Search Results (959)

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challenges that pre-service teachers articulate during this phase therefore provides critical insight into how teacher education functions as a space of learning and belonging. Despite this, empirical research addressing this issue remains limited. Accordingly, the present study sought to address this gap by exploring the differences in the needs and challenges of first- and second-career pre-service teachers. Analysis of qualitative data collected from 123 Australian first- and second-career pre-service teachers revealed that both groups identified a strong need for more authentic, practice-based learning and sustained mentorship to bridge the persistent gap between theory and classroom practice. Despite shared concerns around behaviour management, assessment, and wellbeing, second-career entrants emphasised challenges related to transferring prior professional identities, navigating school cultures, and balancing study with family and financial responsibilities. These findings highlight the importance of differentiated, career-responsive approaches in initial teacher education that recognise diverse life experiences as central to professional learning and teacher identity formation. Full article

Background. Enhanced Recovery After Surgery (ERAS) is a structured, multidisciplinary programme designed to optimise the entire perioperative pathway through evidence-based, patient-centred, standardised care. The objective of this report is to determine whether it is feasible to implement an ERAS^® program in orthopaedic surgery within our institution for primary THA and TKA. Methods. This single-centre quality-improvement project followed the ERAS^® Society certification framework to create and implement an enhanced-recovery pathway for primary total hip and knee arthroplasty. The three-phase roadmap comprised baseline pathway mapping and audit, pilot implementation and refinement, and full roll-out, punctuated by four multidisciplinary seminars. Key aspects of this programme included preoperative education, minimal fasting and early return to feeding, rational choice of regional anaesthesia techniques, administration of multimodal analgesia, reduction in urinary and surgical catheterization, active management of the risk of blood loss and deep vein thrombosis, optimisation of surgical workflow and techniques, and early mobilisation of patients. Global- and element-level compliance was tracked prospectively; ≥70% compliance was required for certification. External ERAS^® Society review at month 15 confirmed data integrity, sustainability planning, and successful certification. Continuous feedback loops drove micro-teaching and order-set optimisation throughout deployment phases. Results. Our ERAS programme for primary THA and TKA was introduced in April 2022. The definitive programme contained 24 mandatory elements grouped into three perioperative areas. After the fourth seminar, the rate of compliance was 81%. The certification was obtained in June 2023. Conclusions. Implementing an ERAS^® programme for primary total hip and knee arthroplasty is feasible within a high-volume academic institution when supported by multidisciplinary teamwork, robust data collection, and iterative feedback mechanisms. Further high-quality outcome-focused research is required to evaluate the clinical impact of individual ERAS components and to validate a personalised ERAS programme incorporating emerging technologies. Full article

Introduction: Nursing educators and clinical leaders face persistent challenges in engaging the next generation of nurses, often characterized by short attention spans, frequent phone use, and underdeveloped communication skills. This article describes the design and delivery of a full-day interactive teaching workshop for nursing faculty, senior clinical nurses, and nurse leaders, developed using a design-thinking approach supported by generative AI. Methods: The workshop comprised four thematic sessions: (1) Learning styles across generations, (2) Interactive teaching methods, (3) Application of interactive teaching strategies, and (4) Lesson planning and transfer. Generative AI was used during planning to create icebreakers, discussion prompts, clinical teaching scenarios, and application templates. Design decisions emphasized low-tech, low-prep strategies suitable for spontaneous clinical teaching, thereby reducing barriers to adoption. Activities included emoji-card introductions, quick generational polls, colored-paper reflections, portable whiteboard brainstorming, role plays, fishbowl discussions, gallery walks, and movement-based group exercises. Participants (N = 37) were predominantly female (95%) and represented multiple generations of X, Y, and Z. Mid- and end-of-workshop reflection prompts were embedded within Sessions 2 and 4, with participants recording their responses on colored papers, which were then compiled into a single Word document for thematic analysis. Results: Thematic analysis of 59 mid- and end-workshop reflections revealed six interconnected themes, grouped into three categories: (1) engagement and experiential learning, (2) practical applicability and generational awareness, and (3) facilitation, environment, and motivation. Participants emphasized the workshop’s lively pace and hands-on design. Experiencing strategies firsthand built confidence for application, while generational awareness encouraged reflection on adapting methods for younger learners. The facilitator’s passion, personable approach, and structured use of peer learning created a psychologically safe and motivating climate, leaving participants recharged and inspired to integrate interactive methods. Discussion: The workshop illustrates how AI-assisted, design-thinking-driven professional development can model effective strategies for next-generation learners. When paired with skilled facilitation, AI-supported planning enhances engagement, fosters reflective practice, and promotes immediate transfer of interactive strategies into diverse teaching settings. Full article

