Search Results (64)

Problem: Entrepreneurship education continues to expand, yet it remains fragmented across disciplines and loosely connected to the knowledge, innovation, and venture ecosystems that shape entrepreneurial success. At the same time, AI is transforming research, collaboration, and venture development, but its use in education is typically limited to narrow, task-specific applications rather than ecosystem-level integration. Objective: This paper seeks to develop a comprehensive conceptual model for integrating AI into entrepreneurship education by positioning AI as a connective infrastructure that links and activates the knowledge, innovation, and venture ecosystems. Methods: The model is derived through an integrative synthesis of literature, programs, and activities on entrepreneurship education, ecosystem-based learning, and AI-enabled research and innovation practices, combined with an analysis of gaps in current educational approaches. Key Findings: The proposed model defines a progressive learning pathway consisting of (1) AI competency training that builds foundational capacities in critical judgment, responsible application, and creative adaptation; (2) AI praxis labs that use AI-curated ecosystem data to support iterative, project-based learning; and (3) venture studios where students scale outputs into innovations and ventures through structured ecosystem engagement. This pathway demonstrates how AI can function as a structural mediator of problem definition, research design, experimentation, analysis, and narrative translation. Contributions: This paper reframes entrepreneurship education as an iterative, inclusive, and ecosystem-connected process enabled by AI infrastructure. It offers a new theoretical lens for understanding AI’s educational role and provides actionable implications for curriculum design, institutional readiness, and policy development while identifying avenues for future research on competency development and ecosystem impacts. Full article

Background/Objectives: This review aimed to explore the pathways of nursing and midwifery education in Tanzania and compare them with global perspectives. The goal was to identify similarities, differences, and areas for potential improvement to align with international standards. Methods: A narrative literature review was carried out through databases with published studies in nursing and gray literature. The database search included Medline, PubMed, Google Scholar, EBSCO, PsycINFO, clinical nursing, and gray literature from January 2014 up to December 2024. The search process was carried out by the authors with the following key words: admission, pathway to nursing profession, delivery mode, generative dynamic, and learning models. The search strategy included studies from selected countries in East Africa, Europe, North America, Australia, and Asia. The inclusion criteria were (1) published papers or reviews addressing the review topics; (2) studies published in the English language; (3) gray literature on the reviewed topics; (4) studies originating from Tanzania, East Africa, Europe, Asia, Australia, and North America. The selected countries served as a source for comparison of nursing and midwifery education in Tanzania with the globe. Results: A total of 758 articles were reviewed from the selected databases. Finally, 27 studies and 11 gray literature sources were included. In Tanzania, the overall duration of nursing education from primary education to a bachelor’s degree for diploma graduates is relatively long. Students complete approximately 14 years of schooling from primary education to the completion of a diploma, including three years at the diploma level. To enroll in a degree program, candidates are required to have two years of professional experience, followed by four years of academic training and a mandatory one-year internship. Globally, the duration of educational programs is generally decreasing due to generational shifts and advancements in technology. Conclusions: Whilst nursing and midwifery education is regulated in Tanzania, the current admission criteria and duration of the program do not align with the global standards. Future studies that provide the comparison of curriculums among universities in Tanzania with global standards would provide a deep understanding of the competencies, teaching models, learning environment, duration, and desired learning outcomes for nursing and midwifery education. Full article

Objective: This study aims to evaluate pharmacy students’ perceptions regarding the integration of generative artificial intelligence (GenAI) into pharmacy curricula, providing evidence to inform future curriculum development. Methods: A cross-sectional survey of Doctor of Pharmacy (PharmD) students at a single U.S. College of Pharmacy was conducted in April 2025. Students from all four professional years (P1–P4) were invited to participate. The 10-item survey assessed four domains: (1) General GenAI Use, (2) Knowledge and Experience with GenAI Tools, (3) Learning Preferences with GenAI, and (4) Perspectives on GenAI in the curriculum. Results: A total of 110 students responded (response rate = 12.4%). Most were P1 students (56/110, 50.9%). Many reported using GenAI tools for personal (65/110, 59.1%) and school-related purposes (64/110, 58.1%) sometimes, often, or frequently. ChatGPT was the most used tool. While 40% (40/99) agreed or strongly agreed that GenAI could enhance their learning, 62.6% (62/99) preferred traditional teaching methods. Open-ended responses (n = 25) reflected a mix of positive, neutral, and negative views on GenAI in education. Conclusions: Many pharmacy students in this cohort reported using GenAI tools and demonstrated a basic understanding of GenAI functions, yet students also reported that they preferred traditional learning methods and expressed mixed views on incorporating GenAI into teaching. These findings provide valuable insights for faculty and schools of pharmacy as they develop strategies to integrate GenAI into pharmacy education. Full article

