Search Results (436)

Background: Nurses’ teaching skills in the clinical setting are crucial to ensuring that students receive high-quality training. Despite the growing importance of competency frameworks, there is little research on the relationship between nurses’ teaching competence and sociodemographic, professional, training, and research variables. Methods: This was a cross-sectional, descriptive, and correlational study conducted at nine hospitals linked to the clinical placement subjects of the Bachelor of Nursing of the University of Barcelona. The study population comprised all nurses directly involved in clinical teaching. Participants’ level of self-reported teaching competence was evaluated using the Spanish version of the Capabilities of Nurse Educators (S-CONE) questionnaire, and the sociodemographic, professional, and academic variables were collected in an ad hoc questionnaire. Descriptive statistics, non-parametric tests, and linear and logistic regression models were used to analyse the associations between the S-CONE total score and the variables collected. Results: The mean age of the participants (n = 596) was 41.9 years (standard deviation: 8.82), and 85.6% of them were women (n = 510). The overall mean S-CONE score was 3.81 (SD: 0.73). Higher scores were observed in those with advanced academic degrees, formal teacher training, and participation in academic activities. Professionals with mixed roles (clinical mentor and academic tutor) self-reported significantly higher competence levels. Multivariate analyses identified participation in conferences, tutoring of undergraduate theses, and involvement in research or development projects as the main predictors of higher teaching competence as measured by the S-CONE questionnaire. The lowest-scoring factor was research and evidence, which points to a potential area for improvement. No significant associations were found with age, sex, or years of clinical experience. Conclusions: Participants had a high self-reported level of teaching competence and rated themselves as competent overall, especially in professional practice and curriculum design. However, we identified areas for improvement related to pedagogical innovation and the use of evidence. The findings reinforce the importance of professional development and academic involvement to strengthen teacher competence. Full article

Curling presents a challenging continuous-control problem in which shot outcomes depend on long-horizon interactions between complex physical dynamics, strategic intent, and opponent responses. Despite recent progress in applying reinforcement learning (RL) to games and sports, curling lacks a unified environment that jointly supports stable, rule-consistent simulation, structured state abstraction, and scalable agent training. To address this gap, we introduce a comprehensive learning framework for curling AI, consisting of a full-sized simulation environment, a task-aligned Markov decision process (MDP) formulation, and a two-phase training strategy designed for stable long-horizon optimization. First, we propose a novel MDP formulation that incorporates stone configuration, game context, and dynamic scoring factors, enabling an RL agent to reason simultaneously about physical feasibility and strategic desirability. Second, we present a two-phase curriculum learning procedure that significantly improves sample efficiency: Phase 1 trains the agent to master delivery mechanics by rewarding accurate placement around the tee line, while Phase 2 transitions to strategic learning with score-based rewards that encourage offensive and defensive planning. This staged training stabilizes policy learning and reduces the difficulty of direct exploration in the full curling action space. We integrate this MDP and training procedure into a unified Curling RL Framework, built upon a custom simulator designed for stability, reproducibility, and efficient RL training and a self-play mechanism tailored for strategic decision-making. Agent policies are optimized using Soft Actor–Critic (SAC), an entropy-regularized off-policy algorithm designed for continuous control. As a case study, we compare the learned agent’s shot patterns with elite match records from the men’s division of the Le Gruyère AOP European Curling Championships 2023, using 6512 extracted shot images. Experimental results demonstrate that the proposed framework learns diverse, human-like curling shots and outperforms ablated variants across both learning curves and head-to-head evaluations. Beyond curling, our framework provides a principled template for developing RL agents in physics-driven, strategy-intensive sports environments. Full article