The article examines the implementation of 3D printing in civil protection and crisis management with a focus on the educational process, while 3D printing technology enables the creation of various teaching aids that streamline teaching and enrich theoretical knowledge. The empirical part of the study is based on a quantitative questionnaire survey among students of the Faculty of Safety Engineering of the University of Žilina in Žilina, with hypotheses set in advance and forming the basis for the construction of the questionnaire. The questionnaire collected data on the subjective evaluation of 3D printing through continuous, nominal, and ordinal responses and was completed by 277 students. Statistical methods of simple and group classification, as well as t-test, ANOVA, Kruskal–Wallis and Pearson’s correlation analysis were used to evaluate the data. Statistical significance was used to determine whether observed differences and relationships were unlikely to have arisen by chance. In addition, effect size measures were used in correlation and regression analyses to assess the strength and practical relevance of statistically significant relationships. The results of the study show that 3D printing significantly contributes to improving education and preparedness in civil protection, as it allows for more material-efficient and flexible production of educational aids compared to traditional custom production. Thus, it supports the development of more resilient communities and contributes to long-term sustainability. The findings confirmed that 3D printing is a suitable tool for improving public preparedness for emergencies. Full article

Mobile augmented reality games (MARGs) generate rich digital traces of how students engage with complex, place-based learning tasks. This study analyses gameplay logs from the Art Nouveau Path, a location-based MARG within the EduCITY Digital Teaching and Learning Ecosystem (DTLE), to develop a learning analytics workflow that uses detailed gameplay logs to inform sustainability-focused educational design. During the post-game segment of a repeated cross-sectional intervention, 439 students in 118 collaborative groups completed 36 quiz tasks at 8 Art Nouveau heritage Points of Interest (POI). Group-level logs (4248 group-item responses) capturing correctness, AR-specific scores, session duration and pacing were transformed into interpretable indicators, combined with error mapping and cluster analysis, and triangulated with post-game open-ended reflections. Results show high overall feasibility (mean accuracy 85.33%) and a small subset of six conceptually demanding items with lower accuracy (mean 68.36%, range 58.47% to 72.88%) concentrated in specific path segments and media types. Cluster analysis yields three collaborative gameplay profiles, labeled ‘fast but fragile’, ‘slow but moderate’ and ‘thorough and successful’, which differ systematically in accuracy, pacing and engagement with AR-mediated tasks. The study proposes a replicable event-based workflow that links mobile AR gameplay logs to design decisions for heritage-based education for sustainability. Full article

Game-based learning has become an increasingly popular educational methodology due to its ability to enhance student interest and engagement. The aim of this study was to analyze the effect of game-based learning on motivation, self-efficacy, and academic performance in Natural Sciences learning. A systematic review and meta-analytic methodology was employed, following PRISMA guidelines. For this purpose, the databases consulted were Web of Science and Scopus, from which a total of 234 documents were retrieved and reduced to 15 studies after rigorously applying the established eligibility criteria. These studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the meta-analytic findings. The meta-analytic results revealed a very strong and highly significant positive effect across all subgroups, benefiting the experimental groups (Z = 6.29; p < 0.00001). In conclusion, the implementation of game-based learning has a positive impact on motivation, self-efficacy, and academic performance in the teaching and learning of Natural Sciences content. Therefore, its incorporation into pedagogical practices represents an opportunity to strengthen student engagement and promote more meaningful learning. Full article

Even though environmental health and climate change are rapidly intensifying the severity of determinants of disease and inequity, training for health professionals in these areas remains fragmented across Europe. To address this gap, the European Medical Association (EMA), in collaboration with the European Network on Climate and Health Education (ENCHE), the International Network on Public Health and Environment Tracking (INPHET) and University College London, convened a one-day hybrid roundtable in London on 17 September 2025, focused on “Preparing Health Professionals for Environmental Health and Climate Change: A Challenge for Europe”. The programme combined keynote presentations on global and European policy, health economics and curriculum design with three disease-focused roundtables (respiratory, cardiovascular and neurological conditions), each examining the following topics: (A) climate and environment as preventable causes of disease; (B) healthcare as a source of environmental harm; and (C) capacity building through education and training. Contributors highlighted how environmental epidemiology, community-based prevention programmes and sustainable clinical practice can be integrated into teaching, illustrating models from respiratory, cardiovascular, surgical and neurological care. EU-level speakers outlined the policy framework (European Green Deal, Zero Pollution Action Plan and forthcoming global health programme) and tools through which professional and scientific societies can both inform and benefit from European action on environment and health. Discussions converged on persistent obstacles, including patchy national commitments to decarbonising healthcare, isolated innovations that are not scaled and curricula that do not yet embed sustainability in examinable clinical competencies. The conference concluded with proposals to develop an operational education package on environmental and climate health; map and harmonise core competencies across undergraduate, postgraduate and Continuing -professional-development pathways; and establish a permanent EMA-led working group to co-produce a broader position paper with professional and scientific societies. This conference report summarises the main messages and is intended as a bridge between practice-based experience and a formal EMA position on environmental-health training in Europe. Full article

