Search Results (757)

This qualitative study explored how elementary preservice teachers (PSTs) in an equity-centered teacher preparation program understood technology’s role in equity pedagogy. Drawing on two focus groups of five PSTs each—organized to reflect the most recent cohort’s division into separate sub-cohorts—and a short reflective writing activity, we examined (1) how the PSTs conceptualized the relationship between technology and equity pedagogy, (2) what opportunities and challenges they perceived at this intersection, and (3) how various aspects of their program shaped their understanding. While PSTs generally viewed technology as a tool for advancing equity pedagogy, their understanding varied considerably between the two sub-cohorts, particularly in terms of their knowledge, confidence, and perceived barriers to teaching at the intersection of these domains. These differences appeared to stem from how well-supported PSTs felt in making connections between these domains across their coursework, field experiences, and peer interactions. This study reinforces the need for more intentionally integrated coursework that equips PSTs to use technology for advancing equity in the K–12 curriculum. Full article

This study examined the impact of early robotics experiences on kindergarten children’s self-efficacy and performance across multiple domains, including building, following visual instructions, problem-solving, and object repair. Ninety-seven children (ages 4–6) were assigned to either a research group (n = 46) receiving a year-long robotics curriculum or a control group (n = 51) following the standard curriculum. A quasi-experimental pre-test–post-test design was employed. Self-efficacy was measured using dichotomous questionnaire items, and performance was assessed through hands-on age-appropriate repair tasks. Baseline comparisons showed no significant differences between groups, supporting equivalence at the start of the study. Results indicated that children who participated in the robotics program reported greater confidence in building, following visual instructions, and solving problems compared to the control group. Importantly, children in the robotics group not only reported greater confidence in their repair abilities but also outperformed peers in the post-test repair task. These findings indicate that early robotics fosters both beliefs of capability and tangible problem-solving skills in early childhood. Embedding robotics into kindergarten curricula may therefore strengthen foundational self-efficacy and support transferable skills relevant for long-term learning and well-being. Full article

Building Information Modeling (BIM) is a transformative tool in Sustainable Design (SD), providing measurable benefits for efficiency, collaboration, and performance in architectural, engineering, and construction (AEC) practices. Despite its growing presence in academic curricula, a gap persists between students’ recognition of BIM’s sustainability potential and their confidence or ability to apply these concepts in real-world practice. This study examines students’ understanding and perceptions of BIM and Sustainable Design education, offering insights for enhancing curriculum integration and pedagogical strategies. The objectives are to: (1) assess students’ current understanding of BIM and Sustainable Design; (2) identify gaps and misconceptions in applying BIM to sustainability; (3) evaluate the effectiveness of existing teaching methods and curricula to inform future improvements; and (4) explore the alignment between students’ theoretical knowledge and practical abilities in using BIM for Sustainable Design. The research methodology includes a comprehensive literature review and a survey of 213 students from architecture and construction management programs. Results reveal that while most students recognize the value of BIM for early-stage sustainable design analysis, many lack confidence in their practical skills, highlighting a perception–practice gap. The paper examines current educational practices, identifies curriculum shortcomings, and proposes strategies, such as integrated, hands-on learning experiences, to better align academic instruction with industry needs. Distinct from previous studies that focused primarily on single-discipline or software-based training, this research provides an empirical, cross-program analysis of students’ perception–practice gaps and offers curriculum-level insights for sustainability-driven practice. These findings provide practical recommendations for enhancing BIM and sustainability education, thereby better preparing students to meet the demands of the evolving AEC sector. Full article

Background/Objectives: The benefits of nature-based interventions to support well-being and mental health are increasingly well-documented in the literature; however, study of an occupational therapy gardening program for adolescents with exposure to adverse childhood experiences (ACEs) is limited. Methods: This study evaluates the feasibility of a novel school gardening program for youth with a history of ACEs including the following: (1) recruitment; (2) data collection procedures and outcome measures; (3) acceptability and suitability of the intervention; and (4) evaluation of the response to a gardening intervention as measured by a visual analog scale of emotional state, a heartbeat counting task designed to capture changes in interoceptive awareness, and qualitative data from the teacher and researchers. This feasibility study was designed as an 8- to 10-week program (10 sessions minimum) to accommodate the school’s academic curriculum and support the participants’ academic progression. Three adolescents were recruited, ages 12–17, two of whom completed a shorter version of the program and one who dropped out. Results: Results indicated the gardening intervention recruitment and data collection procedures were feasible. Intervention was acceptable to participants. Outcome measures that produce both quantitative and qualitative changes are needed. Interoceptive measures show promise but require further refinement. Response to intervention seemed to be influenced by the participant’s psychosocial history but suggests possible changes in prosocial behavior. External factors such as absenteeism influenced aspects of participation, including frequency and duration of intervention. Conclusions: These findings suggest gardening interventions in occupational therapy are feasible and suitable for adolescents with a history of adversity. Potential exists for enhanced social connectedness, which supports mental health and well-being. Suggestions are offered for implementation and outcome measurements appropriate for this population. Full article

