Search Results (2,310)

The integration of digital tools into mathematics education has the potential to transform teaching and learning for students with special needs by fostering inclusion, accessibility, and engagement. Guided by the principles of Universal Design for Learning (UDL) and Vygotsky’s social constructivist theory, this study investigates how digital technologies can enhance learning experiences and promote inclusive education in mathematics classrooms. Using a mixed-method design, data were collected from 110 mathematics teachers and 210 Grade 11 students in special schools across Nigeria to assess the availability, utilization, and impact of digital tools on students’ engagement, motivation, collaboration, and problem-solving. Findings indicate that while access to digital tools remains limited, their effective use significantly improves students’ learning experiences and supports inclusive pedagogical practices. The study underscores the importance of policy alignment to ensure equitable access to digital resources for all students. Findings contribute to global discussions on inclusive digital pedagogies by providing empirical insights into how technology can mediate participation, interaction, and achievement in mathematics for students with special needs. Full article

Adaptive learning at scale requires explicit handling of uncertainty and information flow across diverse educational technologies. This paper proposes a TOGAF-conformant enterprise architecture for the University of Tabuk (UT) that embeds entropy- and uncertainty-aware requirements from the outset and aligns them with institutional goals in teaching, research, and administration. Using the Architecture Development Method (ADM), we map information-theoretic requirements to architectural artifacts across the architecture vision, business, information systems, and technology domains; formally specify core entropy-informed observables, including predictive entropy, expected information gain, workflow variability entropy, and uncertainty hot-spot severity; and define semantic and metadata standards for their near-real-time computation. These indicators are positioned explicitly across the TOGAF domains: business architecture identifies where uncertainty matters, information systems architecture defines the computable data and application representations, technology architecture operationalizes secure and scalable computation, and later ADM phases use the resulting metrics for prioritization and governance. The architecture also establishes governance that ranks initiatives by their expected uncertainty reduction through Architecture Review Board (ARB) decision gates. We address three research questions: (R.Q.1) how to design a TOGAF-conformant architecture for UT that natively encodes uncertainty-aware requirements and aligns with institutional needs; (R.Q.2) how to integrate dispersed data, achieve semantic harmonization, and deliver analytics-ready streams that support information-theoretic indicators for personalization without delay; and (R.Q.3) how to embed IT demand planning in opportunities and solutions and migration planning using uncertainty reduction and expected information gain as prioritization criteria. The resulting architecture offers a university-wide foundation for adaptive learning: it unifies learner and system interaction data under governed schemas, supports low-latency analytics, and formalizes decision processes that treat uncertainty as a primary metric. Though learner-level operational validation is future work, the design establishes the technical and organizational foundations for responsible, large-scale deployment of entropy-driven learner modeling, content sequencing, and feedback optimization. Full article

Indigenous cultures in Taiwan embody rich ecological knowledge and strong environmental conservation values. However, elementary and secondary education often provides limited exposure to these cultures due to geographic constraints and insufficient instructional resources, relying primarily on textbooks and teacher-centered teaching methods. Such approaches restrict experiential learning, which may diminish students’ motivation and depth of understanding. However, 360-degree virtual reality (VR360) enables immersive simulations of authentic environments, increasing the accessibility of cultural and ecological education through smartphones and low-cost Google Cardboard. In addition, drone technology enhances learning by offering multiple perspectives for environmental exploration and data collection. This study examines the effectiveness of integrating a VR360 and virtual drone system into instruction focused on the ecological context of Sun Moon Lake and Thao Indigenous culture. Learning outcomes for Indigenous and non-Indigenous students were compared in terms of learning effectiveness, motivation, cognitive load, and technology acceptance. Ecological and cultural materials were collected through field investigations and drone photography, enabling students to explore landscapes from a first-person perspective and engage with Thao cultural practices and their relationship with local ecology. The findings indicate that the proposed VR-based system significantly enhances learning experiences and demonstrates strong potential for cultural and ecological education, offering valuable guidance for the design of future immersive instructional strategies and learning materials related to Indigenous cultures. Full article