Large Language Models (LLMs) are increasingly used in higher education, but their pedagogical role in fields like cybersecurity remains under-investigated. This research explores integrating LLMs into a university cybersecurity course using a designed pedagogical approach based on active learning, problem-based learning (PBL), and computational thinking (CT). Instead of viewing LLMs as definitive sources of knowledge, the framework sees them as cognitive tools that support reasoning, clarify ideas, and assist technical problem-solving while maintaining human judgment and verification. The study uses a qualitative, practice-based case study over three semesters. It features four activities focusing on understanding concepts, installing and configuring tools, automating procedures, and clarifying terminology, all incorporating LLM use in individual and group work. Data collection involved classroom observations, team reflections, and iterative improvements guided by action research. Results show that LLMs can provide valuable, customized support when students actively engage in refining, validating, and solving problems through iteration. LLMs are especially helpful for clarifying concepts and explaining procedures during moments of doubt or failure. Still, common issues like incomplete instructions, mismatched context, and occasional errors highlight the importance of verifying LLM outputs with trusted sources. Interestingly, these limitations often act as teaching opportunities, encouraging critical thinking crucial in cybersecurity. Ultimately, this study offers empirical evidence of human–AI collaboration in education, demonstrating how LLMs can enrich active learning. Full article

Virtual Field Trips (VFTs) have emerged as an alternative to Traditional Field Trips (TFTs), addressing logistical, financial, and accessibility constraints in geoscience education. This study presents a comparative analysis of the educational impact of a VFT and a TFT implemented with the same 10th-grade class in a Portuguese secondary school. The VFT, focused on volcanism and its socioeconomic impacts, used Google Earth to explore the island of São Miguel in the Azores. The TFT, centred on the rock cycle, was conducted at the Lavadores Beach geological site. Both interventions followed the field-based learning model by Orion and were structured around three phases: preparation, field trip (virtual or traditional), and post-activity synthesis. Data was collected through diagnostic tests, schematization, observation grids, student reports (snapshot), group projects, and written responses to a fieldwork guide recorded on Padlet during the VFT and TFT. The results showed that both VFTs and TFTs enhance conceptual understanding and student engagement, though they foster different skills: VFTs strengthen digital literacy, improve accessibility and inclusion for students with mobility or geographic constraints, allow for content revisitation, foster collaboration among students, integrate multimedia resources, and enable virtual exploration of remote locations that would otherwise be inaccessible. They also offer reduced costs, greater scheduling flexibility, and allow for individualised pacing of student learning. In contrast, TFTs provide richer sensory and practical experiences that are essential for hands-on scientific inquiry and foster stronger connections with the natural environment. The study concludes that a complementary use of both strategies offers the most inclusive and effective approach to teaching geosciences. Full article

Contemporary environmental challenges necessitate the adoption of active learning methods within educational frameworks, particularly those that foster the development of environmental awareness among young people. The 2030 Agenda underscores the importance of project-based learning as a strategy for building the competencies required to achieve sustainable development goals. In this context, the attitudes and behavior of young people towards the environment serve as critical indicators of future social transformations within the sphere of sustainable development. The aim of this research was to determine whether project-based learning in geography, as opposed to traditional teaching methods, exerts a more pronounced influence on the formation of environmental values, attitudes, and pro-environmental behavior among students in their final year of primary school. The research was conducted using a convenience sample (n = 255) and employed pedagogical experimental surveys with parallel group designs. In the experimental group, project-based learning was implemented, whereas the control group continued with traditional teaching approaches. To assess environmental values and attitudes, the research employed a scale grounded in the EAATE framework, and pro-environmental behavior was evaluated using a measurement scale derived from the PEB and GEB scales. The obtained results are attributed to the influence of project-based learning. Although they cannot be generalized to the entire population, they indicate the potential of project-based learning as a more effective strategy in environmental education. Furthermore, these findings provide opportunities for further professional and scientific research in this area. Full article

