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Keywords = learner-centered approach

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20 pages, 479 KB  
Article
Equipping Change Agents: Applying Mixed Methods to Learn About the Outcomes of the Co-Designed Caregiver-Centered Care Champions Education Program
by Tanya L’Heureux, Jasneet Parmar, David Nicholas, Lesley Charles, Cheryl Pollard, Myles Leslie, Kimberly Shapkin, Shannon Saunders, Cindy Sim, Paige Walker, Ginger Bitzer, Safia Khalfan and Sharon Anderson
Int. J. Environ. Res. Public Health 2025, 22(10), 1593; https://doi.org/10.3390/ijerph22101593 - 20 Oct 2025
Viewed by 184
Abstract
Family caregivers provide most daily care for people living with chronic illness or frailty, yet they remain under-recognized in health and social care systems. To address this gap, we co-designed the Caregiver-Centered Care Champions Education Program, which equips frontline providers with the competencies [...] Read more.
Family caregivers provide most daily care for people living with chronic illness or frailty, yet they remain under-recognized in health and social care systems. To address this gap, we co-designed the Caregiver-Centered Care Champions Education Program, which equips frontline providers with the competencies needed to lead caregiver-inclusive change. Guided by the Kirkpatrick-Barr Health Workforce Education Framework, we conducted a mixed methods interpretive description evaluation of learner satisfaction, knowledge and confidence gains, and self-reported behaviour change. Sixty-seven interdisciplinary participants completed three online modules. Quantitative results from pre/post surveys (Wilcoxon signed rank tests) showed significant improvements across all competencies (p < 0.001; large effect sizes) alongside high satisfaction (means 6.56–6.96/7). Qualitative findings revealed that 94% of participants applied program content within three months, and 61% implemented five or more distinct behaviour changes (e.g., collaborative care planning, system navigation support). The analysis illuminated how learners integrated caregiver-centred principles with change leadership strategies. Time constraints and staffing shortages emerged as key barriers. Our co-designed, theory-informed approach effectively bridged individual learning and system change, demonstrating the potential to transform caregiver inclusion practices when supported by organizational policies. Full article
(This article belongs to the Special Issue Family Caregiving, Nursing and Health Promotion)
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19 pages, 660 KB  
Article
Exploring the Impact of Self-Directed Learning with Interactive Notebooks on Students’ Experiences in a Chemical Thermodynamics Exercise
by Michael Haring, Mia Magdalena Bangerl and Thomas Wallek
Educ. Sci. 2025, 15(10), 1334; https://doi.org/10.3390/educsci15101334 - 9 Oct 2025
Viewed by 273
Abstract
The Technology-Enhanced Learning (TEL) Marketplace was a joint initiative by the vice rectorate for academic affairs and the vice rectorate for digitization and change management at Graz University of Technology to modernize lectures. As part of this initiative, an exercise course on chemical [...] Read more.
The Technology-Enhanced Learning (TEL) Marketplace was a joint initiative by the vice rectorate for academic affairs and the vice rectorate for digitization and change management at Graz University of Technology to modernize lectures. As part of this initiative, an exercise course on chemical thermodynamics was redesigned as a learner-centered course and enriched with interactive learning materials designed to promote self-directed learning. The core of the method used to implement this redesign is interactive notebooks created in Wolfram Mathematica to enable students to work through the examples independently, in depth, and irrespective of time, with the required theoretical background integrated into the notebooks. In this paper, we ask the following questions: RQ1: How did students use and accept the interactive notebooks? RQ2: What was the impact of the interactive notebooks and the corresponding course design as perceived by the students? To answer these questions, we conducted a questionnaire-based survey with 45 course students and statistically analyzed the results. Key results for RQ1 show that 93.33% of the participating students reported using the interactive notebooks, and technology acceptance (1 = low TA, 5 = high TA) was high in both the dimensions of perceived usefulness (m=3.88) and attitude (m=4.24). Regarding RQ2, our key results show that students perceived the notebooks to have a positive impact on their learning experience, especially regarding their self-directed learning. The results of this work are in alignment with observations by lecturers, which showed that this more student-centric course design and the integration of the interactive learning materials made it possible to clarify detailed questions during the independent learning phase, allowing the interactive part of the course to focus on the tactical approaches, solutions, and problems that arose during the calculations, which raised the overall level of content teaching. Full article
(This article belongs to the Section Technology Enhanced Education)
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16 pages, 959 KB  
Article
Exploring the Influence of Team-Based Learning on Self-Directed Learning and Team Dynamics in Large-Class General Education Courses
by Kuei-Shu Huang and Hsiao-Chuan Lei
Educ. Sci. 2025, 15(9), 1207; https://doi.org/10.3390/educsci15091207 - 11 Sep 2025
Viewed by 794
Abstract
Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional [...] Read more.
Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional strategies are needed to address these challenges and create a more interactive, student-centered learning environment. Team-Based Learning (TBL) has emerged as a practical pedagogical approach that promotes collaboration, critical thinking, and student accountability. This study investigates the influence of TBL on Self-Directed Learning (SDL) and Team Dynamics (TD) through a quasi-experimental design. One class was classified as the experimental group (TBL), while the other was classified as the control group (traditional lecture-based teaching). Data were analyzed using independent-samples one-way ANCOVA and the Johnson–Neyman method to examine the impacts of TBL on SDL and TD. The results indicate that the experimental group adopting TBL outperformed the control group in both SDL and TD. The ANCOVA results revealed that TBL had a significant positive impact on the self-monitoring factor of SDL after controlling for pre-test scores. Furthermore, the Johnson–Neyman analysis demonstrated that the effect of TBL varied across different pre-test levels, suggesting that the influence of TBL on SDL and TD was more pronounced under certain conditions. Overall, this study supports the effectiveness of TBL as a pedagogical strategy in large-class general education courses, highlighting its potential to enhance students’ SDL and TD. These findings provide valuable insights for future teaching practices and curriculum design, emphasizing the need for more interactive, student-centered learning approaches in higher education. Full article
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26 pages, 1373 KB  
Article
Raising Climate Heroes: Ecological Game Camp—A Mixed-Methods Study on Experiential Climate Education in Children and Adults
by Canan Demir Yıldız
Sustainability 2025, 17(17), 8043; https://doi.org/10.3390/su17178043 - 6 Sep 2025
Viewed by 1173
Abstract
This mixed-method study explores the impact of the Raising Climate Heroes: Ecological Game Camp on climate change knowledge, awareness, behavior, and emotional engagement among primary school students and adult participants. Designed with experiential and game-based learning approaches, the program aimed to enhance environmental [...] Read more.
This mixed-method study explores the impact of the Raising Climate Heroes: Ecological Game Camp on climate change knowledge, awareness, behavior, and emotional engagement among primary school students and adult participants. Designed with experiential and game-based learning approaches, the program aimed to enhance environmental literacy through interactive, nature-centered activities. The quantitative findings from pre- and post-tests revealed significant increases in climate-related knowledge, awareness, climate-friendly behavior, hope, and reductions in climate anxiety. All measurement tools demonstrated high internal consistency (α = 0.809–0.914), indicating strong reliability across both age groups. Qualitative data, analyzed using descriptive thematic analysis, showed high levels of participant satisfaction. The adults emphasized educational gains, professional relevance, and appreciation of academic facilitation. The children focused on enjoyment, outdoor experiences, and social interaction. Activities such as ecological experiments, composting, and collaborative cooking were most favored. The results suggest that combining cognitive and emotional elements through play and hands-on learning can effectively promote pro-environmental attitudes. This study contributes to the literature by demonstrating how climate education can be both engaging and transformative for diverse learner groups. Full article
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19 pages, 473 KB  
Article
Teacher Cognition and Practices in Using Generative AI Tools to Support Student Engagement in EFL Higher-Education Contexts
by Senem Zaimoğlu and Aysun Dağtaş
Behav. Sci. 2025, 15(9), 1202; https://doi.org/10.3390/bs15091202 - 4 Sep 2025
Viewed by 1157
Abstract
As Generative Artificial Intelligence (GenAI) tools become increasingly embedded in higher education, English as a Foreign Language (EFL) teachers are challenged to rethink their pedagogical identities and practices. While policy discourses often promote GenAI for its potential to enhance instructional efficiency, little is [...] Read more.
