Search Results (3,239)

The educational process of developing web design competence remains a persistent challenge for many students and educators, particularly in developing countries where conventional teaching methodologies and assessment models often fall short in promoting higher-order thinking and problem-solving. In this study, we respond to the call for innovative assessment approaches by examining the impacts of assessment models on a web design and development course and students’ cognitive load when adopting the AI-assisted assessment model (AAAM) compared to the traditional assessment model (TAM). We employed a mixed-methods research approach, incorporating a quasi-experimental, non-equivalent pretest–posttest control group design and a qualitative component, involving 63 undergraduate students enrolled in CRE 625. The intervention lasted approximately 10 weeks and focused on web design and development across two universities in a developing country. Consistent with quasi-experimental principles, students were assigned to treatment groups based on pre-existing institutional class structures, thereby controlling allocation using criteria rather than randomization. Two validated instruments were used to assess students’ web design and development competence (WDDC) and cognitive load (CL), and the data were analyzed using ANCOVA to evaluate performance gains and the interaction effect with gender. Full article

Visual arts education (VAE) offers a promising pedagogical space for addressing sustainability challenges by engaging the cognitive, emotional, and ethical dimensions of learning. This study examines how engagement with contemporary visual arts and art-based pedagogical practices can foster ecological thinking, ecological literacy, and sustainability awareness among pre-service teachers. The research was conducted over one academic year (2022/2023) within two visual arts courses attended by a total of 69 second- and third-year students enrolled in a teacher education programme. Using a qualitative, interpretative research design, the study investigated how selected contemporary artworks addressing ecological themes were pedagogically contextualised and discussed, and how students engaged with these artworks through dialogue, reflection, and their own art-making processes. Data were collected from students’ written reflections, group discussions, and visual works, and analysed using an interpretative framework informed by visual hermeneutics and sustainability education discourse. The findings indicate that engagement with contemporary visual art can foster the development of ecological literacy by enabling students to integrate experiential, affective, reflective, and relational dimensions of sustainability into their understanding of environmental issues. In line with the objectives of SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action), the study contributes to existing literature by demonstrating the pedagogical potential of visual arts education within teacher education and Education for Sustainable Development. Full article

The objective of this study is to develop and incorporate a multidisciplinary engineering design experience into an academic success and professional development course that aims to retain non-calculus-ready first-year engineering students. The project followed the five-step engineering design process using knowledge from multiple engineering disciplines. Students were tasked to design a scale model of a safe, sustainable, and cost-efficient oil derrick with PASCO kits, engage in discussion to consider societal, global, cultural, and further factors in design, practice an elevator pitch with entrepreneurship specialists from the university start-up incubator, and present the final design to a multidisciplinary judge panel from academia and industry in engineering, math, social science, and business at a Poster Expo. This project-based learning aligned with the student outcomes of ABET and the Engineering for One Planet framework for sustainability education in engineering. Opportunities and challenges of this multidisciplinary learning experience were analyzed using triangulated data sources from student course performance, a student perception survey (N = 16; Cronbach’s α = 0.959), and student retention data. Results showed a positive student learning experience with 88% of students reporting that the multidisciplinary design experience was positive to their learning and increased their interest in engineering. Ninety-four percent of student retention in engineering was reported by the end of the semester (N = 17). Full article

Discussions of school safety management have often centered on physical and infrastructure-related risks and have not adequately addressed sociocultural risks emerging from South Korea’s gradual transition toward a multicultural and multireligious society. To address this gap, we pose two interrelated research questions: (1) In what ways do these sociocultural risks present challenges that existing frameworks do not cover? (2) What curriculum framework can be developed to foster religious literacy as a sustainable approach to sociocultural risk reduction? In response, we first use the term sociocultural risk to identify a distinct dimension within the landscape of school safety policy and propose religious literacy education as a response to these emerging challenges. Adapting Joseph Schwab’s practical approach to curriculum development, particularly through deliberation on the interactions among his four commonplaces of education, we then design Exploring Korean Religions, a general education course that complements a curriculum for teaching about world religions. By examining the historical development of religious traditions in Korea (e.g., Buddhism, Confucianism, Korean folk beliefs, and Christianity) and their contemporary relevance, this course enables Korean students to reflect on the religious foundations of their own culture while helping students from diverse backgrounds develop a deeper understanding of the religious and cultural landscape of Korean society. Through this educational approach, this study contributes a distinct perspective on addressing sociocultural dimensions of safety challenges by demonstrating the importance of religious education in fostering religious literacy and interreligious understanding in multicultural South Korea and beyond. Full article

