Search Results (636)

The Construction Industry-related degree programs in higher education institutions are substantially significant platforms for mandating the excellence of Construction Management Education (CME). The quality enhancement in the built environment is achieved through CME, where contemporary education and research yield advanced construction methods for Industry. The education delivery in Building Construction Science/Technology/Management disciplines is planned through the designated policies of the State and regulatory authorities in the United States of America, in addition to the individual vision and mission of the institutions. With the advent of Artificial Intelligence, the rubrics and teaching methodologies have shifted to an advanced mechanism in higher education. In this research, concentrating on the same aspect of transformations in Construction Education allied with the use of modern tools, various undergraduate programs like Building Construction Science or Construction Management, use of modern education has been focused on; thereby concentrating on ‘Studio’ education as the key objective of this research. The continuing education goal in CME is to deliver life-long learning skills to students, so that they achieve sustainable development as qualified professionals later on. Henceforth, Studio teaching is discussed in this research for its impact on students’ expertise, knowledge development and life-long learning. Studio education is a unique dimension in technical disciplines such as Architecture and Construction Science, and, therefore, to achieve the essential objectives of ‘Studio Instructional Technology’, the students are introduced to real-world challenges, so that they can visualize and ultimately innovate solutions for the industry. This paper determines the effectiveness of teaching practices that instructors are expected to utilize while formulating the concepts and skills in students during Design or Structural Studios at the undergraduate level. Utilizing a structured and methodologically robust analytical research, the study formulates evidence-based recommendations for optimizing Studio-instruction pedagogies within undergraduate degree programs of CME. Full article

Energy is a central yet complex scientific concept that is often taught superficially in primary education. At this school level, teaching energy-related concepts is often done through textbooks that provide only simplistic definitions and little emphasis on energy conversion, and do not necessarily support the development of an integrated understanding among students. At the same time, promoting Science Self-Efficacy (SSE) in children is crucial, as research indicates that gender differences in SSE can emerge as soon as in primary school and become more pronounced throughout schooling, with potential implications for students’ future engagement in science. This study presents the design, implementation and evaluation of a Teaching–Learning Sequence (TLS) aimed at both supporting conceptual understanding of energy and fostering SSE. The TLS was carried out with N = 75 fifth-grade students over 12 h and was based on Inquiry-Based Science Education methodology. To assess its effectiveness, two instruments were administered in pre- and post-intervention phases: a test on energy concepts and a questionnaire on SSE. The results, which will be discussed in detail, provide evidence that the TLS may enhance students’ conceptual learning and contribute to the development of SSE at the primary school level. Full article

The role of metapragmatics in maintaining interactional coherence and achieving intersubjectivity has been variously underscored in the last three decades. In particular, raising metapragmatic awareness has become increasingly salient in research on intercultural communication and foreign/second language teaching. However, the topic has not been hitherto discussed in connection with heritage languages, and this is a gap that the present paper aims to fill. Based on interviews with Greek Melburnians who belong (in triads or dyads) to the same family but to different generations, a typology of metapragmatic awareness indicators encountered in the data is presented. Quantitative examination of one type of indicators—those oriented towards the addressee—indicates a decrease in their use across three generations. Similarly, examination of the variants of second-person pronouns and/or verb endings (the T/V distinction) brought to the fore alternations in the T and V forms, indicative of linguistic insecurity, as well as an increasing preference for the informal variants across three generations. The qualitative analysis of extracts from the interviews shed further light on the insecurity regarding the T/V distinction. Overall, the results point to changes in the communicative style of Greek Melburnians, namely away from positive politeness features (typical of the Greek society) towards English interactional norms, and the fostering of a hybrid communicative style—in alignment with their hybrid identities. It is suggested that politeness issues be integrated into the teaching of Greek as a heritage language. Full article