As Generative Artificial Intelligence (GenAI) tools become increasingly embedded in higher education, English as a Foreign Language (EFL) teachers are challenged to rethink their pedagogical identities and practices. While policy discourses often promote GenAI for its potential to enhance instructional efficiency, little is known about how language teachers conceptualize and employ these tools to foster meaningful student engagement. This study explores how university-level EFL teacherinterpret and implement GenAI technologies to support student engagement through narrative inquiry. Drawing on three-level narrative approach, story, Story, and STORY, it examines nine language teachers’ retrospective experiences with GenAI tools across personal, contextual, and sociopolitical dimensions. The findings indicate that teachers’ interactions with GenAI are shaped by their pedagogical affordance, as well as their teaching values, imposed political agendas, and professional agency. This study calls for professional development programs specifically designed for teachers’ narrative identities to ultimately facilitate the ethical use of GenAI in learner-centered EFL contexts. Full article
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13 pages, 628 KB  
Article
Artificial Intelligence in Higher Education: Predictive Analysis of Attitudes and Dependency Among Ecuadorian University Students
by Carla Mendoza Arce, Jaime Camacho Gavilanes, Edgar Mendoza Arce, Edgar Mendoza Haro and Diego Bonilla-Jurado
Sustainability 2025, 17(17), 7741; https://doi.org/10.3390/su17177741 - 28 Aug 2025
Viewed by 2201
Abstract
This study examines the relationship between attitudes toward artificial intelligence (AI) and AI dependency among Ecuadorian university students. A cross-sectional design was used, applying two validated instruments: the Artificial Intelligence Dependence Scale (DAI) and the General Attitudes Toward Artificial Intelligence Scale (GAAIS), with [...] Read more.
This study examines the relationship between attitudes toward artificial intelligence (AI) and AI dependency among Ecuadorian university students. A cross-sectional design was used, applying two validated instruments: the Artificial Intelligence Dependence Scale (DAI) and the General Attitudes Toward Artificial Intelligence Scale (GAAIS), with a sample of 540 students. Structural equation modeling (SEM) assessed how both positive and negative attitudes predict dependency levels. Results indicate a moderate level of AI dependency and an ambivalent attitudinal profile. Both attitudinal dimensions significantly predicted dependency, suggesting dual-use behaviors shaped by perceived utility and ethical concerns. Urban students reported higher dependency and greater sensitivity to AI-related risks, highlighting digital inequalities. Although the SEM model showed adequate comparative fit (CFI = 0.976; TLI = 0.973), residual indicators (RMSEA = 0.075) suggest further refinement is needed. This study contributes to underexplored Latin American contexts and emphasizes the need for equity-driven digital literacy strategies in higher education. Findings support pedagogical frameworks promoting critical thinking, ethical reasoning, and responsible AI use. The study aligns with Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities), reinforcing the importance of inclusive, learner-centered approaches to AI integration. Full article
(This article belongs to the Special Issue Technology-Enhanced Education and Sustainable Development)
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23 pages, 2112 KB  
Article
3D Printing as a Multimodal STEM Learning Technology: A Survey Study in Second Chance Schools
by Despina Radiopoulou, Antreas Kantaros, Theodore Ganetsos and Paraskevi Zacharia
Multimodal Technol. Interact. 2025, 9(9), 87; https://doi.org/10.3390/mti9090087 - 24 Aug 2025
Viewed by 864
Abstract
This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward [...] Read more.
