Search Results (1,422)

The integration of Artificial Intelligence into educational environments is reshaping the way digital resources support teaching and learning, which reinforces the need to understand how prompting strategies can enhance engagement, autonomy, and personalisation. This study examines the pedagogical role of prompt engineering in the transformation of static digital materials into adaptive and interactive learning experiences aligned with the principles of Education 4.0. A systematic literature review was conducted between 2023 and 2025 following the PRISMA protocol, comprising a sample of 166 studies retrieved from the ACM Digital Library and Scopus databases. The search strategy employed the keywords “artificial intelligence” OR “intelligent tutoring systems” AND “e-learning” OR “digital education” AND “personalised learning” OR “academic performance” OR “student engagement” OR “motivation” OR “ethical issues” OR “student autonomy” OR “limitations of AI”. The analysis identified consistent improvements in academic performance, motivation, and student engagement, although persistent limitations remain related to technical integration, ethical risks, and limited pedagogical alignment. Building on these findings, the article proposes a structured prompt engineering methodology that integrates interdependent components including role definition, audience specification, feedback style, contextual framing, guided reasoning, operational rules, and output format. A practical illustration shows that embedding prompts into digital learning resources, exemplified through PDF-based exercises, enables AI agents to support personalised and adaptive study sessions. The study concludes that systematic prompt design can reposition educational resources as intelligent, transparent, and pedagogically rigorous systems for knowledge construction. Full article

The literature of the Malay world, profoundly influenced by Indian traditions, frequently adheres to the narrative patterns found in Indian literature. With the rise of Islam, literary works in the Parrot Story collection were used to propagate Islamic teachings, while subsequent adaptations and reinterpretations have led to relatively independent content. Within the framework of Sanskrit culture, the Jātaka Tales have also exerted a significant influence. Before the widespread adoption of written texts, these tales were transmitted orally and gradually evolved into written literature as local languages developed. Traveling along maritime trade routes, these tales were adapted through the use of indigenous vocabulary, reinterpretation of plots, and structural imitation in the Malay world. While grounded in Buddhist thought, these tales also reflect the social and cultural realities of the Malay world. The dissemination of Jātaka Tales across Southeast Asia underscores the broader religious and cultural diffusion patterns facilitated by maritime networks. This paper situates Jātaka literature within a broader context of religious and cultural exchange throughout the Asian maritime realm, examining the intersection of Jātaka Tales with early Malay regional narrative traditions and Indian literature. Specifically, it compares several parallel Jātaka stories in parrot stories such as the Persian version Tūtī Nāmah and its Malay translation Hikayat Bayan Budiman, demonstrating their transformation across various languages and cultures, revealing a complex process of cultural negotiation. In addition to Indic influences, the Malay literary tradition was shaped through interactions with Sinitic religious and artistic currents, fostering a syncretic environment where Hindu, Buddhist, and later, Islamic elements coexisted and merged, illuminating the dynamic interplay of Indic and Sinitic influences on the development of Malay literary traditions. Full article

Advocates for playful nature-based learning espouse the benefits of children’s self-directed play; however, past research has questioned whether this form of activity is beneficial to children of all ages, particularly the very young. In Australia, there are rapidly growing numbers of nature playgroups and bush kindergartens in which young children’s self-directed play-based learning is promoted. Bush kinders, as they are known in Australia, are a local adaptation of the European forest kindergarten approach, where three- and four-year-old children spend one day a week in outdoor contexts away from the kindergarten premises to learn and play. One further example of Australian nature-based approaches to Early Childhood Education and Care (ECEC) is the nature playgroup where forests, parklands, and beaches are used by parents to regularly meet so their children can socialise and play. Science learning is often prevalent in these nature playgroups where children observe the sky, ground, plants, and animals across changing seasons. The children can mix earth and water and move their bodies as they run, dance, and roll on the grass. Despite the popularity of nature-based ECEC approaches globally, Australian nature playgroups led by facilitators other than parents, aimed towards young children aged from birth to four, have only gained popularity in the past decade. This paper draws upon fieldwork informed by ethnographic methods and undertaken in 2024 at one nature playgroup. The observations of facilitators, parents, and children and the interactions between the researchers and the playgroup participants are described using vignettes to understand the experience of science learning during facilitated nature playgroup sessions. Through analysing research in ECEC nature-based science teaching and learning, we propose that facilitated playgroups are valuable for young children to interact with nature as an avenue to build science knowledge. Full article

