics, tutors, and researchers in the field of renewable energy system sizing with an idea on how to proficiently and effectively deploy multi-criteria decision-making (MCDM) approaches in HRES sizing and optimisation software selection problems. A framework that combines fuzzy entropy method and fuzzy-VlseKriterijumska Optimizacija I Kompromisno Resenje (VIKOR) was used to rank HRES simulation software. The performance of the framework was compared with that of the complex proportional assessment (COPRAS) method. The article observed a difference between the fuzzy VIKOR and COPRAS solution for ranking the most preferred software; the most preferred option using the Fuzzy VIKOR is the BCHP screening tool, and HOMER for the COPRAS method. They ranked the least preferred software as RETScreen (VIKOR method) and ORCED (COPRAS method).
Do ICTs reduce inequalities in access to professional training in Cameroon?
by Fabrice Nzepang
Purpose: This work aims to assess the effects of information and communication technology (ICT) on inequalities in access to professional training (PT) in Cameroon. Design/methodology/approach: This study used data from the fourth Cameroonian Household Survey (ECAM 4), the concentration index (CI) calculations and the Wagstaff et al. (2003) decomposition. Findings: The preliminary results show that the CI calculations by groups of individuals reveal the existence of significant inequalities in favour of the poor. This is the case for all groups of individuals who use ICT tools, namely radio, internet, telephone and television. The results of the Wagstaff et al. (2003) decomposition reveal that an equitable distribution of income between those who use and those who do not use the telephone, radio and internet reduces inequalities in access to FP in favour of the poor. Originality/value: Despite the wealth of literature devoted to the study of inequalities in access to education, the consideration of PT is still very marginal. In Cameroon, the literature devoted to the study of inequalities in access to PT is still almost non-existent, probably because of a low level of interest in the scientific community. However, as just seen, PT is a tool for combating unemployment, particularly in economies where the informal sector is important, insofar as the proportion of unemployed and inactive people is very low amongst the ones that have taken a PT course. Moreover, studies on the effects of ICT on inequalities in access to PT are still rare in the literature. © 2023, Emerald Publishing Limited.
Students' Perceptions of the Classroom Learning Environment and Engagement in Cooperative Mastery Learning-Based Biology Classroom Instruction
by Bizimana, Emmanuel
Literature confirms that students' engagement in biology is necessary predictor of their learning outcomes. However, how to do so is less certain. Therefore, this study investigated whether students taught biology using Cooperative Mastery Learning (CML) had different perceptions of learning environment and engagement when compared to those taught using Conventional Teaching Methods (CTM). A sample of 298 students (151 male and 147 female) in 7 intact biology classes was used. A modified What Is Happening In this Class (WIHIC) and Student Engagement Questionnaire (SEQ) were used to collect data. Data were mainly analyzed using the multivariate analysis of variance and simple correlation analysis. The findings indicated a statistically significant difference for all WIHIC and SEQ scales with students in CML scoring higher than students in CTM classes. Students' perceptions of WIHIC scales were statistically significantly associated with SEQ scales. The findings provide important information about how students' exposure to CML can help them be more engaged in biology classes. Hence, the CML is a practical instructional strategy with significant implications for teachers, biology syllabus designers, and curriculum planners.