Traditional craft education relies heavily on hands-on practice; however, novice learners often struggle with procedural complexity, material behavior, and the tacit knowledge typically transmitted through prolonged apprenticeship. This paper presents an integrated framework that combines semantic Knowledge Graphs (KGs), real-time Finite Element Method (FEM) simulation, and high-fidelity physically based rendering (PBR) to support the teaching, understanding, and preservation of traditional crafts. Craft processes are modelled as ontologically grounded KGs that capture tools, materials, actions, decision points, and common procedural errors through an extensible representation aligned with CIDOC-CRM. These semantic structures drive an interactive FEM-based simulation that enables learners to enact craft actions in a virtual environment while receiving predictive feedback and corrective guidance derived from expert-defined execution parameters. The resulting workpiece states are visualized using PBR techniques, providing perceptually accurate cues essential for assessing surface changes, deformation patterns, and material conditions. The methodology is embedded within an eLearning ecosystem that supports the generation of structured courses, multimodal exemplars, and instructional design informed by Cognitive Load Theory. A use case involving wood and aluminum carving demonstrates the system’s ability to simulate realistic tool–material interactions and produce visually interpretable outcomes. The results indicate that coupling executable semantic knowledge modelling with physically grounded simulation offers a viable pathway toward scalable, safe, and contextually rich craft training while supporting the long-term preservation of domain expertise. Full article

Scarce global resources and reliance on non-renewable materials demand ecological, technology-integrated solutions. In Brazil, abundant wood resources remain underused in architectural education and practice. Introducing skills in curricula is essential for change and future adoption. This study developed a computational and digital fabrication methodology to rethink wood, exploring collaborative robotic assembly to build an embodied understanding of construction constraints. The Wood Innovation for Architecture in Brazil (WI-FAB) unites LAMO UFRJ and SDU CREATE robotics expertise and frames a pedagogical experiment in sustainable wood-structure design. The semester-long course tested whether the design framework could link computation, material behaviour, and assembly constraints as a pedagogical tool; the intensive workshop investigated how robotic assembly can enhance physical–digital workflows and inform future integration. The research-through-teaching methodology consisted of three phases: preliminary research, course testing, and a robotics workshop testing assembly workflows. Preliminary research developed a pedagogical framework comprising a kit of parts, joint types and string grammars tested within the semester-long course to support parametric rules and assembly sequencing. Participants assembled component “letters” that combined into “words” and then into “phrases”, developing computational and constructional understanding and converting parametric rules into tangible prototypes through iterative design-build-test cycles. Key outcomes include validation of parametric assembly rules through string grammars in the course; analysis of the robotics workshop applied four criteria (Assembly Movement; Component Geometry and Dimensions; Component Number and Slot Number; Complexity and Assembly Time) to evaluate assembly performance and workflow integration. Robotics stimulated physical–digital loops, accelerating design-to-assembly learning and informing full-scale developments. WI-FAB promotes reversible assembly, material reuse and circular-economy principles and contributes to the development of the forthcoming Sabiá parametric plugin for wooden joint design. Full article

Background: This study aims to characterize the clinical features and outcomes of tattoo-associated sarcoid-like uveitis using a multicenter uveitis registry given the limited existing data. Design: This is a retrospective study. Participants: Ten patients (20 eyes) diagnosed with tattoo-associated sarcoid-like uveitis took part in the study. Methods: The data of patients newly evaluated at participating registry centers from January 2000 to June 2025 were reviewed. Demographic data, treatments, visual acuity, recurrence, glaucoma/intraocular pressure (IOP)-lowering therapy, extraocular involvement, and histologic confirmation were extracted when available. Main Outcome Measures: Recurrence, glaucoma/IOP-lowering therapy, extraocular involvement, and change in logarithm of the minimum angle of resolution (logMAR) from presentation to final follow-up were measured. Results: Seven (70%) patients were male, and the patients’ mean age was 35.1 ± 7.8 years. All patients exhibited bilateral ocular involvement. Histologic confirmation at the tattoo site was documented in five (50%) patients. The mean logMAR visual acuity was 0.12 ± 0.31 at presentation and 0.16 ± 0.42 at the final follow-up (median follow-up: 20 months). All patients received topical corticosteroids; periocular steroids were administered in seven cases (70%), oral systemic steroids in four (40%), adalimumab in two (20%), and cyclosporin in one (10%). Seven cases (70%) developed uveitis recurrence, and eight received glaucoma/IOP-lowering therapy (80%). Extraocular inflammation affected the skin/tattoo in seven patients (70%) and the axillary lymph nodes in one (10%). This finding is definitive; however, this is also true even when the organ/body part is plural (e.g., lungs). Conclusions: Tattoo-associated sarcoid-like uveitis often follows a chronic course with frequent recurrence and uveitic glaucoma. Thus, close ophthalmic monitoring and coordinated systemic evaluation may be warranted. Full article