Adapting open-source large language models (LLMs) to specialized domains remains a critical challenge due to domain knowledge gaps, data scarcity, and reference hallucination. Existing approaches often neglect the structural characteristics of domain knowledge and fail to provide principled estimations of knowledge scope, resulting in data homogenization and suboptimal adaptation, while leaving reference hallucination unmitigated. This paper introduces BOLT(Building Open-source LLMs for your Target domain), a modular end-to-end framework that tailors open-source LLMs for domain-specific scenarios. BOLT systematically estimates domain scope, constructs structured hierarchical knowledge trees, distills diverse and semantically aligned training data from advanced teacher LLMs, and employs curriculum learning for progressive model optimization. To address reference hallucination, BOLT substitutes generative methods, which are susceptible to hallucinations, with a matching-based strategy, thereby alleviating the problem and significantly improving reference recommendation accuracy. Extensive experiments across diverse domains and models demonstrate that BOLT enables the efficient modeling of structured hierarchical domain knowledge and effectively enhances reference recommendation accuracy while preserving both training efficiency and robustness throughout the adaptation process. Full article

This study aimed to investigate the effects of mindfulness exercises on the disruptive behaviors of young learners in EFL classes, along with gathering students’ perceptions of their experiences and the perceived change in disruptive behaviors of themselves and their peers. Thirty-nine third-grade students participated in the study and were assigned to the experimental group (EG) and the control group (CG). The EG engaged in mindfulness exercises at the beginning of English lessons for eight weeks, while the CG followed the regular EFL curriculum. Disruptive behaviors were assessed using a Video-based Observation Chart. Interviews were conducted with students to explore their perceptions of the intervention and its impact on their behavior and the behavior of their peers. The results indicated a significant decrease in overall disruptive behaviors in the EG compared to the CG. Participants reported positive experiences and enjoyment as well as perceived increase in attention skills, improvement in emotion regulation and emotional well-being. A minority of the participants stated that they did not observe any difference in the behaviors of some of their disruptive peers. The results indicated that incorporating mindfulness exercises into EFL classes can lead to a reduction in disruptive behaviors, improve students’ experiences, and create a more positive classroom climate. Full article

This study introduces an autonomous framework for grasping moving objects on a conveyor belt, enabling unsupervised detection, grasping, and categorization. The work focuses on two common object shapes—cylindrical cans and rectangular cartons—transported at a constant speed of 3–7 cm/s on the conveyor, emulating typical scenarios. The proposed framework combines a vision-based neural network for object detection, a target localization algorithm, and a deep reinforcement learning model for robotic control. Specifically, a YOLO-based neural network was employed to detect the 2D position of target objects. These positions are then converted to 3D coordinates, followed by pose estimation and error correction. A Proximal Policy Optimization (PPO) algorithm was then used to provide continuous control decisions for the robotic arm. A tailored reinforcement learning environment was developed using the Gymnasium interface. Training and validation were conducted on a 7-degree-of-freedom (7-DOF) robotic arm model in the PyBullet physics simulation engine. By leveraging transfer learning and curriculum learning strategies, the robotic agent effectively learned to grasp multiple categories of moving objects. Simulation experiments and randomized trials show that the proposed method enables the 7-DOF robotic arm to consistently grasp conveyor belt objects, achieving an approximately 80% success rate at conveyor speeds of 0.03–0.07 m/s. These results demonstrate the potential of the framework for deployment in automated handling applications. Full article

Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning environments and teacher/student experiences. Using a multiple case study design, we conducted classroom observations, teacher interviews, and check-ins in six Grade 5–7 classrooms implementing JUMP Math, a program that centers social–emotional well-being. Three themes characterized the SEL-integrated environment: (1) Teaching Energy—steady pacing, enthusiastic delivery, and humor; (2) Learning Harmony—progressing together, peer help, and the normalization of mistakes; and (3) Emotional Stability—supportive feedback, invitations to participate, and respectful, responsive interactions. Teachers reported greater confidence and reduced math anxiety; students showed higher engagement, cooperation, and resilience in problem-solving. Findings indicate that math curricula intentionally designed with SEL can create emotionally supportive classrooms that benefit both teachers and students, while advancing academic goals. The findings contribute to understanding how academic instruction can be leveraged to develop social and emotional competence while maintaining focus on academic achievement. Full article

Background: African American (AA)/Black and Latinx communities have limited access to evidence-based fall prevention programs such as Tai Chi Prime (TCP). Community-led interventions that incorporate peer support are cost-effective and sustainable. Using the Treatment Fidelity Framework (TFF) and a mixed-methods research approach, we evaluated the training and support given to trainees during the TCP leader training pathway process and their subsequent fidelity in delivering six culturally tailored community courses. Methods: Trainees completed feedback forms after each TCP leader training pathway course. Using a fidelity checklist, a TCP master trainer rated six community TCP classes led by race- and language-concordant leaders. Trainees were invited to participate in virtual one-on-one semi-structured interviews to share their perspectives on the appropriateness and relevance of the TCP leader training pathway and their experience leading community TCP classes. Quantitative data was analyzed using descriptive statistics on Microsoft Excel. Three study team members coded qualitative data using directed content analysis approach. Results: Twenty-five candidates enrolled in the TCP leader training. Forty-eight percent identified as AA/Black while 52% identified as Latinx. Eleven trainees (six AA/Black and five Latinx) completed the entire TCP leader training pathway to become certified TCP leaders. Trainees rated the training process as highly satisfactory and appropriate. Leaders from both communities received high fidelity scores for community course delivery. Conclusions: Findings contribute to the existing literature, particularly regarding how to effectively disseminate and evaluate a culturally tailored TCP leader training and certification process for culturally diverse communities while maintaining fidelity to the curriculum. Full article

This study examines how policy incentives enhance students’ entrepreneurial mindset and agility through industry–academia collaboration. Unlike prior research that often adopts institutional or industry perspectives, this paper foregrounds the experiences of students as the primary beneficiaries of entrepreneurship education policies. Drawing on survey data from 528 students across Taiwan and Malaysia, the study tests a comprehensive conceptual framework incorporating professional engagement, curriculum design, and skill development as mediating mechanisms. Using structural equation modeling, the findings show that policy incentives exert strong direct and indirect effects on entrepreneurial outcomes, although some mediating pathways are contingent on the quality of engagement. By positioning student perspectives at the center of analysis, this study contributes to understanding how policy support translates into experiential learning and entrepreneurial agility. Implications are drawn for educators, policymakers, and students, with suggestions for refining collaboration structures and fostering student-centered entrepreneurship ecosystems. Full article

To foster engaged, resilient, healthy, and active citizens, there is a critical need to elevate the status of quality physical education (QPE) in Canadian schools. Within the K–12 educational context, systemic changes for physical education (PE) daily instructional time, curriculum development, and teacher education are necessary to prepare educators for implementing comprehensive QPE programs that prioritize students’ holistic development and foundational movement competence. This manuscript examines the intricate role of the “Canadian Physical and Health Education Competencies” and its Essential and Foundational Elements, PE Competencies Wheel, and Wholistic Verb Wheel serve as a competency-informed approach for supporting PE curriculum updates and policy reform nationwide. Furthermore, the results section explores how the Canadian PHE Competencies serves as a foundation for advancing QPE and introduces two interconnected frameworks: the QPE Foundations Framework and the QPE Outcomes Framework—Skills for Life. Building on the overarching goals of the Canadian Physical and Health Education Competencies, the QPE Foundations Framework outlines essential components for program implementation, while the QPE Outcomes Framework—Skills for Life identifies eight core skills students develop through quality movement experiences. Together, these frameworks offer a transformative and progressive approach for understanding and assessing QPE, with the intention to serve as practical tools for pre-service and in-service educators, Physical Education Teacher Education (PETE) teacher educators, administrators, and policymakers. This manuscript concludes by advocating for enhanced pre-service educator training and ongoing professional development for in-service educators, ensuring all students have access to QPE experiences and equitable opportunities for developing the knowledge, skills, and attitudes to live active and well—for life. Full article

