Search Results (4,963)

This paper presents the results of a two-year innovative teaching project in the Vehicle Theory course, a fourth-year Mechanical Engineering subject at Universidad Carlos III de Madrid. The project explored the integration of generative artificial intelligence (GenAI) tools, particularly ChatGPT, to enhance student engagement, support project work, and promote ethical academic use. Key strategies included a flipped classroom approach, where students summarized previous lessons with GenAI assistance, and the use of AI to aid in the design and optimization of a tubular chassis project. Survey results and course observations indicate high student adoption of GenAI, with positive impacts on understanding theoretical concepts, completing exercises, and generating project outputs. Students reported that GenAI facilitated idea generation, technical problem-solving, and the creation of more effective and visually appealing presentations. Limitations included information bias, overreliance on GenAI, and variability in response quality depending on prompt formulation. Overall, the project improved attendance, engagement, and academic performance, highlighting the potential of GenAI as a complementary educational tool. Additionally, by requiring students to critically evaluate the GenAI responses, the project encouraged the development of judgment and decision-making skills, which are essential competences for future engineers. Full article

Higher education is in a period of change driven by increasing demands for student-centred learning, flexible delivery, and stronger industry relevance. While innovation in course design is widely recognised as essential, academics often face barriers such as limited time, institutional constraints, budget and financial constraints and risk aversion. Building on previous pedagogical and innovation models, this paper presents the enabling innovation framework, developed through an iterative, design-thinking process and grounded in Rogers’ Diffusion of Innovation theory. The framework conceptualises three interconnected modes of innovation: everyday, strategic, and radical. The development of each mode highlights the importance of time and scholarly activity as underpinning concepts of the framework. Everyday innovation involves small, often spontaneous adjustments to teaching practice; strategic innovation is collaborative and aligns with institutional or program-level goals; and radical innovation is transformative, disrupting existing practices to create new cultures of learning. Together, these modes offer multiple entry points into innovation, encouraging academics to engage meaningfully with course design regardless of their level of risk appetite or institutional positioning. By framing innovation as a continuum supported by scholarship, the framework provides educators with a practical scaffold to initiate and sustain pedagogical change. This work argues that enabling innovation at different levels fosters a stronger culture of creativity, adaptability, and quality in higher education teaching and learning. Full article

Inclusive AI-mediated mathematics education for students with learning difficulties refers to a human-centered approach to mathematics teaching and learning that uses artificial intelligence (AI), adaptive technologies, and data-rich environments to support learners who experience persistent challenges in mathematics. These challenges may take the form of a formally identified developmental learning disorder with impairment in mathematics, broader learning difficulties, low and unstable achievement, irregular engagement, or heightened mathematics anxiety that places students at risk of disengagement and poor long-term outcomes. This approach integrates early screening, personalized instruction, and affect-aware support to address both cognitive difficulties and the emotional burden associated with mathematics anxiety. Situated within digitally augmented schools, homes, and community spaces typical of smart cities, it seeks to reduce stress and anxiety, prevent the reproduction of educational inequalities, and promote equitable participation in science, technology, engineering, and mathematics (STEM) pathways. It emphasizes Universal Design for Learning (UDL), ethical and transparent use of learner data, and sustained collaboration among teachers, families, technologists, urban planners, and policy-makers across micro (individual), meso (school and community), and macro (urban and policy) levels. Crucially, AI functions as decision support rather than replacement of pedagogical judgment, with teachers maintaining human-in-the-loop oversight and responsibility for inclusive instructional decisions. Where learner data include fine-grained logs or affect-related indicators, data minimization, clear purpose limitation, and child- and family-friendly transparency are essential. Implementation should also consider feasibility and sustainability, including staff capacity and resource constraints, so that inclusive benefits do not depend on high-cost infrastructures. Full article

