Search Results (738)

This study analyses the educational and social impact of a series of innovative teaching projects developed at the Museum of the History of Pharmacy of the University of Seville. The initiatives—including historical video documentaries, the “student guides” programme, and the digital outreach project “Voices that Empower”—explore the pedagogical potential of scientific heritage as a learning tool and as a medium for public communication. Through experiential and service-learning methodologies, these projects have enhanced students’ communication skills, critical thinking, and awareness of cultural and gender dimensions within pharmaceutical studies. The results demonstrate that the integration of audiovisual production, museum-based learning, and digital storytelling fosters meaningful engagement between the university and society, while also revitalising the historical and humanistic dimensions of pharmacy. Furthermore, the inclusion of a gender perspective in the “Voices that Empower” initiative contributes to the visibility of women in STEM and highlights the museum as a space for empowerment and social transformation. This work concludes that university museums can act as strategic platforms for innovation in higher education, combining heritage preservation, teaching excellence, and civic outreach to promote a more inclusive and sustainable scientific culture. Full article

Vocational education systems face increasing pressure to deliver high-quality skills training while ensuring resource efficiency, safety, and scalability. In machining programs, traditional hands-on training relies heavily on physical equipment, consumables, and close supervision, posing challenges for sustainable management. This study employs a quasi-experimental design with pretest–posttest measures and a comparison group to examine the effects of VR-based pre-training with 50 first-year vocational students. The findings indicate that VR-based preparation supports learners’ cognitive and experiential readiness and contributes to perceived preparedness for subsequent hands-on activities. No statistically significant differences in posttest performance were observed between groups. VR-based preparatory training supports risk mitigation in learning contexts by enabling cognitive rehearsal and structured procedural familiarization before physical practice. At the system level, VR-based pre-training transforms early-stage trial-and-error learning into a guided virtual environment that incorporates predefined operational sequences, procedural cues, and embedded safety prompts. This approach helps reduce safety risks for inexperienced learners and supports the more strategic use of instructional resources. Rather than establishing generalized or causal effects, the findings provide exploratory, empirically grounded insights derived from a single institutional context, offering a structured reference framework to inform the design, scaling, and validation of future multi-site or longitudinal research in vocational education management. Furthermore, the study explicitly aligns with Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth). This alignment underscores the study’s relevance to sustainability-focused vocational training initiatives. Full article

This study provides a foundational review of work-based learning (WBL) opportunities offered by colleges and universities to students in higher education cybersecurity (CS) programs in the United States, with the goal of mapping the WBL practices across institutional and program contexts. Integrating WBL into CS curricula is widely recognized as an effective way to strengthen essential skills and address employer concerns about the gap between academic preparation and labor market needs. We first outline the characteristics of institutions and CS programs offering WBL. Next, we examine the range of WBL experiences designed to enhance students’ professional competencies. Finally, we explore characteristics of the partnerships between higher education and industry that support these initiatives. Using a status survey approach, we collected responses from 92 higher education institutions offering CS programs. We analyzed the data using descriptive statistics and linear regression models to explore patterns of association between the type and number of WBL opportunities available to students, institutional characteristics related to the total number of WBL offerings, and program features associated with WBL intensity across Awareness, Exploration, and Direct Experience levels of intensity. Findings reveal a diverse array of WBL opportunities, with notable growth across credential levels. Notably, certificates and associate degrees place particular emphasis on WBL. Both institutional characteristics and program features explain, albeit partially, the number of WBL opportunities implemented and the intensity levels of those WBL. However, results also indicate an ambivalent connection to employers, despite their critical role in providing hands-on, problem-solving experiences. Based on these insights, we recommend expanding WBL beyond internships, strengthening institutional–industry partnerships, and fostering employer engagement through structured WBL collaboration models. These strategies aim to improve workforce readiness and create a more inclusive, scalable system of experiential learning in cybersecurity education. Full article

Financial hardship affects 30–70% of cancer patients and is associated with worse quality-of-life outcomes and higher mortality. In response, many health systems have implemented financial navigation teams to mitigate financial hardship and provide financial guidance to cancer patients. Currently, there is a lack of standardization in financial navigation training. Our primary objective was to assess current training practices and gaps that may exist in critical information and tools for day-to-day operations for individuals providing financial navigation services. Our secondary objective was to supplement findings from the interviews with a web-based search for training resources that would be helpful in these roles. Semi-structured qualitative interviews were conducted over a video-based conferencing platform in the United States of America with nine individuals in varying roles related to financial navigation. Thematic analysis was conducted by investigators to identify common themes using a constant comparative method. Current financial navigation training practices were found to be less structured and comprehensive than desired, largely relying on experiential “on the job” learning. Participants expressed the need for more multi-dimensional training that covers insurance, cancer treatment and associated costs, financial resources, and an emphasis on developing soft skills to navigate the sensitive topics of cancer and cancer costs. The findings contribute to the development of more standardized trainings that incorporate dissemination of crucial financial information in a compassionate manner. A web-based search was also performed to create a compilation of available financial navigation training resources. Full article

