Search Results (261)

The shortage of qualified teachers across Europe has increased interest in flexible and decentralized pathways into teacher education. This study examines pre-service teachers’ background characteristics and programme-choice priorities when selecting between two study formats at a Norwegian university: a blended learning programme and a face-to-face campus-based programme. Survey data from 108 pre-service teachers revealed significant differences between the groups in age, place of residence, region of origin, prior teaching experience, current teaching employment, and confidence in securing a permanent teaching position. Campus-based students were younger, less experienced, and reported lower confidence in obtaining permanent employment than students in the blended learning programme. Three of fifteen choice-related factors differed significantly between study formats, most notably the importance assigned to programme organization, which was rated higher by blended-learning students. No differences were found for geographic location or for eleven content-related factors. In this sample, blended-learning students were more often from rural areas, and they placed greater value on organizational flexibility, suggesting that flexible formats may be particularly relevant for students balancing work, distance, or other commitments. However, this study is cross-sectional, based on a single institution, and cannot determine broader policy implications or effects on regional teacher supply. Longitudinal and multi-institutional research is needed to assess potential long-term outcomes. Full article

Despite being a biodiversity hotspot, the Republic of Seychelles faces a critical challenge with an estimated 90% of its food imported. This dependency exposes the country to global supply disruptions and climate-related risks, while pressure on protected ecosystems continues to rise. In response, the Erasmus+ Capacity Building Higher Education GreenTraINT project (Green Training INTernational Program for agriculture, livestock farming, and conservation), co-funded by the European Union (2024–2026), aims to strengthen local expertise in sustainable agriculture, livestock farming, and biodiversity conservation. Through a transnational partnership involving European and Seychellois universities and institutions, GreenTraINT is co-designing innovative higher education modules tailored to the island’s priorities in agriculture, livestock, and biodiversity conservation. This paper focuses on a detailed needs analysis conducted in early 2025 across a diverse group of 84 stakeholders, including students, educators, NGOs, and professionals. The findings reveal a strong demand for applied training in sustainable food systems and biodiversity conservation, blended teaching methods, and programs that bridge theory with hands-on skills. Inspired by other Erasmus+ projects such as NETCHEM and SPARKLE, GreenTraINT adopts a multi-stakeholder, needs-driven approach that aligns international academic expertise with local development goals. As a key milestone, a Summer School in 2026 will pilot the newly developed modules. In the long term, GreenTraINT seeks to leave a lasting legacy by integrating its curriculum into national education pathways, thereby contributing to food security and environmental resilience. With less than four years remaining to achieve the 2030 Agenda targets, the project positions higher education reform as a strategic accelerator for SDG implementation in small island developing states (SIDS). By linking curriculum innovation to measurable sustainability priorities, GreenTraINT helps narrow the SDG implementation gap in vulnerable island contexts. The project offers a model for international collaboration in higher education for sustainability in SIDS. Full article

Distance learners in higher education are often assumed to face limited peer interaction, potentially weakening their sense of belonging. This study examines peer relationships and belonging among students in distance and blended university programs, with attention to the role of virtual reality (VR) within digitally mediated learning environments. Immersive VR teaching is included in the curriculum for distance learning students in the studied programs. Using a mixed-methods design, survey data and open-ended responses were collected from 17 students in Information Studies and Information Service Design. An adapted Classroom Community Scale was supplemented with items addressing the perceived contribution of different communication technologies. Contrary to expectations, fully distance learners did not report weaker agreement with statements reflecting belonging than blended students; on several items, they expressed stronger agreement, particularly regarding perceived peer support and learning opportunities. Results indicate that conventional 2D communication tools, particularly chats and video calls, are central to sustaining peer relationships. VR was not perceived as essential but described by some students as an added value supporting shared experience and group cohesion. Overall, belonging emerges as a socio-technical achievement shaped by communication practices rather than physical proximity. Full article

