Search Results (909)

Game-based learning (GBL) has gained widespread attention as an innovative pedagogical approach, yet its potential to enhance students’ metacognitive learning remains underexplored. Guided by self-regulated learning (SRL) theory, the review investigates how GBL design features, such as goal-setting, real-time feedback, progress visualization, and reflection tools, scaffold students’ planning, monitoring, and evaluation strategies. A systematic search across Web of Science, Scopus, and ProQuest identified the studies, which included data from physical classrooms, online learning environments, and mixed settings. This scoping review synthesizes evidence from 11 peer-reviewed studies conducted between 2015 and 2025 to evaluate the impact of GBL on metacognitive learning in primary and junior middle school contexts. Findings reveal that GBL effectively supports metacognitive learning through real-time feedback and progress indicators, though planning and evaluation scaffolds are less comprehensively addressed. Furthermore, digital trace data and behavioral logs are emerging as robust tools for assessing metacognitive processes, offering deeper insights than self-reports alone. However, the review identifies critical gaps, including insufficient focus on junior middle school students, limited representation of non-STEM disciplines, and uneven theoretical grounding across studies. The findings underscore the need for theory-driven design and balanced scaffolding to maximize GBL’s potential in fostering metacognitive competence. This study also provides practical insights for educators to foster students’ metacognitive learning by effectively integrating games into educational practices. Full article

This paper proposes a sociological reinterpretation of the concept of sustainability, understood as a cultural dispositive capable of shaping habitus, social representations, and models of action. From a culturalist perspective, sustainability is analysed as a process of social construction grounded in the internalisation of values, knowledge, and practices that contribute to the formation of responsible citizenship. Within this theoretical framework, the school assumes a strategic role in processes of sustainability education by fostering the ethical, collaborative, and inclusive competences required to address contemporary socio-environmental transformations. The paper presents the Edumat+ design protocol, developed within the framework of the Erasmus+ programme, aimed at experimenting with innovative methodologies for digital education in primary schools through the integration of STEAM approaches, with reference to coding, educational robotics, and information design. The protocol involved the development of infographic mats and digital learning activities focused on themes of environmental sustainability. The findings highlight how the integration of digital education, visual storytelling, and collaborative learning can contribute to the construction of inclusive and participatory educational environments capable of supporting processes of sustainable citizenship from primary education onwards. Although the activation of such pathways is consistent with recent European policies promoting the integration of digital technologies and STEAM approaches within schools, particularly through initiatives focused on teacher education and the acquisition of technologies and software, the widespread dissemination of the project still requires further governmental support, especially for the development and dissemination of the project outputs. Full article

Many South African schools face educational resource shortages that hinder effective teaching and learning. This study investigates a community-driven Open Educational Resources (OER) initiative implemented within a teacher education programme at a South African university, where Bachelor of Education (BEd) students (n = 400) from first to fourth year across the Vanderbijlpark and Potchefstroom campuses were engaged in designing sustainable Learning and Teaching Support Materials (LTSM) from recyclable materials. A purposively selected qualitative subsample (n = 53) participated in the study. Framed within an interpretivist and qualitative phenomenological design, data were collected through structured written reflections capturing participants’ experiences of the project. The findings show that creating OER from recyclable materials strengthened resourcefulness, collaboration, and awareness of educational inequality, while also encouraging more accessible and context-responsive teaching practices. The study contributes to understanding how Environmental, Social, and Governance (ESG)-aligned operational innovation can foster self-directed learning and sustainable teacher education in under-resourced contexts. Full article

Within a global landscape characterised by increasing fragmentation, community empowerment requires interdisciplinary, evidence-based and validated methodology for assuring collaborative and transformative action. This research addresses the need for equity and inclusion in underserved rural areas by investigating the CleanAir@Schools initiative in Romania. The study employed a human-centred, multi-stakeholder methodology, utilising exploratory workshops with educators and pilot implementations to develop a learning framework on Sustainability Education, in which students used passive sensors to measure local air quality. Results indicate that the project successfully mobilised entire school communities, catalysing a pedagogical shift from passive reception to active, inquiry-based environmental education. Furthermore, the strategic use of both digital and analogue technologies ensured accessibility for communities facing digital divides. The research concludes that participatory design acts as a catalyst for long-term community empowerment and social transformation by addressing localised challenges through inclusive, restorative practices. By intentionally centring society’s margins, design research fosters regeneration and care, serving as an essential resource for social innovators and policymakers. Full article

