Search Results (81)

This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. Full article

Cultural ecosystem services (CESs) play a critical role in urban residents’ well-being, yet conventional evaluations rely heavily on green-space area and overlook how facility quality and basic services influence the delivery of actual cultural benefits. To address this methodological gap, this study develops a three-tier evaluation framework—service potential, actual supply capacity, and actual service utility—to quantify multistage attenuation in CES provision across 95 parks in seven central districts of Shenyang, China. The framework integrates 114 quantitative and qualitative indicators from field surveys, national facility standards, and perception-based assessments, enabling a scientifically robust and replicable assessment of how cultural benefits are transformed from ecological structure to human experience. Results reveal that single-index, area-based assessments substantially overestimate CES supply: district-level supply–demand ratios drop from 66 to 195% to only 11–55% once quality and basic services are incorporated. Comprehensive and special parks retain the highest CES potential, whereas community and linear parks undergo significant losses due to aging facilities, insufficient maintenance, and inadequate infrastructure. Education and cultural services exhibit the most severe shortages, with deficits reaching 59–84%, underscoring structural limitations in learning-oriented spaces. By distinguishing structural (quantity), functional (quality), and experiential (basic service) constraints, the framework provides clear diagnostic guidance for targeted planning and management. Its multistage structure also reflects broader principles of sustainable urban development: improving CES requires not only expanding ecological elements but also enhancing service quality, strengthening infrastructure, and promoting equitable access to cultural benefits. The framework’s generalizability makes it applicable to high-density cities worldwide facing land scarcity and green-space inequality, supporting efforts aligned with SDG 11 to build inclusive, resilient, and culturally vibrant urban environments. Full article

Background: Game-based learning (GBL) grounded in constructivist and experiential learning theories has emerged as a promising strategy to improve engagement, motivation, and knowledge retention in higher education, particularly within STEM disciplines. Methods: This mixed-methods study evaluated the impact of GBL on student engagement, self-efficacy, and knowledge retention in undergraduate biology and architecture courses—two fields where GBL remains underexplored. Results: Thirty-three students (age 19.6 ± 1.6 years) participated, with near-equal representation from biology (51.4%) and architecture (48.6%) majors. Following GBL implementation, students reported significantly higher levels of engagement, participation, and perceived retention (p < 0.0001; effect size V ≥ 0.43). Biology students demonstrated greater gains in engagement and retention, while architecture students showed stronger improvements in participation and self-confidence. Qualitative feedback highlighted GBL’s interactivity and enjoyability, though some students noted distractions and accountability as challenges. Conclusions: Despite limitations such as small sample size and reliance on self-reported outcomes, the findings suggest that GBL is an effective, student-centered instructional tool with distinct benefits across disciplines. Broader, longitudinal studies using objective assessments are recommended to further validate its impact and inform scalable applications in STEM education. Full article

The contemporary landscape is characterised by overlapping values and pressures, where ecosystem services and cultural spaces are used by diverse categories of users. In fragile contexts such as the Phlegraean Fields in Italy, the exponential growth of mass tourism has intensified the anthropogenic impacts, exacerbated by limited landscape awareness among local communities. Thus, walkability fosters direct exploration, while experiential transects provide a lens to read ecological, cultural, and perceptual layers of places. Together with digital storytelling, these approaches converge in a phygital approach that enriches physical experience without supplanting it. The study covered approximately 115 km of routes across five municipalities, combining road audits, an 11-item survey, participatory mapping, and ArcGIS StoryMaps. Results showed a structurally complex and functionally fragile mobility system: sidewalks are discontinuous, lighting insufficient, less than one quarter of the network is fully pedestrian, and cycling facilities are almost absent. At the same time, digital layers diversified routes and supported situated learning. By integrating geo-spatial analysis and phygital tools, the research demonstrates a replicable strategy to enhance the awareness and sustainable enjoyment of complex landscapes. The present research is part of the PNRR project Changes ‘PE5Changes_Spoke1-WP4-Historical Landscapes Traditions and Cultural Identities’. Full article

Effective communication is a core competence in sustainable policing, yet training programs often fail to prepare officers for the emotional and relational complexity of real-world encounters. This study explored how police officers from Lithuania, the Czech Republic, and Romania (n = 109) evaluate their communication training and identify the interactions they find most difficult. Using a convergent mixed-methods design, the research integrated quantitative assessments of training coverage with qualitative analysis of officers’ narratives. Findings reveal consistent gaps in emotional regulation, empathy, negotiation, and de-escalation skills, especially in encounters with intoxicated or mentally distressed individuals, and in internal communication within hierarchical structures. Viewed through the lens of organizational sustainability, communication competence emerges as a key form of human capital that enhances officer well-being, reduces operational risks, and strengthens public trust. The study highlights the need to embed experiential, scenario-based learning into police curricula to align training with the emotional realities of field practice. Full article

