Search Results (7,465)

Technological advances have enabled the development of innovative educational tools, particularly those aimed at supporting English as a Second Language (ESL) learning, with a specific focus on oral skills. However, pronunciation remains a significant challenge due to the limited availability of personalized learning opportunities that offer immediate feedback and contextualized practice. In this context, the present research proposes the design, implementation, and validation of an immersive application that leverages virtual reality (VR) and artificial intelligence (AI) to enhance English pronunciation. The proposed system integrates a 3D interactive environment developed in Unity, voice classification models trained using Teachable Machine, and real-time communication with Firebase, allowing users to practice and assess their pronunciation in a simulated library-like virtual setting. Through its integrated AI module, the application can analyze the pronunciation of each word in real time, detecting correct and incorrect utterances, and then providing immediate feedback to help users identify and correct their mistakes. The virtual environment was designed to be a welcoming and user-friendly, promoting active engagement with the learning process. The application’s distributed architecture enables automated feedback generation via data flow between the cloud-based AI, the database, and the visualization interface. Results demonstrate that using 400 samples per class and a confidence threshold of 99.99% for training the AI model effectively eliminated false positives, significantly increasing system accuracy and providing users with more reliable feedback. This directly contributes to enhanced learner autonomy and improved ESL acquisition outcomes. Furthermore, user surveys conducted to understand their perceptions of the application’s usefulness as a support tool for English learning yielded an average acceptance rate of 93%. This reflects the acceptance of these immersive technologies in educational contexts, as the combination of these technologies offers a realistic and user-friendly simulation environment, in addition to detailed word analysis, facilitating self-assessment and independent learning among students. Full article

Conducting scientific research in craniomaxillofacial surgery presents distinct challenges, particularly in the Asia Pacific region. This study aimed to assess research interests, barriers, and support needs among surgeons in the region through an anonymous online survey conducted via Google Forms from 12 to 31 May 2025, with 169 responses collected. The survey included 13 structured questions and an open-ended comment section. Findings were compared with a similar survey done in Latin America in 2024, to identify regional differences. The results revealed a significant gap in research participation, with 18.3% of Asia Pacific respondents having no publications, unlike Latin America, where all had at least one. Familiarity and participation in the Arbeitsgemeinschaft für Osteosynthesefragen Program for Education and Excellence in Research (AO PEER) were lower in Asia Pacific (29% and 6.5%), and greater challenges were reported in establishing topics, research methodology, and data collection. Although interest was high, only 42% conducted research frequently, and 90.5% indicated a need for mentorship. Despite higher awareness of AO grant opportunities (58%), barriers, like inadequate support for scientific research, lack of training, and limited time, persist. These findings highlight the need for AO Craniomaxillofacial surgery (AOCMF) to implement targeted strategies, such as research training, mentorship, promotion of funding opportunities, and support for multi-center collaborations, to enhance research participation across the region. Full article

Personalized, scalable, and data-driven learning is now possible in cyber science education because of artificial intelligence (AI). This article examines how AI technologies, such as intelligent tutoring, adaptive learning, virtual labs, and AI assessments, are being included in cyber science curricula. Using examples and research studies published between 2020 and 2025 that have undergone peer review, this paper combines qualitative analysis and framework analysis to discover any similarities in how these policies were put into place and their effects. According to the findings, using AI in instruction boosts student interest, increases the number of courses finished, improves skills, and ensures clear instruction in areas such as cybersecurity, digital forensics, and incident response. Ethical issues related to privacy, bias in algorithms, and access issues are also covered in this paper. This study gives a useful approach that helps teachers, curriculum designers, and institution heads use AI in cyber education properly. Full article

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings. Full article

Transdisciplinary challenge-based learning (T-CBL) has emerged as a transformative educational approach in life sciences and sustainability education, promoting the development of students as change agents. T-CBL engages learners from diverse disciplines in addressing real-life challenges—such as environmental, societal, and ethical issues—through collaboration with both academic and extra-academic actors. However, the role of coaches, who are often key academic actors within T-CBL, remains insufficiently defined and under-evaluated. In this study, 18 coaches from six T-CBL courses offered by an alliance of four Dutch universities were surveyed using a combination of baseline questionnaires and semi-structured interviews to explore their perceptions of their role within T-CBL. Coaches described their role as versatile and complex. Beyond assigning grades, they were responsible for providing feedback on group processes and individual students’ development, including self-reflection, personal goal setting, and overall well-being. Support offered by coaches primarily focused on cognitive processes and social dynamics, rather than content-specific guidance. Regarding preparation for the coaching role, most coaches reported having received no formal training and expressed feeling insufficiently prepared. The findings indicate a need for further investigation into the role of coaches in relation to other actors involved in T-CBL, with the ultimate aim of identifying factors to consider in designing T-CBL courses, including determining which actors to involve and how to prepare them for their respective roles. Full article

