Search Results (649)

Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to the Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de Educación to examine how cultural and linguistic diversity is conceptualized, how it is embedded in a competence-based curriculum, and which tools are provided for its implementation. The analysis addresses three dimensions: (a) policy conceptions of diversity, (b) curricular instruments (competences, learning situations, assessment), and (c) implementation mechanisms (resources, teacher development, equity monitoring). Results indicate a move from compensatory and assimilationist logics to rights-based, competence-based formulations, with clearer references to dialogue, mediation, and non-discrimination, but also a persistent gap between legal texts and school realities. The study concludes that the current framework enables more observable and assessable intercultural aims, while its impact depends on concrete support for school and teachers. This diachronic perspective on a medium-sized European system offers transferable insights for other countries seeking to embed intercultural competences and equity in curriculum assessment and teacher development. Full article

Background: Many biological drugs have a rival version produced from different cell lines by other manufacturers; these drugs are referred to as biosimilars. By providing accurate information, encouraging patient and medical community acceptance, and advocating for their appropriate usage, pharmacists can play a crucial role in supporting the uptake of biosimilar medicines. Aim: This study aimed to assess pharmacists’ knowledge and attitudes toward biosimilar medicines in the Aseer region in Saudi Arabia. Methods: The study employed a descriptive, cross-sectional design using an anonymous online self-administered questionnaire. The questionnaire was developed by adapting a previously validated instrument and consisted of three sections: demographic data, knowledge about biosimilars, and attitudes toward biosimilars. Two non-probability sampling approaches, i.e., convenience and snowball sampling, were using for data collection. Results: A total of 298 pharmacists participated in the current study. Overall, a total of 135 (45.3%) demonstrated good knowledge of biosimilar medicines, while 163 (54.7%) exhibited poor knowledge. The median knowledge score among the study participants was 5 (5–6). Only 26.2% of pharmacists in the current study correctly identified that biosimilars were not generics and not interchangeable with reference biologics. More experienced pharmacists and those working in industry-related sectors demonstrated greater knowledge of biosimilars (p < 0.05). Pharmacists in the current study demonstrated generally favorable attitudes toward biosimilar medicines. Conclusions: The current study revealed knowledge gaps regarding biosimilar medicines among pharmacists. Targeted educational initiatives, continuing professional development opportunities, and enhanced curricular content could be implemented to address these gaps. Full article

This narrative review synthesizes conceptual frameworks, empirical evidence, and pedagogical approaches that support the integration of systems thinking into sustainability education across K–12 and higher education. Publications were purposively selected based on conceptual significance, empirical rigor, pedagogical relevance, and contextual diversity, with searches conducted across Web of Science, Scopus, ERIC, and Google Scholar. The analysis identified several recurring instructional patterns, as follows: the use of feedback-loop reasoning to connect scientific and social systems; the role of conceptual modeling and visual representations; and the value of inquiry-based, project-based, and socio-scientific issue frameworks in promoting systems-oriented understanding. Across educational levels, the review highlights consistent evidence that systems thinking can be taught effectively when learning activities scaffold students’ construction of system models, encourage interdisciplinary reasoning, and explicitly address dynamic processes such as accumulation, time delays, and unintended consequences. Case examples from K–12 and teacher education illustrate how visual modeling, simulations, and carefully designed task structures foster deeper understanding of socio-ecological interactions. The review also identifies key implications for curriculum design, teacher professional development, and assessment, emphasizing the need for sustained integration rather than one-time activities. Overall, this synthesis demonstrates that systems thinking is a foundational competency for sustainability education and provides educators with practical frameworks, strategies, and examples for meaningful classroom implementation. The findings underscore the importance of aligning pedagogical design, curricular structures, and assessment practices to cultivate students’ ability to reason about complex systems. Full article

Developing tools to assess university lecturers on the quality of their teaching practice is a priority for achieving Sustainable Development Goal (SDG) 4. The aim of this research is therefore to propose a typology of teaching profiles and analyse the factors that influence each of them, with a view to proposing a model for identifying lecturers who need support. Based on 10,938 observations made between August 2021 and June 2025, a heuristic method was used to classify all observations into six quadrants according to student academic performance and student evaluations of their teachers. Based on the classification of all observations into six quadrants, called teacher profiles, logistic regressions were performed in Gretl software version 2024c to identify which characteristics inherent to the teacher, the educational context, and the curricular stage explain the classification of the teacher into a particular profile. The results indicate that full-time teachers and those with higher academic qualifications tend to obtain higher scores on the SET, while online or hybrid modalities are associated with lower scores on the SET. In addition, the six teaching profiles obtained an accuracy of over 80% in the logit models, highlighting significant effects of age, modality, and curricular level (p < 0.05) on the probability of belonging to each quadrant. It is concluded that factors related to curricular advancement, the educational context, and those inherent to the teacher can explain the proposed typology. This typology could serve as a management tool to identify teachers who need specific support to move towards profiles that are ideal for the university institution. Among the main limitations of this study are the heuristic methodology and the fact that the data were obtained from a single educational institution. Full article