This study explores the digital competence of foreign language teachers in Bulgarian secondary education by focusing on the institutional context of which they are a part, the strengths and gaps of their competence, and their levels of competence. It draws upon empirical data that were collected and analyzed within an integrated, dual-instrument framework, combining the SELFIE (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) and SELFIE for TEACHERS (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies for Teachers) EU-aligned assessment tools. The results from the questionnaire data show that the foreign language teachers state that they work in a relatively good technological environment and evaluate the usage of digital technologies for teaching and communication purposes within the school context as a salient aspect of their digital competence. The results also reveal three areas in the study participants’ digital competence that are in need of improvement: (1) empowering learners/personalizing the educational process, (2) assessment and (3) facilitating learners’ digital competence. In addition, the findings indicate that the foreign language educators rate their digital competence at a low to medium level. By blending institutional and teacher-oriented perspectives into a single integrated study of Bulgarian secondary school foreign language teachers, this investigation extends the existing research and makes evidence-based recommendations for institutional capacity building, teacher education policy and targeted professional development aimed at improving the educators’ digital competence. Full article

The COVID-19 pandemic transformed healthcare education, increasing the shift to digital tools and establishing a hybrid curriculum blending online learning with traditional clinical practice. This study aims to understand how this shift impacts the educational growth and skill building of nursing students. A qualitative approach was conducted to understand the experience of Hong Kong nursing students adapting to online learning during the pandemic and beyond. Fifty nursing students were interviewed, and Colaizzi’s phenomenological method revealed key themes in their learning narratives. The analysis revealed four distinct themes characterizing the students’ experiences: (i) Learning on their terms: the mandated shift in healthcare reflecting a lack of agency during the educational transition; (ii) Knowledge without touch: the perceived incompetence of the COVID-19 nursing cohort, highlighting anxieties regarding a lack of hands-on clinical proficiency; (iii) Words left unsaid: The weight of insecurity, indicating a decline in interpersonal skills due to isolation; and (iv) Beyond the perfect algorithm: the unrehearsed art of care, describing the difficulty in translating digital simulations to complex, human-centric patient care. Findings show that while digital progress ensured continuity in education, it also contributed to reduced clinical confidence, weaker communication skills, and shifts in how nursing students approached their learning. Consequently, the post-COVID environment demands that training programs evolve to address these specific deficits. Advancing the existing pandemic-era nursing literature, this study emphasizes the need for diverse, targeted teaching methods to mitigate these gaps. By intentionally bridging theoretical knowledge with hands-on clinical practice, educators can better support student wellbeing and help restore the confidence and competence required of future graduates. Full article

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core component for this understanding. The aim of this study is to investigate whether a merged approach, combining traditional and recent methods, can enhance the teaching of histogenetics to dental students. Methods: This study blended traditional (lectures, drawings, microscopy) and recent approaches (flipped classroom elements, virtual microscopy, group-based poster construction, and interactive quiz-based discussion) to enhance student engagement and perceived learning in oral histogenetics. The intervention was delivered to master-level dental students across six core oral histogenetics topics. Teaching followed a structured three-phase model: Prepare (digital lectures and short microscopy-introduction videos); Engage (microscopy session and group-based poster creation); and Test and Discuss (teacher-led quizzing and discussion). Student perceptions were evaluated through an electronically distributed 17-item questionnaire at the end of the course. Items were grouped into self-evaluation, resources, and teaching method domains and rated on a five-point Likert scale. Results: A total of 45 of 51 students responded (88%). Across all domains, positive perceptions (Agree/Strongly Agree) predominated (p < 0.001). Self-evaluation items showed strong agreement for attendance and group contribution, with more variability in preparation time and motivation. Resources were rated highly, although the accessibility of physical guidance showed more mixed responses. The merged teaching method received strong endorsement, with students reporting engagement, enjoyment, ease of understanding, and clear emphasis on clinical relevance. Conclusions: The merged approach was perceived as pedagogically valuable and clinically meaningful by the students and appears to enhance perceived engagement, clarity, and relevance in oral histogenetics teaching. These findings support the adoption of blended, student-active methodologies to strengthen comprehension and promote clinically meaningful learning in oral histology. Full article