Background: Emergency radiology often demands rapid integration of clinical cues, biochemical markers, and imaging findings to support time-critical diagnostic reasoning. However, educational resources that explicitly structure this interdisciplinary integration particularly between radiology and laboratory medicine remain limited. Objective: Our objective was to develop an Integrated Radiology–Biochemistry Diagnostic Flow Framework as a simulation-based methodological proof-of-concept and to document its structure, logic pathways, and internal consistency across common emergency presentations. Methods: We designed an algorithmic framework combining (i) clinical triggers, (ii) targeted biochemical markers with predefined threshold and trajectory rules, (iii) imaging indication and modality selection (US/CTA/MRI/NCCT), and (iv) key radiologic patterns linked to escalation pathways. No patient data or human participants were included. Instead, forty fully synthetic emergency scenarios were generated to populate the framework and to examine logical completeness, branching coherence, and red-flag escalation routes. Results: The framework yielded scenario-specific diagnostic flowcharts that systematically connect biochemical escalation cues with imaging selection and expected imaging findings. The synthetic scenario library demonstrated consistent branching logic across conditions and enabled transparent visualization of imaging-centered decision pathways suitable for simulation-based teaching and structured case discussion. Conclusions: This study reports a reproducible methodological proof-of-concept framework and a synthetic emergency scenario library. Further learner-based studies are required to evaluate usability, perceived realism, and educational effectiveness in authentic training settings. Full article

This study examines how different programming paradigms are associated with learning experiences and cognitive challenges as encountered by non-computer science novice learners. Using a case-study approach situated within specific instructional contexts, we integrate survey data from undergraduate students with large-scale public question-and-answer data from Stack Overflow to explore paradigm-related difficulty patterns. Four instructional contexts—C, Java, Python, and Prolog—were examined as pedagogical instantiations of imperative, object-oriented, functional-style, and logic-based paradigms using text clustering, word embedding models, and interaction-informed complexity metrics. The analysis identifies distinct patterns of learning challenges across paradigmatic contexts, including difficulties related to low-level memory management in C-based instruction, abstraction and design reasoning in object-oriented contexts, inference-driven reasoning in Prolog-based instruction, and recursion-related challenges in functional-style programming tasks. Survey responses exhibit tendencies that are broadly consistent with patterns observed in public Q&A data, supporting the use of large-scale community-generated content as a complementary source for learner-centered educational analysis. Based on these findings, the study discusses paradigm-aware instructional implications for programming education tailored to non-major learners within comparable educational settings. The results provide empirical support for differentiated instructional approaches and offer evidence-informed insights relevant to curriculum-oriented teaching and future research on adaptive learning systems. Full article

This article introduces a framework for scientific and professional language training tailored for STEM (Science, Technology, Engineering and Mathematics) specialists, emphasising the integration of digital technologies and artificial intelligence (AI) in language education. The framework aims to develop students’ research communication skills and digital competencies, which are essential for effective participation in both national and international scientific discourse. The article discusses contemporary trends in STEM education, emphasising the importance of interdisciplinary approaches, project-based learning, and the utilisation of digital tools to boost language skills and scientific literacy. The article outlines the development and deployment of a digital platform aimed at supporting personalised and adaptive learning experiences, integrating various educational technologies and approaches. Empirical research conducted through a pedagogical experiment demonstrates the effectiveness of the framework, showing significant improvements in students’ academic and linguistic competencies across multiple modules. The findings highlight the importance of combining language training with STEM education to equip future engineers for the challenges of a globalised and digitalised professional world. This work reports on the “Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies” project conducted at Saginov Technical University (STU) in Kazakhstan and funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP19678460). The research contributes to the ongoing discussion on improving language teaching in STEM fields, offering a framework that aligns with current educational demands and technological progress. Full article

