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Keywords = Kolb’s Theory

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10 pages, 216 KiB  
Article
Integrating Advance Care Planning into End-of-Life Education: Nursing Students’ Reflections on Advance Health Care Directive and Five Wishes Assignments
by Therese Doan and Sumiyo Brennan
Nurs. Rep. 2025, 15(8), 270; https://doi.org/10.3390/nursrep15080270 - 28 Jul 2025
Viewed by 272
Abstract
Background/Objectives: End-of-life care is a vital part of nursing education that has been overlooked until recent years. Advance care planning should be incorporated into the prelicensure nursing curriculum to build student nurses’ confidence in aiding patients and families with their preferred future [...] Read more.
Background/Objectives: End-of-life care is a vital part of nursing education that has been overlooked until recent years. Advance care planning should be incorporated into the prelicensure nursing curriculum to build student nurses’ confidence in aiding patients and families with their preferred future care plans. Advance care planning tools, such as the Advance Health Care Directive (AHCD) and Five Wishes, provide experiential learning opportunities that bridge theoretical knowledge with real-world patient advocacy. In this study, students were asked to complete either the AHCD or Five Wishes document as though planning for their own end-of-life care, encouraging personal reflection and professional insight. Embedding these assignments into nursing education strengthens students’ confidence in facilitating end-of-life discussions. This study applied Kolb’s experiential learning theory, including concrete experience, reflective observation, abstract conceptualization, and active experimentation, to explore student nurses’ perspectives on the Advance Health Care Directive and Five Wishes assignments, as well as their understanding of end-of-life care. Methods: This study used an exploratory–descriptive qualitative design featuring one open-ended question to collect students’ views on the assignments. Results: The final sample comprised 67 prelicensure student nurses from Bachelor of Science and Entry-Level Master’s programs. The Advance Health Care Directive and/or Five Wishes assignment enhanced students’ understanding of end-of-life decision-making. Conclusions: It is essential to complete the assignment and immerse oneself in an end-of-life situation to grasp patients’ perspectives and concerns regarding when to engage in difficult conversations with their patients. Full article
(This article belongs to the Section Nursing Education and Leadership)
22 pages, 638 KiB  
Article
Enhancing Student Engagement and Motivation for Sustainable Education: The Role of Internship and Institutional Support
by Redhwan Qasem Ghaleb Rashed, Aliyu Alhaji Abubakar, Osman Madani and Yaser Hasan Al-Mamary
Sustainability 2025, 17(12), 5291; https://doi.org/10.3390/su17125291 - 8 Jun 2025
Viewed by 792
Abstract
This research aims to study the impact of experiential learning and skill empowerment and community engagement and institutional support systems on student engagement and motivation and sustainable education in Saudi Arabian higher education institutions. The research uses Structural Equation Modeling (SEM) with Partial [...] Read more.
This research aims to study the impact of experiential learning and skill empowerment and community engagement and institutional support systems on student engagement and motivation and sustainable education in Saudi Arabian higher education institutions. The research uses Structural Equation Modeling (SEM) with Partial Least Squares (PLS) as its quantitative methodology to study the relationships between experiential learning, skill empowerment, institutional support systems, and sustainable education. The proposed theoretical model was evaluated through a survey distributed to participants who were conveniently sampled from Saudi Arabian higher education institutions. The research shows that experiential learning together with skill development and community engagement boosts student motivation and supports sustainable education in Saudi Arabia. The study further reveals that institutional support systems have a weak moderating effect because their implementation and perception require improvement to effectively support sustainability. The main limitations are the use of self-reported data which may be influenced by response biases and the focus on higher education only which limits the generalizability of the findings to other educational levels. The research indicates that experiential learning activities including internships, community projects, and skill empowerment programs should be integrated into education to boost student involvement and motivation toward sustainability. The research applies the established theories of Kolb’s Experiential Learning, Human Capital, and Social Learning to Saudi Arabia’s educational context to show how they can be adapted to promote sustainable education through experiential learning, skill development, and community engagement. This study bridges critical research gaps by elucidating the nuanced moderating role of institutional support systems—an underexplored factor—and addressing the methodological limitations associated with a reliance on self-reported data, thereby significantly advancing the understanding of their influence on student engagement and sustainable education within diverse academic and cultural contexts. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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14 pages, 707 KiB  
Article
Promoting Peer Interaction and Acceptance Among Students with Special Needs Through an Experiential Learning Program
by Hsiu-Ming Lin, Szu-Yin Chu, Wen-Hsuan Chang, I-Hsuan Lo and Hsin-Ting Peng
Children 2025, 12(5), 543; https://doi.org/10.3390/children12050543 - 24 Apr 2025
Cited by 1 | Viewed by 1074
Abstract
Background/Objectives: Inclusive education emphasizes positive interactions between students with and without special needs to foster mutual understanding and acceptance. This study explored the effect of an experiential learning program (ExL Prog) on interaction and acceptance between students with and without special needs. Based [...] Read more.
