Search Results (2,801)

This policy insight outlines Latvia’s national strategy for integrating simulation-based education into all levels of medical and healthcare education by 2027. It is framed as a direct response to the 2024 Global Consensus Statement on Simulation-Based Practice in Healthcare, operationalizing its recomme ndations within a national policy context for Latvia. Grounded in international and national standards—including WHO guidance, EU directives, and principles of healthcare safety and education quality—the strategy promotes simulation as a transitional and indispensable phase between theoretical instruction and clinical practice. The strategy emphasises structured collaboration among universities, professional associations, healthcare providers, and government bodies. It sets out a governance and resource model for simulation-based learning environments, ensuring quality, sustainability, and alignment with ethical and professional standards. By embedding simulation-based education into undergraduate, postgraduate, and continuing medical education, Latvia aims to enhance healthcare professionals’ clinical competence, reduce preventable medical errors, and improve patient outcomes. The approach supports deliberate practice, facilitates safe and realistic training conditions, and strengthens the preparedness of healthcare workers for both routine and complex clinical scenarios. The strategy also calls for standardised quality-assurance mechanisms, accreditation procedures, and integration into national regulatory frameworks. This national roadmap aims to establish Latvia as a regional leader in simulation-based healthcare education, improving not only the safety and efficiency of healthcare services but also public trust and professional development. As such, the strategy serves both as a practical implementation plan and a model for countries pursuing similar goals. Full article

Feature selection in high-dimensional datasets presents significant computational challenges, particularly in domains with large feature spaces and limited sample sizes. This paper introduces FL-SBA, a novel metaheuristic algorithm integrating fractional calculus enhancements with Laguerre operators into the Secretary Bird Optimization Algorithm framework for binary feature selection. The methodology incorporates fractional opposition-based learning utilizing Laguerre operators for enhanced population initialization with non-local memory characteristics, and a Laguerre-based binary transformation function replacing conventional sigmoid mechanisms through orthogonal polynomial approximation. Fractional calculus integration introduces memory effects that enable historical search information retention, while Laguerre polynomials provide superior approximation properties and computational stability. Comprehensive experimental validation across ten high-dimensional gene expression datasets compared FL-SBA against standard SBA and five contemporary methods including BinCOA, BAOA, BJSO, BGWO, and BMVO. Results demonstrate FL-SBA’s superior performance, achieving 96.06% average classification accuracy compared to 94.41% for standard SBA and 82.91% for BinCOA. The algorithm simultaneously maintained exceptional dimensionality reduction efficiency, selecting 29 features compared to 40 for competing methods, representing 27% improvement while achieving higher accuracy. Statistical analysis reveals consistently lower fitness values (0.04924 averages) and stable performance with minimal standard deviation. The integration addresses fundamental limitations in integer-based computations while enhancing convergence behavior. These findings suggest FL-SBA represents significant advancement in metaheuristic-based feature selection, offering theoretical innovation and practical performance improvements for high-dimensional optimization challenges. Full article

What if future teachers could learn to read the world like art historians, reason about it like mathematicians, and engage with it as sustainable change-makers? Through the lens of STEAM-H, this study examines their potential to become transformative educators fostering critical thinking and spatial–geometric competencies. The aim is to analyse how future teachers demonstrate Critical Spatial Literacy (CSL) skills—such as spatial literacy, critical thinking, and onto-semiotic dimensions—when carrying out hermeneutic readings of works of art and constructing models from AI-generated images within the framework of Critical–Visual Maker (CVM) Culture. This qualitative-descriptive study examines evidence from students’ analyses of pairs of classical and contemporary artworks, as well as models linked to the Sustainable Development Goals (SDGs), applying CSL categories in both cases. The findings reveal a transition from formal descriptions in mathematics and art history to more complex critical interpretations. Furthermore, the interrelationship among the three groups of categories proposed in the theoretical framework becomes evident. The study concludes that, by engaging in reflective and critical questioning, the interaction between STEAM-H, CSL, and CVM Culture can constitute an effective educational ecosystem for fostering geometric creativity, critical spatial literacy, and interdisciplinarity, thereby contributing to the development of a critical and egalitarian citizenship committed to global challenges and sustainable futures. Full article