This article conceptualizes active tourism as a strategy for promoting physical activity (PA) among children and adolescents and examines the literature that has analyzed its different modalities and their application across diverse settings and contexts. A systematic review (2015–2025) was conducted in accordance with PRISMA 2020, with searches performed in PubMed, Scopus, and Web of Science. Predefined inclusion and exclusion criteria were applied, alongside rigorous screening procedures and methodological quality assessment. Twelve studies were included, covering experiential and knowledge-oriented modalities implemented in curricular, extracurricular, family, and community contexts. The results show that active tourism increases PA frequency, duration, and intensity, and enhances physical fitness indicators as well as psychosocial variables (intrinsic motivation, enjoyment, autonomy, and competence). Experiential modalities and rural/natural environments predominate, generally yielding stronger effects than urban or mixed settings; however, these latter contexts broaden reach and equity by integrating activities into daily routines. Conceptual heterogeneity and the scarcity of longitudinal studies limit the estimation of sustained effects and the comparison across modalities. At present, active tourism emerges as a transversal approach to promoting meaningful PA in children and adolescents, integrating movement, learning, and well-being. Comparative and longitudinal designs capable of quantifying dose–response patterns by modality and setting are recommended, as well as policies that strengthen school–family–community linkages to enhance adherence and reduce inequalities in access to active opportunities. Full article

The purpose of this article is to present a systematic reflection on my experience teaching international English as a Second Language (ESL) students about Indigenous rights and reconciliation in a year-long university ESL course in Canada during the COVID-19 pandemic. Teaching materials and activities originally aimed to engage students in a pre-political form of intercultural citizenship engagement with the historical struggles and contemporary realities of Indigenous communities in Canada. Over a six-week period, I engaged in a journaling process to (1) explore the opportunities and challenges of teaching this topic in an online course environment and (2) reflect on my attempts to support and challenge students to critically examine their views and assumptions about cultural diversity in Canada and within their own cultural contexts. A qualitative analysis of the reflective notes revealed that students’ engagement with the course activities designed for this theme was limited. While students completed all required tasks, their discussions and artifacts suggest that engaging with reconciliation from a distance constitutes a complex demand for their intercultural learning. This complexity was reflected in students’ reliance on surface-level engagement rather than sustained critical or dialogic exploration. These findings raise questions about the pedagogical framing of the activities, the temporal and experiential distance of the learning context, and the role these factors may have played in constraining students’ ability to meaningfully engage with reconciliation as a lived and ethically charged process. Drawing on scholarship addressing the ethical challenges of the teacher role and positionality in teaching sensitive topics within intercultural citizenship education (ICE), this article concludes with a reflexive discussion of instructional intentions, ethical tensions, and design considerations that may inform future intercultural citizenship pedagogy in similarly constrained teaching and learning contexts. Full article

This study explores how immersive e-learning technologies influence entrepreneurial intention among business education students, with a focus on the mediating role of learning satisfaction. Using a quantitative approach, data were collected from 561 final-year undergraduate students enrolled in business and entrepreneurship programs at globally ranked universities. The relationships between immersive learning design features, learning satisfaction, and entrepreneurial intention were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study draws on Experiential Learning Theory, Self-Determination Theory, and Expectancy–Value Theory to explain how immersive learning experiences shape entrepreneurial motivation. The results show that interactivity, experiential engagement, and personalization positively influence entrepreneurial intention, primarily by enhancing learning satisfaction. Students are more inclined toward entrepreneurial careers when immersive learning environments support autonomy, meaningful engagement, and perceived value. In contrast, high levels of realism and multisensory intensity do not consistently strengthen entrepreneurial intention, suggesting that excessive immersion may create cognitive strain or diminishing motivational returns under certain conditions. These findings highlight the importance of balanced and learner-centered immersive learning design rather than increased technological intensity alone. From a practical perspective, the study suggests that business schools should integrate immersive technologies in ways that emphasize experiential learning, adaptability, and cognitive balance. However, the findings should be interpreted with caution due to the cross-sectional design, reliance on self-reported data, and focus on final-year students. Overall, the study provides a nuanced understanding of how immersive e-learning can support entrepreneurial intention while also identifying important boundary conditions that shape its effectiveness. Full article