This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward 3D printing technology through a hands-on STEM activity in the context of teaching scientific literacy. The instructional activity was centered on a physics experiment illustrating Archimedes’ principle using a multimodal approach, combining 3D computer modeling for visualization and design with tangible manipulation of a printed object, thereby offering both digital and Hands-on learning experiences. Quantitative data was collected using a structured questionnaire to assess participants’ perception toward the 3D printing technology. Findings indicate a positive trend in adult learners’ responses, finding 3D printing accessible, interesting, and easy to use. While expressing hesitation about independently applying the technology in the future, overall responses suggest strong interest and openness to using emerging technologies within educational settings, even among marginalized adult populations. This work highlights the value of integrating emerging technologies into alternative education frameworks and offers a replicable model for inclusive STEM education and lays the groundwork for further research in adult learning environments using innovative, learner-centered approaches. Full article
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17 pages, 733 KB  
Article
The Positive Impacts of Tandem Courses: A Case Study on Teacher Motivation and Classroom Engagement
by Marta Maciejasz, Anna Bausova, Irina Bausova, Balazs Horvath, Alina-Georgeta Mag and Alina-Maria Moldovan
Educ. Sci. 2025, 15(8), 1067; https://doi.org/10.3390/educsci15081067 - 20 Aug 2025
Viewed by 828
Abstract
This article explores the implementation of a tandem course that integrates gamification and interactive teaching methods and investigates how this model affects teacher motivation and participant engagement, particularly in higher education contexts. This study also highlights the potential of tandem teaching beyond its [...] Read more.
This article explores the implementation of a tandem course that integrates gamification and interactive teaching methods and investigates how this model affects teacher motivation and participant engagement, particularly in higher education contexts. This study also highlights the potential of tandem teaching beyond its traditional use in language learning and provides qualitative and quantitative insights into the experiences of both course participants and educators, showing how collaborative, gamified teaching strategies can inspire more effective, student-centered pedagogy. It examines how the course was developed, the outcomes in terms of teachers’ engagement and the enhancement in learning experiences, and proposes a new perspective on how education can be restructured. The study emphasizes that traditional, lecture-based teaching is no longer sufficient in engaging modern learners and teachers too. By adopting more digital, student-centered approaches, we suggest that subjects can be reimagined as more interactive and teacher–student-friendly. The main question stated in the article sounds like the following: “How does gamification and interactive teaching methodologies, like tandem course, affect teacher and participant engagement and motivation?”. To address this question, a study was conducted based on the tandem course titled “Gamification in the learning process and interactive teaching methodologies” prepared within the FORTHEM Alliance by three united universities. It was delivered online during four meetings in May 2024. Full article
(This article belongs to the Section Technology Enhanced Education)
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22 pages, 1780 KB  
Systematic Review
The Future of Education: A Systematic Literature Review of Self-Directed Learning with AI
by Carmen del Rosario Navas Bonilla, Luis Miguel Viñan Carrasco, Jhoanna Carolina Gaibor Pupiales and Daniel Eduardo Murillo Noriega
Future Internet 2025, 17(8), 366; https://doi.org/10.3390/fi17080366 - 13 Aug 2025
Cited by 2 | Viewed by 3133
Abstract
As digital transformation continues to redefine education, understanding how emerging technologies can enhance self-directed learning (SDL) becomes essential for learners, educators, instructional designers, and policymakers, as this approach supports personalized learning, strengthens student autonomy, and responds to the demands of more flexible and [...] Read more.
As digital transformation continues to redefine education, understanding how emerging technologies can enhance self-directed learning (SDL) becomes essential for learners, educators, instructional designers, and policymakers, as this approach supports personalized learning, strengthens student autonomy, and responds to the demands of more flexible and dynamic educational environments. This systematic review examines how artificial intelligence (AI) tools enhance SDL by offering personalized, adaptive, and real-time support for learners in online environments. Following the PRISMA 2020 methodology, a literature search was conducted to identify relevant studies published between 2020 and 2025. After applying inclusion, exclusion, and quality criteria, 77 studies were selected for in-depth analysis. The findings indicate that AI-powered tools such as intelligent tutoring systems, chatbots, conversational agents, and natural language processing applications promote learner autonomy, enable self-regulation, provide real-time feedback, and support individualized learning paths. However, several challenges persist, including overreliance on technology, cognitive overload, and diminished human interaction. These insights suggest that, while AI plays a transformative role in the evolution of education, its integration must be guided by thoughtful pedagogical design, ethical considerations, and a learner-centered approach to fully support the future of education through the internet. Full article
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57 pages, 2043 KB  
Article
From Transformative Agency to AI Literacy: Profiling Slovenian Technical High School Students Through the Five Big Ideas Lens
by Stanislav Avsec and Denis Rupnik
Systems 2025, 13(7), 562; https://doi.org/10.3390/systems13070562 - 9 Jul 2025
Cited by 1 | Viewed by 1667
Abstract
The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy [...] Read more.