Traditional craft education relies heavily on hands-on practice; however, novice learners often struggle with procedural complexity, material behavior, and the tacit knowledge typically transmitted through prolonged apprenticeship. This paper presents an integrated framework that combines semantic Knowledge Graphs (KGs), real-time Finite Element Method (FEM) simulation, and high-fidelity physically based rendering (PBR) to support the teaching, understanding, and preservation of traditional crafts. Craft processes are modelled as ontologically grounded KGs that capture tools, materials, actions, decision points, and common procedural errors through an extensible representation aligned with CIDOC-CRM. These semantic structures drive an interactive FEM-based simulation that enables learners to enact craft actions in a virtual environment while receiving predictive feedback and corrective guidance derived from expert-defined execution parameters. The resulting workpiece states are visualized using PBR techniques, providing perceptually accurate cues essential for assessing surface changes, deformation patterns, and material conditions. The methodology is embedded within an eLearning ecosystem that supports the generation of structured courses, multimodal exemplars, and instructional design informed by Cognitive Load Theory. A use case involving wood and aluminum carving demonstrates the system’s ability to simulate realistic tool–material interactions and produce visually interpretable outcomes. The results indicate that coupling executable semantic knowledge modelling with physically grounded simulation offers a viable pathway toward scalable, safe, and contextually rich craft training while supporting the long-term preservation of domain expertise. Full article

The modeling and control of photovoltaic and other engineering systems highly depend on the accuracy of parameter identification. However, parameter extraction for photovoltaic equivalent models typically presents a high-dimensional, strongly nonlinear, and multimodal global optimization problem. Traditional analytical or gradient-based methods are sensitive to initial values and easily fall into local optima. To address this issue, this paper proposes a multi-strategy improvement teaching–learning-based optimization algorithm (SNTLBO). A social learning network structure with symmetric interaction topology is introduced into the classical TLBO framework to characterize the knowledge propagation relationships among individuals. Through this symmetric and balanced information exchange mechanism, learners can be guided not only by the teacher but also by multiple neighbors within the network, enabling more diverse and symmetric exploration of the search space and enhancing population diversity and global search capability. Furthermore, a teacher reputation mechanism is constructed, where historical performance is used to weight teacher influence, strengthening the guidance of high-quality solutions and accelerating convergence. Meanwhile, an adaptive teaching factor is designed to dynamically adjust the teaching intensity based on the distance between the teacher and students in the solution space, maintaining a dynamic balance (symmetry) between exploration and exploitation. To evaluate the performance of the proposed algorithm, SNTLBO is systematically compared with 11 advanced optimization algorithms on two benchmark test suites, CEC2017 (30D, 50D) and CEC2022 (10D, 20D). Non-parametric statistical tests are conducted to assess significance. The results demonstrate that SNTLBO shows competitive advantages in terms of convergence speed, solution accuracy, and stability. Finally, SNTLBO is applied to the parameter estimation of single-diode, double-diode, triple-diode, quadruple-diode, and photovoltaic module models. Experimental results show that the proposed algorithm achieves higher identification accuracy and robustness in terms of RMSE, IAE, and I–V/P–V curve fitting, verifying its effectiveness and practical value for complex global optimization and practical engineering applications. Full article

The integration of immersive educational technologies into medical education has attracted growing attention owing to their potential to improve the learning of complex anatomical structures and specialized terminology. This study investigates the use of zSpace technology as an interactive, learner-centered instructional tool for teaching the human respiratory system to undergraduate students in Nursing, Midwifery, and Physician Assistant programs. A structured pedagogical framework combined prior theoretical instruction in anatomy and Latin medical terminology with a zSpace-based practical learning activity was used. After the workshop, the students completed a survey evaluating perceived learning effectiveness, student engagement, and the quality of three-dimensional (3D) visualization. Data from 34 participants were analyzed using descriptive statistics and reliability analysis. The results indicated high levels of student satisfaction regarding the clarity, anatomical detail, and educational value of the immersive 3D models, along with higher levels of engagement compared with traditional methods. Despite challenges related to technical infrastructure, lecturer readiness, and students’ digital competencies, the findings support the pedagogical relevance of immersive 3D technologies in medical education. Overall, the findings suggest that students perceive zSpace technology as supporting anatomical understanding and enhancing engagement within the studied context. Full article

