Search Results (24)

While educational excursions are widely acknowledged to enhance student learning through immersive, real-world experiences, there is limited research on how students can best capture and retain knowledge during such activities. Traditional note-taking methods, such as pen and paper or digital devices, may be inadequate for recording spatial or multimodal information encountered in these dynamic environments. With the emergence of mixed reality (MR) technologies, there is an opportunity to explore spatial, immersive note-taking that aligns with the dynamic nature of field-based learning. This study compares the effectiveness of mixed reality, pen and paper, and digital note-taking during educational excursions. A total of 50 participants in grades 7 through 12 used the Apple Vision Pro headset for mixed reality notes, mobile phones for digital notes, and clipboards paired with a pen and paper for traditional notes. The information encountered was categorised as physical, textual, or video-based. The effectiveness was evaluated through three measures: content extracted and organised in notes, post-activity quizzes on retention and critical thinking, and participant feedback. For physical information, mixed reality significantly improved the content extraction and retention. For textual information, mixed reality yielded more content, but pen and paper outperformed it in terms of organisation. Statistically, all the note-taking methods were equally effective in the remaining aspects. Although mixed reality shows potential to be integrated into educational excursions, participant feedback highlighted discomfort with the headset, suggesting that mixed reality should complement, not replace, traditional approaches. Full article

Background/Objectives: International guidelines recommend that all children and adolescents with type 1 diabetes (T1D) receive education on the glycaemic impact of fat and protein from diagnosis. In addition, the insulin strategy should be adjusted to compensate for fat and protein excursions. Data from continuous glucose monitoring (CGM) can guide insulin adjustment. This study sought to determine whether the current practices of dietitians in Australia and New Zealand align with guidelines. Methods: An anonymous, online survey of paediatric T1D dietitians working in tertiary centres (n = 20; Australia, n = 14, New Zealand, n = 6) was undertaken from February to March 2023. The Australian and New Zealand Society for Paediatric Endocrinology and Diabetes (ANZSPED) disseminated the survey link. The questionnaire covered three content domains: demographic information about the clinic and practitioner, the health professionals’ education practices regarding fat and protein, and the use of CGM. Results: This pilot study had a 100% response rate, with a dietitian representative from all eligible centres responding on behalf of the diabetes team. Only 10% (n = 2) of respondents both (i) provided education on the glycaemic impact of fat and protein to all families at diagnosis and (ii) always provided insulin strategies to manage fat and protein where it impacted glycemia, as per guidelines. Barriers to education included a lack of procedure (47%, n = 7), consumer resources (40%, n = 6), and time (33%, n = 5). Reasons for not recommending strategies to manage fat and protein were perceptions that the family was overwhelmed (100%, n = 10) or not interested (60%, n = 6), and uncertainty of the best strategy (40%, n = 4). CGM was used by “almost all” respondents to educate and adjust the insulin strategy (90%, n = 18). Conclusions: Most dietitians surveyed were not consistently providing fat and protein education and management strategies to children with T1D in line with guidelines. CGM is a key tool routinely used by dietitians in nutrition education to help guide insulin adjustment. Dietitians need greater support through educational resources for families and training in evidence-based strategies to manage deglycation from dietary fat and protein to align with guidelines. Full article

Background/Objectives: Carbohydrate counting is recommended to improve glycemic control in type 1 diabetes (T1D), but the most effective educational methods are unclear. Despite its benefits, many individuals struggle with mastering carbohydrate counting, leading to inconsistent use and suboptimal glycemic outcomes. This study aimed to compare the effectiveness of two group-based programs with individual dietary counseling (standard care) for glycemic control. Methods: The trial was a randomized, controlled, open-label, parallel-group design. Adults with T1D on multiple daily insulin injections (MDIs) and with glycated hemoglobin A1c (HbA1c) 53–97 mmol/mol were randomly assigned (1:1:1) to basic (BCC), advanced carbohydrate counting (ACC), or standard care. Primary outcomes were the changes in HbA1c or mean amplitude of glycemic excursions (MAGEs) in BCC and ACC versus standard care after six months. Equivalence testing was performed to compare BCC and ACC. Results: Between November 2018 and August 2021, 63 participants were randomly assigned to BCC (N = 20), ACC (N = 21), or standard care (N = 22). After 6 months, HbA1c changed by −2 mmol/mol (95% CI −5 to 0 [−0.2%, −0.5 to 0]) in BCC, −4 mmol/mol (−6 to −1 [−0.4%, −0.6 to −0.1]) in ACC, and −3 mmol/mol (−6 to 0 [−0.3%, −0.6 to 0]) in standard care. The estimated difference in HbA1c compared to standard care was 1 mmol/mol (−3 to 5 [0.1%, −0.3 to 0.5]); p = 0.663 for BCC and −1 mmol/mol (−4 to 3 [−0.1%, −0.4 to 0.3]); p = 0.779 for ACC. For MAGEs, changes were −0.3 mmol/L (−1.5 to 0.8) in BCC, −0.0 mmol/L (−1.2 to 1.1) in ACC, and −0.7 mmol/L (−1.8 to 0.4) in standard care, with differences of 0.4 mmol/L (−1.1 to 1.9); p = 0.590 for BCC and 0.7 mmol/L (−0.8 to 2.1); p = 0.360 for ACC versus standard care. An equivalence in effect between BCC and ACC was found for HbA1c, but not for MAGEs. Conclusions: Group-based education in BCC and ACC did not demonstrate a clear advantage over individualized dietary counseling for overall glycemic control in adults with T1D. Healthcare providers should consider flexible, patient-centered strategies that allow individuals to choose the format that best suits their learning preferences when selecting the most suitable dietary educational approach. Full article