The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article
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23 pages, 939 KB  
Article
Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach
by Christos Rentzios, Evangelia Karagiannopoulou and Georgios Ntritsos
Behav. Sci. 2025, 15(7), 900; https://doi.org/10.3390/bs15070900 - 3 Jul 2025
Cited by 3 | Viewed by 4122
Abstract
Contemporary educational literature suggests that academic emotions and emotion regulation should be explored in tandem, while academic motivation has been discussed both as a self-regulation metacognitive construct and as a construct inherently tied to motivation. The present study uses a person-centered approach to [...] Read more.
Contemporary educational literature suggests that academic emotions and emotion regulation should be explored in tandem, while academic motivation has been discussed both as a self-regulation metacognitive construct and as a construct inherently tied to motivation. The present study uses a person-centered approach to explore profiles of university students based on academic emotions, emotion regulation, academic self-regulation, and approaches to learning. In addition, the impact of students’ profiles on academic performance (GPA) is investigated. The sample consists of 509 university students studying at a Greek university social science department. Cluster techniques and multivariate analysis of variance are used to identify the profiles and test for differences among them. Students were grouped in clusters that revealed both consistent and dissonant patterns of scores on the relevant variables. Analysis reveals three distinct profiles: (a) the “Anxious, effectively-engaged, and organized learners”, (b) the “Deep, Happy, and intrinsically motivated learners” and (c) the “Disengaged, Bored, and Suppressing Learners”. These profiles open new insights into educational literature, revealing links among learning, emotional, and motivational factors. Practical implications and directions for future research are discussed. Full article
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19 pages, 4192 KB  
Article
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework
by Margarita Jiménez-Silva, Robin Martin, Rachel Restani, Suzanne Abdelrahim and Tony Albano
Educ. Sci. 2025, 15(6), 778; https://doi.org/10.3390/educsci15060778 - 19 Jun 2025
Viewed by 1762
Abstract
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that [...] Read more.
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article
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24 pages, 978 KB  
Review
Enhancing Project-Based Learning: A Framework for Optimizing Structural Design and Implementation—A Systematic Review with a Sustainable Focus
by Rosa Sánchez-García and Salvador Reyes-de-Cózar
Sustainability 2025, 17(11), 4978; https://doi.org/10.3390/su17114978 - 28 May 2025
Cited by 2 | Viewed by 7817
Abstract
Project-based learning (PBL) is a student-centered, inquiry-based approach in which students design and execute projects that address meaningful challenges. Over time, PBL has been adapted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. Given these variations, [...] Read more.