Creativity has been a key driver of innovation; thus, cultivating creative problem solvers is a central goal of STEM education. Making and tinkering practices supported by 3D printing offer a promising avenue for fostering creativity, particularly because the relatively low cost and accessibility of 3D printing make such opportunities feasible in rural educational settings. However, empirical evidence linking these practices to measurable gains in rural students’ creativity remains limited. To address this gap, this study investigated whether integrating making and tinkering experiences through 3D printing affected rural school students’ creativity. A convergent mixed method design was employed in which quantitative and qualitative data were collected in parallel, combining quantitative data from a single-group pretest–posttest design with qualitative insights from semi-structured interviews. After receiving institutional review board approval, parental consent and student assent, this study involved eleven students (ages 16–18) from a rural public high school in the southeastern United States, seven of whom participated in semi-structured interviews. The results indicated a significant increase in students’ creativity scores after participating in the 3D printing session, with a moderate effect size (Cohen’s d = 0.58). Qualitative findings revealed that the hands-on, iterative nature of the 3D printing process fostered students’ creative thinking, in particular, originality and usefulness. The makerspace program provided a tangible platform that allowed students to translate abstract ideas into physical products via rapid prototyping. These findings added preliminary evidence for the potential of integrating 3D printing into educational settings as a means of cultivating creativity, particularly among rural students. Full article

As a pivotal patriarch of the Pure Land school, Shandao 善導 (613–681) played a decisive role in shaping Pure Land Buddhism and the broader history of Chinese Buddhism. A direct disciple of Daochuo 道綽 (563–645), he championed the dual framework of Dingshan 定善 and Sanshan 散善 practices together with Nianfo 念佛 (Skt. buddhānusmṛti), especially Chiming nianfo 持名念佛 (vocal recitation of Amitābha’s name). Existing scholarship has already demonstrated that Shandao was not a master concerned exclusively with vocal recitation but also a systematic exegete of Guanfo 觀佛, visualisation, and samādhi. This article therefore does not present that recognition as its own innovation. Instead, it reconstructs the internal architecture by which Shandao’s Guanjing si tie shu 觀經四帖疏 (Commentary on the Contemplation Sūtra in Four Fascicles) integrates contemplative practice with three doctrinal commitments: the efficacy of ‘birth through ten recitations’ against the Yogācāra charge of Bieshi yi 別時意 (Skt. kālāntarābhiprāya, the identification of Amitābha’s land as a reward land, and the thesis that ordinary beings (Skt. pṛthagjana) may enter that land. Drawing also on the Guannian Amituo fo xianghai sanmei gongde famen 觀念阿彌陀佛相海三昧功德法門 (Method of Contemplating Amitābha Buddha’s Ocean-like Marks in Samādhi and Its Meritorious Virtues) and the Wangsheng lizan 往生禮讚 (Liturgy of Praise for Birth in the Pure Land), the article argues that Shandao’s originality lies less in any single doctrine than in the way these doctrines mutually support one another as a coherent programme of exegesis, practice, and Pure Land soteriology. Full article

The organized integration of research competencies into nursing curricula is still a global challenge and is key for preparing professionals to respond to complex clinical contexts, technological advancements, and contemporary societal demands. At the School of Health of the Polytechnic Institute of Setúbal, a longitudinal research axis was implemented across the four years of the undergraduate nursing program, involving epistemological foundations, the research process, evidence-based practice, and applied practice. Objective: The objective of this study was to describe the design and implementation of the longitudinal axis of research, analyzing institutional indicators of academic success and the progressive development of students’ scientific competencies. Methods: A descriptive documentary study based on institutional data analysis (the number of enrolled students, pass rates, and mean grades in the four research-related curricular units) was conducted, complemented by a review of pedagogical materials produced (two published course booklets: “Research I—From the origin to the dissemination of knowledge” and “Research II—(De)Constructing the Research Process: A Critical and Practical Analysis”) and evidence of scientific dissemination (conference presentations and published articles). Results: A continuous progression in academic performance was observed across the research curricular units, accompanied by increased complexity of student work and enhanced scientific literacy. The sequential structure proved essential: the articulation of epistemology, methodology, critical appraisal, and scientific production demonstrated strong coherence and pedagogical efficiency. Conclusions: The longitudinal research axis constitutes a curricular innovation that strengthens essential scientific competencies in undergraduate nursing education. Longitudinal models that reflect both conceptual and practical progression can significantly contribute to the development of nurses who are critical thinkers, reflective practitioners, and capable of integrating evidence into clinical decision-making. Full article