Student engagement is a key predictor of academic achievement and retention in higher education. This study investigated the impact of personalised behavioural nudges, delivered through structured phone calls and supported by personalised email/Microsoft Teams messaging, on student engagement with a Learning Management System (LMS) and academic outcomes among 192 at-risk STEM undergraduates identified by initial low LMS activity. Students received up to five phone call nudges from an academic buddy, weekly, over an eight-week period, coupled with personalised email/MS Teams follow-ups, designed to provide informational and relational support. Results showed a significant improvement in LMS engagement (p < 0.01) among students who responded to at least one phone call nudge compared to non-responders. Although LMS engagement was not significantly associated with module outcomes within the sample, academic outcomes, measured by module results, improved for students who engaged with the nudges; improvements were statistically significant for those who responded to two, three, and five phone call nudges (p < 0.05) compared to non-responders, with the highest gains observed in the five (highest nr. nudges) response group. Content analysis of student feedback highlighted four themes: Valuing Supportive Journeying with an Academic Buddy, Improved Academic Engagement, Motivation Triggered by Intervention, and wider Challenges. Findings suggest that while an initial personalised telephone call can enhance student engagement with their studies, achieving measurable academic success requires sustained intervention. This study underscores the value of relationally grounded nudges in promoting success among at-risk students. Full article

Outdoor education (OE) represents an established approach to connecting learning with real-world contexts and supporting sustainability-related competencies. The aim of this study was to examine how Slovenian lower secondary natural science and biology teachers perceive and implement OE, as well as which factors influence its use in school practice. In Slovenia, natural science is taught as an integrated subject in grades 6–7, while biology is taught as a separate subject from grade 8 onwards; this study therefore included teachers from both instructional contexts. Data were collected using an online questionnaire completed by 108 teachers and analysed using descriptive statistics, correlations analyses, and Principal Component Analysis (PCA). The results indicate that teachers generally perceive OE as highly beneficial for students, particularly regarding engagement, experiential learning, and environmental awareness, but report obstacles such as limited time, curriculum overload, and large class sizes. These findings provide empirical insight into the gap between curricular intension and classroom practice and may inform policy measures and teacher education programmes aimed at strengthening the systematic integration of OE in Slovenian science teaching. Full article

Local governments play a critical role in advancing climate change mitigation under national carbon neutrality strategies; however, practical mechanisms for policy learning and collaboration remain limited. This study analyzes the Kyoto Roundtable, a transdisciplinary dialogue platform designed to support municipalities toward decarbonization in Japan. Based on a policy-learning framework co-designed with frontrunner municipalities, we implemented five roundtable sessions involving municipal officers and researchers. Analysis of workshop discussions, action-planning sheets, and participant surveys illustrates how structured dialogue supports policy learning and coordination. The findings indicate that inter-municipal networks and sustained science–policy dialogue play a crucial role in motivating local climate policy development. Mutual learning and knowledge exchange within the roundtable enhanced participants’ engagement and capacity to adapt policies. The interaction between horizontal inter-municipal collaboration and vertical support from supramunicipal and national governments contributed to early-stage policy diffusion. These findings suggest that transdisciplinary dialogue platforms can function as critical infrastructure for scaling local decarbonization by sustaining policy learning and inter-municipal collaboration. Full article

Background: Research has highlighted the value of centering student voices and agency in classroom contexts, yet few curricula explicitly foreground critical agency in their design. This qualitative case study examines how students enact agency within an integrated curriculum that combines computer science, social studies, and Indian Education for All (IEFA) standards. The unit focused on tribal sovereignty and why treaties still matter for indigenous people today, enabling students to connect their lived experiences to broader sociopolitical contexts. Data were collected through classroom observations, student and teacher interviews, and student artifacts. Results: Analysis revealed that students performed agency in three interrelated ways: as experts, investigators, and advocates. In the expert role, students demonstrated mastery of content, research, and computational skills; as investigators, they engaged in inquiry-based exploration of food accessibility issues; and as advocates, they positioned themselves as agents of social change. These findings suggest that integrated, student-centered curricula can cultivate critical agency, enhance computational and disciplinary learning, and promote social justice orientations. Conclusions: By centering student agency, social studies classrooms have the potential to become spaces where learners are co-contributors alongside the teacher and engage with social issues. The study provides empirical evidence for designing curricula and professional development that support student-led inquiry and action, preparing youth to participate democratically and take civic action. Full article