Background/Objectives: In light of the concerning research data on students’ mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven European countries, Italy (project leader), Greece, Croatia, Latvia, Malta, Portugal, and Romania. Its core activities included the development of the PROMEHS curriculum, grounded in three key components: social and emotional learning, resilience, and the prevention of behavioral problems, alongside a rigorous evaluation of its implementation. The main research aim was to test the effect of PROMEHS on students’ and teachers’ mental health. Methods: In Croatia, the curriculum was introduced following the training of teachers (N = 76). It was implemented in kindergartens, and primary and secondary schools (N = 32), involving a total of 790 children. Using a quasi-experimental design, data were collected at two measurement points in both experimental and control groups by teachers, parents, and students. Results: The findings revealed significant improvements in children’s social and emotional competencies and resilience, accompanied by reductions in behavioural difficulties. These effects were most evident in teachers’ assessments, compared to parents’ ratings and student self-reports. Furthermore, teachers reported a significantly higher level of psychological well-being following implementation. Conclusions: Bearing in mind some study limitations, it can be concluded that this study provides evidence of the positive effects of PROMEHS in Croatian educational settings. Building on these outcomes and PROMEHS as an evidence-based program, a micro-qualification education was created to ensure the sustainability and systematic integration of the PROMEHS curriculum into Croatian kindergartens and schools. Full article

The growth of generative artificial intelligence (GAI), remarkably, Large Language Models (LLMs) such as ChatGPT, converts the educational environment by empowering intelligent, data-driven education and curriculum design innovation. This study aimed to assess the integration of LLMs into higher education to foster curriculum design, learning outcomes, and innovative work behaviour (IWB). Specifically, this study investigated how LLMs’ perceived usefulness (PU) and perceived ease of use (PEOU) can support educators to be engaged in IWB—idea generation (IG), idea promotion (IP), opportunity exploration (OE), and reflection (Relf)—employing a web-based survey and targeting faculty members. A total of 493 replies were obtained and found to be valid to be analysed with partial least squares structural equation modelling (PLS-SEM). The results indicated that PU and PEOU have a significant positive impact on the four dimensions of IWB in the context of LLMs for curriculum development. The evaluated model can assist in bridging the gap between AI technology acceptance and educational strategy by offering some practical evidence and implications for university leaders and policymakers. Additionally, this study offered a data-driven pathway to advance higher education IWB through the adoption of LLMs. Full article

Global climate change has emerged as a critical challenge for human society in the 21st century. As hubs of population and economic activity, urban and rural areas are increasingly exposed to complex and compounded disaster risks. To systematically evaluate the role of educational intervention in climate adaptability capacity building, this study employs a case study approach, focusing on the “Climate Change Adaptation Education and Teaching Alliance Program” launched in Taiwan in 2014. Through a comprehensive analysis of its institutional structure, curriculum, alliance network, and practical activities, the study explores the effectiveness of educational innovation in cultivating climate resilience talent. The study found that the program, through interdisciplinary collaboration and a practice-oriented teaching model, successfully integrated climate adaptability content into 57 courses, training a total of 2487 students. Project-based learning (PBL) and workshops significantly improved students’ systems thinking and practical abilities, and many of its findings were adopted by local governments. Based on these empirical results, the study proposes that urban and rural planning education should be promoted in the following ways: first, updating teaching materials to reflect regional climate characteristics and local needs; second, enhancing curriculum design by introducing core courses such as climate-resilient planning and promoting interdisciplinary collaboration; third, enriching hands-on learning through real project cases and participatory workshops; and fourth, deepening integration between education and practice by establishing multi-stakeholder partnerships supported by dedicated funding and digital platforms. Through such an innovative educational framework, we can prepare a new generation of professionals capable of supporting global sustainable development in the face of climate change. This study provides a replicable model of practice for education policymakers worldwide, particularly in promoting the integration of climate resilience education in developing countries, which can help accelerate the achievement of UN Sustainable Development Goals (SDG11) and foster interdisciplinary collaboration to address the global climate crisis. Full article

Under rapid urbanization and ecological transformation, balancing authenticity preservation with adaptive reuse presents a major challenge for industrial heritage landscapes. This study investigates the Dagushan Iron Mine in Anshan, China’s first large-scale open-pit iron mine and once the deepest in Asia, which is currently undergoing ecological backfilling that threatens its core landscape morphology and spatial integrity. Using a mixed-method approach combining archival research, spatial documentation, qualitative interviews, and expert evaluation through the Analytic Hierarchy Process (AHP), we construct a cross-validated evidence chain to examine how evidence-based industrial landscape heritage values can inform low-intervention digital narrative strategies for off-site learning. This study contributes theoretically by reframing authenticity and integrity under ecological transition as the traceability and interpretability of landscape evidence, rather than material survival alone. Evaluation involving key stakeholders reveals a value hierarchy in which historical value ranks highest, followed by social and cultural values, while scientific–technological and ecological–environmental values occupy the mid-tier. Guided by these weights, we develop a four-layer value-to-narrative translation framework and an animation design pathway that supports curriculum-aligned learning for off-site students. This study establishes an operational link between evidence chain construction, value weighting, and digital storytelling translation, offering a transferable workflow for industrial heritage landscapes undergoing ecological restoration, including sites with World Heritage potential or status. Full article