Business schools, and universities more generally, find themselves within a constant tension between different and often conflicting institutional logics. Scholars have identified two primary and coexisting institutional logics in particular—an academic logic and a market logic—that universities must reconcile. To date, however, we still know little about how university leaders navigate persistent frictions between these institutional logics. To fill this gap, we conduct a grounded qualitative study of business schools’ top leaders who have recently introduced new revenue-generating programs. We develop a process model of institutional alignment that explains how leaders navigate and resolve tensions between competing logics over time. Our aim was to explore how these administrative leaders navigated frictions across institutional logics throughout the process of introducing, motivating, developing, and implementing these programs. We find that frictions between the competing institutional logics were indeed prominent in decision-makers’ minds and actions throughout the entire process. These frictions occurred at various levels, both within and outside the business school. To reduce these frictions, leaders describe employing adaptive strategies such as framing, collaboration, and structural adjustments to align the logics and position the new program as consistent with both. That is, the new programs are interpreted as institutional innovations that serve to align the logics. Full article

This article discusses the role of Kaupapa Māori in transforming Māori educational experiences within Aotearoa (New Zealand) over the past forty years. Since the initial articulation of Kaupapa Māori from the mid-1980s, there has been an exponential growth in its development and application across Aotearoa (New Zealand). There has been extensive documentation that it was within the education sector that Kaupapa Māori initiatives were developed and initiated by Māori in response to the failure of mainstream conventional education to provide for Māori children. That response was formalized through the establishment of Te Kōhanga Reo (Māori Language Nests) and Kura Kaupapa Māori (Māori Immersion Schools), which were led by Māori. Since then, there has been an increased utilization of Kaupapa Māori theory as a foundation for understanding, explaining and critiquing key issues facing Māori and Aotearoa more broadly. In the research project “Kaupapa Māori: Creating an Indigenous Model for Systems Change”, we undertook a series of interviews (n = 80) with Māori people involved in a range of sites who utilize Kaupapa Māori as the foundation in their lives, both personally, as whānau (extended family), and in their work. A key question posed was: What are the success factors within Kaupapa Māori that can inform innovative models for systems change that will transform inequities experienced by Māori? This was asked to gain insights into how Kaupapa Māori have created transformative and meaningful change across a range of sectors and sites. Where the wider project included participation from across a broad range of social contexts, this article looks at key themes that arose from how kaikōrero (participants) saw transformative change occurring through being a part of Kaupapa Māori educational developments. Kaikōrero shared multiple ways in which transformation occurred for individuals, within their whānau (extended families), through intergenerational changes and impacts at community and systems levels. Full article