Examining artificial intelligence literacy among pre-service teachers for future classrooms
by Rethabile Rosemary Molefi
In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating the AI literacy of pre-service teachers is crucial. As future architects of educational systems, pre-service teachers must not only possess pedagogical expertise but also a strong foundation in AI literacy. This quantitative study examines AI literacy among 529 pre-service teachers in a Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions of AI literacy, revealing that a profound understanding of AI significantly predicts positive outcomes in AI use, detection, ethics, creation, and problem-solving. However, no correlation exists between AI knowledge and emotion regulation or the assumption that active AI use enhances AI detection capabilities. The study identifies a trade-off between AI application and creation, emphasizing the ethical considerations intertwined with emotional and persuasive facets of AI use. It also supports the link between AI creation and problem-solving, emphasizing the foundational role of AI knowledge in shaping diverse aspects of AI literacy among pre-service teachers. The findings offer valuable insights for educators, administrators, policymakers, and researchers aiming to enhance AI literacy in pre-service teacher education programs. © 2024 The Author(s)
Perception of the operation theater learning environment and related factors among anesthesia students in Ethiopian higher education teaching hospitals: a multicenter cross-sectional study
by Habtemariam Wubshet
Introduction: Operation theater learning involves three key elements: clinical work, learning, and the environment. There is little evidence regarding the operating theatre learning environment for anesthesia trainees. Identifying the overall perception of the operation theater learning environment helps to establish an efficient operation theater learning environment and produce competent anesthesia professionals. Objective: The aim of this study was to assess the perceptions of the operating theater learning environment and associated factors among undergraduate anesthesia students in Ethiopian higher education teaching hospitals from April to May 2023. Methods: A multicenter cross-sectional study was conducted on 313 undergraduate anesthesia students who began operation room clinical practice at 13 higher education teaching hospitals. The data were entered into EpiData version 4.6. A generalized ordered logistic regression model was used to analyze and identify factors associated with the operating theater learning environment using STATA software version MP17. Results: The findings of this study revealed that 45.05%,26.52%), 23% and 5.43% of the participants reported having desirable, moderately desirable, very desirable and undesirable perceptions of the operating theater learning environment, respectively, from highest to lowest. Preoperative discussion (AOR = 4.98 CI = 1.3–18.8), lack of teaching facilities (AOR = 0.16 CI = 0.03–0.75), noise from played music (AOR = 0.22 CI = 0.07–0.63), absence of tutors (AOR = 0.03 CI = 0.01–0.22), respect for students (AOR = 3.44 CI = 1.6–7.2), roll modeling for students (AOR = 3.23 CI = 1.5–6.8) and strict supervision of students (AOR = 0.24 CI = 0.07–0.88) were significantly associated with perceptions of the operation theater learning environment, with 95% CIs. Conclusion: No study participant agreed that the operation theater learning environment in operation theatres was very undesirable. A lack of teaching facilities at the OR, a lack of tutors from the OR, noise from played music in the OR, a tutor respecting their student, a tutor role model for their student, a preoperative discussion with a tutor and strict supervision of the student are strongly associated with the operation theatre learning environment. © The Author(s) 2024.
A comprehensive analysis of the role of artificial intelligence in aligning tertiary institutions academic programs to the emerging digital enterprise
by Duncan Nyale
The study explores the use of Artificial Intelligence (AI) frameworks in transforming academic programs into adaptive, industry-relevant programs. The paper explores the development, validation, and effectiveness of artificial intelligence (AI) frameworks in aligning academic programs with the digital enterprise while highlighting the importance of these frameworks in enhancing graduates' digital skills and employability. Through a comprehensive analysis of existing literature, the paper highlights the significance of AI frameworks in bridging the gap between academia and industry requirements. It also presents case studies and empirical evidence to demonstrate the effectiveness of these frameworks in enhancing graduates' digital competencies. The findings emphasize the need for educational institutions to adopt AI frameworks to equip graduates with the necessary skills for success in the digital age. The research highlights the need for educational institutions to adapt to the rapidly changing digital landscape. The study shows significant improvements in graduates' digital literacy, problem-solving abilities, and adaptability to technological advancements. The real-world implications of these AI-driven educational interventions highlight the transformative potential of integrating AI technologies in education. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
A best way forward to the organisation of entomological training courses in sub-Saharan Africa
by Christopher Sabuni
Despite their significant impact on human life in the Afrotropical Region, Diptera remain understudied. For a large part this is due to a lack of Diptera taxonomic experts and collection curators from the Afrotropical Region (except for South Africa perhaps), the difficulties some developing countries face in maintaining collections, and the low number of digitised specimens. This impedes the use of these Diptera collections for identification services, taxonomic and phylogenetic research, and other biological research areas. The dire need for knowledge transfer and training of young and emerging entomologists in the Afrotropical Region has prompted the Royal Museum for Central Africa and collaborating institutes to organise entomological training courses in the Afrotropical Region. The training courses take place in Africa, in strategic locations, cover a period of ten working days, are taught in English, and are free of cost to participants and lecturers. Here, we first provide a brief history of the evolution of the training courses. Second, we give a short description of the gender, age, educational and professional profile of the applicants and participants of the training courses. Third, we provide as much information as possible on all aspects of the organisation of the training courses. All information is freely available and documents are provided in Word or Excel format to facilitate future use by others. It is to be hoped that this information shall stimulate and facilitate the organisation of other entomological (or similar) training courses in the Afrotropical Region and other biogeographical regions. Such training courses will stimulate South -South networks for entomology research and the simultaneous training of participants with a different educational or professional background might foster collaborations between universities, other scientific institutes in postgraduate training and research. They may also initiate collaboration between scientific institutes and those involved in management, policy making, outreach, or implementation of legal procedures. We believe that this kind of training courses presents a best way forward in the organisation of similar capacity building activities that will contribute to a sustainable network of entomologists. Finally, these training courses may be one of the many possible ways to reduce the gender inequality gap in biological sciences in the Afrotropical Region.