Engineering education often emphasizes technical competencies while underemphasizing and devaluing the social, ethical, and political contexts of engineering systems. This gap is particularly pronounced in middle-year courses, where students develop technical fluency but rarely confront the sociotechnical complexity of real-world problems. We propose sociotechnical judgment as a framework to help students see the intimately intertwining nature of technical knowledge and social, ethical, and contextual reasoning, using energy systems—particularly offshore wind—as an illustrative domain. We designed three course-integrated case studies in thermodynamics, circuits, and statics/dynamics to embed sociotechnical judgment in middle-year engineering courses. These cases include pedagogical strategies, such as project-based learning, problem-based learning, and role-play exercises connecting technical analysis with social, environmental, and policy considerations. The design of these case studies is rooted in real-world problems surrounding U.S. offshore wind, engineering science learning outcomes, and ABET student outcomes. In these pedagogies, we have created opportunities for students to analyze technical systems while engaging with social, ecological, and political factors. Offshore wind projects, including turbine siting, transmission system design, and efficiency trade-offs, provide opportunities to operationalize sociotechnical reasoning in authentic, regionally relevant contexts. Sociotechnical judgment provides a practical framework for bridging technical competency and contextual reasoning in engineering education. Integrating sociotechnical cases into core courses will prepare students to navigate complex, real-world systems through engagement with ethical, social, and environmental considerations inherent in engineering practice. Full article

Although HyFlex teaching has been studied for decades and has become part of the teaching norm since the 2020 pandemic, studies have generally not investigated the learning experiences of students with disabilities in HyFlex classrooms. This study compared the basic psychological needs (BPN) and engagement of undergraduate students who did (SwA) and did not (SwoA) request academic disability accommodations in an introductory, active learning, human-centered design thinking course, a core component of engineering technology education. Data were collected from 3748 primarily first-year undergraduate engineering technology students between fall 2021 and spring 2024, 126 of whom requested disability accommodation through the disability office. The data sources consisted of an end-of-course survey, in which students reported their basic psychological satisfaction level on a Likert scale and described their BPN experiences and engagement in response to open-ended survey questions. As a novel contribution, this study integrates the descriptive analysis of Likert-scale measures with textual- and word-level sentiment analysis, advancing conceptual understanding of reported BPN satisfaction and engagement and revealing divergent patterns across analytic approaches. While the SwA group reported lower scores across all BPN constructs compared to their counterparts, the highest number of them provided positive feedback statements across all BPN domains. Conversely, the SwoA group reported higher BPN scores across all constructs, yet the highest number of them used negative sentiments in their responses across all BPN constructs. The majority of SwA provided positive feedback on autonomy satisfaction, while the majority of SwoA’s positive feedback was on relatedness to the instructor. Future directions for advancing engineering technology education and disability data collection in higher education are provided. Full article

This study explores the design and implementation of active learning strategies in a Digital Logic Design (DLD) course offered at Sultan Qaboos University. By shifting away from traditional lecture formats and incorporating tools such as interactive quizzes, collaborative whiteboard sessions, and real-time feedback mechanisms, the course aimed to increase student engagement and deepen conceptual understanding. A mixed-methods approach was used, including classroom observation, visual documentation, and post-course satisfaction surveys (n = 49). Inferential statistical analyses and effect sizes were calculated on key survey items. Findings indicate that these strategies significantly enhanced both cognitive and affective aspects of learning. This paper offers insights for educators in STEM disciplines seeking to cultivate active learning environments that align with contemporary pedagogical frameworks. Full article