Humor plays a vital role in human well-being and communication and is increasingly recognized as a beneficial resource in healthcare contexts. While prior studies have explored humor in general university populations, limited research has focused on nursing students, who face distinct interpersonal and emotional demands during their training. This pilot study aimed to describe multidimensional sense of humor among first-year nursing students in Spain using the validated Spanish version of the Multidimensional Sense of Humor Scale (MSHS), which includes a three-dimension model: humor competence, humor as a coping mechanism, and social attitudes toward humor. A total of 78 students completed the MSHS questionnaire via an online survey. The overall mean score was 66.8 (SD = 13.1) out of 96, with the highest mean observed in the dimension of humor as a coping mechanism (mean = 22.2, SD = 4.0). Individual item analysis revealed strong agreement with positively worded statements such as “I like a good joke” (mean = 3.36, SD = 0.82) and “Humor is a lousy coping mechanism” (reverse scored; mean = 3.69, SD = 0.67). These findings suggest that humor is a relevant personal and interpersonal resource among future healthcare professionals. Incorporating humor-related competencies in nursing education may support student resilience and enhance patient-centered care. Further research is needed to examine humor’s longitudinal development and its role in clinical practice. Full article

Background/Objectives: A state-wide survey was conducted in Florida to evaluate skill in manual and manipulative therapy as a therapeutic intervention, explore its use in the field of physical therapy, and understand how physical therapists quantify skill to aid in creating a definition of what comprises manual and manipulative skills. A survey was developed utilizing the Delphi approach, which was entered into an electronic survey platform and distributed via email to physical therapists licensed in the state of Florida. Questions of the survey addressed the physical therapists’ demographics, education, training, use of MT, and Likert scales to quantify physical therapists’ perspectives on characteristics contributing to MT skills and how various characteristics contribute to skills in manual and manipulative therapies. Results: The response rate was 1.6% (307/19,523). Ninety-four percent of participants had more than 10 years of experience in physical therapy, and all respondents had at least 1 year of experience. Participants were 59.3% female and 40.7% male, with a mean age of 48 years (SD = 12.7). No association between gender and use of manual therapy was found (p = 0.44). Of respondents, 33.3% said they use manual and manipulative therapy on every patient, and 38.1% said they use it at least once a day. The most common specialty board certification that respondents held was in orthopedics. Among participants who believe that skill in manual and manipulative therapy is measurable, a Pearson’s correlation showed the following factors as key contributors of “skill” in manual therapy: therapeutic alliance, therapeutic touch, the ability to differentiate subtle nuances between grades I–IV, and adherence to evidence-based practice. Conclusions: The definition of skill found in this study could be used in future studies to determine how skilled MT interventions can influence patient outcomes. Future research should be conducted to discover how these aspects of manual and manipulative therapy can impact intervention results in patient care and how these definitions may influence physical therapy education. Full article

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

The objective of this paper is to analyze the European Union’s response to school bullying and cyberbullying through its educational policies. For this purpose, a search of European policies was carried out in EUR-Lex, including all dates, to get a complete picture of this phenomenon. After applying the inclusion and exclusion criteria, 16 policies were selected. These were analyzed, according to Content and Documentary Analysis, using MAXQDA Analytics Pro 2024 through a codebook composed of two dimensions: one legal and one specific to bullying and cyberbullying. The results showed that most of these policies are soft policies, especially recommendations, issued by the Council of the European Union. At the same time, there is an interest on the part of the European Union to prevent bullying by addressing the contextual and cultural risk factors and improving teacher training and emotional education. In conclusion, European policies have a largely technological, preventive, and contextual and cultural approach. Finally, this paper also offers some policy recommendations to prevent school bullying and cyberbullying in political terms. Full article

Background: Simulation-based education (SBE) is a key component of nursing training. It enables students to apply theoretical knowledge in practice, expand their clinical understanding, develop critical thinking, improve communication skills, and build self-confidence. Increasing the number of simulation hours in nursing curricula may enhance students’ ability to manage stress in clinical settings. Methods: This was a cross-sectional comparative study involving 113 nursing students during a practical exam. Participants graduated in three consecutive years: 2020, 2021, and 2022. SBE was introduced into the curriculum in 2020, resulting in varying levels of simulation experience. Stress and anxiety markers were measured during the exam and compared across groups. Results: Greater simulation experience was associated with lower heart rate (p = 0.007), lower diastolic blood pressure (p < 0.001), and lower cortisol levels (p < 0.001). Students with two years of simulation training reported the lowest perceived stress (p = 0.031). However, anxiety levels remained high across all groups and did not differ significantly. Conclusions: The study showed that OSCEs are associated with elevated stress in nursing students. Students with greater exposure to simulation-based education had significantly lower stress and anxiety indicators. SBE appears to reduce stress and improve students’ preparedness for clinical assessments. Full article