The teaching of natural sciences in complex school contexts, such as border and peripheral zones, faces challenges linked to curricular relevance, teacher preparation, and structural conditions. This study explored the professional demands of elementary teachers in northern Chile through four focus groups with 21 in-service teachers from rural and urban schools in the tri-border region. Thematic analysis revealed challenges including limited disciplinary training, scarce resources, reduced instructional time, and pressure from standardized tests. Enabling factors included the natural environment, students’ experiential knowledge, and interdisciplinary integration. Findings stress the need for situated teacher education policies responsive to territorial realities. Full article

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models. Full article

In French-speaking Belgium, new science curricula are being introduced for pupils aged 12 to 15 and will gradually be implemented in classrooms until 2028. At a time when the reference frameworks for the rest of the compulsory curriculum (ages 16 to 18) are being rebuilt, we wanted to ascertain—via qualitative and textometric analyses—the importance of inquiry-based approaches in the new common core reference framework (ages 12 to 15), as well as in the current upper secondary framework (ages 16 to 18) it is being developed to replace. More broadly, we examine and compare the ways in which didactic research findings on these approaches, and the major epistemological orientations underlying them, are operationalised; in this way, we draw up some guidelines for rewriting upper secondary science reference frameworks. Our analysis shows that the common core reference framework is much more explicit about epistemological orientations and inquiry-based approaches than that for upper secondary, although it does not include research in science didactics. Full article

Technologies such as XR (Extended Reality), in the form of VR (Virtual Reality), AR (Augmented Reality) and MR (Mixed-Reality), are being researched for their potential to support higher education. XR offers novel opportunities for improving understanding and engagement of computer science (CS) courses, abstract and algorithmic thinking and the application of knowledge to solve problems with computers. This narrative literature review aims to report the state of XR adoption in the university CS education context by studying pedagogical benefits, representative cases, challenges, and future research work. Recent case studies have demonstrated that VR innovations are supportive of algorithm and data structure visualization, AR in programming and circuit analysis contextualization, and MR in bridging the experimental practice on virtual with real hardware within computer labs. The potential of XR to enhance engagement, motivation, and complex content understanding has already been researched. However, ongoing obstacles remain such as the high cost of hardware, technical issues in practicing scalable content, restricted access for students with disabilities, and ethical considerations over privacy and data protection. This review also presents XR, not as a substitute for traditional pedagogy, but as an additive tool that, in alignment with well-defined curricular objectives, may enhance CS learning. If it overcomes these deficiencies and progresses appropriate inclusive evidence-based practices, XR has the potential to play a powerful role in the future of computer science education as part of the digital learning ecosystem. Full article

This study reviews 33 meta-analyses and systematic reviews on Computational Thinking (CT), focusing on research quality, intervention effectiveness, and content. Quality assessment of included studies was conducted using the AMSTAR 2 tool. The meta-analysis achieved an average score of 10.9 (a total of 16 points), while systematic reviews scored an average of 6.1 (a total of 11 points). The 15 meta-analyses showed diverse intervention strategies. Project-based learning, text-based programming, and game-based learning demonstrate more pronounced effects in terms of effect size and practical outcomes. Curricular integration, robotics programming, and unplugged strategies offered additional value in certain contexts. Gender and disciplinary background were stable moderators, while grade level and educational stage had more conditional effects. Intervention duration, sample size, instructional tools, and assessment methods were also significant moderators in several studies. The 18 systematic reviews used a five-layer framework based on ecological systems theory, covering educational context (microsystem), tools and strategies (mesosystem), social support (exosystem), macro-level characteristics (macrosystem), and CT development (chronosystem). Future research should focus on standardizing meta-analyses, unifying effect size indicators, and strengthening longitudinal studies with cognitive network analysis. Additionally, systematic reviews should improve evidence credibility by integrating textual synthesis and data-driven reasoning to reduce redundancy and homogeneity. Full article