Background/Objectives: Inclusive education emphasizes positive interactions between students with and without special needs to foster mutual understanding and acceptance. This study explored the effect of an experiential learning program (ExL Prog) on interaction and acceptance between students with and without special needs. Based on Kolb’s ExL theory, this study explores how the ExL Prog fosters experiential learning, reflection, and mutual growth through activities that enhance interpersonal skills, promote empathy, and create an inclusive classroom environment where students with and without special needs deepen their understanding and acceptance of one another. Methods: The study used a mixed-methods approach with 2 students with special needs and 16 students without special needs from the same sixth-grade class. Researchers divided participants into two groups: one intervention group that underwent the 8-activity ExL Prog and one comparison group that participated in regular activities. Data collection methods included questionnaires, interviews, and feedback forms, which enabled qualitative and quantitative analysis. Results: The results indicated the implementation of the ExL Prog facilitated increased opportunities for positive interactions between students with and without special needs. Regarding attitudes of acceptance toward students with special needs, students without special needs in the EXL group demonstrated lower scores than those in the control group in the cognitive dimension, higher scores in the affective dimension, and no significant difference in the behavioral dimension. The program fostered mutual listening, respect, and understanding, particularly among the intervention group, which promoted empathy and supportive relationships among participants. Conclusions: The students in the ExL Program developed a greater understanding of others and reflected on improving their relationship-building approaches. This transformation fostered increased openness, goodwill, and mutual reciprocity, promoting growth in interpersonal relationships and communication skills. Full article
(This article belongs to the Special Issue Children’s Well-Being and Mental Health in an Educational Context)
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20 pages, 780 KiB  
Article
A Fuzzy-Neural Model for Personalized Learning Recommendations Grounded in Experiential Learning Theory
by Christos Troussas, Akrivi Krouska, Phivos Mylonas and Cleo Sgouropoulou
Information 2025, 16(5), 339; https://doi.org/10.3390/info16050339 - 23 Apr 2025
Viewed by 721
Abstract
Personalized learning is a defining characteristic of current education, with flexible and adaptable experiences that respond to individual learners’ requirements and approaches to learning. Traditional implementations of educational theories—such as Kolb’s Experiential Learning Theory—often follow rule-based approaches, offering predefined structures but lacking adaptability [...] Read more.
Personalized learning is a defining characteristic of current education, with flexible and adaptable experiences that respond to individual learners’ requirements and approaches to learning. Traditional implementations of educational theories—such as Kolb’s Experiential Learning Theory—often follow rule-based approaches, offering predefined structures but lacking adaptability to dynamically changing learner behavior. In contrast, AI-based approaches such as artificial neural networks (ANNs) have high adaptability but lack interpretability. In this work, a new model, a fuzzy-ANN model, is developed that combines fuzzy logic with ANNs to make recommendations for activities in the learning process, overcoming current model weaknesses. In the first stage, fuzzy logic is used to map Kolb’s dimensions of learning style onto continuous membership values, providing a flexible and easier-to-interpret representation of learners’ preferred approaches to learning. These fuzzy weights are then processed in an ANN, enabling refinement and improvement in learning recommendations through analysis of patterns and adaptable learning. To make recommendations adapt and develop over time, a Weighted Sum Model (WSM) is used, combining learner activity trends and real-time feedback in dynamically updating proposed activity recommendations. Experimental evaluation in an educational environment shows that the model effectively generates personalized and changing experiences for learners, in harmony with learners’ requirements and activity trends. Full article
(This article belongs to the Special Issue Advances in Human-Centered Artificial Intelligence)
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13 pages, 240 KiB  
Article
Trainee Teachers’ Shift towards Sustainable Actions in Their Daily Routine
by Asheena Singh-Pillay and Jayaluxmi Naidoo
Sustainability 2024, 16(20), 8933; https://doi.org/10.3390/su16208933 - 15 Oct 2024
Cited by 3 | Viewed by 1244
Abstract
The argument made in this study is that sustainability is a system of beliefs that extends beyond policy and the classroom to transform actions and societies into pro-sustainable behaviours. Therefore, it is crucial to equip trainee teachers to embrace their role as catalysts [...] Read more.
The argument made in this study is that sustainability is a system of beliefs that extends beyond policy and the classroom to transform actions and societies into pro-sustainable behaviours. Therefore, it is crucial to equip trainee teachers to embrace their role as catalysts for change in driving Sustainable development goals, sustainable thinking, systems thinking, wise consumption, sustainable competencies, and sustainable action in their daily lives. The lack of practice-led research on incorporating Education for Sustainable Development (ESD) into trainee teachers’ training programmes is noted in the literature. This qualitative practice-led research explored trainee mathematics and technology teachers’ (TMTTs) experiences learning about sustainability. Kolb’s experiential theory framed this study theoretically. The data were collated from twenty purposively selected TMTTs via semi-structured interviews and reflective diaries. All ethical protocols were observed. The analysis highlighted the core experiences TMTTs gained in learning about sustainability, transformative learning, design thinking, wise consumption, agency, and sustainable teaching strategies. Theoretically, the findings emphasise the importance of using an ESD perspective and experiential learning methods to integrate sustainability education into mathematics and technology teaching. The results suggest that when TMTTs are encouraged to actively engage with sustainability issues in their communities, informed decisions are made about their future roles as teachers, the teaching strategies they intend to use, and the type of learning they aim to foster in their learners. Full article
(This article belongs to the Special Issue Sustainable Development Goals: A Pragmatic Approach)
16 pages, 598 KiB  
Article
Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning
by Asheena Singh-Pillay
Educ. Sci. 2024, 14(8), 803; https://doi.org/10.3390/educsci14080803 - 23 Jul 2024
Viewed by 3057
Abstract
Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and [...] Read more.
Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers’ experiences of simulation-based learning in rural settings. This interpretative study, located at a teacher training institution in South Africa, aimed to explore science and technology teachers’ experiences of integrating simulation-based learning in their teaching. The study was framed within Kolb’s experiential learning theory, which posits that learning is a process of creating knowledge through the transformation of experience. Sixteen practicing teachers enrolled for their honors degree were purposively selected. Data were generated via semi-structured interviews, online interactive discussion forums, and reflective journals. All ethical protocols were observed. NVIVO was used to create tag clouds before thematic analysis could begin. The findings illuminated participant experiences as learning, unlearning, disrupting pedagogies, revisioning best practices in a community of inquiry, and promoting conceptual understanding and spatial visualization. The findings demonstrated an authentic practice of educating and training teachers to integrate SBL into their teaching and the use of SBL in promoting the conceptual understanding and spatial ability of learners in school settings that lack laboratories and functional equipment. Full article
(This article belongs to the Special Issue Technology-Embedded Scientific Inquiry Practices)
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20 pages, 3221 KiB  
Article
Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education
by Shin-Jia Ho, Yu-Shan Hsu, Chien-Hung Lai, Fong-Han Chen and Ming-Hour Yang
Sustainability 2022, 14(3), 1172; https://doi.org/10.3390/su14031172 - 20 Jan 2022
Cited by 24 | Viewed by 7328
Abstract
To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen [...] Read more.
To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of experiential learning, students understood the relevance of the SDGs by playing a board game designed to simulate the real world, including national and international policies. Furthermore, considering the suspension of in-person learning and shifts to digital instruction caused by the ongoing COVID-19 pandemic, a digital version of the board game was created to compare the effects of digital and non-digital game-based learning. A comprehensive sustainable development evaluation questionnaire was developed and optimized using the fuzzy Delphi method to assess the participants’ knowledge of and attitudes toward the SDGs. Our results reveal that the digital and non-digital board game both improve students’ knowledge and attitude toward sustainable development. However, the digital board game was more effective than the non-digital board game. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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13 pages, 717 KiB  
Article
Adaptability to Online Teaching during Covid-19 Pandemic: A Multiple Mediation Analysis Based on Kolb’s Theory
by Camelia-Mădălina Răducu and Elena Stănculescu
Int. J. Environ. Res. Public Health 2021, 18(15), 8032; https://doi.org/10.3390/ijerph18158032 - 29 Jul 2021
Cited by 22 | Viewed by 7340
Abstract
The process of transferring to online teaching during the pandemic COVID-19 lockdown has been a core issue for teachers around the globe. The main aim of this paper was to investigate the direct and indirect effects of emotional intelligence (EI) and general self-efficacy [...] Read more.
The process of transferring to online teaching during the pandemic COVID-19 lockdown has been a core issue for teachers around the globe. The main aim of this paper was to investigate the direct and indirect effects of emotional intelligence (EI) and general self-efficacy on the adaptability to online teaching (AOT). A multiple-mediation model was proposed, including the mediating effect via the teacher’s Facilitator role and teacher’s concrete experience learning mode (CE-LM), as defined in experiential learning theory (ELT). Methods: Data were collected from a sample of 330 preschool and primary school teachers (84 males, Mage = 38.3, SD = 9.14). Path analysis was performed based on maximum likelihood estimation with the resampling method. Results: The findings showed that the proposed model fit the data well. A serial mediation path between EI and AOT via the teacher’s Facilitator role and CE-LM was obtained. In addition, CE-LM mediated the relationship between general self-efficacy and AOT. Conclusion: To date, this is the first study to analyse the direct and indirect effects of dispositional traits, such as EI and general self-efficacy, on AOT in the framework of Kolb’s ELT. Our results highlight the mediating mechanisms of this relationship, that is, the teacher’s Facilitator role and CE-LM. The current research provides an empirical body based on which new instructional strategies will be developed to improve the quality of online teaching during the COVID-19 pandemic and beyond. Full article
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20 pages, 276 KiB  
Conference Report
Spiritual Care Education of Health Care Professionals
by Donia Baldacchino
Religions 2015, 6(2), 594-613; https://doi.org/10.3390/rel6020594 - 8 May 2015
Cited by 81 | Viewed by 25037
Abstract
Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This [...] Read more.
Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients’ spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author’s creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. Full article
(This article belongs to the Special Issue Integrating Religion and Spirituality into Clinical Practice)
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