This study introduces a novel mixed reality (MR) TMJ dislocation teaching program developed using HoloLens 2 and collaboration with interdisciplinary teams. The program offers an immersive learning experience, enabling individuals to visualize and interact with detailed 3D temporomandibular joint (TMJ) models and practice different reduction techniques repeatedly. Real-time feedback, combining the visual holographic overlay with mechanical resistance in the physical model, supports the learning process. The 3D-printed skull model provided haptic feedback, strengthened the positive response given by the MR model, and reinforced muscle memory. Despite some challenges related to the learning curve and cost, the program shows promise for practicing uncommon, high-anxiety clinical procedures in medical education. Future research directions include comparisons with traditional teaching methods, evaluating long-term skill retention, and exploring MR applications in other clinical procedures. Overall, this project demonstrates the potential of MR technology to advance medical education and skill acquisition. Full article

Accurate classification of cognitive levels in instructional dialogues is essential for personalized education and intelligent teaching systems. However, most existing methods predominantly rely on static textual features and a shallow semantic analysis. They often overlook dynamic temporal interactions and struggle with class imbalance. To address these limitations, this study proposes a novel framework for cognitive-level classification. This framework integrates time entropy-enhanced dynamics with a dynamically weighted, heterogeneous ensemble strategy. Specifically, we reconstruct the original Multi-turn Classroom Dialogue (MCD) dataset by introducing time entropy to quantify teacher–student speaking balance and semantic richness features based on Term Frequency-Inverse Document Frequency (TF-IDF), resulting in an enhanced MCD-temporal dataset. We then design a Dynamic Weighted Heterogeneous Ensemble (DWHE), which adjusts weights based on the class distribution. Our framework achieves a state-of-the-art macro-F1 score of 0.6236. This study validates the effectiveness of incorporating temporal dynamics and adaptive ensemble learning for robust cognitive level assessment, offering a more powerful tool for educational AI applications. Full article

Background/Objectives: The study aims to experiment with a teaching methodology based on the application of some principles of Nonlinear Pedagogy (NLP) in order to understand its effectiveness not only on motor development but also on attention and processing speed. Methods: A between-subjects quasi-experimental design involved 165 children (mean age = 7.21 ± 0.93 years), assigned to an experimental (n = 98; 45% Male and 55% Female) and control group (n = 67; 42% Male and 58% Female) over 16 weeks (32 sessions). The experimental group followed Physical Education (PE) lessons grounded on NLP principles, while control group followed traditional PE lessons. Divided attention and visual processing speed were assessed using the Witty SEM test with 2 difficulty levels, and the motor skills were assessed through Test of Gross Motor Development-3 and used as covariate. Results: Significant interactions emerged for Divided Attention (p = 0.014, d = 58 for level 1; p = 0.014, d = 42 for level 2). The visual processing speed also showed significant interaction (p < 0.001, d = 0.88 for level 1; p < 0.001, d = 1.11 for level 2). Conclusions: Findings from this preliminary study indicate a significant relationship between NLP-based teaching and improvements in attention and visual processing speed. The NLP intervention group outperformed the control group in both domains, supporting the effectiveness of this pedagogical approach within primary school PE settings. These promising results encourage further investigation with larger samples and over longer intervention periods. Full article

