Search Results (474)

This paper presents a novel, multi-stage modelling approach for integrating Generative AI (GenAI) tools into design-based STEM education, promoting sustainability and 21st-century problem-solving skills. The proposed methodology includes (i) a conceptual model that defines structural aspects of the domain at a high abstraction level; (ii) a contextual model for defining the internal context; (iii) a GenAI-based model for solving the STEM task, which consists of a generic model for integrating GenAI tools into STEM-driven education and a process model, presenting learning/design processes using those tools. A case study involving the design of an autonomous folkrace robot illustrates the implementation of the approach. Based on Likert-scale evaluations, quantitative results demonstrate a significant impact of GenAI tools in enhancing critical thinking, conceptual understanding, creativity, and engineering practices, particularly during the prototyping and testing phases. This paper concludes that the structured integration of GenAI tools supports personalized, inquiry-based, and sustainable STEM education, while also raising new challenges in prompt engineering and ethical use. This approach provides educators with a systematic pathway for leveraging AI to develop STEM-based skills essential for future sustainable development. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

Despite the increasing number of studies indicating that generative artificial intelligence is conducive to cultivating college students’ critical thinking skills, research on the impact of college students’ use of generative artificial intelligence on their critical thinking skills in an open learning environment is still scarce. This study aims to investigate whether the use of generative artificial intelligence by college students in an open learning environment can effectively enhance their critical thinking skills. The study is centered around the following questions: Does the use of generative artificial intelligence in an open learning environment enhance college students’ critical thinking skills (what)? What is the mechanism by which the use of generative artificial intelligence affects college students’ critical thinking (how)? From the perspective of self-regulated learning theory and learning motivation theory, what are the reasons for the impact of generative artificial intelligence on college students’ critical thinking skills (why)? To this end, the study employs questionnaires and interviews to collect data. The questionnaire data are subjected to descriptive statistical analysis, correlation analysis, multiple stepwise regression analysis, and mediation effect analysis. Based on the analysis of interview materials and survey questionnaire data, the study reveals the impacts and mechanisms of college students’ use of generative artificial intelligence tools on their critical thinking skills. The findings of the study are as follows. First, the frequency of artificial intelligence use is unrelated to critical thinking skills, but using it for reflective thinking helps to develop critical thinking skills. Second, students with strong self-regulated learning skills are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Third, students with strong intrinsic learning motivation are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Consequently, the article analyzes the reasons from the perspectives of self-regulated learning theory and learning motivation theory and offers insights into how to properly use generative artificial intelligence to promote the development of critical thinking skills from the perspectives of higher education institutions, college teachers, and college students. Full article

This research aims to examine the role and emerging trends of critical thinking within tertiary education through a bibliometric analysis, with particular emphasis on disparities among countries with differing Human Development Index (HDI) levels. The analysis seeks to identify thematic associations related to critical thinking across nations at various stages of development, as well as to explore the educational methods and strategies employed regionally to cultivate critical thinking skills. The findings highlight notable contrasts between developed and developing nations, especially in terms of educational strategies, dominant academic discourses, and region-specific research priorities. Full article

Background/Objectives: Health literacy plays a fundamental role in adolescents’ health-related decisions and behaviors. The aim of our study was to assess the level of health literacy among 16–17-year-old students in Southern Hungary and to examine the associations between sociodemographic characteristics and health behaviors. Methods: This cross-sectional quantitative study was conducted in the autumn of 2024 in Baranya and Somogy counties. A total of 133 students completed a self-administered questionnaire including sociodemographic variables and health behaviors. Health literacy was measured using the validated HELMA-H instrument. Statistical analysis included chi-square tests, t-tests, and ANOVA (p < 0.05). Results: Overall, 62.7% of the students demonstrated adequate, while 37.3% demonstrated inadequate levels of health literacy. No significant association was found between overall health literacy and sociodemographic variables; however, partial associations were observed on specific subscales. Boys reported better access to health information (p = 0.037), while children of mothers with higher educational attainment scored better in comprehension (p = 0.042) and appraisal (p = 0.036). In the case of the numeracy subscale, children of mothers with the lowest educational level showed significantly better results (p = 0.006). Students with higher health literacy levels were less likely to smoke or consume caffeine; however, a reverse trend was observed regarding alcohol consumption. Physical activity showed a positive association with healthier behaviors (p < 0.05). Discussion: The use of digital technologies, interactive learning strategies, and the involvement of family members—especially mothers—may support the development of health-conscious decision-making in adolescents. Consequently, health education programs should focus not only on knowledge transfer but also on fostering critical thinking and decision-making skills. Full article

One of the central purposes of education at different educational levels is to contribute to the formation of critical thinking in students. There are many theoretical perspectives from which critical thinking is conceptualized, such as those centers on the development of students’ capacities and those based on competences, skills, dispositions and criteria, among others. We consider that in the school context the critical thinking perspective that should come first is the domain-specific one; consequently, we present a conceptual model for the formation of critical thinking in the context of science teaching and learning in the classroom constituted by the integration of four dimensions: languages and argumentation, metacognition, emotions, and problem solving and decision making. Our focus of reflection is epistemic cognition with the processes of epistemic sophistication, metacognitive sophistication, and metaemotional sophistication, determinants of critical thinking in relation to each of the dimensions and the relationships between them. We conclude with the proposal of a conceptual model for the development of critical thinking based on students’ epistemic cognition. Full article