During the covid pandemic period of 2019–2020, teaching was carried out via homeschooling, and secondary vocational schools had to deal with the problem of ensuring the implementation of excursions, which were a part of their apprentices’ practical training. In the context of the COVID-19 pandemic, a group of people at Constantine the Philosopher University in Nitra (Slovakia) came up with a plan to develop some virtual excursions to help secondary vocational schools replace field trips with their virtual counterparts. In the paper, the authors describe the results of the stated intention: two virtual excursions aimed at the production and processing of metal products and verification of their applicability in educational practice based on a qualitative analysis of expert opinions collected by means of individually led semi-structured interviews. The conclusions of the analysis confirm the high degree of usability of the created excursions and verify some positive impacts of the implementation of virtual excursions into the teaching practice, e.g., it increased student motivation to learn, increased student interest in lesson content, increased student activity, and intensified study activities overall, including various forms of self-study. Full article

The modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for the inclusion of students with SENs enrolled in specialised classrooms (SCs) in mainstream centres in Spain when they attend mainstream classrooms (MCs). The design of the research is mixed (QUAN-Qual), non-experimental, and descriptive. The participants in the quantitative phase were 2649 peers from MCs that have students enrolled in the SCs, and the participants in the qualitative phase were 57 students from MCs. A questionnaire designed ad hoc was used for collecting the quantitative information and discussion groups for the qualitative information. This study shows the barriers and facilitators towards the inclusion of students in the SU within mainstream centres or classrooms. Among the facilitators which stand out is the wish of classmates from mainstream classrooms to share times, spaces, and activities with their classmates with SENs from the SU. Among the barriers highlighted by a large number of students in the MCs are the fact that they do not participate in group activities with their peers with SENs and that the latter do not usually participate in common activities developed at the centre (like celebrations or excursions). Full article

A concept of resilient, embedded food systems (EFS), environmentally, economically, culturally, socially, and historically linked to certain territories, has been recently gaining attention as a vital response to the globalization of food systems and all its associated challenges. Support for territories on their way to sustain or restore such community-centric, embedded food systems requires transdisciplinary knowledge and skills, and thus effective food system education, including higher education, has an important role to play. The GOODFOOD study looked into the students’ interest in the topic of regional and territorial food systems and their opinion on the importance of certain elements of a food system that is embedded in a region or territory. Students were also asked about the presence of courses or topics related to territorially or regionally embedded food systems in their study programs, their opinion on the usefulness of such courses for their future employment, and the most demanded teaching methods that should be applied to study EFS topics. An online survey carried out among students of the Warsaw University of Life Sciences in Poland of selected study programs related to food science revealed that 70% of respondents are interested in the topic of regional food systems. At the same time, 50% of students have not had any courses related to territorial food systems in their study programs so far, even though over 70% think that such a course would be useful for their future employment. Interactive field trips and excursions, international courses (in a multicultural, international environment), interactive workshops, and cooperation with food system stakeholders (i.e., an internship in a food company) were among the most highly demanded teaching methods to study EFS. Full article

Understanding the cultural aspects of an area rich in heritage is crucial for building a lasting educational experience from an excursion. Many articles in the literature explore the use of sophisticated technologies to achieve such a goal. Tourism proposals for inland areas are significant because the presence of human artifacts and signage can harm the experience and create pollutants. Through a holistic methodology and analysis, this paper examines the signage for an area rich in cultural and natural assets: this study encompasses history, touristic vocation, and the environmental context. According to the analysis, slow, community-involved tourism is the preferred destination, and the signage solution must meet strict sustainability requirements in the social, economic, and environmental realms. After applying the appropriate governance guidelines, QR code technology was selected for a thoroughly documented experimental deployment. Full article