The digitalisation of education has introduced new possibilities for inclusive teaching practices, particularly in supporting students with special educational needs (SEN). While digital tools have demonstrated potential to enhance learning outcomes and engagement for these students, the role of school leadership in fostering teachers’ digital competence remains underexplored. The aim of the study is to investigate the association between school leadership, as rated by teachers, and teachers’ self-reported digital competence in supporting students with SEN. To this end, cross-sectional data from 285 Swedish teachers enrolled in special education training programmes have been used. The data were collected through the SELFIE survey, a European Commission tool designed to assess schools’ digital capacity. A stepwise linear regression analysis was conducted to examine the association between perceived school leadership and teachers’ self-reported digital competence in supporting students with SEN, controlling for teacher collaboration, infrastructure and equipment, and demographic variables. The results show a consistent and significant positive relationship between school leadership and teachers’ digital competence, even when other factors are accounted for. Teacher collaboration also contributed positively, though to a lesser extent, while infrastructure and equipment and demographic variables showed no significant effect. The study contributes knowledge by showing that teachers’ digital competence development depends not only on individual efforts but also on organisational factors, such as supportive school leadership, highlighting the importance of recognising school leadership as vital alongside digital resources in schools. Given the cross-sectional design, the findings should be interpreted cautiously and not as evidence of causal relationships. These findings suggest that school leadership is important in enabling teachers to use digital technologies to support students with SEN, highlighting practical and policy implications for strengthening school leadership in developing teachers’ digital competence in supporting students with SEN. Full article

Teacher well-being is increasingly shaped by rapid technological change in education. As digital innovation accelerates, teachers’ well-being is closely linked to technological self-efficacy, understood as confidence in using digital tools alongside a sense of professional meaning, agency, and control. This qualitative study explores the relationship between teacher well-being and technological self-efficacy through an examination of teachers’ experiences in the “Artificial Intelligence for Beginners” professional development program. Reflective narratives from 18 participating teachers were analyzed to examine how engagement in the program was experienced as supporting the development of techno-pedagogical self-efficacy, professional learning, and well-being. Thematic analysis revealed several interconnected themes, including increased technological confidence and reduced anxiety toward digital innovation, the development of practical applications for personalized learning, heightened awareness of ethical and privacy considerations, and the emergence of a collaborative professional learning community. Participants also reported developing strategies for coping with digital complexity and experiencing a renewed sense of professional identity. Overall, the findings suggest that structured professional development in artificial intelligence may contribute to teachers’ perceived competence, autonomy, and sense of purpose. Strengthening technological self-efficacy through such programs may support individual teacher well-being and the collective professional climate within schools in AI-enhanced educational contexts. Full article

Digital storytelling (DST) is an innovative pedagogical approach that integrates multimedia creation, personal narrative, and autonomy in L2 education. Yet, its influence on learner engagement remains underexplored in asynchronous delivery modes and non-conventional language learning settings, common in post-pandemic instructional practice. This study thus examines the engagement patterns of 34 student-teachers of English in an afterschool asynchronous DST task about teacher identity. The study further scrutinises their emotional engagement, given its impact on other engagement domains, and its relevance for online instructional design. Data were collected through a background information questionnaire, a validated student engagement questionnaire, and semi-structured interviews that focused on emotional engagement. Questionnaire data were analysed quantitatively using descriptive statistics and repeated measures ANOVA, and interview data were examined qualitatively using thematic analysis and specific emotional engagement-related frameworks. Results indicated participants’ higher cognitive and behavioural engagement, and lower emotional engagement. Their emotional engagement comprised positive emotions and anxiety, which emerged from specific subjective task values, autonomy, and task affordances in interaction with self-imposed personal standards and perceived digital skills. These findings challenge the common conceptualisation of emotional engagement merely as positive affect in L2 tasks and signal the importance of task- and learner-related factors in an engagement-driven online L2 pedagogy. Full article

The rapid digital transformation of higher education institutions (HEIs) has created new opportunities to promote sustainability-focused teaching, learning, and assessment. At the same time, traditional assessment methods often fail to accurately measure complex skills needed for sustainability, such as systems thinking, critical reflection, and real-world problem-solving. This study examines the integration of adaptive learning platforms with performance-based assessment (PBA) as an innovative way to support inclusive, sustainability-oriented learning in higher education. Based on principles of Education for Sustainable Development (ESD), Universal Design for Learning (UDL), and constructivist learning theory, the study investigates how adaptive learning technologies tailor instruction for diverse learners while PBAs offer genuine measures of sustainability skills. Using a mixed-methods approach, data were gathered from forty-eight undergraduate students enrolled in an inclusive education course that used an adaptive learning module and PBA tasks. Learning analytics, rubric-based performance scores, and student perception surveys were analyzed to explore effects on engagement, accessibility, and skill development. The results show that this combined method enhances student inclusion, supports differentiated learning pathways, boosts engagement in sustainability tasks, and yields more complete evidence of sustainability competencies than traditional assessments. The study provides a framework for HEIs aiming to align digital transformation initiatives with sustainability objectives. It emphasizes the potential of integrating adaptive learning and PBA to promote innovative, inclusive, and sustainability-focused assessment practices. Implications for policy, curriculum design, and future digital sustainability efforts are also discussed. Full article