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation. Full article

The development of electronics education requires continuously keeping pace with changes in pedagogical methods, hardware, and software, as well as with emerging laboratory concepts such as remote, virtual, and augmented reality. This paper proposes an open, curriculum-integrated approach to embed ICT competencies, specifically computer networking and programming, into electronics education and assesses its impact. We developed a networked measurement and information-processing system that students not only use but also learn about every aspect of its operation across our electronics courses. The system uses LXI-capable measurement instruments connected using principles of standard computer networks, enabling built-in remote-access capabilities and high scalability. Software for communication, instrument control, and purpose-built functions for electronics applications is implemented in Python 3. The software also handles data acquisition and local or remote post-processing. In this way, the system is open, versatile, and readily adaptable to future instrument developments. Integrating this system into the curriculum demonstrably enhanced students’ ICT, digital, and entrepreneurial competencies, aligning with the European Commission competency frameworks. Evaluation, using purpose-built questionnaires, indicated strong student reception across multiple system aspects and confirmed the approach relevance and applicability from the perspective of industry stakeholders. Full article

Building Information Modeling (BIM) is a transformative tool in Sustainable Design (SD), providing measurable benefits for efficiency, collaboration, and performance in architectural, engineering, and construction (AEC) practices. Despite its growing presence in academic curricula, a gap persists between students’ recognition of BIM’s sustainability potential and their confidence or ability to apply these concepts in real-world practice. This study examines students’ understanding and perceptions of BIM and Sustainable Design education, offering insights for enhancing curriculum integration and pedagogical strategies. The objectives are to: (1) assess students’ current understanding of BIM and Sustainable Design; (2) identify gaps and misconceptions in applying BIM to sustainability; (3) evaluate the effectiveness of existing teaching methods and curricula to inform future improvements; and (4) explore the alignment between students’ theoretical knowledge and practical abilities in using BIM for Sustainable Design. The research methodology includes a comprehensive literature review and a survey of 213 students from architecture and construction management programs. Results reveal that while most students recognize the value of BIM for early-stage sustainable design analysis, many lack confidence in their practical skills, highlighting a perception–practice gap. The paper examines current educational practices, identifies curriculum shortcomings, and proposes strategies, such as integrated, hands-on learning experiences, to better align academic instruction with industry needs. Distinct from previous studies that focused primarily on single-discipline or software-based training, this research provides an empirical, cross-program analysis of students’ perception–practice gaps and offers curriculum-level insights for sustainability-driven practice. These findings provide practical recommendations for enhancing BIM and sustainability education, thereby better preparing students to meet the demands of the evolving AEC sector. Full article

Reforms in the Chinese National Entrance Examination to Universities (CNEEU) and curriculum standards have significantly influenced national education. This study investigates the evolutionary stages, research trends, and emerging topics in the study of geography examinations for the CNEEU, commonly known as the Gaokao in China. Utilizing CiteSpace software, we analyzed academic journal articles indexed in the China National Knowledge Infrastructure (CNKI) database from 1980 to 2023. The analysis focuses on publication volume, regional distribution, core authors, emergent terms, and keyword trends related to geography examinations. The results reveal the following: (1) Research on geography in the CNEEU has experienced three distinct phases since the 1980s—incipient stage, fluctuating growth period, and adjustment period—each characterized by unique emergent keywords reflecting evolving research priorities. (2) The principal research institutions include middle schools, higher normal colleges, and examination research institutes, with scholars from higher normal universities more likely to establish collaborative research groups. (3) Key research topics focus on the content and characteristics of geography examination questions, teaching guidance, test preparation strategies, and the development of simulation questions. (4) Ongoing reforms in the CNEEU and curriculum have significantly influenced the scope, focus, and format of geography examinations, directly impacting geography teaching and learning practice. (5) Emerging trends, including literacy and value-oriented assessment, interdisciplinary integration, and inquiry-based innovation, are expected to shape future research in this field. This study offers valuable insights to support both theoretical research and practical advancement in the design of geography examinations for CNEEU. Full article

This study proposes a novel curriculum framework for Smart Breeding 4.0 to address the interdisciplinary talent gap in sustainable agriculture. Responding to the limitations of traditional agricultural education, the curriculum was developed through an analysis of emerging technological trends and industry needs. It is structured around four integrated modules: (1) Foundational Theory, tracing the evolution to data-driven breeding; (2) Technology Integration, combining AI and blockchain for precision breeding; (3) Practical Innovation, using real-world platforms for simulation projects; (4) Ethics and Policy, cultivating responsibility through case studies. Teaching emphasizes project-based learning with open-source tools, while assessment combines exams, data analysis, and innovation proposals. Explicitly aligned with key UN Sustainable Development Goals (SDGs), this conceptual framework provides a foundational model for agricultural universities worldwide. The primary contribution of this paper lies in its systematic design; future research will focus on empirical validation through pilot implementation. Full article