This study explores the impact of low-cost environmental laboratory materials on university students’ knowledge and attitudes toward waste recycling. Anchored primarily in Vygotsky’s sociocultural theory and informed by Situated Learning and Constructionism, the study conceptualizes low-cost materials as cultural tools that mediate learning through social interaction, authentic contexts, and material transformation. A quasi-experimental design was adopted to evaluate changes in students’ cognitive and affective domains. Findings revealed a statistically significant improvement in students’ knowledge following the intervention, indicating the effectiveness of the instructional approach in enhancing conceptual understanding of recycling. However, no significant change was recorded in students’ attitudes toward waste recycling. While the intervention succeeded in advancing knowledge, which is a foundational element for environmental stewardship, our findings highlight the limitations of cognitively oriented pedagogies in influencing pro-environmental attitudes. Nevertheless, our study underscores the importance of continuing to seek ways of integrating affective, experiential, and context-sensitive learning approaches into environmental education to foster holistic sustainability competencies. Full article

Background/Objectives. Older adults in under-resourced communities experience high levels of social isolation, chronic illness, and reduced access to healthcare, which can undermine mental well-being. Open Source Wellness’s Community As Medicine^® (CAM) program is an evidence-based, community-delivered, clinically integrated program that combines trauma-informed, culturally-relevant, experiential group health coaching with social connection to improve mental and physical well-being. This qualitative study, conducted in early 2025, examined how participation in CAM supports mental well-being among older adults (age 65+) in under-resourced communities who are managing chronic physical and mental health challenges. Methods. Semi-structured interviews were conducted with participants who completed CAM. Transcripts were analyzed using reflexive thematic analysis to explore relational and experiential processes associated with improved well-being. Findings. Participants entered CAM with internalized ageist beliefs and low expectations for personal change. As they engaged in new behaviors, experienced successes, and observed similar progress among peers, they gained motivation, confidence, and a sense of control. Four interconnected themes appear to explain the mechanisms through which CAM supports mental well-being: (1) belonging and inclusion through trust and safety; (2) personal accountability through relational accountability; (3) self-efficacy through social learning and reciprocal support; and (4) agency through positive actions. Conclusions. Findings suggest that CAM supports mental well-being by creating conditions that help older adults overcome internalized ageism and feel connected, capable, and in control of their lives. These results identify actionable strategies that community organizations and health systems can adapt to support mental well-being for older adults in under-resourced communities. Full article

Background/Objectives: Adolescence is pivotal for establishing dietary habits; however, school-based nutritional education remains focused on information dissemination, with minimal effects on behavior modification. Evidence from neuroscience, education, and food literacy indicates that attention, engagement, sensory experiences, and social contexts are integral to effective learning in nutrition education. This article conceptualizes a framework for adolescent food education beyond knowledge transmission, aiming to cultivate taste competence using the Mediterranean Diet as a pedagogical ecosystem. Methods: This study employed a conceptual methodology, utilizing interdisciplinary literature from food literacy, sensory education, developmental neuroscience, educational theory, and public health nutrition. It synthesizes empirical findings and theoretical models to develop the Teaching Autonomous Sensory Taste in the Mediterranean Diet (TASTE–MED) framework. Results: This study introduces taste competence as a multifaceted educational outcome, encompassing sensory, relational, cultural, and reflective dimensions. The TASTE–MED framework outlines how experiential, multisensory, and socially embedded learning processes can be implemented in schools, facilitated by the Mediterranean Diet, which provides a sensory-rich and culturally significant context. The educational implications are discussed in terms of curriculum design, teacher training, family involvement and digital tools. Conclusions: The TASTE–MED framework redefines food literacy as an embodied and socially situated competence rather than a cognitive construct. This framework provides a theoretical foundation for informing the design, evaluation, and research of future interventions, advocating for the transition from information-based nutrition education to competence-oriented food education during adolescence. Full article

The increasing integration of artificial intelligence (AI) in education highlights the need for teacher preparation programs to support pre-service teachers in developing pedagogically grounded and ethically responsible AI competencies. This study designed and preliminarily examined an Experiential Design Learning model within a Digital Learning Ecosystem (EDL–DLE) to support the development of AI competencies and instructional innovation in pre-service science teacher education. A four-phase research and development framework was employed, including conceptual synthesis, model design and expert validation, implementation, and evaluation. Participants were 19 second-year pre-service science teachers from a university in Bangkok. Research instruments included a 40-item AI competency assessment and an instructional innovation evaluation rubric. Paired-sample t-test results indicated statistically significant pre–post difference across all AI competency dimensions, with large effect sizes (Cohen’s d = 0.82–1.59), reflecting notable within-group changes observed within the EDL–DLE learning context. The instructional innovation lesson plans were evaluated as generally strong across multiple dimensions, particularly in learner-centered pedagogy, creativity, and collaboration, while relatively lower performance was observed in appropriate AI technology selection and ethical use. Overall, the findings provide preliminary evidence supporting the feasibility of the EDL–DLE model as an exploratory instructional approach for fostering foundational AI-related pedagogical competencies in pre-service science teacher education. Full article