How did a school of Daoist internal alchemy flourish in the Ming and Qing dynasties without formal ordination, institutional affiliation, or a lineage of disciples? This paper challenges the conventional paradigms of Daoist transmission by examining the case of Lu Xixing 陸西星 (1520–1606), the founder of the Eastern Lineage (Dongpai 東派). Drawing on newly unearthed sources, including local gazetteers, Lu’s poetry collection Kouyin manlu 鷇音漫錄, a long-hidden manuscript Sanzang zhenquan 三藏真詮, and original fieldwork materials, this paper reveals that Lu’s multifaceted interactions with the local gentry class fostered what I term “gentry alchemy”. This gentry alchemy provided an alternative “covert” pathway for the transmission of the Eastern Lineage, operating outside formal Daoist institutions through patronage networks. The paper examines three mechanisms of gentry support: funding publications, engaging in intellectual exchanges, and providing access to elite political networks. It then analyzes motivations behind gentry patronage, including state religious policy, the perceived orthodoxy of Lu’s spirit-written revelations, and his innovative visualization of alchemical theory. The paper argues that gentry alchemy emerged from the demographic pressures that drove disenfranchised literati to convert scholarly capital into religious authority. This configuration was characterized by four features: Confucian-Daoist synthesis, the Neo-Confucian schematization and demystification of alchemical knowledge, promotion of dual cultivation (xingming shuangxiu 性命雙修), and the substitution of revelatory authority grounded in spirit-writing for the institutional authority of master-disciple lineages. Finally, the paper elaborates on the functions of gentry alchemy, showing how it offered literati both spiritual refuge and political capital, marked elite status, and shaped local society through temple construction and village lectures. The Eastern Lineage thus exemplifies a mode of alchemical transmission embedded not in monastic institutions but in the textual and social fabric of gentry life. This case illuminates both the spiritual world of Ming literati and the structural transformations of Chinese religion in late imperial China. Full article

PBL design and implementation remain challenging, despite its prominence in 21st-century curriculum reforms. Teachers often reduce it to superficial thematic activities or product showcases, rather than facilitating students’ authentic inquiry and meaningful learning. To better support in-service teachers in integrating PBL into disciplinary instruction, this study examines the experiences of 25 primary school teachers in Shenzhen, China, who participated in a 12-month professional development program. Utilizing in-depth interviews and focus groups, the study indicates a journey from initial concerns to gradual recognition of PBL and identifies three key teaching competency barriers: limited cognitive understanding of PBL, difficulties adapting to PBL implementation, and negative perceptions of PBL outcomes. Crucially, the findings reveal enabling factors that counterbalance these challenges, which are sustained expert scaffolding and practice-oriented teacher collaboration. These findings contribute to understanding the trajectory of professional growth in PBL and offer evidence-based strategies for optimizing the design of practice-oriented teacher development programs, particularly in contexts balancing examination pressures with pedagogical innovation. Full article

Despite widespread claims that Generative Artificial Intelligence (GenAI) will transform education, longitudinal empirical evidence on its pedagogical integration remains limited. This study examines how GenAI use shapes teaching and learning practices over time. Using a mixed methods longitudinal design, the study draws on 34 semi structured interviews conducted at two time points, six to eight months apart, with 17 secondary school teachers who independently adopted GenAI tools. The analysis was triangulated with 212 GenAI-supported teaching and learning activities. A theory-driven classification based on the SAMR framework was combined with inductive thematic analysis and quantitative pre-post comparisons. The findings, based on a thematic analysis of teacher discourse, reveal differentiated trends in opportunities and challenges. Opportunities related to fostering creativity increased over time, whereas efficiency, workload reduction, and teacher empowerment remained stable. Concerns regarding content quality and inherent biases showed a marginal increase, while references to prohibited or improper use declined. Regarding teaching and learning activities, a significant increase was observed in teaching-related uses of GenAI over time. In addition, a significant increase was identified at the Modification level, indicating a shift toward more advanced forms of pedagogical redesign, particularly through the development of personalized materials, AI-supported instructional planning, and adaptive feedback practices, while learning activities at higher levels remained comparatively stable. Taken together, these findings position the SAMR as a dynamic framework for examining longitudinal patterns of GenAI integration and suggest that GenAI currently accelerates instructional innovation more than it fundamentally restructures student learning paradigms. Full article