The intersection of Artificial Intelligence (AI) and education is revolutionizing learning and teaching in this digital era, with Generative AI and large language models (LLMs) providing even greater possibilities for the future. The digital transformation of language education demands innovative approaches that combine pedagogical rigor with explainable AI (XAI) principles, particularly for low-resource languages. This paper presents a novel methodology that integrates Business Process Model and Notation (BPMN) with Multi-Agent Systems (MAS) to create transparent, workflow-driven language tutors. Our approach uniquely embeds XAI through three mechanisms: (1) BPMN’s visual formalism that makes agent decision-making auditable, (2) Retrieval-Augmented Generation (RAG) with verifiable knowledge provenance from textbooks of the National Institute of Languages of Luxembourg, and (3) human-in-the-loop validation of both content and pedagogical sequencing. To ensure realism in learner interaction, we integrate speech-to-text and text-to-speech technologies, creating an immersive, human-like learning environment. The system simulates intelligent tutoring through agents’ collaboration and dynamic adaptation to learner progress. We demonstrate this framework through a Luxembourgish language learning platform where specialized agents (Conversational, Reading, Listening, QA, and Grammar) operate within BPMN-modeled workflows. The system achieves high response faithfulness (0.82) and relevance (0.85) according to RAGA metrics, while speech integration using Whisper STT and Coqui TTS enables immersive practice. Evaluation with learners showed 85.8% satisfaction with contextual responses and 71.4% engagement rates, confirming the effectiveness of our process-driven approach. This work advances AI-powered language education by showing how formal process modeling can create pedagogically coherent and explainable tutoring systems. The architecture’s modularity supports extension to other low-resource languages while maintaining the transparency critical for educational trust. Future work will expand curriculum coverage and develop teacher-facing dashboards to further improve explainability. Full article

As new technologies shape education, helping students develop historical consciousness remains a challenge. Building on Nordic curricula that emphasize students as both “history-made” and “history-making” citizens, this paper proposes an approach that integrates artificial intelligence (AI) with implicit digital game-based learning (DGBL) to learn and develop historical consciousness in education. We outline how traditional, lecture-driven history teaching often fails to convey the abstract principles of historicity (the idea that individual identity, social institutions, values, and ways of thinking are historically conditioned) and the interpretation of the past, understanding of the present, and perspective on the future. Building on Jeismann’s definition of historical consciousness, we identify a gap between the theory-rich notions of historical consciousness and classroom practice, where many educators either do not recognize it or interpret it intuitively from the curriculum’s limited wording, leaving the concept generally absent from the classroom. We then examine three theory-based methods of enriching teaching and learning. Game-based learning provides an interactive environment in which students assume roles, make decisions, and observe consequences, experiencing historical consciousness instead of only reading about it. AI contributes personalized, adaptive content: branching narratives evolve based on individual choices, non-player characters respond dynamically, and analytics guide scaffolding. Implicit learning theory suggests that embedding core principles directly into gameplay allows students to internalize complex ideas without interrupting immersion; they learn by doing, not by explicit instruction. Finally, we propose a model in which these elements combine: (1) game mechanics and narrative embed principles of historical consciousness; (2) AI dynamically adjusts challenges, generates novel scenarios, and delivers feedback; (3) key concepts are embedded into the game narrative so that students absorb them implicitly; and (4) follow-up reflection activities transform tacit understanding into explicit knowledge. We conclude by outlining a research agenda that includes prototyping interactive environments, conducting longitudinal studies to assess students’ learning outcomes, and exploring transferability to other abstract concepts. By situating students within scenarios that explore historicity and temporal interplay, this approach seeks to transform history education into an immersive, reflective practice where students see themselves as history-made and history-making and view the world through a historical lens. Full article