Background: Kitesurfing is a wind-propelled water sport performed in highly variable environmental conditions. Scientific evidence describing internal load under standardized ecological sea constraints remains limited. Aim: This study aimed to characterize cardiovascular and perceptual responses during a standardized kitesurfing session and to examine associations among heart rate-based internal load indices, session rating of perceived exertion, and global navigation satellite system-derived external output variables. Methods: A total of 112 male recreational kitesurfers (32.1 ± 6.8 years) completed a 40–50 min standardized session under monitored wind conditions (17–22 knots) along a predefined approximately 800 m course. Heart rate was continuously recorded, and session rating of perceived exertion (Borg Category-Ratio 10 scale) was collected 30 ± 5 min post-session. Training impulse, mean percentage of maximal heart rate, and session rating of perceived exertion load were calculated. Pearson correlation analyses with bootstrapping (1000 resamples) and five percent trimming were performed, with statistical significance set at 0.05. Results: Sessions were performed at 78.4 ± 9.1 percent of maximal heart rate. Training impulse and mean percentage of maximal heart rate were strongly associated (correlation coefficient = 0.90, probability value < 0.001), reflecting the shared heart rate-based structure of these metrics. Training impulse showed a moderate association with session rating of perceived exertion load (correlation coefficient = 0.46, probability value < 0.001). No significant associations were observed between internal load indices and global navigation satellite system-derived mean speed (correlation coefficient = −0.14, probability value = 0.149) or distance (correlation coefficient = 0.06, probability value = 0.555). Sensitivity analyses confirmed the stability of the observed associations. Conclusions: Under standardized ecological sea conditions, kitesurfing sessions were characterized by sustained high submaximal cardiovascular intensity. Heart rate-based and perceptual measures showed consistent associations within this protocol, whereas global navigation satellite system-derived external outputs were not significantly related to internal load indices. Within the limits of this cross-sectional ecological design, the combined use of one heart rate-based indicator and session rating of perceived exertion offers a coherent and practically interpretable description of session internal load in open-water kitesurfing. Full article

Automated Short Answer Grading (ASAG) has garnered significant attention in the field of educational technology due to its potential to improve the efficiency, scalability, and consistency of student assessments. This study introduces a novel dataset of 651 student responses from a Database Transaction course exam at Beni-Suef University, referred to as the Beni-Suef Transaction Processing (BeSTraP) dataset. The BeSTraP is specifically designed to support ASAG evaluation. To assess ASAG performance, five approaches were employed: string-based similarity, semantic similarity, a hybrid of both, fine-tuning transformer-based models, and the application of Large Language Models (LLMs). The experimental results indicated that fine-tuned transformers, particularly GPT-2, achieved the highest Pearson correlation with human scores (0.8813) on the new dataset and maintained robust performance on the Mohler benchmark (0.7834). In addition to grading, the framework integrates automated feedback generation through LLMs, further enriching the assessment process. This research contributes (i) a novel, domain-specific dataset derived from an actual university examination, (ii) a comprehensive comparison of traditional and transformer-based approaches, and (iii) evidence of the efficacy of fine-tuned models in providing accurate and scalable grading solutions. The created dataset will be publicly available for the community. Full article

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development. Full article

This article examines the impact of students’ prior experience with English on their academic success in a university English course. The study is based on a survey conducted among students majoring in Computer Science, Business Information Technology (BIT), and Software Technology and Design (STD) at the Faculty of Mathematics and Informatics (FMI), University of Plovdiv, at the beginning of their general English language course. We focus on students’ self-assessed language competence at the start of the course and examine how these self-assessments correspond to their actual test results. Using high-performance machine learning methods, we identify background factors that influence academic achievement, including the number of years spent learning English, the type of high school attended, and informal exposure to English. The findings aim to support more effective and tailored approaches to teaching English in technical and scientific disciplines. Full article

Calls for equity-focused professional development (PD) for graduate teaching assistants (GTAs) have grown as GTAs play an essential role in large-enrollment undergraduate courses and as future faculty members. However, there is a dearth of research on specific curricular design aspects that would be productive for GTAs. This study addresses this gap by examining mathematics GTAs’ perspectives on the curricular aspects of a PD program designed to support equitable and inclusive teaching practices. Building off Wiggins and McTighe’s curricular design framework, we employed surveys, interviews, exit tickets, and PD artifacts collected from 56 GTAs across three universities, and conducted a thematic analysis combining inductive and deductive coding. Four themes consistently emerged regarding the design features that most influenced GTAs’ learning: (a) Community and Collaboration; (b) Awareness Through Discovery; (c) Concrete Ideas and Examples Connected to Theory; and (d) Practicality and Actionable Takeaways. These findings highlight design principles for equity-oriented PD that resonate with GTAs that extend the curricular design framework. We discuss implications for developing sustainable, context-sensitive PD that cultivates equitable mathematics instruction and supports GTAs’ pedagogical growth. Full article