The rapid integration of Industry 4.0 technologies into non-computer engineering curricula presents a significant pedagogical challenge: avoiding a “one-size-fits-all” approach. While Project-Based Learning (PBL) is widely advocated for teaching Internet of Things (IoT), little research addresses how students from different engineering branches—specifically Industrial, Environmental, and Electrical—respond to identical technical requirements. This study evaluates the deployment of ESP32-based IoT solutions for local agriculture and beekeeping problems in the Peruvian Andes, analyzing the performance and perception of three distinct student cohorts (Total N = 95). Results indicate a significant divergence in learning outcomes and satisfaction. The cohort predominantly composed of Industrial Engineering students (NRC-33563) demonstrated lower adherence to technical code modularization (88% vs. 97%) and lower overall course recommendation rates compared to the mixed cohorts (NRC-33562/33561), who reported higher engagement with the hardware implementation. These findings suggest that while Environmental and Electrical engineering students naturally align with the sensing and actuation layers of IoT, Industrial engineering students may require a curriculum that emphasizes process optimization and data analytics over raw firmware development. We propose a differentiated pedagogical framework to maximize engagement and competency acquisition across diverse engineering disciplines. Full article

This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview designed to gain insight into the context and nature of the experiences. Results showed that activities involving facilitation, such as tutoring, camp counselling, and volunteering at museums, were perceived as significant influences on career choice more than participatory experiences. Facilitating roles allowed individuals to practice and develop leadership and teaching skills. Experiences such as museum volunteering were reported as particularly impactful. The results suggest that some types and contexts of experiences play differential roles in the development of science teachers’ career aspirations. The findings underscore the potential of informal, facilitation-based experiences as tools to cultivate future science educators. This study examined reported experiences that contribute to science teachers’ identity and career aspirations, and the results can inform our understanding of the teacher pipeline by supporting opportunities for youth to be engaged in experiences where they can facilitate learning for others. Full article

This paper describes Alaska Native youth-identified community strengths that support young people’s well-being. Youth from three rural Alaska communities were engaged by the research team in digital storytelling and photovoice to explore their perspectives on what their communities were already undertaking to support youth. Each youth participant was then invited to complete an interview, which was then transcribed, coded, and qualitatively analyzed by the research team leads. The community strengths described by young people align with several community-level protective factors identified in a parent study as associated with reduced risk of youth suicide. Findings illustrate that protective communities help young people build and maintain supportive relationships with community members, family, and peers, and promote their connection to their culture, including by providing opportunities to learn their language, history, and culture; to be out on the land hunting and fishing; and to practice traditional ceremonies and spirituality. Communities implementing initiatives that support these factors may protect young people from youth suicide. Full article

This study examines the effectiveness and implementation fidelity of the Mind–Grit Pathways framework, a blended and personalized learning intervention integrating academic instruction with growth mindset and grit development in alignment with Sustainable Development Goal 4 (Quality Education). Using a quasi-experimental pretest–posttest control group design, the study analyzed Grade 11 students from two demographically comparable urban high schools (n = 933). Treatment students (n = 491) participated in the intervention across mathematics, science, and English/reading for one academic year, while control students received traditional instruction. Multivariate analyses indicated significantly greater academic gains for treatment students across all subject areas and total achievement (p < 0.001). Within the treatment group, substantial teacher- and homeroom-level variation was observed, with large effects in mathematics and moderate effects in science and English/reading, highlighting the role of instructional enactment. Teacher professional development hours were positively associated with student engagement and achievement gains, and student platform usage demonstrated a strong relationship with academic growth, providing objective evidence of implementation fidelity. The results suggest that blended learning frameworks can produce meaningful and equitable academic gains when supported by sustained professional development and high-quality classroom implementation. Full article