Search Results (1,562)

This qualitative study examines how culturally responsive pedagogy (CRP) and transformative learning are fostered in higher education when structured reflection, dialogic engagement, and feedback are intentionally embedded in teacher education coursework. Drawing on data from two university courses—one undergraduate course for preservice teachers and one graduate course for in-service educators (n = 44)—the study explores how equity-focused instructional design supports development toward inclusive, globally informed practice. Data sources included student reflective writing, an anonymous pre- and post-semester survey aligned with InTASC dispositions, instructor reflexive journals, peer observation reports, and course feedback artifacts. Of the 44 enrolled participants, 39 completed the pre-survey and 19 completed the post-survey; survey results were analyzed descriptively at the group level because responses were anonymous and could not be matched across time. Analysis followed Braun and Clarke’s thematic analysis procedures, with trustworthiness strengthened through triangulation, peer debriefing, member checking with a subset of participants, and reflexive journaling. Findings revealed seven interconnected themes demonstrating how reflective writing, critical scholarship, multimedia exemplars, dialogic feedback, and iterative course design supported movement from awareness toward equity-oriented pedagogical praxis. Four overarching outcomes were especially salient: (a) expanded understandings of CRP as justice-oriented praxis; (b) increased capacity to identify and interrogate personal and systemic bias; (c) stronger connections between global and intercultural perspectives and locally grounded teaching commitments; and (d) reported pedagogical shifts toward more inclusive, equity-centered practice. Survey findings indicated a group-level shift from Agree toward Strongly Agree across equity-oriented dispositions, suggesting strengthened professional commitments while warranting cautious interpretation given unmatched responses and post-survey attrition. Comparative analysis also highlighted cohort-differentiated developmental trajectories, underscoring the importance of scaffolded, context-responsive approaches in equity-focused teacher education. Overall, the study demonstrates how intentional instructional design can position reflection as an ethical and professional stance that supports equity, inclusion, and global readiness across educator career stages. Full article

Artificial intelligence (AI) and digital platforms are increasingly influencing how universities manage experiential learning, interdisciplinary collaboration, and innovation-oriented educational activities. Challenge-based capstone and graduation projects play an important role in this context because they connect technical learning with teamwork, stakeholder engagement, project management, and applied innovation. However, many universities still rely on fragmented and highly manual coordination processes, which can limit scalability, transparency, and effective alignment between project requirements and participant capabilities. This study presents Smart Innovation Hub, an AI-enabled information system developed to support challenge-based innovation and capstone-project coordination in higher education. The platform brings together challenge intake, participant profiling, AI-supported recommendations, mentor coordination, workflow governance, and human review within a shared educational innovation environment. The system operationalizes an Innovation Bridge ecosystem model that connects students, faculty mentors, research centers, and external partners through a data-supported coordination framework. A Design Science Research (DSR) methodology guided the development and pilot evaluation of the platform within a public university environment. The pilot evaluation relied on several evidence sources, including platform logs, coordinator records, stakeholder surveys, milestone documentation, and partner feedback collected during implementation activities. Early pilot observations suggested an approximate 60% reduction in average team-formation cycle time, together with positive stakeholder perceptions regarding workflow usability and recommendation quality. These findings should be interpreted as preliminary implementation indicators within a single-institution pilot environment. The study contributes an AI-enabled educational innovation ecosystem architecture, a hybrid semantic-structured recommendation framework for challenge-based coordination, and a structured workflow model that integrates explainability and human oversight into educational innovation management. The findings further suggest that AI-enabled information systems may improve the transparency and coordination of challenge-based innovation workflows while preserving institutional governance and human decision-making. Full article