As pharmacy career pathways diversify, professional doctoral programs such as PharmD face increasing pressure to demonstrate measurable workforce readiness outcomes within accreditation-constrained curricula. This study describes and evaluates PharmReaDy, a longitudinal, theory-informed workforce readiness platform embedded within a U.S. PharmD program. Guided by Tinto’s student retention framework, the platform integrates curricular, co-curricular, and experiential elements, including an industry-focused elective course, national professional competitions, targeted skills workshops, micro-credentialing opportunities, and experiential placements. Outcomes were assessed using enrollment trends, aggregate course evaluation data, academic performance indicators, and downstream participation in industry-aligned opportunities. Enrollment in the elective increased from 8 to 20 to 30 students across three offerings. Mean course evaluation scores across seven learning domains remained consistently high, ranging from 3.7 to 3.9 on a 4-point scale, with no statistically significant differences between cohorts (Welch’s t-tests, adjusted p > 0.05) and small positive effect sizes observed over time (Hedges’ g ≈ 0.20–0.29). Students demonstrated strong academic performance and increased participation in industry-focused competitions, scholarships, and post-graduate fellowship pathways. Findings from PharmReaDy indicate that workforce readiness can be meaningfully operationalized as a structured educational function embedded within professional curricula rather than being exclusively deferred to post-graduate training. Full article

Climate change education requires innovative, action-oriented methodologies to foster student engagement and reflection on sustainable behaviors. This study explores an integrated educational program implemented within the Pathways for Transversal Skills and Orientation (PCTO) framework in three Italian upper secondary schools. The program combined immersive virtual reality experiences, GIS-based image analysis, traditional instruction, and two behavior-oriented web applications. A total of 181 students completed a post-activity questionnaire assessing satisfaction, perceived learning, prior knowledge, and self-reported intentions toward behavioral change. Results show that technology-enhanced and interactive modules were associated with higher levels of perceived engagement and perceived learning (with over 80% of students reporting at least moderate learning in immersive, GIS-based, and carbon footprint activities) compared to theory-only sessions. Modules explicitly linked to everyday behaviors, such as carbon footprint estimation and fast fashion consumption, were more frequently associated with self-reported intentions to adopt more sustainable practices (approximately 70% of positive responses). Given the post-only, perception-based design, findings should be interpreted as exploratory evidence of students’ perceived educational value rather than objective measures of learning outcomes. Overall, the study highlights the potential of experiential and digitally enhanced approaches in climate change education, while underscoring the need for future research incorporating objective and longitudinal assessments. Full article

As the Industry 5.0 transition unfolds, engineering education must evolve to integrate Lean manufacturing with advanced digital tools and sustainable, human-centred practices. This study presents the design and implementation of a Lean Learning Factory (LLF) that addresses this challenge by combining traditional Lean methods with technologies such as simulation, robotics, and virtual reality in a modular educational environment. At the University Centre Pitești, six hands-on projects were implemented to guide students through key concepts, including production system layout, digital assistance, sustainability, and human–robot collaboration. Through experiential learning, students engage in iterative design, data analysis, and practical validation using real equipment and software platforms. The results indicate that the LLF effectively supports the development of technical, digital, transversal, and human-centred competencies aligned with EUR-ACE^® standards. Students acquire skills in process optimisation, ergonomics, and sustainable production, while also reflecting on the ethical and social implications of automation. The study concludes that the LLF model provides a scalable and adaptable framework for engineering education. It fosters competence-based learning and prepares students for the demands of Industry 5.0. This paper contributes a replicable educational approach that blends Lean efficiency, digital transformation, and human-centred values into a cohesive learning ecosystem. Full article

This study presents the implementation of a project-based learning (PjBL) methodology in Science, Technology, Engineering, and Mathematics (STEM) disciplines to enhance experiential and collaborative learning within an introductory engineering course. The primary objective was to deepen students’ understanding of electrical energy storage principles, with a particular focus on charging processes and energy conservation, through the emulation of an electrochemical supercapacitor. Engineering students at Tecnológico de Monterrey designed, modeled, and analyzed a double-loop RC equivalent circuit comprising two capacitors, utilizing both computer simulations and laboratory experiments. The PjBL methodology was structured into three phases: engagement, which contextualizes the problem and emphasizes the significance of supercapacitors; research, which encompasses system design, mathematical modeling, and simulation; and action, which entails circuit assembly and the resolution of differential equations using Kirchhoff’s laws. The results indicate that this approach effectively integrates theoretical and practical knowledge, develops technical skills, and promotes collaboration. Furthermore, it aligns learning outcomes with explicit assessment criteria, illustrating compatibility with outcome-based pedagogical frameworks such as Outcome-Based Education (OBE). Full article