Background/Objectives: Many elementary school-aged children (i.e., 5 to 12 years old) experience sleep difficulties that negatively impact their daytime functioning. Despite this high prevalence, sleep education is rarely included in school curricula and evidence-based interventions are limited. To better understand this gap, a needs assessment was conducted to inform the development of a sleep education program. Method: Semi-structured virtual interviews were conducted with 14 elementary school teachers in Nova Scotia, Canada. Participants were asked 20 questions about their students’ sleep and its impact, teachers’ needs and practices in sleep education, what a sleep education program would look like, and how it could be delivered. During the interview, participants watched the online ABCs of SLEEPING storybook as a potential foundation for developing a sleep education program, and interview themes were analyzed using deductive thematic analysis. Results: All teachers identified poor sleep as an issue impacting students’ behavior and learning, and reported that they had a lack of resources to teach sleep education. Teachers believed the storybook could be used with their students and integrated into the curriculum. Recommended modifications include making the storybook available for families, adding interactive activities and student discussions, providing teacher resources, and tailoring the content to be suitable for both lower and upper elementary school-aged students. Most teachers indicated that the storybook could be adapted for upper elementary students with more age-appropriate vocabulary and visuals. Conclusions: The findings from this needs assessment will inform the development of an elementary school sleep education program using the ABCs of SLEEPING storybook as the foundation of the program, while noting limitations such as sample diversity. Full article

The liturgical and juridical regulation of papal funerals is coeval with the existence of the Church. The perspective that the funeral should also promote unity among Christians appeared early on. Later, it became a stage for political encounters. The Second Vatican Council’s understanding of society also permeated papal funerals. The juridical and liturgical regulations were inherently built upon a philosophy of encounter and dialogue, as they conveyed the Church’s social teaching and its commitment to those living on the peripheries of society, regardless of their religious affiliation. This was further supported by the homily at papal funerals, which discussed issues concerning the good of all humanity, based on the teachings of the respective Pope. The funeral rites of the post-conciliar Popes have eminently demonstrated that the burial ceremony serves as a vital bridge between different religions and countries with diverse political systems. That, contrary to Huntington’s central thesis, which is based on the clash of civilizations, the starting point can be dialogue, gestures, and the promotion of peace. The study employed a qualitative methodology, processing and confronting primary and secondary sources, from which conclusions were drawn. Full article

Introduction: Nursing educators and clinical leaders face persistent challenges in engaging the next generation of nurses, often characterized by short attention spans, frequent phone use, and underdeveloped communication skills. This article describes the design and delivery of a full-day interactive teaching workshop for nursing faculty, senior clinical nurses, and nurse leaders, developed using a design-thinking approach supported by generative AI. Methods: The workshop comprised four thematic sessions: (1) Learning styles across generations, (2) Interactive teaching methods, (3) Application of interactive teaching strategies, and (4) Lesson planning and transfer. Generative AI was used during planning to create icebreakers, discussion prompts, clinical teaching scenarios, and application templates. Design decisions emphasized low-tech, low-prep strategies suitable for spontaneous clinical teaching, thereby reducing barriers to adoption. Activities included emoji-card introductions, quick generational polls, colored-paper reflections, portable whiteboard brainstorming, role plays, fishbowl discussions, gallery walks, and movement-based group exercises. Participants (N = 37) were predominantly female (95%) and represented multiple generations of X, Y, and Z. Mid- and end-of-workshop reflection prompts were embedded within Sessions 2 and 4, with participants recording their responses on colored papers, which were then compiled into a single Word document for thematic analysis. Results: Thematic analysis of 59 mid- and end-workshop reflections revealed six interconnected themes, grouped into three categories: (1) engagement and experiential learning, (2) practical applicability and generational awareness, and (3) facilitation, environment, and motivation. Participants emphasized the workshop’s lively pace and hands-on design. Experiencing strategies firsthand built confidence for application, while generational awareness encouraged reflection on adapting methods for younger learners. The facilitator’s passion, personable approach, and structured use of peer learning created a psychologically safe and motivating climate, leaving participants recharged and inspired to integrate interactive methods. Discussion: The workshop illustrates how AI-assisted, design-thinking-driven professional development can model effective strategies for next-generation learners. When paired with skilled facilitation, AI-supported planning enhances engagement, fosters reflective practice, and promotes immediate transfer of interactive strategies into diverse teaching settings. Full article