Artificial Intelligence (AI) is transforming language education through adaptive learning, automated assessments, and interactive tutoring. This study analyzes 80 peer-reviewed articles (2020–2024) to explore AI’s pedagogical and ethical dimensions. Findings show that AI-driven learning boosts engagement and proficiency via real-time feedback, yet challenges such as algorithmic bias, data privacy, and teacher adaptation remain. This paper proposes a responsible AI integration framework, emphasizing educator–technologist collaboration, professional development, and ethical governance. Addressing these concerns requires robust policies and continued research to maximize benefits while minimizing risks in AI-enhanced education. Full article

Student dropout remains a critical challenge in higher education, especially within public universities that serve diverse and vulnerable populations. This research presents the design and evaluation of an early warning system based on an XGBoost classifier, trained exclusively on data collected at the time of student enrollment. Using a retrospective dataset of nearly 40,000 first-year students (2014–2024) from a Mexican public university, the model incorporated academic, socioeconomic, demographic, and perceptual variables. The final XGBoost model achieved an AUC-ROC of 0.6902 and an F1-score of 0.6946 for the dropout class, with a sensitivity of 88%. XGBoost was chosen over Random Forest due to its superior ability to detect students at risk, a critical requirement for early intervention. The model flagged 59% of incoming students as high-risk, with considerable variability across academic programs. The most influential predictors included age, high school GPA, conditioned admission, and other family responsibilities and economic constraints. This research demonstrates that early warning systems can transform enrollment data into timely and actionable insights, enabling universities to identify vulnerable students earlier and respond more effectively, allocate support more efficiently, and enhance their efforts to reduce dropout rates and improve student retention. Full article

This study explores the application of 3D printing as a strategic tool in engineering education and robotics development. An embedded control system for a 3D-printed MK2 manipulator is implemented, including an Arduino microcontroller, servo motors, an analog joystick interface, and an LCD, with software developed in Arduino IDE. The design uses PLA material and a modular architecture for flexibility and extensibility. The platform is applied in laboratory training to develop algorithmic thinking and engineering creativity, demonstrating the potential of 3D printing as an integrated educational and engineering tool. Full article

For years, combining the immutability associated with blockchain technology with the European Union’s General Data Protection Regulation (GDPR) has been considered a practically unsolvable conflict due to the very nature of blockchain and the GDPR. This article presents the GAVIN project (GDPR-Compliant Blockchain-Based Architecture for Universal Learning, Education and Training Information Management), a pioneering initiative that overcomes this challenge through an innovative technical and legal approach to trusted digital academic certification. Developed by atlanTTic (University of Vigo) and funded by the European Union, GAVIN proposes a scalable architecture that combines off-chain storage, encrypted Hash-Based Message Authentication Code (HMAC) anonymization, access notarization, and blockchain-based access control. The legal validation of the working prototype under development demonstrates that blockchain decentralization is compatible with GDPR compliance. The model is presented as a replicable reference for institutions wishing to leverage distributed ledger technologies without compromising personal data protection. This paper details the legal design, technical architecture, and compliance mechanisms, offering a practical framework for implementing decentralized systems with privacy by design. Full article

This study sought to investigate the perceptions of teachers from the Porto Metropolitan Area regarding the use of augmented reality (AR) in primary and secondary education. Drawing on a quantitative, descriptive, and correlational research design, data were collected through a validated questionnaire adapted to the Portuguese context and administered to 116 teachers across different curricular subjects of primary and secondary education. The findings reveal overall positive perceptions of AR’s educational potential, particularly in its capacity to enhance teaching strategies and student engagement. Teachers with prior AR training and more frequent use of AR reported significantly higher levels of perceived benefit across dimensions such as teaching, learning, and inclusive practices. Notably, teachers’ perceptions of their own technological competence were lower, suggesting a gap between pedagogical appreciation and technical readiness. No significant differences were observed with respect to gender, age, or academic qualifications. This study highlights the importance of continuous training and professional development focused on both technical and pedagogical aspects to support the effective integration of AR into classrooms. These findings underscore the need for educational policies that promote equitable access to training, resources, and opportunities to experiment with AR, thereby fostering more inclusive and innovative learning environments. Full article