Search Results (3,402)

Background: Clinical reasoning is a vital competency for safe nursing practice, yet no validated Arabic instrument exists to assess this skill among nursing students in Saudi Arabia. Aim: This study aimed to translate, culturally adapt, and psychometrically evaluate the Arabic version of the Clinical Reasoning Scale (CRS) and to investigate clinical reasoning among Saudi nursing students. Methods: This methodological instrument validation study with a cross-sectional survey component was conducted in Saudi Arabia between January 2024 and May 2025 among nursing students. The Arabic Clinical Reasoning Scale (CRS-A) was translated and culturally adapted in accordance with the WHOQOL Group guidelines for instrument translation. Content validity was assessed by 10 experts, and construct validity was evaluated using exploratory factor analysis (n = 365). The response rate was 98.65%. Internal consistency was evaluated using Cronbach’s alpha (n = 365), and test–retest reliability (n = 30) was measured with the Intraclass Correlation Coefficient (ICC) over a two-week period. Descriptive statistics, one-way analysis of variance (ANOVA), and independent sample t-tests were also performed. Results: The tool’s content validity (S-CVI = 0.98) was confirmed by a panel of experts. The CRS-A demonstrated excellent temporal stability (ICC = 0.95, p < 0.001) and internal consistency (Cronbach’s α = 0.935). The exploratory factor analysis showed that the 16 items’ factor loadings ranged from 0.542 to 0.807, and three factors accounted for 64.33% of the total variance. Students self-reported agreement with clinical reasoning abilities (mean scores: 3.81–4.18). No significant differences in clinical reasoning were found by age (p = 0.102) or gender (p = 0.226), but significant differences were found by Cumulative Grade Point Average (CGPA) (p < 0.001). Conclusions: The Arabic Clinical Reasoning Scale demonstrated preliminary psychometric performance for measuring clinical reasoning among Arabic-speaking student nurses. It provides educators with a valuable tool for identifying learning needs and evaluating educational interventions. Full article

Climate change, rapid urbanization, land-use changes, and the creation of a multi-layered risk environment by multiple disaster hazards have made interdisciplinary educational models—capable of integrating resilience knowledge into planning and design education—all the more essential. Nevertheless, the systematic and competency-based integration of scientific knowledge generated in the fields of ecological planning, nature-based solutions, multi-hazard analysis, and digital planning tools into higher education curricula remains limited. This study aims to develop a competency-based curriculum model for ecological planning and disaster-resilient cities by adapting the resilience literature into a modular educational model. Literature mapping, thematic clustering, gap identification, competence framework building, and curricular architecture development are the steps of the study’s design-based analytical framework. Studies published between 2015 and 2025 were examined in terms of disaster types, analytical tools, and planning approaches; they were then reorganized based on three competency areas: green skills, digital skills, and resilience skills. The findings have resulted in a modular curriculum comprising 35 modules and 105 topics, structured within a three-tiered framework consisting of conceptual content, practical application, and case-based learning. The original contribution of this study is its proposal of a structured educational model that bridges the gap between the production of scientific knowledge and curriculum design. The proposed framework provides a scalable and adaptable foundation for undergraduate, graduate, and professional education contexts; it also establishes a foundation for AI-supported personalized learning pathways in ecological planning and disaster resilience education. Full article

Background: Pharmacy students in France complete an equivalent six-month full-time hospital placement during the fifth year of their university curriculum. At our school, it includes a clinical pharmacy within a medical ward, with daily supervision by a clinical pharmacist and a pharmacy resident. This training has been strengthened by the introduction of a workplace-based formative assessment conducted at the end of the clinical pharmacy rotation, alongside weekly clinical case discussions at the school, culminating in an end-of-year oral assessment. Objective: To assess the performance, determinants, and acceptability of this assessment model. Methods: We conducted a retrospective, single-center study over ten academic years (2013–2023). The evaluation combined three complementary components: the workplace-based clinical assessment based on real patient interactions, the case-based oral assessment, and students’ satisfaction. Results: Nearly one thousand students were included. Students’ performances remained stable over time. Higher scores were observed among students with prior clinical experience and those enrolled in hospital-focused training pathways. Student satisfaction was high, particularly in settings with direct pharmaceutical supervision, which was strongly associated with improved perceived learning, engagement, and supervision quality. Conclusions: Beyond performance measurement, this model appears to foster clinical reasoning, professional development, and student engagement, suggesting its relevance for competency-based pharmacy education. Full article