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while marginalizing quantitative decision-making, fostering a structural mismatch between graduate competencies and industry demands. To explore a systematic pathway out of this dilemma, this study chronicles a three-year pedagogical intervention utilizing a mixed-methods design with a historical control cohort (N = 275) within the urban planning program of Gansu Agricultural University—a regional institution situated in a less-developed frontier where territorial renewal demands macro-spatial synthesis over aesthetic forms. The intervention strategically redefined the graduate competency profile as “spatial data analysts”, constructing a pedagogical model comprising foundational algorithmic training, cross-disciplinary faculty collaboration, and real-world Project-Based Learning (PBL), coupled with a restructured, evidence-based evaluation system. Longitudinal tracking and quantitative analyses indicate a structural alignment with elevated educational efficacy. At the macro level of employment trajectories, the proportion of graduates securing knowledge-intensive data positions experienced a structural shift, rising from a baseline of 14.5% to 42.5%, reflecting an enhanced capacity to capitalize on expanding societal demands. At the meso level of practical competence, the award rate in high-level professional competitions increased by 35.4%. At the micro cognitive level, the new evaluation mechanism is associated with a successful redirection of students’ cognitive resources toward algorithmic logic and policy translation (p < 0.001) while highly significantly enhancing their self-efficacy in tackling complex, wicked engineering problems (p < 0.001). Rather than isolating pure causal mechanics, this study interprets these systemic gains as a contextual realignment of academic supply. It provides a context-sensitive, reproducible methodological reference for cultivating professional distinctiveness and reshaping the spatial planning education system in the digital era. Full article

Higher education institutions, particularly those with teaching and research laboratories, play an important role in transmitting knowledge and attitudes regarding chemical safety to their students. As such, this study aims to assess the knowledge and attitudes of higher education students across different study programs regarding laboratory chemical safety. A cross-sectional study was conducted using a questionnaire adapted and translated into Portuguese. The instrument comprised twenty-seven questions and was distributed to students enrolled in undergraduate and graduate programs that include laboratory practices in their curricula in March and July of 2025. A total of 284 students participated in the study, divided among the different study programs (CTeSP = 4.2%; Bachelor’s = 70.4%; Master’s = 21%; Doctorate = 4.2%). The results showed that, although a large percentage of students have a high level of knowledge, their attitudes are not always the most appropriate, which could jeopardize their safety and that of those around them. Our findings revealed that there is room for curriculum adjustments. Early exposure to chemical and laboratory safety concepts can promote the development of students’ awareness and future professionals’ competence. Integrating safety modules into education may enhance knowledge and skills for making informed decisions that reduce accidents/incidents in laboratory environments. Full article

International accreditation has become an important reference point for quality assurance in higher education; however, its relevance depends on how global standards are interpreted and adapted to local institutional contexts. This study analyzes institutional stakeholders’ perceptions of an international accreditation process, with the aim of examining how global standardization interacts with local relevance in quality assurance. A quantitative, descriptive, cross-sectional study was conducted with 408 participants linked to a university degree program, including students, graduates, faculty members, administrative staff, and authorities. Data were collected using a 49-item questionnaire developed from the evaluation criteria of an international accreditation manual and adapted to the institutional context. Descriptive and nonparametric inferential statistics were applied. The results indicate: (a) an overall positive assessment of the quality model implemented; (b) comparatively higher ratings for management- and resource-oriented dimensions; (c) comparatively lower ratings for pedagogical dimensions; (d) no statistically significant differences across stakeholder profiles, suggesting a broadly shared interpretation of the accreditation process; and, (e) statistically significant but small gender differences, which should be interpretated cautiously. The findings suggest that international accreditation is perceived as contributing to transparency, comparability, and external recognition, although its value depends on the extent to which standardized frameworks remain sensitive to pedagogical and contextual realities. Full article