The contribution that the inclusion of CS in the curriculum can make to address SDG 4—Quality Education—which fosters convergence between Science Education and Education for Sustainable Development, essential for addressing the sustainability challenges currently facing humanity, has been widely recognized. This recognition is driving the inclusion of CS in formal education. However, to ensure that the use of CS in formal education contributes to this objective, a systematic and rigorous evaluation of its benefits in terms of participants’ learning outcomes (LO) is necessary. This study presents a systematic review of the published literature on CS projects implemented in compulsory education to examine whether students’ LO from participation in CS projects are evaluated, and if so, how this evaluation is performed. The results indicate a lack of systematic evaluation of LO from participating in CS projects. Moreover, although in 79% of cases, where some LO is evaluated, the evaluation reported positive results, in most of them, the results may have been influenced by the voluntary or mandatory nature of participation in the projects and the design of the evaluation itself. This may bias the results, leading to an over-optimistic view of the contribution of CS to SDG 4. In order to obtain solid evidence of the benefits, or lack thereof, for learners of participation in CS activities, which can guide the designers and educators in improving the CS projects to maximize their educational and sustainability impacts, some recommendations for future studies are presented. Full article

Universities face a dual challenge: supporting student mental health while equipping staff to respond effectively. To address this, we co-designed and embedded the “You Matter, Prioritize Your Wellbeing” intervention within the university curriculum using a participatory action research framework. The program was developed through co-design workshops and a student needs survey, piloted across six undergraduate courses, and refined into a scalable Facilitator’s Toolkit. Data were collected from co-design workshop participants (n = 23 staff, n = 7 students), student survey respondents (n = 109), academic facilitators’ interview (n = 5), and student post-pilot feedback (n = 61). Purposive sampling was used for co-design workshops, and convenience sampling for both surveys. A mixed-methods approach was employed: qualitative data were analysed using reflexive thematic analysis, and quantitative data using descriptive statistics. Evaluation showed strong student engagement, with 82% planning proactive self-care. Academic facilitators reported enhanced confidence and competence in facilitating wellbeing conversations, valuing the structured approach for normalizing the topic while maintaining professional boundaries. Synchronous delivery and authentic facilitator sharing were perceived as especially impactful. Despite systemic barriers, all facilitators expressed commitment to continued use. This study presents a practical, scalable model for a whole-of-university approach to wellbeing, moving beyond siloed support services to foster a proactive culture of care in higher education. Full article

Background/Objectives: Retinal optical coherence tomography (OCT) is essential for diagnosing ocular diseases, yet developing high-performing multiclass classifiers remains challenging due to limited labeled data and the computational cost of self-supervised pretraining. This study aims to address these limitations by introducing a curriculum-based self-supervised framework to improve representation learning and reduce computational burden for OCT classification. Methods: Two ensemble strategies were developed using progressive masked autoencoder (MAE) pretraining. We refer to this curriculum-based MAE framework as CurriMAE (curriculum-based masked autoencoder). CurriMAE-Soup merges multiple curriculum-aware pretrained checkpoints using weight averaging, producing a single model for fine-tuning and inference. CurriMAE-Greedy selects top-performing fine-tuned models from different pretraining stages and ensembles their predictions. Both approaches rely on one curriculum-guided MAE pretraining run, avoiding repeated training with fixed masking ratios. Experiments were conducted on two publicly available retinal OCT datasets, the Kermany dataset for self-supervised pretraining and the OCTDL dataset for downstream evaluation. The OCTDL dataset comprises seven clinically relevant retinal classes, including normal retina, age-related macular degeneration (AMD), diabetic macular edema (DME), epiretinal membrane (ERM), retinal vein occlusion (RVO), retinal artery occlusion (RAO), and vitreomacular interface disease (VID) and the proposed methods were compared against standard MAE variants and supervised baselines including ResNet-34 and ViT-S. Results: Both CurriMAE methods outperformed standard MAE models and supervised baselines. CurriMAE-Greedy achieved the highest performance with an area under the receiver operating characteristic curve (AUC) of 0.995 and accuracy of 93.32%, while CurriMAE-Soup provided competitive accuracy with substantially lower inference complexity. Compared with MAE models trained at fixed masking ratios, the proposed methods improved accuracy while requiring fewer pretraining runs and reduced model storage for inference. Conclusions: The proposed curriculum-based self-supervised ensemble framework offers an effective and resource-efficient solution for multiclass retinal OCT classification. By integrating progressive masking with snapshot-based model fusion, CurriMAE methods provide high performance with reduced computational cost, supporting their potential for real-world ophthalmic imaging applications where labeled data and computational resources are limited. Full article