Background: The study’s purpose was to determine the impact of a workshop using comics as an inclusive tool on the perception of fifth-grade students regarding teaching practices applied (“learning for all students”, “classroom climate”, “collaborative learning”, and “participation” dimensions) by physical education teachers, because there is little scientific evidence. Particularly in this subject, a high level of cooperation, commitment, and teamwork is required among class participants to promote inclusion. Methods: A quantitative methodology was employed, utilizing a quasi-experimental, transversal design with pre- and post-test control group. The sample comprised 56 fifth-grade students in Chile (37.5% boys and 62.5% girls) and experimental group participated in an inclusive workshop using a comic. Results: The results show statistical differences between the control and experimental groups in “Participation” (p = 0.00) and in the total score (p = 0.001) after the intervention, favoring the experimental group. This group also showed statistical differences in the dimensions “Learning for all students” (p = 0.007), “Classroom climate” (p = 0.001), and “Total score” (p = 0.002) in pre and posttests. Conclusions: Comic had a positive effect on students in terms of overall results, learning for all students, and classroom climate. Full article

In the contexts of higher education and Education for Sustainable Development, universities face the challenge of preparing professionals capable of addressing complex urban issues related to Sustainable Development Goal 11 (SDG 11). Learning landscapes, grounded in the theory of Multiple Intelligences and Bloom’s Taxonomy, have been proposed as a pedagogical framework to support the development of sustainability competencies and higher-order thinking; however, evidence regarding their applicability and viability in university teaching remains limited. This study examines an exploratory learning landscape–based training experience oriented toward SDG 11, focusing on university faculty perceptions. A design-based research approach with mixed-methods design was employed, emphasizing the co-construction, pilot implementation, and formative assessment of learning landscapes within a technical-scientific faculty development program. The results indicate generally positive faculty perceptions, particularly in terms of satisfaction, perceived learning, and professional development. Participants also reported pedagogical usefulness and perceived potential to enhance student motivation and engagement. However, stable curricular integration emerged as the main challenge, mainly due to design workload and the need for institutional support. Overall, the findings provide initial empirical evidence on the perceived value and limitations of learning landscapes in sustainability-oriented higher education and point to the need for further research and institutional conditions to support their implementation. Full article

The combination of Artificial Intelligence (AI) and Formative Assessment (FA) in Teacher Education explores how emerging technologies can enhance teaching practices and professional development. AI tools can provide personalized feedback, identify learning needs, and support reflective practice among educators. Integrating AI-driven formative assessment methods allows for continuous evaluation of teaching competencies, promoting adaptive learning, data-informed decision-making, and improved instructional quality in teacher education programs. The purpose of this study was to conduct a systematic review of the use of Formative Assessment (FA) and Artificial Intelligence (AI) in Teacher Education (TE) during the period 2020–2025 (inclusive). The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which ensures a rigorous, transparent, and reproducible process in the selection and analysis of studies. To this end, scientific articles published in the Scopus, Web of Science and Dialnet databases were reviewed, considering publications in English and Spanish. The objective was to identify trends, methodological approaches, results, and research gaps that show how AI is being integrated, or not, into FA processes in TE. The review also sought to analyze the impact of AI on student participation in assessment, feedback, decision-making, and the learning and assessment process itself, synthesizing the current evidence on the relationship between AI and FA in TE. Full article