The Architecture, Engineering, and Construction (AEC) industry has significant potential to improve productivity, quality, and sustainability of its projects through emerging digital technologies. Advances in technology and the complexity of what new graduates need to learn have resulted in persistent training gaps and have highlighted new needs to be addressed in education. One of the new needs is the level of learners’ awareness of new technologies and their adoption practices. This research examines how current education and training practices in the selected sample of the Australian AEC sector support or hinder the development of digital capabilities. The set of technologies considered in this study focuses on Artificial Intelligence (AI), Building Information Modelling (BIM), Digital Twins (DTs), Virtual and Augmented Reality (VR/AR), and the Internet of Things (IoT). A mixed-method design integrates a structured survey of industry professionals and students, along with semi-structured interviews of industry and academic stakeholders, to evaluate exposure, self-rated capability, training participation, organisational support, and perceptions of graduate preparedness. Findings show comparatively higher maturity in BIM, but limited capability in other technologies, inconsistent formal training, and barriers linked to time, cost, organisational priorities, and rapid technological change. Qualitative findings and interpretation of preparedness-related survey responses indicate that stakeholders place greater value on transferable, interdisciplinary digital competencies than on narrow tool-specific proficiency. The research delivers statistically robust findings and actionable recommendations that address the identified barriers and promote the development of a skilled workforce in the AEC industry. Full article

Aesthetic education is a crucial component of the integrated development of moral, intellectual, physical, aesthetic, and labour education. It holds a significant position in Chinese higher education in the new era. Drawing on constructivist learning theory, cognitive psychology, positive psychology, and self-determination theory, this study developed an integrated cognition–emotion–motivation model to examine how aesthetic education is associated with graduate students’ research innovation ability. Survey data were collected from 1208 graduate students, and the proposed model was tested using structural equation modelling and mediation analysis. The results showed that aesthetic education was positively associated with research innovation ability. Three mediating pathways were supported: analogical transfer ability served as a cognitive pathway; art immersive experience and research resilience formed an emotional pathway; and aesthetic value recognition and exploratory research motivation constituted a motivational pathway. In addition, an aesthetic education environment strengthened the relationship between aesthetic education and analogical transfer ability, while supervisor support strengthened the relationship between art immersive experience and research resilience. These findings clarify the mechanisms through which aesthetic education is related to graduate students’ innovation-related capacities and highlight the importance of integrating aesthetic education, supportive environments, and supervisory guidance into research-oriented graduate training. Full article

Academic research laboratories often exhibit gaps between formal safety policies and everyday practices, driven by variability in training, leadership engagement, and safety practices. Effective safety therefore depends not only on formal compliance programs but also on operational factors such as training quality, SOP use, audit practices, and reporting culture. This study examines how operational factors within a large research-intensive university, including laboratory role, access to and adequacy of safety training, use of standard operating procedures (SOPs), experience with audits, near-miss reporting practices, and laboratory workers’ perceptions of risk and safety culture, are related to one another. A cross-sectional anonymous survey was administered to 1340 individuals, of whom 245 self-identified as currently working in research laboratories. Categorical data were analyzed using likelihood ratio chi-square tests with false discovery rate adjustments. Respondents reported high overall use of SOP use (85%), but staff indicated significantly lower SOP use than graduate students (69% vs. 91%, p = 0.004), and staff were more likely than faculty to view audits as helpful (97% vs. 85%, p = 0.050). Only 68% of laboratories reported documenting near misses, and 25% of respondents reported difficulty locating required training, despite 88% of training users rating it as sufficient once accessed. Although 52% of respondents classified their laboratory as moderate or high risk, 96% nonetheless described their laboratory as safe, suggesting normalization of risk based on self-reported perceptions. No significant associations were observed between perceived laboratory safety and years of experience, hours worked in the laboratory, or extent of training completed. Overall, the findings highlight the importance of not only accessible training and consistent procedures but also institutional conditions that support reporting, learning, and shared responsibility for hazard mitigation in academic research laboratories. Full article

Graduate students face increasing academic and psychological pressures, making it important to identify educational practices associated with their mental health. This study examined the association between labor education and graduate students’ mental health by constructing a moderated mediation model. A cross-sectional survey was conducted among 1283 full-time graduate students in Chinese universities. Structural equation modeling and PROCESS analyses were used to test the hypothesized relationships. The results showed that labor education was positively associated with graduate students’ mental health. Bootstrap analyses further supported three sequential mediation pathways: self-efficacy and psychological resilience, meaning in life and time management ability, and problem-solving ability and emotion regulation ability. These indirect pathways collectively account for approximately 40% of the total effect. In addition, supervisor support was found to strengthen the positive association between labor education and self-efficacy, while peer support strengthened the positive association between labor education and problem-solving ability. These findings suggest that labor education may function as a resource-building educational practice in graduate training and that academic social support may condition its association with students’ psychological and behavioral resources. This study contributes to research on graduate student well-being by linking labor education with psychological resources, cognitive appraisal, behavioral adaptation, and academic social support. Full article