In this article, the development of in-service teachers’ digital competence is examined within an AI-supported learning environment designed to enhance professional modeling skills and the creation of interactive AR-based instructional content. The study investigates how such an environment supports teachers in developing contextual digital skills that enable not only the use of emerging technologies but also their meaningful adaptation to pedagogical goals and instructional needs. A training program involving 916 in-service teachers from Kazakhstani secondary schools was implemented, and survey data were collected to assess changes in digital competence and readiness to integrate AI and AR tools into teaching practices. The findings demonstrate high levels of interest and engagement: 96% of participants expressed readiness for further learning, 86% reported satisfaction with the course content, and 84% showed contextual maturity in applying newly acquired technologies in their instructional processes. These results highlight the potential of AI-supported professional development to strengthen teachers’ capacity to design interactive learning environments, promote equity and quality in digital education, and enhance student engagement. Full article

Background: Varicose veins (VVs) are a chronic venous condition that can negatively affect mobility, psychosocial health, and occupational function, especially in professions involving prolonged standing or sitting. Teaching professionals are particularly at risk due to static postural demands and limited workplace ergonomic support. Objective: This study aimed to estimate the prevalence of VVs among teaching professionals in Saudi Arabia and assess their impact on quality of life (QoL) and job performance. Methods: A cross-sectional study was conducted employing a stratified convenience sampling strategy among 400 school and university educators across different regions of Saudi Arabia. Data collection took place over four months, from mid-January to end-April 2025. Data were collected through a validated self-administered online questionnaire comprising demographic information and three standardized tools: The Arabic version of the Aberdeen Varicose Vein Questionnaire (AVVQ), the World Health Organization Quality of Life–BREF (WHOQOL-BREF), and Individual Work Performance Questionnaire (IWPQ). Descriptive statistics, t-tests, ANOVA, chi-square, and correlation were used for analysis. Ethical approval for this study was obtained from the Institutional Review Board of Princess Nourah bint Abdulrahman University (IRB Log Number: 25-0008). Results: The prevalence of VVs was 18.8%. Male gender, prolonged static postures, and obesity were significantly associated with higher VV rates (p < 0.05). Logistic regression identified gender as the only independent predictor of VV presence (p < 0.001). Participants with VVs reported significantly lower QoL across all WHOQOL domains and reduced work performance scores. Two-way ANOVA showed a significant main effect of gender on work performance (p = 0.002), while VV status and occupation showed no significant interaction effects. VV severity was negatively correlated with job performance (r = −0.138, p = 0.006), while QoL positively correlated with performance (r = 0.149, p = 0.003). University faculty demonstrated significantly higher VV severity than schoolteachers (p = 0.013). Conclusions: It is concluded that the prevalence of varicose veins among teaching professionals in Saudi Arabia is associated with significantly lower quality of life and reduced work performance, highlighting the occupational impact of the condition. Preventive workplace interventions and further longitudinal research are recommended to confirm and expand these findings. Full article

This study examines students’ experiences with Biomes, a Collaborative Immersive Virtual Environment (CIVE) designed to teach climate zones through virtual reality. The research employed a combination of Research through Design (RtD) methodology and Interpretative Phenomenological Analysis (IPA) to explore how students view their CIVE experience and its perceived impact on learning. 16 students (aged 12–15) participated in structured lessons using Meta Quest 2 headsets, followed by semi-structured focus groups. The analysis yielded three overarching themes: challenges with object manipulation, perceived benefits, and desired additional functionalities. While participants encountered challenges with precise thumbnail placement and grip distance control, they reported high levels of enjoyment, appropriate difficulty levels, and notable knowledge acquisition. The immersive nature of the virtual environment created authentic experiences that traditional classrooms cannot replicate, although perceptions varied by age group, with younger students showing greater enthusiasm. The findings demonstrate that despite technical challenges, CIVEs have the potential to facilitate engaging educational experiences. It is imperative to integrate advanced interaction techniques, incorporate age-specific design elements, and strike a balance between technological innovation and pedagogical efficacy to optimise educational outcomes in virtual reality learning environments, thereby enhancing the effectiveness of future developments in this domain. Full article