Spatial reasoning (SR) skills are inherent to our daily interactions with the world and essential to young children’s learning in science, technology, engineering, arts, and mathematics (STEAM) domains. Most simply, SR skills allow humans to mentally represent and transform objects and their relations. While the connection between SR skills and mathematics achievement is strong, the skills are infrequently emphasized in curriculum or instruction in the early grades of traditional elementary schools. The Regio-Emilia Inspired Approach (RE-IA) offers a schooling model that promotes teachers, or guides, to engage children in authentic learning opportunities and co-construct an emergent curriculum suited to their learning goals, which offers opportunities to learn and practice SR skills through interactive engagements. In this study, we sought to understand and identify specific ways of designing and implementing mathematics activities that support children in receiving opportunities to learn SR skills, whether they are explicit within learning objectives or implicit in learning actions students take. We examined lessons that offer opportunities to integrate SR within a kindergarten mathematics project targeting data analysis concepts. Findings revealed RE-IA as one pedagogical approach to including SR in early childhood education, which could help educators provide engaging environments and joyful mathematics learning experiences for young children. Implications for practice and directions for future research aimed more broadly at transdisciplinary STEAM and in other school models are discussed. Full article

The increasing recognition of interprofessional education in dentistry has further stimulated interest in digital dentistry-based convergence education as a means of fostering collaboration and enhancing clinical competence. Therefore, this study aimed to examine perceptions, experiences, perceived necessity, and educational needs regarding digital dentistry convergence education among undergraduate students majoring in dental hygiene and dental technology in South Korea. A total of 464 valid responses were collected through a structured questionnaire and analyzed for general characteristics, perceptions of convergence education, prior learning experience, perceived necessity, and preferred curriculum areas. Frequency analysis, chi-squared tests, and correlation analyses were applied. The participants’ direct experience with convergence education was limited, but more than 90% of the respondents recognized its necessity. Dental hygiene students most frequently preferred convergence with dental technology, while dental technology students preferred convergence with dental hygiene. Both groups prioritized clinical and basic courses as areas for convergence education and expected improvements in job-related knowledge as the primary educational outcome. Dental hygiene and dental technology students strongly acknowledged the importance of digital dentistry convergence education and interdisciplinary collaboration. These findings support the development of learner-centered convergence curricula and highlight the need to establish feasible educational models through curriculum innovation. Full article

In the context of global sustainable development strategies and the rise of intelligent construction, it has become increasingly urgent for universities to adapt construction management curricula to meet the demands of this new era. However, prior education-reform-based studies rarely offer a systematic, educator-centered prioritization of knowledge areas, limiting actionable guidance for course sequencing and credit-hour allocation. To address this gap, this study identifies eight essential knowledge categories for construction management education through a comprehensive literature review and a survey of faculty members with strong theoretical and practical experience. An improved Analytic Hierarchy Process (AHP) model, weighted by the Consistency Ratio (CR), is applied to prioritize these areas. Results show that Fundamentals of Construction (18.50%), BIM (18.08%), and AI and Big Data (17.07%) received the highest importance values. These findings emphasize the need for curriculum reorientation to align with intelligent construction. This study contributes to modernizing construction management education and offers practical insights for curriculum development, ensuring alignment with industry trends and technological advancements. Full article

Background: Human care represents the essence of nursing but faces challenges from increasing technological advancement and healthcare system bureaucratization. Objective: To understand how nursing students balance technical demands with human aspects of care during pre-professional practice experiences. Methods: An interpretive phenomenological study was conducted with 17 nursing students (12 women, 5 men) in their eighth and ninth semesters from a public university in northern Ecuador. The data were collected through focused interviews during the first quarter of 2025. Analysis followed a four-stage phenomenological process: epoché, phenomenological reduction, eidetic reduction, and transcendental reduction, culminating in phenomenological interpretation. Data saturation was achieved, and methodological rigor criteria were applied including triangulation with external analysts. Results: Six main strategies emerged that students develop to balance technical demands with humanized care: Time Management and Optimization, Integration of Human and Technical Dimensions, Patient Communication About Time Constraints, Emotional Regulation and Boundary Setting, Resistance to Dehumanization, and Institutional Context Adaptation. Students transform technical procedures into therapeutic opportunities and develop resilient competencies that preserve nursing’s humanistic values. Conclusions: Nursing students develop integrative competencies that balance technical excellence with human sensitivity. Curriculum modifications are needed to include specific competencies in emotional regulation, therapeutic communication, and dehumanization resistance strategies. Full article