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

Formative research is an essential component of higher education, aimed at developing research competencies in students, with an emphasis on critical thinking, academic autonomy, and analytical capacity. Its purpose is not the production of original knowledge but the systematic preparation for research activity. Within this framework, the objective of this study is to analyze how conceptual appropriation, which encompasses theoretical, methodological, procedural, and normative knowledge, is related to students’ perceived research skills. This study is grounded in the imperative of fostering higher education that cultivates critical, autonomous, and ethically responsible researchers. For this purpose, a quantitative methodology was used, with a non-experimental and correlational design, applying a census sampling to 10,536 students from a higher education institution. Data were collected through a structured survey on conceptual appropriation and perceived research skills. After the removal of inconsistent records, the data were processed statistically using non-parametric tests, particularly Spearman’s correlation, due to the non-normal distribution of the variables. The results reveal strong and significant correlations between conceptual appropriation and key research skills such as hypothesis formulation, critical thinking, and motivation for research, demonstrating that greater conceptual mastery promotes a more solid and engaged research training. These findings reinforce the need to systematically and progressively integrate research content into the university curriculum, fostering an authentic, reflective, and contextualized education. Full article

Virtual reality is increasingly used in health sciences education, including healthcare, nursing, and medical education. Hence, this study provides an overview of the use of virtual reality within healthcare education, nursing education, and medical education through the analysis of published documents from 2010 to 2025. Based on the outcomes of this study, virtual reality emerged as an effective educational tool that can support students and health professionals. The immersive, realistic, and safe environments created in virtual reality allowed learners to enhance their knowledge and practice their skills, patient interactions, and decision-making without risking patient safety. Improvements in learning outcomes, including performance, clinical skills development, critical thinking, and knowledge acquisition were observed. Virtual reality also positively contributes toward a more holistic health sciences education as it increases students’ empathy and behavioral understanding. Finally, eight main research topics were identified and research gaps and future research directions are presented. Full article

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative and computational thinking skills. A quasi-experimental design that included 77 secondary school students from public and private schools in Bandar Lampung, Indonesia, who participated in STEM interventions for over 5 weeks, was adopted. Data were collected through creative thinking tests and questionnaires on CT and STEM attitudes. The results showed that students who participated in STEM activities exhibited significantly higher creative thinking scores compared to peers taught with the traditional curriculum. Specifically, the experimental group showed a progressive increase in weekly test scores, suggesting that STEM methods improved students’ performance over time. Structural equation modeling (SEM) disclosed strong positive associations between attitudes towards STEM, CT, and creativity. The implications of these results outlined the need to integrate STEM education into curricula to foster essential skills for future challenges. This research contributes to the understanding of effective educational strategies and also advocates for a shift towards more interactive and integrative methods in secondary education to meet the demands of the contemporary workforce. Full article

As generative AI tools become increasingly embedded in education, their role in supporting student learning remains both promising and contested. These cross-continental multiple case studies explore how integrating AI into classroom-based creative projects can move students from intimidation to meaningful engagement, comprehension, and retention of course content. Drawing on data from four international university classrooms—in the USA, UK, Canada, and Australia—this mixed-methods study examines students’ experiences as they collaboratively created comic books using generative AI. Each instructor embedded the assignment within their own pedagogical context, enabling cross-institutional comparison of AI’s educational potential. Findings highlight a shared trajectory: students initially approached AI with uncertainty or overconfidence, but developed nuanced understandings of its capabilities through experimentation, reflection, and collaboration. The process of creating narrative-driven visual outputs required students to synthesize theoretical material, communicate effectively in teams, and creatively solve problems—fostering both cognitive and interpersonal learning. Students reported deeper comprehension of academic content and greater confidence using AI tools critically and ethically. This study concludes that when framed as a collaborative partner rather than a replacement for human thinking, AI can support deeper learning experiences. It also suggests that creative, team-based projects can demystify AI and build essential future-facing skills. Full article

This paper is a case study of supporting students in developing their Generative Artificial Intelligence (GAI) literacy as well as guiding them to use it ethically, appropriately, and responsibly in their studies. As part of the study, a law coursework assignment was designed utilising a four-step Problem, AI, Interaction, Reflection (PAIR) framework that included a problem-solving task that required the students to use GAI tools. The students were asked to use one or two GAI tools of their choice early in their assessment preparation to research and were given a set questionnaire to reflect on their experience. They were instructed to apply Gibbs’ or Rolfe’s reflective cycles to write about their experience in the reflective part of the assessment. This study found that a GAI-enabled assessment reinforced students’ understanding of the importance of academic integrity, enhanced their research skills, and helped them understand complex legal issues and terminologies. It also found that the students did not rely on GAI outputs but evaluated and critiqued them for their accuracy and depth referring to primary and secondary legal sources—a process that enhanced their critical thinking and problem-solving skills. Full article

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be. Full article