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core component for this understanding. The aim of this study is to investigate whether a merged approach, combining traditional and recent methods, can enhance the teaching of histogenetics to dental students. Methods: This study blended traditional (lectures, drawings, microscopy) and recent approaches (flipped classroom elements, virtual microscopy, group-based poster construction, and interactive quiz-based discussion) to enhance student engagement and perceived learning in oral histogenetics. The intervention was delivered to master-level dental students across six core oral histogenetics topics. Teaching followed a structured three-phase model: Prepare (digital lectures and short microscopy-introduction videos); Engage (microscopy session and group-based poster creation); and Test and Discuss (teacher-led quizzing and discussion). Student perceptions were evaluated through an electronically distributed 17-item questionnaire at the end of the course. Items were grouped into self-evaluation, resources, and teaching method domains and rated on a five-point Likert scale. Results: A total of 45 of 51 students responded (88%). Across all domains, positive perceptions (Agree/Strongly Agree) predominated (p < 0.001). Self-evaluation items showed strong agreement for attendance and group contribution, with more variability in preparation time and motivation. Resources were rated highly, although the accessibility of physical guidance showed more mixed responses. The merged teaching method received strong endorsement, with students reporting engagement, enjoyment, ease of understanding, and clear emphasis on clinical relevance. Conclusions: The merged approach was perceived as pedagogically valuable and clinically meaningful by the students and appears to enhance perceived engagement, clarity, and relevance in oral histogenetics teaching. These findings support the adoption of blended, student-active methodologies to strengthen comprehension and promote clinically meaningful learning in oral histology. Full article

Background: Evidence-based medicine (EBM) improves quality by ensuring clinical decisions are based on the latest, most reliable evidence, leading to better patient outcomes, reduced practice variability, and safer care. It fosters continuous learning and the adoption of effective interventions tailored to individual patients. Despite its recognized importance, physicians may encounter cognitive barriers (e.g., limited research literacy), organizational barriers (e.g., workload and time constraints), and resource-related barriers (e.g., limited access to specialized databases) that hinder consistent integration into daily decision-making. Limited data are available regarding EBM implementation in the Aseer Region of Saudi Arabia. Objective: To assess the level of EBM implementation among practicing physicians in Abha, identify perceived barriers, and compare EBM utilization between government teaching hospitals and private hospitals. Methods: This analytical cross-sectional study involved 273 physicians from major government and private hospitals in Abha. Data were collected using a validated 27-item questionnaire covering demographics, daily information-seeking practices, attitudes toward EBM, and perceived barriers. Descriptive statistics, independent-samples t-tests, and Pearson correlation coefficients were employed to evaluate determinants of EBM practice. Results: Most participants were males (71.8%), aged 25–35 years (57.5%), employed in government hospitals (86.4%), and had less than 10 years of experience (68.9%). The median proportion of daily practice based on EBM was 50% (IQR: 10–80). While attitudes toward EBM were strongly positive—particularly regarding its role in improving patient care and work quality—the actual use of high-quality databases (Cochrane, Embase, Web of Science) remained limited. PubMed and clinical guidelines were the most frequently consulted resources. The most commonly reported barriers were limited time and the belief that research findings may not be universally applicable. Positive attitudes showed a moderate correlation with higher EBM use (r = 0.35–0.42, p < 0.001). No significant difference in EBM integration was observed between government and private hospitals (p = 0.511). Conclusions: Physicians in Abha demonstrate positive attitudes toward EBM; however, actual use in clinical practice remains moderate and is hindered by time constraints and perceived challenges in applying research to practice. Enhancing access to evidence resources, improving research literacy, and integrating EBM into daily workflows may promote more consistent use in clinical care. Full article