MyDispense is a high-fidelity, low-stakes community pharmacy simulation, allowing students to practice dispensing skills. A systematic review was conducted to identify students’ perceptions regarding barriers and facilitators of MyDispense in pharmacy education. PubMed, CINAHL, and EMBASE databases were searched from 2015 to 2025 in January 2025 using combined keywords, proximity searching and Boolean operators. Studies investigating MyDispense and gathering students’ perceptions were included. Record screening was conducted by two independent reviewers (OC and LS). Any identified records from database searching and hand searching of included study reference lists were imported to Rayyan and subjected to independent review. Conflicts were resolved through a third party (RMcC), and discussions were held until consensus was reached. Fifteen studies were included in this review. Seven studies were conducted in USA, six in Asia, one in UK, and one in Australia. All studies utilised purposive sampling. Sample sizes ranged from 33 to 322 students. All studies included surveys to gather student perceptions. Other data collection methods included semi-structured interviews and focus group discussions for students to further elaborate on survey responses. Identified facilitators were mapped to four overarching themes; “Develops competency”, “User-Friendliness”, “Engaging Learning Experience” and “Safe Learning Environment.” Key barriers were encompassed to three themes: “Learning Curve”, “IT issues” and “Limited Realism and Applications”. Barriers included (i) the learning curve of the platform, (ii) technical issues, and (iii) limited realism. Facilitators included perceptions of (i) improved dispensing and counselling skills and a deeper understanding of pharmacy legislation, (ii) accessibility, interactivity of the learning environment and (iii) immediate feedback. Synthesis of the evidence in this review identified students’ perceptions of barriers and facilitators of MyDispense in pharmacy education. This may serve as a guide to educators considering the adoption of MyDispense into their curricula. Full article

This study describes the design, implementation, and evaluation of a Competency-Based Pharmacy Education (CBPE) program for 120 direct-to-patient (DTP) pharmacists in China, aimed at improving pharmaceutical care and pharmacotherapy skills. The program, which integrated Case-Based Learning (CBL) and Objective Structured Clinical Examination (OSCE), included both online and in-person sessions. A cross-sectional analysis of participant performance and satisfaction showed a mean total OSCE score of 68.31. Participants demonstrated strengths in communication and documentation, with one-third of participants achieving high scores, while weaknesses were noted in patient education and care planning. Participant surveys revealed significant perceived improvements in communication and patient education skills among 62.5% of the participants. These findings suggest that CBPE is a promising approach for pharmacist training, advocating for its broader adoption to meet the evolving demands of healthcare and improve patient outcomes. Full article

Circular economy learning fosters competencies in sustainable resource management and environmental protection, which have been recognized by the OECD (Organization for Economic Cooperation and Development) to be essential for cross-curricular training and higher education. However, implementing gamification techniques through mobile applications remains challenging, as their effectiveness depends on students’ willingness to adopt them. This study evaluated acceptance of a gamified mobile application for circular economy learning among university students in Peru, analyzing the relationships between the constructs of the Technology Acceptance Model (TAM). A quantitative correlational case study involving 76 students was conducted. The results showed a moderate-to-high acceptance rate of 73.69%, with significant correlations identified between the TAM constructs. This study contributes to closing gaps in empirical evidence on the acceptance of technology for sustainability education in diverse contexts. Future studies should integrate generative artificial intelligence into gamified apps to deliver personalized feedback and employ learning analytics tools for progress tracking, supporting global efforts toward SGD 4 (Quality Education) and SDG 12 (Responsible Production and Consumption) for the transition to circular economies. Full article

This article introduces the ATHENA competency model, a systemic framework designed to conceptualize and support the development of creativity and complex skills in professional and educational contexts. Creativity, increasingly seen as essential across sectors, requires the coordination of cognitive, motivational, emotional, social, and sensorimotor resources. ATHENA conceptualizes competencies as emergent, agentic behaviors, not static possessions, arising from the coordination of five dimensions: cognition, conation, knowledge, emotion, and sensorimotion. These are subdivided into 60 facets, each described across four progressive mastery levels, enabling fine-grained diagnosis and developmental roadmaps. To operationalize this framework, ATHENA includes three modules: Skills, which models the requirements of professional tasks; Profile, which analyzes learner populations and contextual constraints; and LEARN, a repertory of pedagogical activities linked to ATHENA facets. The article illustrates the system through two case studies of creative job activities—graphic design and workshop facilitation—demonstrating how ATHENA aligns abstract competencies with practical training interventions. The model bridges theoretical research in psychology, creativity, and education with instructional design. Future work aims to refine its applicability, scalability, and cross-cultural relevance. Full article