Assessment practices in Romanian primary education remain largely recall-based, despite curriculum expectations that prioritize reasoning, metacognition, and inclusive learning processes. This conceptual–analytical study examines the structural misalignments between curriculum goals, classroom assessment cultures, and national evaluation systems, highlighting their impact on learning equity and cognitive development. Drawing on international frameworks (OECD, UNESCO), national assessment data, and Romanian pedagogical literature, the analysis identifies three systemic gaps: curriculum–assessment misalignment, assessment–instruction misalignment, and a mismatch between equity-oriented policies and classroom practice. To address these challenges, the article proposes the ECEI Framework, an integrated developmental model that combines principles of cognitive education, metacognitive strategy development, inclusive pedagogy, and formative assessment. The framework introduces four categories of indicators—cognitive, metacognitive, inclusive, and assessment—designed to support teachers in observing and evaluating learning processes more effectively in diverse classrooms. Discipline-based illustrations in mathematics, reading, and science demonstrate how innovative assessment practices can make students’ thinking visible through authentic tasks, learning progressions, and multimodal response pathways. The findings suggest that developmental and inclusive assessment is essential for improving learning outcomes and reducing socio-economic disparities in primary education. Implementing the ECEI Framework requires targeted teacher training, coherent curriculum–assessment alignment, and system-level support to ensure sustainable changes in instructional practice. Full article

This study examines how climate change and vegetation are integrated into teacher education curricula across 26 countries, addressing a critical gap in understanding how future teachers are prepared to respond to the climate and biodiversity crises. To evaluate curricular integration systematically, we developed and validated the Climate and Vegetation Curriculum Integration Index (CCVI), which measures four dimensions: climate change, vegetation, links between the two, and pedagogical strategies. Content analysis of 70 official curriculum documents was conducted, with high inter-rater reliability (κ = 0.72–0.85) and internal consistency (Cronbach’s α = 0.89) confirming the robustness of the instrument. Results show that integration remains partial and uneven: climate change content is more common than biodiversity, while vegetation is often marginalized, perpetuating the phenomenon of “plant blindness.” Exemplary cases in Finland, Germany, Mexico, Norway, and Switzerland demonstrate that high levels of integration are achievable, but intra-country variability often exceeds cross-country differences, highlighting the influence of institutional design. The study concludes that teacher education worldwide is not yet aligned with the urgency of global sustainability challenges. The CCVI provides a practical tool for benchmarking progress and guiding reforms, underscoring the need to embed sustainability as a core element of teacher preparation to foster ecological literacy, resilience, and civic engagement. Full article

As quantum technologies advance, there is growing international interest in integrating quantum concepts into secondary education. However, most K-12 quantum education studies rely on self-reported data or informal assessments lacking documented validity. This study aimed to address this gap by developing and validating the Quantum Literacy Test (QLt), a standardized instrument designed to objectively assess upper-secondary students’ understanding of foundational quantum concepts, practices, and perspectives. Grounded in the computational thinking (CT) framework, the QLt was piloted with 819 senior secondary school students in Nigeria and underwent a multi-phase validation process, including expert review, factor analysis, item-response modeling, differential item functioning analysis, and concurrent validity. The QLt demonstrated high internal consistency (α = 0.87) and structural validity. Strong concurrent validity was observed with the Computational Thinking Test (r = 0.65), and moderate validity was observed with a Spatial Ability Test (r = 0.32). However, machine learning models explained less than 40% of QLt score variance, suggesting the domain-specific nature of quantum literacy. We recommend future research to expand the QLt across diverse cultural contexts and to increase item coverage of quantum practices and perspectives. The QLt offers a valuable tool for evaluating curriculum effectiveness and monitoring equity in quantum education, thereby contributing to a more inclusive quantum-ready workforce. Full article