From colonial education to higher education in Africa: the case of Guinea-Bissau
by Arnaldo Sucuma
This study is focused on the birth of higher education in Africa, having as its case-study Guinea-Bissau. Starting from a historical and theoretical base, the article analyses the project of colonial education as well as the process of higher education building in Guinea-Bissau, since the first moments of its independence. Nevertheless, the nationalist project which accompanied the conception of education, including higher education, was developed during the struggle for liberation and it was not possible to materialize it in the Socialist period of Guinea-Bissau; thus, its implementation, between uncertainties and delays, was carried out in the neoliberal period. This fact favoured the modest commitment of the State towards the development of public universities, leaving that the private sector prevailed in this important part of the national education. In methodological terms, the research was carried out through a qualitative approach; thus, data were collected through a documental and bibliographic analysis, complemented by semi-structured interviews. This study showed that the higher education building process in Guinea-Bissau was a decisive element to determine the current situation. As a matter of fact, the access to the university is still based, in a large extent, in the financial availability rather than in the effective merit of each student, with evident territorial imbalances between Bissau and the rest of the country.
Workshop training to facilitate parental involvement in their children’s mathematics education: parents’ perceptions
by Fine Thabologo
This study investigated the effectiveness of workshops on parental involvement in their children’s mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children’s home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children’s mathematics education, which will probably affect their education performance positively. © 2024, Intelektual Pustaka Media Utama. All rights reserved.
Unveiling the Errors Learners Make When Solving Word Problems Involving Algebraic Task
by Samuel Kenney
This article uses the concurrent mixed methods design to explore the errors made by 171 Grade Seven learners in algebraic problem-solving within the Assin Central Municipality in Ghana. The participants were categorized into low-achieving and high-achieving groups based on their performance in a pretest, to help provide a detailed examination of the discrepancies in error occurrence between these groups. The Newman error analysis framework was used to unveil distinct patterns of errors among learners when tackling algebraic tasks. Quantitative data from the test were complemented by qualitative insights employing the Think Aloud Protocols (TAP). The analysis revealed that low-achieving learners struggled with reading, comprehension, and transformation errors, while high-achieving learners mainly encountered transformation and process skill errors. The findings contribute valuable insights into learners’ challenges in mastering algebraic concepts, offering implications for educational interventions and curriculum development in mathematics education. The study recommends implementing differentiated instruction strategies and providing additional support for comprehension, and problem-solving skills to improve algebraic proficiency among learners. © The Author(s) 2024.
Factors influencing the decision of Nigerian optometry students to work in rural areas upon graduation: a cross-sectional survey
by George Nnamdi Atuanya
Background: Access to eye care in rural Nigeria remains limited, as most optometrists work in urban areas. This study explores the factors influencing Nigerian optometry students’ decision to work in rural settings after graduation. Methods: A cross-sectional survey was conducted among 400 optometry students from ten accredited Nigerian universities. The students were surveyed on their preferences regarding rural practice and the factors affecting their decisions. Results: The majority of respondents (81.3%) were not inclined to establish their first optometric practice in rural areas, with poor living conditions (26.34%) being the most common deterrent. However, a significant proportion (52.8%) expressed willingness to consider establishing subsequent practices in rural areas. Motivation to help the community (56.6%) and the potential to enhance their optometric practice (74.6%) were key drivers for rural practice. Chi-square test revealed that participants’ year of study had a significant influence on their preference to practice in rural areas (p < 0.05). However, there was no significant connection between participants’ gender and place of origin, and their preference for rural practice (p > 0.05). Conclusion: While many students, particularly from urban backgrounds, are reluctant to initiate practice in rural areas after graduation, primarily due to concerns over living conditions. In contrast, students from rural backgrounds show a higher likelihood of considering rural practice, especially within NGOs or the public sector. Hence, such factors should be considered by academic institutions and government bodies when designing policies to address workforce imbalances. © The Author(s) 2024.
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