Background: Although the Shared Affective Movement Experience (SAME) model suggests the crucial role of imitation and synchronization in music-induced emotion, their application in teaching settings remains largely unexplored. Objectives: This study compared the “Body Rhythm Teaching Method,” based on the principle of mimicking musical elements through bodily movements, with traditional lecture-based instruction. It examined the effects of both teaching approaches on brain activation patterns, measured via functional Near-Infrared Spectroscopy (fNIRS) hyperscanning and instructional outcomes (assessed through musical emotion processing and teaching quality evaluations). The aim was to investigate their efficacy in enhancing students’ musical emotional processing abilities. Methods: A total of 3 teachers and 103 student participants were randomly assigned to the lecture teaching group (n = 35), the body rhythm teaching group (n = 35), or the control group (n = 33). The musical materials used across all three groups were identical, with only the teaching methods differing. fNIRS hyperscanning imaging was employed throughout the process to record brain activity. Results: Results indicate that the body rhythm group significantly outperformed other groups in both behavioral and neural metrics. Specifically, during the post-test music-listening phase, participants in this group not only reported higher emotional arousal but also exhibited stronger activation levels in the bilateral frontopolar cortex (FPC) associated with multisensory integration—both significantly higher than those in the lecture group and control group. Furthermore, during instruction, students in the body rhythm group rated teaching quality higher and exhibited significantly stronger teacher–student IBS across multiple brain regions involved in socio-emotional processing. These included the left orbitofrontal cortex (lOFC) for interoceptive emotion processing, the left frontopolar cortex (lFPC) for multisensory integration, and the right superior temporal gyrus (rSTG) for social interaction. In contrast, the lecture teaching group only showed significantly higher emotional valence ratings compared to the control group. Conclusions: This study confirms the role of imitation and synchronization mechanisms in the SAME model for music-induced emotional responses, providing a neuroscientific basis for teaching practice. Full article

Generative artificial intelligence (GenAI) is increasingly transforming science and engineering education through prompt-based interactions. While promising to transform how students learn engineering, GenAI’s increasing presence raises concerns about misinformation, bias, academic integrity, and inequity in learning environments, especially in the absence of clear guidelines for fair and appropriate access and use. This position paper advances a conceptual framework for the use of GenAI in science and engineering through the lens of students’ identities and subjectivities, subjective intelligence, including students’ varied linguistic resources as well as gender and cultural identities. Our subjective intelligence framework investigates the emerging role of GenAI in shaping socio-academic engagement and pedagogical practices in STEM higher education contexts while examining its implications for equity and ethics. Our work draws on our first-hand experiences from an engineering undergraduate course, a graduate STEM seminar, and an engineering design task to illustrate how this framework can foster innovative STEM education. The framework comprises three core tenants: (1) cognitive and moral development towards ethical engagement in data practices, (2) identification and interrogation of potential human biases, and (3) multilingual/multidialectal support for design considerations. Across cases, the framework enables inclusive and reflective teaching strategies, while also surfacing new tensions and possibilities around GenAI’s limitations and misuses. Full article

Art is the most aesthetic creation produced by humankind, and it is quite unthinkable that art should exist independently of religion. Even in works of a profane nature, a sense of divinity can still be felt at some level. In the revealed religions—Judaism, Christianity, and Islam—the teachings of the sacred scriptures, intermingled with certain pagan beliefs, have a profound influence on the shaping of art. In the works of the fourteenth century, when Classical Turkish literature began to flourish in Anatolia, numerous Christian elements appear in the form of metaphors, allusions, or similes. The early period of intense interaction with the Orthodox Byzantine Empire, the proliferation of written literary texts, the introduction of the devşirme (child-levy) system, Ottoman settlements in Rumelia, and the expanding military, commercial, and social relations all accelerated the entry of Christian motifs into daily life and literature. This article examines how Christianity—the religion with the largest number of adherents today—was reflected in fourteenth-century Turkish literary texts and how it influenced the cultural life of the period. Full article