Entrepreneurship education in film and the creative industries refers to a set of pedagogical approaches, curricula, and institutional frameworks designed to foster entrepreneurial mindsets, competencies, and practices among students and professionals operating within the cultural and creative industries (CCIs). Going well beyond conventional business training, entrepreneurship education in this context encourages learners to identify opportunities for value creation—cultural, social, and economic—to develop sustainable modes of creative practice, and to engage critically with the markets, institutions, and communities that constitute the contemporary creative economy. Within film studies and adjacent disciplines such as media production, design, music, and the visual arts, entrepreneurship education plays an increasingly prominent role in preparing graduates for careers characterised by self-employment, project-based work, portfolio careers, and the continuous negotiation of artistic autonomy with the imperatives of professional sustainability. This entry aims to compile and organise existing knowledge on entrepreneurship education as it applies to the CCIs, with particular attention to the film and audiovisual sector, drawing on academic literature, European policy frameworks, and empirical industry evidence. The entry uses a narrative literature review approach, synthesising scholarly works from the fields of education, cultural economics, and creative industry research alongside institutional documentation and policy instruments, in order to provide a systematic and accessible account of the current state of knowledge in this area. Full article

This study advances the model of proactive caring to articulate the strategies and practices employed by higher education professionals to support the retention and graduation of underserved students. Employing an explanatory case study design and drawing upon multiple data sources—including semi-structured interviews, focus groups, and observations—collected from students and higher education professionals, we identified six core elements essential to proactive caring: (1) staff accessibility, (2) trust-building, (3) positive motivation, (4) reinforcement, (5) encouragement, and (6) student accountability. Our findings also reveal that higher educational professionals initiate support prior to students’ arrival on campus by assessing institutional environments to identify potential barriers and leveraging data and experiential knowledge to proactively address these challenges. This research contributes to ongoing efforts to promote access and equity in higher education, particularly in the context of increasing anti-diversity, equity, and inclusion (DEI) legislation. While the current study centers on Students of Color in STEM disciplines, the elements underlying the proactive caring model may be broadly applicable, which offers a framework for empathetic practitioners committed to supporting underserved students throughout their collegiate journey. Full article

The primary objective of this research was to evaluate the oral health habits, dietary practices, and knowledge regarding cariogenic diet among University Dental students. Materials and methods: A cross-sectional, questionnaire-based study was conducted among students attending the integrated undergraduate and graduate Dental Medicine (DM) program. Data analysis was performed by stratifying students according to the year of study. In total, 114 questionnaires were collected. Three questionnaires were subsequently excluded, resulting in a final sample size of 111 students for analysis. Results: Over 75% of students from the 2nd (83.3%) to 6th (91.3%) year used a combination of a toothbrush and fluoride toothpaste, whereas 50% of 1st-year students reported using fluoride-free toothpaste (p < 0.05). The majority of senior students (34.8–100%) correctly identified xylitol and sorbitol as non-cariogenic (p < 0.05). However, a notable knowledge gap persisted in the final year, with over 30% of sixth-year students failing to identify them. Furthermore, over 60.0% of third-year and 90.0% of fifth-year students recognized the protective dental effects of hard cheese, cranberry, and green tea (p < 0.05). Regarding cariogenic potential, 45.8% of first-year and 57.1% of second-year students were unable to identify the most cariogenic saccharide (p < 0.05). Conclusions: The study reveals an improvement in oral health habits and knowledge, particularly regarding the use of fluoride toothpaste and the identification of cariogenic saccharides. However, significant knowledge gaps persist across all years, most notably the high prevalence of fluoride-free toothpaste use among first-year students and the inability of a substantial portion of senior students to identify non-cariogenic sugar substitutes and protective foods. Full article