This study reports findings from a nationwide replication and the second randomized controlled trial (RCT) of Strategic and Interactive Writing Instruction (SIWI), a linguistically responsive framework for teaching writing to deaf students. A total of 50 teachers and their 294 students in grades 3–6 were randomly assigned to either SIWI or business-as-usual (BAU) instruction. Writing outcomes were assessed with trait-based rubrics and the Structured Analysis of Written Language (SAWL) in two genres (recount and information report), along with the Woodcock–Johnson IV broad written language composite and genre-specific motivation surveys administered at the beginning and end of the school year. Students receiving SIWI outperformed peers in the BAU group on writing traits across both genres, with effect sizes ranging from moderately large (d = 0.70) for informational reports to very large (d = 1.11) for recounts. On the SAWL, SIWI students demonstrated significantly greater gains in grammatical clarity on recount writing, as measured by the word efficiency ratio, with a moderate effect size (d = 0.64), although this effect was not observed for information reports. Students in the treatment group also reported significantly higher motivation for both genres. Unlike the prior RCT, no statistically significant differences emerged on the broad written language measure (d = 0.27). This may reflect spurious findings in the previous study or limitations in this study caused by the COVID-19 pandemic. Nonetheless, the effect size observed suggests some practical importance that warrants further investigation. Findings provide robust evidence that SIWI positively impacts deaf elementary students’ writing development and motivation, particularly for recount genres, while underscoring the importance of replication for understanding the generalizability of intervention effects. Full article

Background/Objectives: Healthcare-associated infections (HAIs) require specific skills in nursing education, yet their curricular integration often remains fragmented, limiting the consolidation of knowledge and safe clinical practice. This study aimed to explore the perceptions of nursing students from Brazil and Peru regarding the use of clinical simulation as a strategy to develop skills in HAIs prevention and control. Methods: A qualitative approach was employed, involving 12 focus groups (n = 297 students) across four universities. The discussions were conducted following simulation activities based on standardized scenarios structured into four phases: pre-reading, briefing, execution, and debriefing. Data were collected using a semi-structured interview guide flowed by content analysis, through which saturation was achieved. The study adhered to COREQ guidelines. Results: Three main themes emerged: (i) clinical simulation as a student-centered teaching–learning strategy, where pre-reading and briefing materials enhanced students’ confidence and clarity in performing tasks, with checklists suggested to avoid omissions; (ii) simulation as a facilitator of autonomy and safety in HAI prevention, offering a protected environment for making mistakes and learning, with formative feedback during debriefing increasing risk awareness, although debriefing time was noted as an area for improvement; and (iii) meaningful learning and integration with traditional education, as students reported increased engagement, better knowledge retention, and greater perceived transfer of skills to real clinical settings. Conclusions: Clinical simulation demonstrated strong potential to support the development of HAI prevention skills in undergraduate nursing students. Longitudinal implementation with standardized scenarios and further evaluation of educational effectiveness and debriefing strategies is recommended. Full article

This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; M_age = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls. Full article

Background: This study addresses a common challenge in music education: students’ limited emotional engagement during music listening. Objectives: This study compared two teaching methods—externally guided augmented reality (AR) integration and internally generated simulation—in terms of their neural and behavioral differences in guiding students’ visual mental imagery and influencing their musical affect processing. Methods: Using Chinese Pipa music appreciation as our experimental paradigm, we employed fNIRS hyperscanning to record inter-brain synchronization (IBS) during teacher–student interactions across three instructional conditions (AR group, n = 27; visual imagery group, n = 27; no-instruction group, n = 27), while simultaneously assessing students’ performance in music–emotion processing tasks (emotion recognition and experience). Results: At the behavioral level, both instructional methods significantly enhanced students’ ability to differentiate emotional valence in music compared to the control condition. Crucially, the AR approach demonstrated a unique advantage in augmenting emotional arousal. Neurally, both teaching methods significantly enhanced IBS in brain regions associated with emotion evaluation (lOFC) and imaginative reasoning (bilateral dlPFC). Beyond these shared neural correlates, AR instruction specifically engaged additional brain networks supporting social cognition (lFPC) and multisensory integration (rANG). Furthermore, we identified a significant positive correlation between lFPC-IBS and improved emotional arousal exclusively in the AR group. Conclusions: The visual imagery group primarily enhances emotional music processing through neural alignment in core emotional brain regions, while augmented reality instruction creates unique advantages by additionally activating brain networks associated with social cognition and cross-modal integration. This research provides neuroscientific evidence for the dissociable mechanisms through which different teaching approaches enhance music–emotion learning, offering important implications for developing evidence-based educational technologies. Full article

This study aimed to examine the effects of online, video-based teacher professional development on changes in classroom instruction and student achievement in biology. The professional development program included organizing lessons based on prepared materials aligned with national curriculum outcomes, asynchronous participation in an online forum for (self-)analysis of lesson videos using the Teaching Observation Form (TOF), and synchronous participation in online communities of practice. Teachers and their eighth-grade students participated in this quasi-experimental study, which involved control and experimental student groups and pre- and post-tests of knowledge. The results indicate that students in the experimental group achieved statistically significantly higher post-test scores than those in the control group (d = 0.26), with the largest differences observed in tasks requiring higher-order cognitive skills. The findings suggest that even a relatively short professional development intervention—including continuous online support for teachers—can lead to improvements in student learning outcomes. Full article