The rapid advancement of emerging technologies is reshaping industries, widening skills gaps, and increasing the demand for technology talent. Limited university–industry collaboration further constrains the alignment between educational outcomes and labor market needs. This study proposes an Integrated Competency-Based Framework for Employability and the Sustainability of Higher Education, focusing on institutional and knowledge sustainability. The Framework integrates a Competency Map that establishes a university–industry shared language and a Digital Platform that facilitates actor interactions, strengthening the characterization, visibility, and connection of student talent and industry opportunities through digital portfolios. The research followed a two-phase approach: design and pilot implementation. During the pilot, the core components of the Framework were developed, and its initial feasibility and potential relevance were assessed through a survey, a workshop, and semi-structured interviews with students, professors, and industry stakeholders. The findings suggest that the Framework may enhance student employability, access to industry opportunities and talent identification, and strengthen institutional processes that support teaching, curriculum development, academic quality enhancement, and accreditation, thus highlighting the potential contribution of the Framework to institutional, knowledge, and socio-economic sustainability. The study makes theoretical, empirical, and practical contributions by advancing competency-based education for employability and the sustainability of higher education. Full article

Background: To understand the state of the art of how artificial intelligence (AI) and cybersecurity are taught together, this paper conducts a systematic literature review on integrating AI into the cybersecurity curriculum in higher education. Methods: The peer-reviewed works were screened from major databases published between 2020 and 2025. Integrating AI and cybersecurity typically requires new learning designs. To address this gap in higher education, this review is organized by three categories of research questions: (1) who we teach (audiences and delivery modes), (2) what we teach (related AI topics and cybersecurity topics and how they are integrated), and (3) how we teach (instructional activities and tools used in teaching). Results: The course delivery is mostly face-to-face. The course curricula focus mostly on perception AI. Teaching methods are active and practical, with hands-on labs, interactive tasks, and game-based activities, supported by hardware, programming notebooks, and interactive visualizations. Conclusion: This paper provides the state of the art of integrating AI into the cybersecurity curriculum in higher education, actionable recommendations, and implications for further research. Therefore, it is relevant and transferable for instructors in the field of artificial intelligence education and cybersecurity education. Full article

Digital storytelling has emerged as an innovative approach that integrates technology with education, demonstrating growing research and practical value in cultural heritage preservation. This study focuses on China’s industrial heritage and conducts empirical research with primary school students (Years 1–6) to examine how digital storytelling enhances engagement in industrial heritage education in particular, but also how industrial heritage reflects and links to wider cultural and historical issues. The research analyzes six key educational dimensions: learning interest, functional preferences, content comprehension, supervisory expectations, creative expression, and willingness to participate. Hypothesis testing revealed significant positive correlations among these dimensions (p < 0.05), and the overall regression model explained 51% of the variance in students’ willingness to participate (R² = 0.51). Grade-level analysis further demonstrated distinct developmental patterns: younger students preferred gamified interactions with parental supervision, middle-grade students gradually shifted toward personalized learning approaches, and senior students focused more on value-driven and inquiry-based content. A temporary decline in interest and willingness around Year 5 highlighted a key transitional period requiring targeted scaffolding for abstract and creative learning tasks. Based on these insights, the study innovatively proposes a “Sapling Growth” educational framework that systematically combines digital storytelling technology with children’s cognitive development patterns. This progressive three-stage instructional design achieves dynamic alignment between teaching content and students’ cognitive abilities. The framework integrates cultural depth with interactive features, establishing a theoretical pathway to enhance learning processes, strengthen cultural identity, and promote sustainable industrial heritage preservation, while providing a foundation for interdisciplinary integration across educational technology, cultural heritage conservation, and child development fields. Full article