This paper presents a systematic literature review (SLR) about industrial tourism and intends to show how this product can increase sustainability and competitiveness in operating industrial companies. It uses bibliometric analysis with data from 32 journal articles that address this topic. Through this sample of articles, we do not intend to generalize conclusions but rather to concretely identify factors of sustainability and competitiveness based on a set of scientific studies that met a very specific set of criteria. Industrial tourism is categorized as a form of tourism encompassing excursions to industrial locations spanning the spectrum of contemporary, historical, or prospective significance. This encompasses venues that have ceased their industrial operations, presently functioning industrial enterprises, and forthcoming industrial establishments. Additionally, it involves visits to other destinations with an industrial theme, such as industrial technology hubs, museums, industrial tourist routes, educational institutions with industrial programs, laboratories, and analogous venues. The focus of this article is to analyze the literature on industrial tourism from the point of view of active industrial companies, the so-called “living industry”, to identify how this type of tourism can contribute to enhancing these companies. Industrial tourism allows industrial companies to achieve environmental, social, and economic benefits and can be seen as a marketing tool and a promoter of innovation within companies. Full article

The climate crisis remains a paramount challenge that contemporary society and forthcoming generations will grapple with. The significance of instilling sustainability awareness during formative years, particularly during adolescence, is underscored due to the potential for personality consolidation during this phase. In the educational context, physical education emerges as a valuable avenue to further the cause of a sustainable world by fostering student competencies across the three dimensions of sustainable development. Within this domain, activities such as plogging—an outdoor exercise that intertwines physical activity with litter collection—directly enhance environmental quality. However, a discernible gap exists in previous literature regarding high school students’ perspectives on this practice. Thus, this research aimed to integrate a plogging intervention within physical education lessons to assess student perceptions of this innovative activity. A cohort of 28 secondary school students (16 females and 12 males aged 15 ± 1.2 years) participated in this qualitative study. Semi-structured interviews consisting of nine questions were deployed to elicit narratives pertaining to their plogging experiences within an educational setting. Over four sessions, an active methodology rooted in plogging was employed, culminating in a hands-on excursion in a natural environment. The findings were bifurcated into two categories. The first pertained to reflections on the didactic experience, encapsulating its immediate impact and prospective implications. The second category offered a critical evaluation of plogging, underscoring predominantly affirmative views, especially those highlighting environmental benefits. Responses revealed high acceptance levels for plogging, a heightened awareness of littering, and a recognition of the tangible environmental benefits of such activities. For a sustainable future, it is imperative for adults to possess and impart profound environmental consciousness to younger generations. These insights can potentially catalyze further research on the integration of sustainability in physical education and the role of plogging as an instrumental classroom tool. Full article

The primary objective of this research was to investigate the execution of the Nusantara Module program at Universitas Padjadjaran (Unpad), Indonesia, and examine its impact on participating students, emphasizing the program’s adaptability and response to the Cianjur earthquake catastrophe in 2022. This study used a mixed-method approach, combining the qualitative analysis of program papers and communication with the quantitative analysis of post-program surveys and verbatim analysis of student responses. This research revealed systematic methods such as regular meetings, rapid issue resolution, monthly reporting, rigorous evaluation, and post-program surveys. The findings show that students were quite satisfied with the cultural interchange, academic and non-academic learning experiences, hospitality, excursions, and amenities provided. However, areas for improvement were highlighted, including extending module destinations, resolving financial issues, addressing social integration obstacles, improving communication, addressing facility concerns, and improving program management. The contributions of this study extend to both academia and practice. Academically, this research augments the understanding of program management, student mobility, disaster response, and community engagement within the Indonesian educational landscape. Practically, this study provides a blueprint for educational institutions aiming to enhance the resilience and effectiveness of their programs in times of crisis. By elaborating on the implications and contributions of this research, we underscore its significant and far-reaching impact on educational practices, disaster management strategies, and community well-being. Full article

Pre-service teacher education should be underpinned by pedagogies that would enhance self-directed learning. Future teachers need to create contexts in the classrooms that would enable learners to, as self-directed learners, identify individual learning goals for themselves, search for appropriate resources, and monitor and assess their own learning. Self-directed learning is essential to adequately prepare learners for a complex and changing world. This paper focuses on the affordances of a first-year student teacher excursion to scaffold learning and the development of a professional identity, and to address the ‘apprenticeship of observation’ that could prevent optimal learning. Pre-service teachers often enter the Bachelor of Education degree with a naïve understanding of the teaching profession. Furthermore, they come from school contexts that often do not enhance self-directed learning. The faculties of education from three different universities have engaged in excursions for first-year student teachers, where the student teachers, as Homo ludens (the playing human), engage in problem-based and cooperative learning activities, exploring the complexities of the teaching profession. Social constructivism underpins the excursion. Findings over 17 years (2007–2023) across three universities—the University of Johannesburg, North-West University and the University of the Western Cape—show that such immersion pedagogy is a high-impact educational practice, in which student teachers learn from practice. The findings show that the excursion provides pre-service teachers with a more nuanced understanding of the teaching profession, enhanced sensitivity to diversity, social justice and inclusivity, an understanding of the value of reflection, and a sense of belonging as a student in the higher education sector. The findings also highlight the affordances of excursions to enhance self-directed learning, an important attribute to ensure continued professional development. Due to the COVID-19 pandemic, higher education institutions had to rethink teaching and learning, and this article also explores the transformation of face-to-face excursions to virtual online excursions. Full article