Even though environmental health and climate change are rapidly intensifying the severity of determinants of disease and inequity, training for health professionals in these areas remains fragmented across Europe. To address this gap, the European Medical Association (EMA), in collaboration with the European Network on Climate and Health Education (ENCHE), the International Network on Public Health and Environment Tracking (INPHET) and University College London, convened a one-day hybrid roundtable in London on 17 September 2025, focused on “Preparing Health Professionals for Environmental Health and Climate Change: A Challenge for Europe”. The programme combined keynote presentations on global and European policy, health economics and curriculum design with three disease-focused roundtables (respiratory, cardiovascular and neurological conditions), each examining the following topics: (A) climate and environment as preventable causes of disease; (B) healthcare as a source of environmental harm; and (C) capacity building through education and training. Contributors highlighted how environmental epidemiology, community-based prevention programmes and sustainable clinical practice can be integrated into teaching, illustrating models from respiratory, cardiovascular, surgical and neurological care. EU-level speakers outlined the policy framework (European Green Deal, Zero Pollution Action Plan and forthcoming global health programme) and tools through which professional and scientific societies can both inform and benefit from European action on environment and health. Discussions converged on persistent obstacles, including patchy national commitments to decarbonising healthcare, isolated innovations that are not scaled and curricula that do not yet embed sustainability in examinable clinical competencies. The conference concluded with proposals to develop an operational education package on environmental and climate health; map and harmonise core competencies across undergraduate, postgraduate and Continuing -professional-development pathways; and establish a permanent EMA-led working group to co-produce a broader position paper with professional and scientific societies. This conference report summarises the main messages and is intended as a bridge between practice-based experience and a formal EMA position on environmental-health training in Europe. Full article

Background/Objectives: Healthcare-associated infections (HAIs) require specific skills in nursing education, yet their curricular integration often remains fragmented, limiting the consolidation of knowledge and safe clinical practice. This study aimed to explore the perceptions of nursing students from Brazil and Peru regarding the use of clinical simulation as a strategy to develop skills in HAIs prevention and control. Methods: A qualitative approach was employed, involving 12 focus groups (n = 297 students) across four universities. The discussions were conducted following simulation activities based on standardized scenarios structured into four phases: pre-reading, briefing, execution, and debriefing. Data were collected using a semi-structured interview guide flowed by content analysis, through which saturation was achieved. The study adhered to COREQ guidelines. Results: Three main themes emerged: (i) clinical simulation as a student-centered teaching–learning strategy, where pre-reading and briefing materials enhanced students’ confidence and clarity in performing tasks, with checklists suggested to avoid omissions; (ii) simulation as a facilitator of autonomy and safety in HAI prevention, offering a protected environment for making mistakes and learning, with formative feedback during debriefing increasing risk awareness, although debriefing time was noted as an area for improvement; and (iii) meaningful learning and integration with traditional education, as students reported increased engagement, better knowledge retention, and greater perceived transfer of skills to real clinical settings. Conclusions: Clinical simulation demonstrated strong potential to support the development of HAI prevention skills in undergraduate nursing students. Longitudinal implementation with standardized scenarios and further evaluation of educational effectiveness and debriefing strategies is recommended. Full article

This paper explores the potential of interdisciplinary teaching that combines science and fine art to foster students’ responsible engagement with environmental and social challenges, positioned as an important contribution to sustainability. Within a participatory action research project conducted over five cycles in a Slovenian primary school, the Model of Interdisciplinary Teaching in Science and Fine Art (MITSFA) was developed. It integrates problem-based science tasks, experimental work, reflective discussions, and art assignments with a strong communicative and esthetic dimension. The paper analyses activities that encouraged scientific inquiry, critical thinking, and visual interpretation of complex phenomena, ranging from material properties to sustainable spatial planning. Empirical data include students’ artworks, interviews, written reflections, and the teacher’s research diary. Findings suggest that combining scientific exploration with visual expression deepens understanding, fosters emotional engagement, and promotes environmental and social awareness. Students showed greater sensitivity to complexity, ability to recognize layered meanings, and readiness to express their worldview through art. It can be concluded that meaningful learning emerges where scientific and artistic processes are interconnected, highlighting the teacher’s role as a creative facilitator bridging investigation and interpretation. The study demonstrates how integrating science and fine art in primary education directly supports education for sustainable development by cultivating environmental awareness and responsibility. Full article