Background/Objectives: Dentists, due to their close contact with patients, are in a unique position to recognize and report cases of child abuse and neglect. This study aimed to explore dentists’ knowledge and attitudes toward child abuse and neglect encountered in their professional practice. Methods: An anonymous questionnaire survey was conducted among 414 members of the Lithuanian Dental Chamber (general dentists, dental specialists, dental hygienists, and dental assistants) and 153 graduating dental students, yielding a total sample of 567 respondents. They reported knowledge and attitudes regarding reasons for child abuse within the family and barriers to referring suspected cases. The underlying structure of responses was examined using exploratory factor analysis, and differences in knowledge and attitudes across professional groups were tested using ANOVA. Results: Most respondents agreed that low family socioeconomic status (87.7%), child’s disability (65.3%), and medical conditions (53.2%) are the main reasons for child abuse. These and other reasons clustered into two factors: family social vulnerability, and child health-related vulnerability; however, professional specialization had only a very small effect on both factors (η² = 0.013 and η² = 0.017, respectively). The majority of respondents (75.6%) agreed that dentists should report cases of child abuse or violence against children in all circumstances. The barriers to reporting child abuse were fear of negative consequences, and professional uncertainty; professional specialization had a significant effect on both of these factors (η² = 0.019, p = 0.027 and η² = 0.037, p < 0.001, respectively). Dental specialists reported the highest levels of fear of negative consequences and professional uncertainty, whereas students reported the fewest difficulties in reporting. Dental specialists and students demonstrated the highest levels of knowledge, while dental hygienists demonstrated the lowest level of knowledge regarding child abuse (mean sum score of knowledge was 11.2 (SE 0.38) vs. 10.0 (SE 0.30), respectively, p = 0.014). Conclusions: Overall, Lithuanian dentists, including students, demonstrate moderate knowledge and attitude in recognizing cases of child abuse and neglect; however, differences across professional groups remain and should be addressed to ensure more effective child protection. Full article

This paper reveals a culture of opportunity for graduate STEM education as it delves into the experiences of Black-identifying graduate students who are members of a multi-institutional, national research project. Specifically, this study explores how their engagement in race-focused research with an all-Black team impacts their perceptions of Black identity, sense of belonging, community, and agency to continue this research endeavor. In-depth one-on-one interviews were collected from four graduate students. Data analysis used Cross’s (1994) Nigrescence Theory, particularly the Stages of Black Identity Development. Results indicate that Black graduate students’ engagement in this space positively impacts their perceptions of racial identity, sense of community, and agency. This space proved beneficial in providing resources, especially language, to navigate discourse around their Black and other identities without feeling isolated or othered. Results also indicate a shared appreciation for being in the community with and receiving mentorship from Black women faculty, facilitating space for support and career advancement. Implications for transforming graduate STEM education to better support Black students are provided. Full article

Students’ agency and assets are increasingly recognized as central to advancing equitable educational opportunities and fostering a sense of community belonging in graduate STEMM education. However, a key question remains: where and how can students’ assets and agency be translated into forms of institutional engagement and change? We argue that course innovation and proactive pedagogy are critical sites for creating such opportunities. This article presents a case study of the design and implementation of a graduate-level JEDI (Justice, Equity, Diversity, and Inclusion) course. Drawing on retrospective course records from 2021 to 2025, this study demonstrates how course innovation and proactive pedagogy can foster community building while bridging students’ knowledge and skill development to institutional engagement. Within this course, proactivity, understood as a future-oriented and intentional process, emerged as a shared theme within major domains of the course design and implementation: (1) application process, (2) interdisciplinary collaboration and community building, (3) mentoring circles, (4) evaluation, and (5) supported capstone projects that help learners practice navigating institutions and leading change with the community. The course creates opportunities for institutional change, positions students as partners in reform, and translates their assets and insights into sustained institutional practices. By making the “how” of institutional change visible, this case offers generalizable, actionable design principles for curriculum reform in graduate STEMM education. Full article