The content and career cluster of agriculture, food, and natural resources (AFNR) provides opportunities for K-12 teachers to engage students to solve complex authentic problems that blend science, technology, engineering, and mathematics (STEM), yet limited research has been conducted on how to effectively leverage teaching and learning to integrate STEM using the context of AFNR through the school-based agricultural education program. This conceptual paper was developed through a collaborative sensemaking process focused on systems thinking as a way of knowing to integrate STEM within the contexts of AFNR, utilizing the SBAE program in the United States. A comprehensive career and technical education (CTE) program model of SBAE develops secondary education students’ career readiness skills through classroom and laboratory instruction, leadership development, and supervised agricultural experiences. The literature was reviewed to describe the current status of integrated STEM in SBAE, including learning by doing, solving real-world problems, application of content knowledge in out-of-school and community-based settings, learner-centered pedagogies, and development of career readiness skills for the workforce. By employing systems thinking as the theoretical framework and integrated STEM as a conceptual framework, the authors engaged in collaborative sensemaking of their professional and scholarly experiences and proposed findings and discussion of a three-model framework (i.e., teacher, program, and learning approach) to support integrated STEM education through AFNR and SBAE. Limitations of the framework are also discussed. The AFNR career cluster was used as the context to discuss how the three-model framework (i.e., teacher, program, and learning approach) of integrated STEM through AFNR could be operationalized for SBAE. Discussion and implications of the three-model framework for other career clusters in career and technical education (CTE) and non-formal education in community settings are presented. Conclusions and recommendations are provided for advancing STEM integration in SBAE for teacher development, program development, and research. Full article

Under the dual imperatives of environmental protection and sustainable socio-economic development, the high energy consumption of the manufacturing sector has become a significant barrier to its transition toward industrial ecological transformation. Integrating machine tool energy-saving technologies into engineering education serves as a pivotal strategy for enhancing energy efficiency and reducing operational consumption while fostering professionals who possess both sustainability awareness and technical expertise. Building on the core principles and future applications of energy-efficient machining, this study introduces a targeted curriculum reform. In response to challenges including cross-disciplinary content, heavy theoretical demands, and insufficient experiential learning, a blended teaching framework is designed, integrating virtual instruction with practical factory-based training. Implementation outcomes demonstrate that this reform significantly enhances students’ comprehension of energy-saving mechanisms and their capacity to apply sustainable concepts in practical engineering contexts. This study provides a reference for integrating energy-saving education into higher education under the framework of sustainable development. It also offers educational support for the manufacturing industry’s pursuit of low-carbon transition and industrial ecological development, demonstrating the important role of engineering education in advancing ecological civilization and contributing to the broader environmental governance system. Full article

Blended learning is widely adopted in higher education, yet little is known about how students experience its motivational and instructional features. In this study, we examined undergraduate students’ experiences regarding blended learning by integrating Herzberg’s two-factor theory with the TPACK framework. Semi-structured interviews were conducted with 24 undergraduates at a large Vietnamese university. A theory-informed qualitative content analysis approach was used to identify codes, categories, and themes. These were then mapped onto the pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) intersections of the TPACK framework. The findings showed that hygiene factors included unengaging teaching practices, inadequate digital infrastructure, and limited online interaction. These factors often produced frustration and reduced engagement. Motivator factors included active and relevant pedagogical strategies, engaging and accessible digital resources, and technology-facilitated autonomous, expressive, and creative learning work. These factors encouraged deeper learning and stronger motivation. It is concluded that blended learning design must address both hygiene and motivator factors to improve student engagement. Integrating these factors with the TPACK intersections offers a practical model for improved course structures, enhanced digital resources, and the design of more interactive technology-supported pedagogy. The findings provide actionable implications for higher education institutions seeking to improve the quality of blended learning. Full article

Academic Development (AD) represents a fundamental strategy for improving the quality of university teaching in the digital era. This entry proposes a critical analysis of technologies supporting AD, examining theoretical models, emerging practices, and contemporary challenges through a systematic review of academic literature. The TPACK (Technological Pedagogical Content Knowledge) framework emerges as a crucial model for the effective integration of educational technologies, while innovative approaches such as blended learning, flipped classroom, and communities of practice demonstrate significant potential in promoting teaching innovation. However, the analysis highlights structural criticalities: resistance to change, lack of institutional recognition, technological pedagogical gaps, and identity tensions related to the teaching role. The concept of “Age of Evidence” orients future perspectives toward evidence-based, personalized, and collaborative programs. The entry concludes with operational recommendations for policymakers and institutions, emphasizing the need for systemic investments that valorize teaching as a core scholarly activity. The original contribution lies in the critical integration of established theoretical frameworks with analysis of post-pandemic transformations and in identifying strategic directions to make universities “transformative” in addressing global challenges of sustainability, technological innovation, and critical thinking education. Full article