The precise prediction of high-speed railway bridge pier settlement plays a crucial role in construction, maintenance, and long-term operation; however, current mainstream prediction methods mostly rely on independent analyses based on traditional or hybrid models, neglecting the impact of geological and environmental factors on subsidence. To address this issue, this paper proposes a multi-factor settlement prediction model for high-speed railway bridge piers named the Reversible Instance Normalization Multi-Scale Adaptive Resolution Stream CMamba, abbreviated as RMCMamba. During the data preprocessing process, the Enhanced PS-InSAR technology is adopted to obtain the time series data of land settlement in the study region. Utilizing the cubic improved Hermite interpolation method to fill the missing values of monitoring and considering the environmental parameters such as groundwater level, temperature, precipitation, etc., a multi-factor high-speed railway bridge pier settlement dataset is constructed. RMCMamba fuses the reversible instance normalization (RevIN) and the multiresolution forecasting head (MARSHead), enhancing the model’s long-range dependence capture capability and solving the time series data distribution drift problem. Experimental results demonstrate that in the multi-factor prediction scenario, RMCMamba achieves an MAE of 0.049 mm and an RMSE of 0.077 mm; in the single-factor prediction scenario, the proposed method reduces errors compared to traditional prediction approaches and other deep learning-based methods, with MAE values improving by 4.8% and 4.4% over the suboptimal method in multi-factor and single-factor scenarios, respectively. Ablation experiments further verify the collaborative advantages of combining reversible instance normalization and the multi-resolution forecasting head, as RMCMamba’s MAE values improve by 5.8% and 4.4% compared to the original model in multi-factor and single-factor scenarios. Hence, the proposed method effectively enhances the prediction accuracy of high-speed railway bridge pier settlement, and the constructed multi-source data fusion framework, along with the model improvement strategy, provides technological and experiential references for relevant fields. Full article

Archaeological excavations today generate extensive datasets across survey, excavation, and analysis activities, especially when they are conducted in collaborative structures such as field schools. Working across such activities, data archivists contribute to the goals and research outcomes of the dig by establishing data practices that are participatory and educational (two pillars of data literacy) as they permanently record information about the archaeological results. At the Venus Pompeiana Project (VPP), a collaborative archaeological investigation of the Sanctuary of Venus in Pompeii, both provenance and provenience data are recorded into a database at the trenches’ edge, which optimises the accuracy of the data by allowing direct input and review by the data creators and archaeological site experts. When legacy data about work conducted decades or even centuries earlier are brought into the data picture, scholars stand to gain a deeper understanding of the geographic locations of key interest over time. Yet, the integration of analogue legacy and digital archival datasets is collaborative and longitudinal work. In this paper, we bring together experiential reflections on data archiving conducted at both the excavation site and in the physical archives of the Pompeii Archaeological Park. We then provide an integrative analysis of the outcomes of such data curation, highlighting what each data archiving contributor “discovered” about the site as a whole or a specific artefact, feature, or data category. Our findings contribute deeper insights into what data archiving and format-specific curation activities are most effective for learning experiences, archaeological scholarship, and professional practices. Full article

As digital learning continues to expand, virtual laboratories have become increasingly prominent in STEM education. This scoping review explores the development and application of virtual labs within online and blended learning settings. It looks into how these resources encourage experiential learning, increase student interest, and offer substitutes for conventional laboratory limitations. The evaluation concentrates on important aspects such as learning objectives, instructional techniques, technology infrastructure, and real-world implementation difficulties. It also identifies recurring limitations in the current body of research, including the lack of adaptable virtual lab designs and limited empirical evaluation. The study highlights the essential role of virtual laboratories in advancing e-learning innovation and outlines future research directions aimed at maximizing their educational impact in STEM fields. Full article

This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article

Virtual reality offers unique opportunities to personalize learning by adapting instructions to individual learning styles. This study explores the relationships between learning styles, cognitive load, and learning outcomes in a virtual reality environment designed for engineering education. Drawing on Kolb’s experiential learning theory, the research investigates how immersion and flow, in relation to learning styles, influence learning outcomes within the Submarine Simulator, an educational tool for underwater engineering. To enhance instructional design in virtual reality, this study proposes to aggregate existing and validated models, such as Kolb’s framework, to develop new models tailored specifically for learning environments in virtual reality. This research aims to highlight the interplay of these variables in a learning process focused on acquiring knowledge in the Science, Technology, Engineering, and Mathematics fields, specifically hydrodynamics, through designing and operating a simulated submarine model in virtual reality. A cohort of 26 students from MINES Paris—PSL participated in a three-phase testing process to evaluate the effectiveness of original virtual reality software designed to support learning in underwater engineering. The findings enhance our understanding of how learning styles influence learner engagement and performance and how virtual reality environments can be optimized through adaptive instructional design guided by these novel models tailored specifically for such immersive settings. Full article