In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings. Full article

Background: Nurses play a crucial role in health promotion (HP) policy and in encouraging healthy behaviors. However, challenges persist in effectively integrating HP as a core component of healthcare systems and nursing practice. Therefore, it is essential to develop specialized and advanced competencies in nursing students, incorporate HP into nursing academic curricula, and better understand the factors influencing nursing students’ development of these competencies—an area that remains underexplored. Accordingly, this study explores and describes the factors nursing students perceive as essential in developing competencies in HP and in fulfilling their role as health promoters. Methods: A qualitative study was conducted using Reflexive Thematic Analysis. Data were collected through semi-structured interviews with 19 nursing students. Results: Five main themes emerged: (1) Training Needs of Future Health Promoters, (2) Navigating Time Constraints in Health Promotion, (3) Nurses’ Awareness of Their Role in HP, (4) Perceived Need to Adopt Healthier Lifestyles, and (5) Challenges of Lifestyle Management. Key facilitators included strong mentorship and well-structured educational programs; barriers included insufficient clinical exposure and time constraints. Additionally, students emphasized the need for HP to be a core aspect of nursing curricula. While acknowledging existing obstacles, participants also identified practical solutions that could be integrated into training and practice to enhance the impact of HP in nursing care. Conclusions: The study highlights significant gaps in HP education for nursing students and the need for curriculum reforms to better prepare them as health promoters. Future research should consider the perspectives of clinical mentors and evaluate the effectiveness of innovative teaching methods—such as simulation-based training—in strengthening students’ HP competencies. Full article

This paper presents a conceptual framework for strategic approaches to embedding sustainability in the curriculum at a large research-intensive university. Due to the evolving nature of universities and technology, this journey is never complete, and this paper presents a case study of our approach to driving the work forward. This ambition is part of the institution’s Environmental Policy to ‘monitor and increase the integration with the UN Sustainable Development Goals (SDGs) across our operations, research, and education programmes.’ Our conceptual framework to support embedding in the curriculum guides operationalisation across five key domains: 1. strategy, policy, and principles; 2. institution-wide curriculum change; 3. active and authentic education activities; 4. staff development; and 5. community building. For example, an institution-wide curriculum initiative to redesign the Queen Mary graduate attributes framework was developed to include the attribute ‘Promote socially responsible behaviour for a global sustainable future.’ To gain this attribute means that our graduates are exposed to discussions and knowledge concerning sustainability. Across these five areas, we argue that a strategic approach is necessary for successful and impactful embedding of sustainability in the curriculum. Work across each domain needs to be closely linked and interconnected, and to build links with existing policy, strategy, and frameworks. This approach needs to combine high-level leadership together with support for grass-roots initiatives. Full article

Educational technology courses in teacher education programs are critical as they equip teacher candidates (TCs) with the necessary knowledge, skills, and attitudes to incorporate technology into their teaching. Given the rapid technological advancements, it is essential that these courses implement research-informed and current practices to promote TCs’ preparedness in using educational technologies. Accordingly, the instructional team of the educational technology course in the teacher education program at Brock University—Canada initiated a rigorous process to revise this course. This process included exploring the evolving needs of TCs and their feedback on previous course iterations and consulting with teacher educators who lead other courses in the program to ensure curriculum alignment. This paper aims to achieve the following: (1) document the course revision process, with a focus on how TCs and teacher educators were involved; (2) explore TCs’ evolving needs in educational technology; (3) present the revised educational technology course. The paper presents the findings of a survey administered to 116 TCs, focus groups with TCs, and a survey administered to 14 teacher educators. Findings from TCs’ survey showed high levels of their self-assessment of digital competence and intention to use technology in their future teaching. However, TCs believed that they had not received adequate training to do so, suggesting improvements in the design and delivery of the educational technology course. Drawing on the Voice Theory and instructional design models relevant to educational technology courses, this research offers valuable insights into TCs’ digital competence, the scholarship of teaching and learning, and universities’ response to change. Implications for teacher education research and practice are also discussed based on the course revisions and the adopted process. Full article

Millions of young Africans earn a variety of qualifications annually, yet the majority return without prospects for employment. This challenge has become a catalyst for inequality, poverty, crime involvement, and international migration. Empirical discourse points to education—such as a pedagogy that is chiefly theory-oriented rather than aligned with a knowledge economy, mismatched skills, and irrelevant qualifications—as constraints that contribute to the unemployment of the continent’s vibrant young graduates. Amidst this surging issue, the call for transformation in higher learning has never been clearer. Focusing on rural landscapes, this case study analysed the contextual employability potential of graduates pursuing an entrepreneurial university trajectory in Africa, illustrating why the paradigm should be implemented. The findings, based on qualitative data collected using a semi-structured questionnaire through one-on-one and remote approaches from stakeholders in universities across five African countries, highlight three dimensions central to this pathway. These include (1) curriculum alignment to advance cutting-edge qualifications and skill development that resonate with industrial demand and local economic priorities; (2) stakeholder embeddings in which universities strive to partner with local organisations and established alumni to provide mentorship, job leads, and referrals; and (3) innovation hubs that offer a variety of entrepreneurial support, real-world experience, and Indigenous entrepreneurship practices, leading to unique new ventures and employment opportunities. Implementing this strategy will enable rural-based universities in Africa to innovate in promoting graduate employability, socioeconomic advancements, and sustainable development, ultimately shaping a brighter future for the continent. Further studies could test the assumptions for broader application using statistical analysis. Full article