The Caribbean Coastal Marine Productivity (CARICOMP) program was conceptualized in 1985 to monitor coral reefs, seagrass beds, and mangrove forests at multiple sites across the wider Caribbean. Mangrove monitoring was focused on the dominant Caribbean species, red mangrove (Rhizophora mangle). Forest structure and productivity were monitored at 21 sites (18 countries) across different geomorphological settings, from tropical to subtropical mainland and island systems. Here, we provide the key findings from the CARICOMP mangrove data collected, mostly from 1992 to 2013, to assess spatial and temporal variability across the region. Red mangrove above-ground biomass averaged 190 t ha⁻¹ (far higher than previously reported) but ranged widely across sites from 33 to 590 t ha⁻¹, equating to an average above-ground ‘blue carbon’ of 84 t ha⁻¹ (range 15–260 t ha⁻¹). Tree density averaged 3237 trees ha⁻¹, tree basal area averaged 19.7 m² ha⁻¹, tree height averaged 6.1 ± 2.8 m, and seedling density varied from 1.2 to 74 seedlings m⁻² across the sites. Among the environmental factors that influence mangroves, local temperature and rainfall explained 48% of the variability in measured tree structure parameters. Annual litterfall, as a proxy for productivity, measured on average 1.24 ± 0.70 kg m⁻² yr⁻¹, with 60% of the total litterfall composed of leaves. Litterfall varied seasonally by 42%. No relationship was apparent between litterfall and seasonal ocean–atmosphere climate indices (ONI and AMM). With exception of the three most southwesterly CARICOMP sites, hurricanes and tropical storms impacted the mangrove sites repeatedly, resulting in considerable damage. A direct strike by a category-4 hurricane in 1998 in Dominican Republic killed 67% of the red mangrove trees, lowered above-ground biomass by 91%, basal area by 89%, litterfall by 63%, and resulted in the subsequent growth of many tall and thin saplings, totally changing the structure of the forest ecosystem in the first few years after the hurricane. In comparing mangrove systems, major differences may be explained by time elapsed since the last destructive event (hurricane) affecting each site. This highlights the fact that despite an increasing focus on preserving these valuable ecosystems, they are still highly vulnerable to natural hazards and likely to face a poor outcome under ongoing climate change. Full article

This study investigates how the traditional Chinese “philosophy of self-cultivation and awakening” (xiu-wu) can be systematically harnessed to foster Higher-Order Thinking Skills (HOTS) among undergraduates. Through historical–philosophical reconstruction and conceptual analysis, the study distills three recurring instructional principles—gradual cultivation (jian-xiu), gradual awakening (jian-wu), and sudden awakening (dun-wu), and their dialectical synthesis, and re-casts them as design parameters for thinking-centered instruction. These principles are then translated into a macro-level instructional metaphor, the Bridge-Building Model, which sequences curricular elements as bridge piers (the teaching process of “gradual cultivation”), bridge deck (student-constructed “an isolated fragments of knowing”), and final closure (holistic knowledge). The model integrates constructivist, behaviorist and intuitive dimensions: repetitive, scaffolded tasks foster behavioral automaticity; guided reflection precipitates incremental insight; and calibrated “epistemic shocks” elicit sudden reorganization of conceptual schemata. The framework clarifies the locus, timing and contingency of each phase while acknowledging the metaphysical indeterminacy of ultimate “holistic” mastery. By translating classical Chinese pedagogical insights into operational design heuristics, the paper offers higher-education instructors a culturally grounded, theoretically coherent blueprint for systematically nurturing HOTS without sacrificing the spontaneity essential to creative cognition. Full article

The review examines the impact of structural literacy on learning the discipline of architecture at the undergraduate level, as well as its influence on design processes. To bridge the knowledge application gap between structural literacy and design application in architecture, this review synthesizes published work on learning through the application of structural literacy in design processes. It also considers learning outcome assessment, design effectiveness measurement, and new learning approaches. The review aimed to compare hands-on learning with traditional learning methods, measure teaching methods, identify new learning methods, measure the impact of structural literacy on design and learning outcomes, and observe collaborative practices across diverse disciplines. The review conducted a comprehensive survey of international research on undergraduate architecture education using mixed, qualitative, and quantitative methods. The results indicate that active, hands-on collaborative learning approaches are more effective than continuous lecture-based approaches in enhancing structural comprehension and design integration. Although financial and access constraints restrict large-scale applications, digital and physical modeling software enhances conceptual understanding and design exploration. Although institutional and curricular barriers limit its application, interdisciplinary working enhances communication skills and facilitates structural integration. Curriculum revisions that initiate structured subjects early, with design studio linkages, strengthen student motivation and design efficiency. These findings indicate the extent to which collaborative frameworks and integrated teaching impact the development of structural literacy. The review emphasizes the need for curriculum revisions and interdisciplinary instruction to equip architecture students with the skills necessary for practical, creative, and contextually aware design work. Full article