As an important sustainable lifelong learning competence, self-regulated learning involves a continuous process of self-monitoring and self-directing towards a learning goal. This study examined the level of alignment between university students’ self-regulated learning (SRL) profiles using questionnaire data and learning analytics data in flipped classrooms. On the one hand, a hierarchical cluster analysis using the questionnaire data generated two learning profiles of high and low self-regulated (SR) learners. On the other hand, a hierarchical cluster analysis using the questionnaire data produced two learning profiles of active and passive online learners. Although a cross-tabulation analysis showed a significant and positive relationship between students’ learning profiles identified using the questionnaire and learning analytics data, the association was rather weak. Of the high SR learners, there was a significantly higher proportion of active online learners than passive online learners. In contrast, among low SR learners, a significantly lower proportion of active online learners than passive online learners was found. Furthermore, high SR and active online learners and high SR and passive online learners had significantly better academic achievement than low SR and active online learners and low SR and passive online learners, demonstrating the importance of SR in flipped classrooms. Full article

Adolescence is a critical stage of emotional and social development, with family functioning playing a vital role in shaping adolescent adjustment. However, the mechanisms linking family functioning to adolescent adjustment, particularly the mediating role of interpersonal competence in China, remain underexplored. This study surveyed 7318 junior and senior high school students from multiple Chinese regions, assessing family cohesion, family adaptability, interpersonal competence (communication, regulation, perception), and adolescent adjustment. Regression and mediation analyses examined direct and indirect effects of family functioning on adjustment. Among junior high students, family cohesion indirectly influenced adjustment via communication (28.10%) and regulation (17.32%), while adaptability operated through communication (29.50%) and regulation (32.45%). Among senior high students, cohesion acted via communication (18.63%) and regulation (21.57%), whereas adaptability affected adjustment equally through both (31.29%). Findings reveal developmental stage differences in the relative importance of interpersonal competence dimensions, confirm the applicability of the Social and Emotional Learning (SEL) framework in China, and provide evidence for stage-specific interventions to strengthen interpersonal skills and optimize family–school support systems for adolescent adjustment. Full article

This study develops machine learning models to assess Media and Information Literacy (MIL) skills specifically in the context of disinformation among students, particularly future educators and communicators. While the digital revolution has expanded access to information, it has also amplified the spread of false and misleading content, making MIL essential for fostering critical thinking and responsible media engagement. Despite its relevance, predictive modeling of MIL in relation to disinformation remains underexplored. To address this gap, a quantitative study was conducted with 723 students in education and communication programs using a validated survey. Classification and regression algorithms were applied to predict MIL competencies and identify key influencing factors. Results show that complex models outperform simpler approaches, with variables such as academic year and prior training significantly improving prediction accuracy. These findings can inform the design of targeted educational interventions and personalized strategies to enhance students’ ability to critically navigate and respond to disinformation in digital environments. Full article

Assessment practices are central to higher education, particularly critical in theory-based programs, where they facilitate the development of conceptual understanding and higher-order cognitive skills. They also support Saudi Arabia’s Vision 2030 agenda, which aims to drive educational innovation. This narrative review examines assessment practices in theory-based programs at a Saudi public university, identifies discrepancies with learning objectives, and proposes potential solutions. A narrative review synthesised peer-reviewed literature (2015–2025) from Scopus, Web of Science, ERIC, and Google Scholar, focusing on traditional and alternative assessments, barriers, progress, and comparisons with international standards. The review found that traditional summative methods (quizzes, final exams) still dominate and emphasise memorisation, limiting the development of higher-order skills. Emerging techniques, such as projects, portfolios, oral presentations, and peer assessment, are gaining traction but face institutional constraints and resistance from faculty. Digital adoption is growing: 63% of students are satisfied with learning management system tools, and 75% find online materials easy to understand; yet, advanced analytics and AI-based assessments are rare. A comparative analysis reveals that international standards favour formative feedback, adaptive technologies, and holistic competencies. The misalignment between current practices and Vision 2030 highlights the need to broaden assessment portfolios, integrate technology, and provide faculty training. Saudi theory-based programs must transition from memory-oriented evaluations to student-centred, evidence-based assessments that foster critical thinking and real-world application. Adopt diverse assessments (projects, portfolios, peer reviews), invest in digital analytics and adaptive learning, align assessments with learning outcomes and Vision 2030 competencies, and implement ongoing faculty development. The study offers practical pathways for reform and highlights strategic opportunities for achieving Saudi Arabia’s national learning outcomes. Full article