Virtual Reality (VR) is a useful educational tool in healthcare, allowing students to practise and improve practical skills. In speech therapy (ST), the need to revise academic curricula to adapt them to university contexts and integrate them into advanced clinical practices has highlighted the need to analyse the use of VR in this sector. The objective of this scoping review was to investigate whether research has considered using VR to support ST students’ training and highlight potential gaps in the literature. The study followed the JBI methodology for scoping reviews and was reported according to PRISMA-ScR guidelines. A protocol to conduct the current review was developed and registered on the Open Science Framework. The articles considered were retrieved from databases specialising in healthcare, computer science, and education, and were enhanced by results found with the help of AI-based tools. No constraints were applied and all study types were considered. Fourteen studies were included in the review and analysed under four core subjects: VR technology, ST context, training purposes, and main outcomes and assessment methods. The VR types identified in the studies were grouped into four categories, i.e., non-immersive VR (6/14, 42.9%), immersive VR (5/14, 35.7%), non-specified VR type (2/14, 14.3%), and semi-immersive VR (1/14, 7.1%). Most studies (5/14, 35.7%) focused on clinical skills acquisition, others addressed communication and interpersonal collaborative skills (3/14, 21.4%), while the remaining focused on person-centred care and awareness, clinical interviewing or reasoning skills, and performance knowledge (2/14 each, 14.3%). VR is still in its early stages in ST education. Some recent studies suggest VR supports students’ communication, interdisciplinary, and clinical skills. Although still limited in the context of ST education, the increasing affordability and ease of development of VR, along with its growing use in other healthcare fields, suggest that its underuse might be due to institutional barriers and lack of standardised frameworks. Overall, the findings suggest that VR offers promising support for experiential and skills-based learning. Full article

The shortage of math and science teachers is a pressing issue in the United States (US) and globally. This review closely follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and synthesizes findings from 43 peer-reviewed empirical studies published between 2005 and 2024 on the recruitment and retention of math and science teachers, offering a new perspective for understanding and mitigating math and science teacher shortages. This review revealed (a) the qualifications and characteristics of math and science teachers who enter and remain in the teaching profession; (b) that financial incentives, experiential learning, mentorship, and professional development are commonly used strategies and mechanisms to recruit and retain math and science teachers; and (c) that psychological, sociocultural, and working conditions are factors that influence math and science teachers’ decisions to enter and remain in the teaching field. While this review primarily focuses on the US context, it offers valuable insights for researchers, practitioners, policymakers, and other key stakeholders worldwide by identifying strategies, mechanisms, and factors that shape teacher recruitment and retention in math and science. This review also discusses gaps in the literature, directions for future research, and implications for research, policy, and practice that emerge from the empirical evidence. Full article

Sustainability has emerged as a prominent concern globally, extending its influence into various domains, including education. It is recognized as of utmost importance to address global environmental challenges. However, there is a critical gap in the perception of innovative teaching strategies, i.e., interdisciplinary collaboration, experiential learning, and targeted approaches, to improve sustainability literacy and its applications. This review analyzes existing environmental and sustainability education frameworks and approaches to determine desired learning outcomes and challenges associated with sustainability education. Also, it explores and identifies concepts, theories, and assumptions found within the literature review, promoting sustainability integration within engineering education. The review was conducted to facilitate the development and improvement of sustainability education within the Architectural Engineering discipline, a field known for emphasizing educational innovation and technical excellence. By synthesizing existing ideas related to sustainability and sustainable development, this work aims to guide curriculum designers and educators in fostering sustainability competencies among engineering students within the built environment. Full article

This study reviewed the benefits of outdoor activities and educational programs that take place in nature in terms of the cognitive and mental development of children. Research has highlighted the benefits offered to children by their participation in experiential activities that take place outdoors and are related to natural phenomena. These activities help children realize how important it is to conserve nature and protect sites of world heritage, thus becoming active citizens in the future. In this study, the uniqueness of Syros Island is presented, emphasizing the need for the world-renowned geological heritage of Syros to be preserved and promoted, both for the scientific community and for the public, with the aim of establishing a geopark in Apano Meria, as proposed by local authorities, along with a local museum. In this context, a working methodology was developed involving the design and implementation of a pilot educational program combining field-based activities, guided interpretation, and interactive learning tools. An indicative educational program was piloted with primary and secondary school students, as well as postgraduate students from the University of Athens. Recognizing the important role of geoparks in school education, the program focused on the rare geological phenomena on the northern side of Syros and was adapted to the characteristics of each participant age group. Full article

Flamenco, declared Intangible Cultural Heritage of Humanity by UNESCO, has aroused a growing interest as a pedagogical resource in the educational field. This systematic review analyzes its implementation in classrooms during the last decade (2014–2024), applying the PRISMA methodology to scientific articles extracted from Web of Science and Scopus. After applying inclusion and exclusion criteria using the PICOS model, 23 peer-reviewed and open-access studies were selected. The results are grouped into five thematic lines: emotional and identity development; educational and social inclusion; heritage and cultural identity; methodological and technological innovation; and experiential learning. Qualitative approaches with case studies predominate, especially in Andalusian contexts. Relevant benefits are found in terms of inclusion, emotional expression and appreciation of cultural heritage. However, limitations persist, such as the lack of systematization, scarce specific teacher training and lack of longitudinal evaluations. Flamenco thus emerges as an educational tool with high transformative potential, although its incorporation is still ad hoc and dependent on individual initiatives. It is suggested that research with mixed approaches be encouraged, that its analysis be extended to other geographical contexts and that public policies be promoted to structurally integrate flamenco into educational systems. Full article