Project-based learning (PBL) is a student-centered, inquiry-based approach in which students design and execute projects that address meaningful challenges. Over time, PBL has been adapted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. Given these variations, it is crucial to systematize existing research to identify well-established aspects and areas that require further exploration. This study conducts a systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. It uses the foundational PBL model as a reference to analyze its essential elements in design and implementation, particularly in terms of their contribution to sustainable education. A total of 25 studies were included in the final review sample. The research aims to examine current practices and identify gaps or inconsistencies in application. The qualitative analysis highlights crucial aspects such as project design, evaluation strategies, and interdisciplinary alignment. Findings reveal challenges in ensuring consistency across practices, with a predominant focus on procedural execution. However, the review also uncovers that existing studies address cognitive and socio-emotional dimensions in ways that require further investigation. Based on these findings, the study proposes a refined framework for the implementation of PBL, aiming to guide more effective and context-sensitive applications. These findings underscore the need for further exploration of how PBL can holistically support learner growth, enhance engagement, and contribute to more sustainable and impactful educational practices. Theoretical implications point to a deeper understanding of how PBL can integrate cognitive, emotional, and interdisciplinary components to foster this holistic development, while operational implications highlight the importance of institutional support, teacher training, and flexible curricular policies to ensure successful and sustainable implementation. Full article
(This article belongs to the Special Issue Innovative Research Methods for Sustainable Educational Development)
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19 pages, 780 KB  
Article
Personalized Instructional Strategy Adaptation Using TOPSIS: A Multi-Criteria Decision-Making Approach for Adaptive Learning Systems
by Christos Troussas, Akrivi Krouska, Phivos Mylonas and Cleo Sgouropoulou
Information 2025, 16(5), 409; https://doi.org/10.3390/info16050409 - 15 May 2025
Cited by 2 | Viewed by 1372
Abstract
The growing number of educational technologies presents possibilities and challenges for personalized instruction. This paper presents a learner-centered decision support system for selecting adaptive instructional strategies, that embeds the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) in a real-time learning [...] Read more.
The growing number of educational technologies presents possibilities and challenges for personalized instruction. This paper presents a learner-centered decision support system for selecting adaptive instructional strategies, that embeds the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) in a real-time learning environment. The system uses multi-dimensional learner performance data, such as error rate, time-on-task, mastery level, and motivation, to dynamically analyze and recommend the best pedagogical intervention from a pool of strategies, which includes hints, code examples, reflection prompts, and targeted scaffolding. In developing the system, we chose to employ it in a one-off postgraduate Java programming course, as this represents a defined cognitive load structure and samples a spectrum of learners. A robust evaluation was conducted with 100 students and an adaptive system compared to a static/no adaptive control condition. The adaptive system with TOPSIS yielded statistically higher learning outcomes (normalized gain g = 0.49), behavioral engagement (28.3% increase in tasks attempted), and learner satisfaction. A total of 85.3% of the expert evaluators agreed with the system decisions compared to the lecturer’s preferred teaching response towards the prescribed problems and behaviors. In comparison to a rule-based approach, it was clear that the TOPSIS framework provided a more granular and effective adaptation. The findings validate the use of multi-criteria decision-making for real-time instructional support and underscore the transparency, flexibility, and educational potential of the proposed system across broader learning domains. Full article
(This article belongs to the Special Issue New Applications in Multiple Criteria Decision Analysis, 3rd Edition)
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19 pages, 993 KB  
Article
Enhancing Student Behavior with the Learner-Centered Approach in Sustainable Hospitality Education
by Shang-Yu Liu, Chin-Lien Hung, Chen-Ying Yen, Yen Su and Wei-Shuo Lo
Sustainability 2025, 17(9), 3821; https://doi.org/10.3390/su17093821 - 23 Apr 2025
Cited by 1 | Viewed by 982
Abstract
This study aims to implement the concept of education for sustainable development by 2030, which can be applied in the context of hospitality education in the Asia–Pacific region. Specifically, this study focuses on achieving Sustainable Development Goal 12, which pertains to responsible consumption [...] Read more.
This study aims to implement the concept of education for sustainable development by 2030, which can be applied in the context of hospitality education in the Asia–Pacific region. Specifically, this study focuses on achieving Sustainable Development Goal 12, which pertains to responsible consumption and production, particularly in relation to food. A case study was conducted using a learner-centered approach, wherein students, as active agents, can solve problems using professional skills such as cooking, baking, and beverage preparation. Through participant observations, students learn about sustainability, starting from natural farming and extending to banquet planning and entrepreneurship simulation in a green restaurant. The program was designed as a farm-to-table process for sustainability learning. A conceptual framework of a hospitality–health supply chain was constructed to understand how the program supports the goal of education for sustainable development for 2030—societal transformation. The study has several important implications. Students are trained to be responsible producers in a green dining setting, starting from practical classroom experiences in the kitchen of a green restaurant, which will enhance their becoming the critical human resources in the hospitality industry. This program offers a successful vocational education opportunity, teaching students how to responsibly run an enterprise with low-carbon products and services. Full article
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