The escalating frequency and complexity of cyber threats have made cybersecurity education a national priority, yet a practical gap persists between theoretical instruction and workforce readiness. This study presents a comprehensive, modular framework for designing and implementing cybersecurity laboratories in academic institutions, environments that foster hands-on learning, skill mastery, and curricular innovation. Using a mixed-methods, multi-stage case study approach, the research combined qualitative analysis of institutional practices and instructional methods with quantitative evaluation of learning outcomes to comprehensively examine technical and pedagogical considerations impacting lab development. Data sources included literature analysis, direct observation, document review, and semi-structured interviews. The study synthesized best practices across these domains into a scalable lab design model grounded in experiential learning theory. Results demonstrate that the framework supports enhanced student performance, instructional adaptability, and simulation fidelity. Case study data revealed measurable gains in participant competency, with all participants achieving at least a 20% improvement in post-training test scores, high engagement levels demonstrated through consistent session attendance and active participation in hands-on exercises, and successful adaptation to logistical and technological barriers, including facility relocations and system downtime incidents. The lab’s modularity enabled curricular alignment, resource efficiency, and expansion to serve workforce training initiatives beyond the classroom. By integrating pedagogical (structured, teacher-guided instructional approaches) and andragogical (adult learning) design with technological scalability, this research contributes an actionable roadmap for institutions seeking to modernize cybersecurity education and respond effectively to evolving digital threats. The findings offer broad implications for future curriculum development, facilitator training, and sustainable program implementation. Full article

The introduction of new technologies has reshaped both workplaces and learning environments, requiring the development of transversal competences such as adaptability, reflection, and perseverance. Following the COVID-19 pandemic, playful approaches have been increasingly adopted in educational settings to enhance engagement, attention, and motivation, as well as to foster awareness of specific topics. In collaboration with the Cologne GameLab, a game prototype entitled Intergalactic Growth was developed to improve understanding of the growth mindset and to promote perseverance, self-awareness, and critical behavior in the use of ChatGPT. This study has two main objectives: to address the growth mindset from an educational and neuroscientific perspective, and to collect qualitative insights on the prototype’s usability and pedagogical potential. Data were gathered through a focus group and analyzed using reflexive thematic analysis (RTA) with NVivo 14. The findings suggest that Intergalactic Growth effectively stimulates emotional engagement and reflection but requires refinement to enhance its pedagogical impact, particularly concerning feedback authenticity and the integration of ChatGPT. Full article

Educational strategies based on technological models that integrate the dimensions of prevention, screening, and treatment of diabetic foot ulcers are emerging as promising methods to improve nurses’ knowledge, skills, and clinical competencies in primary care. In this investigation, we evaluated the effectiveness of a digital education program, mediated by a virtual learning environment, in enhancing nurses’ clinical knowledge about diabetic foot ulcers. This quasi-experimental intervention study was conducted with 114 nurses, selected for convenience, from the five health districts that make up primary care in the municipality of Teresina, Brazil. Two stages, separated by the educational intervention, allowed us to measure their knowledge levels before and after the implementation of the digital technology. A characterization form and the Nurse Knowledge Assessment Questionnaire on Diabetic Foot were used to evaluate the outcomes. The McNemar test compared the pre- and post-intervention knowledge levels, while accuracy rate-based parameters allowed for the classification of results into performance categories. The intervention effect size was estimated using Cohen’s d test. Results showed substantial improvements in knowledge, particularly in domains related to definition (p = 0.002), risk factors (p < 0.001), associated complications (p < 0.001), signs and symptoms of neuropathies (p < 0.001), application of tests to assess protective sensation (p < 0.001) and foot biomechanics (p < 0.001), risk classification (p < 0.001), and prevention strategies (p < 0.001), with performance ratings predominantly “good” or “excellent” after the intervention. The effect size for paired samples was large (Cohen’s dz = 1.82), based on the total knowledge scores. Findings support the effectiveness signal of the virtual learning environment for knowledge improvement; however, without a control group, we cannot rule out testing effects. Controlled or stepped-wedge trials should confirm causality. Full article

This paper examines how place-sensitive, transdisciplinary entrepreneurship education can catalyze inclusive innovation in peripheral regions. Drawing on the Pathways to Innovation and Entrepreneurship initiative—implemented in Southern Italy through a collaboration between the University of Naples Federico II and Cornell Tech with the support of the US Diplomatic Mission to Italy—this study explores the role of universities as active agents in regional innovation ecosystems. Adopting an action research methodology across inner and peri-urban territories, the initiative combined transdisciplinary learning, international knowledge exchange, and applied innovation to support regional planning. Findings highlight three interdependent causal pathways: (1) experiental learning and the development of transversal competencies, (2) network formation across scales, and (3) context-sensitive innovation practices. The results show how a locally embedded yet globally networked approach contributes to innovation capacity building of peripheral regions, aligning global knowledge flows with territorial strengths. The paper concludes with implications for embedding EE into regional innovation strategies, fostering diverse network management, and promoting sustainable, place-based development in left-behind places. Full article