Background/Objective: Mind–body programs teaching mindfulness-based techniques have benefits for incarcerated people, as do programs in which individuals teach yoga to their incarcerated peers. However, there are no studies of comprehensive programs that combine a variety of self-care techniques with group support and enable people in prison to enhance their own well-being and then share what they have learned with their peers. This study evaluated the effects of such a training program in the United States. Methods: Thirty-eight incarcerated men and women began the 8-day mind–body medicine training and 31 completed the training. Mind–body techniques taught included soft belly breathing, meditation, autogenics and biofeedback, guided imagery, mindful eating, self-expression through drawings and writing, and genograms. Outcomes included resilience, depression, anxiety, stress, coping self-efficacy, optimism, meaning in life, and purpose in life. Outcomes were measured before and after the training, and at a 6-month follow-up. Results: There were significant improvements in resilience, depression, anxiety, stress, coping self-efficacy, optimism, the presence of meaning in life, and purpose in life after the training. All of these improvements were maintained at follow-up. The most frequently practiced skills both after the training and at follow-up were soft belly breathing, meditation, and mindful eating. Conclusions: The training provided participants with skills that had a lasting positive benefit on numerous aspects of their own well-being and trained them to teach the skills to their incarcerated peers. The results of this uncontrolled study suggest that the mind–body medicine training program may be helpful to incarcerated people in other prison systems. Full article

This study examines primary school teachers’ theoretical and practical knowledge of special educational needs (SEN) in order to identify knowledge gaps and support competency development through targeted online training. The study aims to demonstrate that teachers’ current knowledge is often incomplete and that the year of qualification does not necessarily confer an advantage, as teacher training content has remained largely unchanged over recent decades. A simple random sampling method was applied, and in spring 2023, 121 primary school teachers completed a questionnaire. Descriptive statistics were used to assess prior knowledge, while repeated measures ANOVA examined the relationships between graduation year, teaching practice during training, theoretical knowledge, and practical application. Teachers who graduated in 2010 or later were more likely to have encountered students with SEN, and 83.6% of respondents reported an increase in the number of students requiring developmental support. Significant and large differences were found in the type of advice provided (t = −9.05, p < 0.001, Cohen’s d = −1.31), with referrals to professionals occurring more frequently than recommendations of online resources. The findings underscore the need to integrate multidisciplinary competencies into teacher education to support appropriate referral practices and highlight the potential of targeted online training to enhance teachers’ preparedness for SEN education. Adequate and up-to-date training is essential for educators to effectively support children’s cognitive and learning development. Full article

This Systematic Quantitative Literature Review (SQLR) examines instructional content (the what) and instructional strategies (the how) that contribute to overall reading performance for students in mainstream English-speaking primary classes. Drawing on 163 peer-reviewed studies published over four and a half decades, the authors examine instructional content and strategies aligned with six interrelated foundational elements of reading development: phonological awareness, phonics, vocabulary, fluency, comprehension, and oral language. In response to the proliferation of reading research and the limitations of narrative reviews, the five iterative phases of the SQLR method enable rigorous selection, coding, and synthesis of studies reporting quantitative evidence of the contribution of instructional content and strategies to students’ overall reading performance. The second part of the paper focuses on phonics instruction, an element of the teaching of reading central to ongoing public, educational, and political debate. The authors identify significant variation in terms of the scale, duration, and year-levels of the reported research, and foreground the complex roles of teacher professional learning, teachers’ pedagogical decision-making, and implementation fidelity in shaping the research projects. The paper finishes by synthesizing evidence that concludes that while phonics instruction can contribute to overall reading performance, its effects are variable and contingent on specific instructional and contextual conditions. Full article

This article examines the impact of students’ prior experience with English on their academic success in a university English course. The study is based on a survey conducted among students majoring in Computer Science, Business Information Technology (BIT), and Software Technology and Design (STD) at the Faculty of Mathematics and Informatics (FMI), University of Plovdiv, at the beginning of their general English language course. We focus on students’ self-assessed language competence at the start of the course and examine how these self-assessments correspond to their actual test results. Using high-performance machine learning methods, we identify background factors that influence academic achievement, including the number of years spent learning English, the type of high school attended, and informal exposure to English. The findings aim to support more effective and tailored approaches to teaching English in technical and scientific disciplines. Full article