Background/Objectives: Nursing informatics competency is critical for nursing students entering clinical practice in the digital era. Current undergraduate nursing informatics courses prioritize theoretical instruction but lack sufficient integration with clinical applications, which restricts the depth of content delivery. This study aimed to design, implement, and conduct a preliminary evaluation of an undergraduate nursing informatics literacy course. Methods: This was a single-arm mixed-methods study. We implemented five sequential steps aligned with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model: (1) needs assessment, (2) design of a systematic, progressive course spanning theoretical foundation, technical skills, and clinical application; (3) development of teaching materials and environment; (4) implementation through nine weekly 90 min sessions incorporating teach–practice–feedback; and (5) evaluation via a customized questionnaire and nursing informatics system project reports. Quantitative data were analyzed using the mean, standard deviation, and paired t tests; qualitative data were collected through post-course semi-structured interviews. Results: A total of 120 participants were enrolled from a provincial public medical school, of which 119 (99.2%) completed the course. Statistically significant pre–post improvements were observed in participants’ nursing informatics competencies, informatics literacy self-efficacy, and innovative behavior after course completion (p < 0.001). Participants completed 12 group projects, which received two C grades, nine B grades, and one A grade. Overall course satisfaction averaged 89.03 ± 14.62. Qualitative interviews yielded three themes: (a) cognitive reconstruction and improvement in the ability to apply nursing informatics competencies, (b) dilemmas and breakthroughs in the integration of technology and knowledge in nursing informatics design, and (c) optimization direction of course content, design, and evaluation. Conclusions: An ADDIE-based nursing informatics literacy course may be associated with improvements in nursing informatics competencies, informatics literacy self-efficacy, and innovative behavior among nursing undergraduates. This study provides preliminary evidence supporting the feasibility and potential educational value of such a curriculum. Full article

As generative artificial intelligence (GenAI) tools undergo rapid iteration, the complexity and heterogeneity of teachers’ technology practices in authentic instructional contexts warrant closer empirical scrutiny. Focusing on a public middle school designated as an AI demonstration site in eastern China, this study drew on 17 months of fieldwork that combined critical incident interviews, participant observation, and artifact collection. Systematic thematic analysis yielded four distinct practice types: Implicit Empowerment, Ritualized Enhancement, Transformative Exploration, and Prudent Distancing. The differentiation among these types was traced to the interplay of four dimensions: professional agency, technological cognition, organizational governance, and field culture. Specifically, the professional agency dimension encompasses trade-offs in labor intensity, preservation of professional authority, and continuity of pedagogical habitus; the technological cognition dimension manifests as misalignment of technological empowerment, concerns over output hallucinations, and the narrowing of dialogic value; the organizational governance dimension includes evaluation system orientation, excessive resource consolidation, and a lack of tolerance for innovation failure; and the field culture dimension involves peer practice modeling, team cultural atmosphere, and stakeholder demands. Together, these factors help explain the diversity of teachers’ technology adoption behaviors and offer an empirically grounded framework for understanding the micro-level processes of AI integration into classroom teaching. Full article

To reveal the progressive collapse mechanism of reinforced concrete spatial beam–slab structures with unequal spans and improve their collapse-resistant design level, this study investigates the progressive collapse resistance of reinforced concrete spatial beam–slab structures with unequal span arrangements. A finite element model of the spatial frame structure was developed in ABAQUS under inner column failure conditions, and pushdown analysis was employed for numerical simulation of the test samples. The effects of the inner column failure position, beam–slab parameters, floor slab damage performance, and beam-end internal forces on the collapse capacity of reinforced concrete spatial beam–slab structures were analyzed. The results indicate that, under inner column failure, the floor slab contributes 40–50% of the structure’s bearing capacity; under side column failure, it contributes 20–30%; and under corner column failure, it contributes 15–25%. A larger beam span reduces the structure’s bearing capacity after column failure. Additionally, equal-span designs exhibit a “lag” in force compared with unequal-span designs, and lateral constraints of the floor slab have minimal influence on the bearing capacity of slabless structures. The beam and slab design parameters significantly affect the bearing capacity and ductility of a structure. The damage performance of the floor slab under small deformations reflects its yield mode, enabling inference of the crack distribution. These findings provide scientific insight into the progressive collapse mechanism of unequal-span reinforced concrete spatial beam–slab structures. On the practical side for engineering design, a bearing capacity formula incorporating the influence of the floor slab in unequal span arrangements is proposed. The innovation of this paper lies in systematically analyzing the differences in progressive collapse between equal-span and unequal-span structures, as well as the influence of the floor slab on the progressive collapse of unequal-span structures, thereby providing a theoretical basis for research on the progressive collapse of unequal-span structures such as the Xuankou Middle School in Wenchuan. Full article