(1) Background: Running is one of many sports that have increased in popularity since it can be conducted at any time or anywhere. Ankle instability is a common injury that usually occurs during running and is usually associated with abnormalities in postural stability. Recently, kinesio taping has gained increasing interest as a tool that can be used in rehabilitation, to improve stability, and to help in injury prevention. This study aimed to investigate the effect of Kinesio taping on balance and dynamic stability in recreational runners with ankle instability. (2) Methods: This randomized controlled trial recruited 90 RRs with ankle instability. The participants were randomly divided into three equal groups: a KT group (KTG) who received Kinesio taping on their ankle joints; a mixed group (MG) who received Kinesio taping and exercises; and an exercise group (EG) who received exercises only. Outcome measures (balance and dynamic stability) were assessed before and after the end of an 8-week treatment program using a Biodex balance system and a star excursion balance test, respectively. (3) Results: Within-group comparisons showed statistically significant improvements in most of the outcome values when compared to baseline. Overall stability index was statistically significantly better (with a high effect size) in the MG compared to KTG or EG (p = 0.01, Cohen’s d = 1.6, and p < 0.001, Cohen’s d = 1.63, respectively). A similar finding was evident in the anteroposterior stability index (p = 0.02, Cohen’s d = 0.95, and p < 0.001, Cohen’s d = 1.22, respectively). The mediolateral stability index of the KTG was statistically significantly better with a high effect size when compared to MG or EG (p = 0.04, Cohen’s d = 0.6, and p < 0.01, Cohen’s d = 0.96, respectively). The star excursion balance test values were statistically significant with high effect sizes in the posterior (p = 0.002, Cohen’s d = 1.2) and lateral (p < 0.02, Cohen’s d = 0.92) directions in the MG compared to KTG and EG. (4) Conclusions: Kinesiotape with exercises is superior to either kinesiotape alone or exercises alone in improving postural stability indices and dynamic stability in recreational runners with ankle instability. Recreational runners with ankle instability should be educated about practicing balance exercises and applying kinesiotape. Full article

Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools’ apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters. Full article

Non-formal learning can have a crucial role in increasing citizens’ literacy to geoscience providing the opportunity to raise the public profile of geology and geomorphology. Starting from these remarks, the project presented here is one of the first attempts, at national level, aimed at achieving the territorial upgrading based on geoheritage enhancement. The project started thanks to a bottom-up input and involved the collaboration between scholars and local administrations and stakeholders for the valorization of a fluvial area within the Municipality of Castellarano (Emilia Apennines, Northern Italy). To achieve this aim of non-formal learning activities, based on the interpretation of the geoheritage, have been implemented. In fact, the investigated area includes valuable geological and geomorphological features which have been used, in the frame of the project here presented, to promote local geodiversity and geotourism. In particular, three geosites of regional significance were considered for the creation of EarthCaches, interpretative panels and guided excursions. Interpretative contents were designed to be educational, providing accurate but non-technical explanations. Attention was given in including illustrations playing an important role in the learning process. The results revealed that the implemented activities positively contribute to raising public awareness on the value of geoheritage. Full article

Recently, there has been an increase in feelings of loneliness and mental health conditions among adolescents. Within this population, parenting teens are at an increased risk for these conditions. Outdoor experiences are shown to be an antidote to loneliness and a way to promote social connectedness by amplifying the processes for supporting social relationships. In 2020–2021, we piloted the 8-week Meeting in Nature Together program (MINT) at a charter school for pregnant and parenting teenagers in Colorado, USA. MINT aimed to promote relatedness and nature connection for students ages 14 to 19. MINT included online and in-person group meetings with educational content, creative activities, discussion, park excursions, mindfulness activities, journaling, and nature photography. Here, we ask, can a school-level nature-based social intervention reduce loneliness among pregnant and parenting teens by promoting and sustaining social connections? How acceptable is MINT to participants? Methods included audiovisual recording transcriptions, surveys, and observation field notes. Results suggest that MINT fostered social connections through a tailored nature-based intervention delivered to a typically isolated community in culturally sensitive, developmentally appropriate ways. MINT proved feasible and effective as participants reported high levels of satisfaction and interest in continuing to engage in activities promoted in MINT. Full article