The COVID-19 pandemic necessitated the transition of physiotherapy programmes from traditional face-to-face anatomy teaching to fully online delivery. Studies conducted during this period have documented students’ positive adaptation to online anatomy learning, highlighting benefits such as increased flexibility and reduced stress, while also noting challenges, including diminished practical exposure. Although much of the existing research centres on medical and dental education, there is a relative paucity of studies examining physiotherapy students’ perspectives. In this study, a purposive sample of 53 entry-level physiotherapy students (Years 1–3) completed a questionnaire evaluating their experiences with anatomy education during the pandemic. Responses were compared between groups (Years 1 and 2 versus Year 3) using the Mann–Whitney U test and effect-size calculations. Year 3 students who experienced both face-to-face and online learning preferred practical sessions with silent mentors in the anatomy hall, citing greater active engagement and deeper learning. Conversely, all year groups reported that online assessments, such as the online Objective Structured Practical Examination, were less stressful than traditional formats. Year 1 and 2 students, lacking prior face-to-face practical experience, expressed neutral views regarding online practical components. Overall, while online theory and assessment components were well received, hands-on practical experience remains highly valued for promoting student engagement. These findings support the development of blended anatomy pedagogy that leverages the strengths of both modalities to enhance resilience and adaptability in the face of future educational disruptions. Full article

The widespread adoption of virtual classrooms during the COVID-19 pandemic accelerated the integration of Learning Management Systems (LMSs) into Higher Education, positioning them as essential tools in blended learning environments. LMSs provide teachers with a wide range of tools and functionalities, generating heterogeneous teaching strategies and providing many useful indicators for analysis. However, the complexity of log data combined with the intricacies of hybrid environments presents a significant challenge. This paper presents a quantitative approach to analysing LMS log data in Higher Education, with a specific focus on identifying and characterising teaching strategies implemented in the post-pandemic context. It seeks to examine the extent to which virtual classrooms have been effectively integrated into teaching practices and to assess how different techno-pedagogical approaches influence students’ academic performance. Moreover, we try to develop and define a comprehensive methodology for data treatment, including selection of analytical variables, the identification and clustering of usage profiles based on LMS interactions, and a comparative interpretative analysis of the findings. Our results suggest that the techno-pedagogical strategies are not uniformly effective across all areas of knowledge. This highlights the need for a more nuanced understanding of how these strategies interact with disciplinary traditions, pedagogical practices, and student profiles. Full article

Teaching in a globalised world offers opportunities to reduce barriers, enhance understanding, and expand access for diverse learners. Blended approaches, combining in-person and online delivery, can encourage learning communities across geographical boundaries. However, disparities in access to technology, internet reliability, and conducive study environments highlight inequalities and varied learner experiences. While digital networks may support identity and belonging, some students report feeling distracted or disengaged in online settings. This study explores the experiences of first-year doctoral candidates completing the final taught module of their Doctorate in Business Administration (DBA) at the University of Gloucestershire, UK. Participants, mostly international students now based in the UK, are engaged in both in-person classes and online staff-led webinars. Data was gathered through four in-person focus groups. Engeström’s Cultural-Historical Activity Theory was applied as an analytical framework, conceptualising teaching and learning as an activity system mediated by Tools, Rules, Community, and Division of Labour. This enabled a comparison of students’ experiences in online and in-person contexts. The findings revealed contradictions within the system, identifying barriers to engagement and adaptation, and offering insights into the evolving pedagogical demands of blended doctoral education. Full article

Against the background of China’s ecological civilization construction and sustainable development strategies, how remote sensing courses adapt to the demands of the artificial intelligence era has become an urgent issue for undergraduate education in relevant disciplines at universities. This study proposed a trinity teaching reform path of “deep learning and remote sensing, and ecological sustainability”, aiming to cultivate interdisciplinary talents with capabilities in intelligent interpretation and practical application. The study established a three-stage curriculum objective system, integrating knowledge, ability, and literacy, designed a five-dimensional linkage teaching method combining case-driven teaching, modular training, and blended learning, and conducted teaching practices using mainstream deep learning frameworks and cloud platforms. Through hierarchical teaching practice cases and multi-dimensional evaluation data, it was shown that the reform effectively enhanced the experiment group students’ abilities in deep learning applications, complex remote sensing data processing, and ecological problem-solving. The achievement values for all five evaluation indicators exceeded 80%, with the highest improvement reaching 28% compared to the control group. The results indicate that this teaching reform not only enhances learning outcomes but also provides a valuable framework and practical pathway for remote sensing education empowered by artificial intelligence and the cultivation of professional talent in future sustainable development fields. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article