Several studies have investigated airborne chemical exposures in university teaching laboratories, where activities are typically structured and supervised. University research laboratories typically involve greater autonomy, the use of more hazardous substances, and less oversight. This industry-embedded study aimed to develop a comprehensive guideline for occupational hygiene and health monitoring (OHHM) tailored to a university context, including both teaching and research laboratories. Guidelines and policies from the Western Australian mining sector and six Australian universities were analysed to identify common elements for a draft OHHM guideline. This draft was reviewed by an industry advisory group (IAG) of five Australian university health and safety managers. Their feedback was analysed and discussed with the Chief Safety Officer at Edith Cowan University (ECU). Following the incorporation of this input and final revisions, the guideline was ratified and implemented across ECU in April 2025. The guide adopts a risk-based occupational hygiene (OH) approach, in which OH monitoring results determine the need for health monitoring (HM). Implementation is supported by central coordination and external OH consultancy. The study presents the resulting guide document, which establishes a replicable framework that may inform similar initiatives in universities internationally (especially those with laboratories). Full article

The study aims to establish a comprehensive framework aligning institutional governance, pedagogical theories, and teaching practice for the sustainable adoption of AI-facilitated digital representatives of human instructors in higher education videos within universities. The study employs a systemic qualitative approach and grounded theory principles to analyze administrative/legal documents and academic publications. The methodology includes source searching and screening, automated text analysis using the Lexalytics tool, clustering and thematic interpretation of the findings, and a subsequent discussion of the emerging perspectives. Following the analysis of international/supranational/national regulations, the findings reveal a significant regulatory gap for humans’ digital representatives in educational videos and suggest a governance baseline for tailored institutional guidelines that address data protection, copyright, and ethical compliance. Theoretically, the study synthesizes evidence-informed educational theories and concepts to form a robust theoretical foundation for using humans’ digital representatives in higher education instructional videos and identifies constructivism, student-centered personalized learning, multimodal multimedia-based learning principles, smart and flipped classrooms, and post-digital relations pedagogy as crucial foundational concepts. The findings suggest a thematic taxonomy that outlines diverse digital representative types, their varying efficiency based on knowledge and course type, and university community attitudes highlighting benefits and challenges. The overall contribution of this research lies in an integrated interdisciplinary framework—including the legal context, pedagogical theory, and promising practices—that guides the responsible use of digital human representatives in higher education videos. Full article

“After this I will return, and I will rebuild the dwelling of David, which has fallen; from its ruins I will rebuild it, and I will set it up” (Acts 15:16 NRSV). This verse, quoting Amos 9:11, is part of James’ speech to the Jerusalem “council” considering the issue of Gentile believers and their relationship to the Law. In some Pentecostal circles, especially those influenced by the “Latter Rain” revival of 1948, this verse has taken on a different force based on the Greek skēnē, literally a tent or traditionally “tabernacle.” This teaching is based on the “tabernacle of David” as described in 1 Chron. 16:1–6 and other places and likely the venue in which some of the original psalms were performed. Their argument is that this is part of a model for experiencing the dynamic presence of God in worship and the restoration of the NT church. It forms a theological basis or rationale for contemporary praise and worship with the use of musical instruments, lifted hands, dance, clapping, etc., following the Psalms. However, this interpretation of “David’s fallen tent” seems to fail interpretive tests such as context, authorial intention and audience understanding. This article discusses the interpretive challenges raised by Acts 15:16, how skilled interpreters have understood the “tent of David,” and some weaknesses in these readings. The argument of “Latter Rain” authors on the “Tabernacle of David” is explained and evaluated in the light of some other contemporary research and hermeneutical principles associated with typology. The Latter Rain position is found to have considerable strengths but overreaches in some key points especially by making structure too central. Full article