Background/Objectives: Abnormal vital signs often precede in-hospital clinical deterioration, but little is known about how nurses decide when to recheck vital signs. We examined how nurse characteristics relate to the next vital sign observation interval after detecting abnormal values and how this decision could be used as a learning objective in simulation-based education. Methods: In this prospective exploratory observational study at a university hospital in Japan, twenty-seven nurses used a full-body patient simulator across three scenarios: normal, low-urgency, and moderate-risk (moderately abnormal vital signs according to National Early Warning Score 2 [NEWS2] risk bands). After each assessment, participants specified in hours the interval they considered appropriate for the next vital sign observation. Nurse characteristics included years of clinical experience, advanced life support (ALS) training, and prior experiences recognizing or responding to deterioration. Mann–Whitney U tests and multiple regression were used to explore univariate and adjusted associations. Results: In the low-urgency scenario, ALS training was associated with shorter intervals (median 1 h vs. 3 h; p = 0.04). In the moderate-risk scenario, univariate analyses showed shorter intervals among nurses with greater experience and among those with ALS training (both p < 0.01). In adjusted models for the moderate-risk scenario, years of experience and prior experiences of recognizing and responding to deterioration were independently associated with shorter intervals (all p < 0.05), whereas ALS training was not. Conclusions: The decision to shorten observation intervals appears to reflect experiential aspects of clinical judgment. Integrating “setting the next observation interval” as an explicit learning objective in simulation may help strengthen nurses’ clinical judgment for early recognition of deterioration. As an exploratory, single-center study with a small sample and fixed scenario order, these findings should be interpreted cautiously and used to guide larger confirmatory studies and curricular design. This study was not registered. Full article

Background: Vaccination remains one of the most effective public health interventions, yet hesitancy persists even among healthcare students who aid in promoting immunization. Understanding students’ perspective plays a crucial role in designing targeted educational interventions. The purpose of this study was to evaluate knowledge, attitude, and practices of healthcare students (HSCs) in Kuwait about vaccines. Methods: A quantitative, cross-sectional study was conducted between August and October 2024. A validated 21-item questionnaire was used to assess vaccine-related knowledge, attitude, and practices, along with demographic data. Descriptive statistics and binary logistic regression were used to identify predictors of higher knowledge and positive attitude. Results: A total of 351 students participated (mean age 23.0 ± 2.4 years; 90.6% female). The mean knowledge score was 3.9/7 (55.7%), indicating moderate knowledge, with misconceptions noted regarding benefits of post-infection vaccination and extra vaccine doses. The mean attitude score was 3.6/6 (60%), indicating moderately positive attitude, yet safety concerns, particularly about long-term effect, were common (59.3%). Nearly half (45.9%) delayed vaccination until mandatory. Vaccine uptake was highest for COVID-19 (92.3%), followed by hepatitis B (73.8%). Older age, male gender, and being a medical student predicted higher knowledge (p = 0.011), while older age and being in later study years predicted more positive attitude (p = 0.032). Conclusions: HSCs demonstrated moderate knowledge and attitude toward vaccines, with significant hesitancy driven by safety concerns despite high eventual uptake. Early targeted curricular interventions addressing vaccine safety evidence, benefits of timely immunization, and professional responsibility are warranted to improve confidence and proactive vaccine acceptance among future healthcare professionals (HCPs). Full article

This study proposes an integrated TAM–TPACK framework that explicates how teachers’ technology acceptance progresses to lesson design and enactment in elementary physical education, using augmented reality (AR) climbing as the focal case. A qualitative case study was conducted with three elementary teachers. Data comprised semi-structured interviews, classroom videos, lesson plans, and satisfaction surveys, and were interpreted through directed content analysis. The findings indicate that perceived usefulness (PU) and perceived ease of use (PEU) systematically informed goal setting, feasibility judgments, and content–curriculum alignment, whereas behavioral intention (BI) shaped pedagogical intent and design decisions. Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) functioned as core mechanisms that structurally aligned AR functionalities with curricular aims and instructional procedures. Clear correspondences—PU↔TCK, PEU↔TPK, and BI↔TPACK—were identified, conceptually mapping a pathway from technology acceptance to lesson design and classroom enactment. The study advances a concise, empirically grounded, teacher-centered model for digital physical education and underscores the need for standardized adoption criteria, structured professional development, implementation incentives, and equitable access to local infrastructure to support sustained practice as part of a sustainability-oriented digital transformation of physical education systems. Full article