Opioid overdoses in the United States remain a significant public health concern. Opioid use disorder (OUD) is stigmatized, exacerbating negative health outcomes. Reducing stigma in healthcare, including in pharmacies, is critical. The “Let’s Talk Stigma” program was collaboratively developed with two schools of pharmacy, a local health department, and individuals with lived drug use experience. It aimed to reduce OUD-related stigma among pharmacists, pharmacy technicians, student pharmacists, and other allied health professionals. The program included six core components: a podcast, continuing education, a standardized curriculum for student pharmacists, training for pharmacy technicians and medical assistants, pharmacy outreach by student pharmacists, and partnerships with chain pharmacies. The anti-stigma podcast reached a global audience with nearly 22,000 listens, while local sessions engaged over 5000 individuals. These initiatives were integrated into Doctor of Pharmacy curricula, with student pharmacists distributing stigma-reduction kits in local pharmacies. A mixed-methods approach, incorporating qualitative data from participant reflections and quantitative data from surveys, podcast analytics, and attendance records, was used for program evaluation. Participants reported increased awareness of stigma, improved attitudes, and greater professional responsibility to reduce stigma. The program successfully leveraged partnerships, flexible delivery methods, and inclusion of people with lived drug use experience in its design. Full article

In response to UNESCO’s call to integrate sustainability into curriculum design, this study examines the structure of ecological physical education (PE) objectives in China and South Korea and how these patterns reflect different approaches to Education for Sustainable Development (ESD). Using a dual-dimensional framework integrating Weber’s instrumental–value rationality distinction and Hauenstein’s Taxonomy of Educational Objectives, this study conducts a qualitative comparative analysis of ecological PE objectives from the 2022 national curricula of China and South Korea. The analysis focuses exhaustively on the ecological modules within these curricula rather than the full set of PE standards. The findings indicate that China’s curriculum exhibits a linear, standardisation-oriented progression, with objectives concentrated in the Acquisition and Performance levels (31.6% each) and no Accomplishment-level objectives, suggesting limited formal pathways for higher-order ecological enactment. In contrast, South Korea’s curriculum shows a value-oriented spiral progression, with objectives spanning Assimilation (23.5%), Adaptation (58.8%), and Accomplishment (11.8%) levels, suggesting alignment with national sustainability policies. The study proposes the Skill–Ethics Equilibrium framework as an integrative model that synthesises the complementary strengths of both systems, offering dual optimisation pathways: one to strengthen ethical enactment in China and another to enhance evaluative clarity in Korea. This framework provides a theoretically grounded heuristic for advancing ESD-aligned ecological PE in diverse educational contexts. Full article

This paper examines the 14-year journey of the Mongolian National University of Medical Sciences (MNUMS) in achieving and sustaining international accreditation for its undergraduate medical program. Beginning in 2010, MNUMS undertook a series of institutional reforms that culminated in full accreditation in 2016 and re-accreditation in 2024 by an international agency recognized by the European Network for Quality Assurance in Higher Education (ENQA). Drawing on institutional self-assessment reports, evaluator feedback, and stakeholder consultations, this case study explores how the accreditation process functioned as a catalyst for educational reform and quality enhancement. The findings reveal major transformations in curriculum design, assessment systems, and institutional governance. MNUMS adopted the European Credit Transfer and Accumulation System (ECTS), introduced outcome-based education and Entrustable Professional Activities (EPAs), expanded its Clinical Skills Center, and implemented a compulsory undergraduate research project. Additionally, the creation of an integrated Bachelor–Master pathway and strengthened international partnerships further advanced the university’s alignment with global medical education standards. This case illustrates how international accreditation can drive systemic improvement in medical education within developing-country contexts. The MNUMS experience highlights the value of sustained institutional commitment, responsiveness to external evaluation, and the strategic use of accreditation as a framework for continuous innovation and global integration. Full article