This study analyzes formative research as a pedagogical resource for teaching scientific logic in higher education from a constructivist perspective. The purpose of the article is to examine how formative research contributes to the development of scientific reasoning, critical thinking, and analytical skills among university students through active, reflective, and contextually grounded learning processes. The study is an exploratory narrative/documentary literature review. The initial bibliographic search identified 105 scientific documents published between 2000 and 2025 in indexed databases such as Scopus, Web of Science, SciELO, Taylor & Francis, MDPI, ResearchGate, Redalyc, and RENATI. After duplicates were removed and inclusion and exclusion criteria were applied, 54 studies were selected for the final analysis. A two-way documentary analysis matrix was used to identify conceptual relationships among constructivism, reflection-in-action, mental representations, induction and deduction, and their contributions to scientific logic. The findings show that formative research strengthens scientific logic by promoting active knowledge construction, critical reflection, problem-solving, and argumentative reasoning. The contributions of Piaget, Vygotsky, Bruner, Schön, and Fosnot demonstrate that scientific thinking develops through interaction, inquiry, contextualized learning, and reflective practice. Inductive and deductive reasoning were also identified as complementary mechanisms for developing analytical and interpretive competencies in university education. The study proposes that formative research should be considered a central pedagogical strategy in higher education because it facilitates the integration of scientific reasoning, reflective learning, and research-based teaching. Finally, an operational formative research program based on a holistic student development approach is proposed to foster scientific reasoning, intellectual autonomy, and the formation of more critical, reflective, and scientifically competent university students. Full article

This research reports on the challenges of curriculum change in Early Childhood Education and Care (ECEC) in Ireland, and how changes have highlighted the opportunities for innovative pedagogical practices in the university programmes for ECEC educators. We employed a self-study of practice (S-SP) methodology to better understand the outdoor learning (OL) practice of one university lecturer teaching an undergraduate ECEC degree. The 2024 revisions to the Irish national early childhood curriculum framework (Aistear) created both challenges and opportunities. The framework identifies the merits of learning outdoors for creating greater recognition of the outdoors as an important site for learning with children aged zero to six years. The focus of the study was the lecturer’s pedagogical approach to meeting that challenge and creating opportunities to build students’ competence to deliver the Aistear’s curricular aims through OL. In this qualitative S-SP study, the researchers used reflective journals, critical friendship dialogues, and group interviews with students to interrogate the lecturer’s pedagogical strategies and their impact. Using reflexive thematic analysis, five themes developed, concerning pedagogical strategies, student learning dispositions, new knowledge for practice, student gains and experiences, and key aspects of the lecturer’s practice. Findings show that purposeful experiential teaching methods fostered student agency and confidence to facilitate OL with young children. Although based upon one cohort, this research illustrates how self-study can act as an effective method to illuminate the complexities of teaching using outdoor pedagogies in HE, and can contribute to the preparation of agentic and innovative ECEC educators. Full article

Conventional approaches to motivating individuals within firms emphasize external incentives, sometimes referred to as the “carrot and stick” paradigm. However, such elements are often absent in volunteer environments, where incentive is derived from psychological and relational influences. In the work context, volunteers are an exceptional case as they lack traditional extrinsic incentives, making them suitable for researching motivation outside this paradigm. This study, based on Self-Determination Theory, explores the impact of communication methods on motivation, satisfaction, and retention of volunteers. The study employs a qualitative design to analyze data from 91 volunteers and 6 coordinators in nonprofit organizations, using content analysis conducted with ATLAS.ti version 26. The findings demonstrate that communication functions as a crucial motivator by promoting autonomy, competence, and relatedness. Volunteers are intrinsically driven by their engagement, the opportunity to make a significant contribution, and experiential learning. Conversely, coordinators influence these experiences by providing feedback, advice, and chances for engagement. The findings indicate a struggle between autonomy and control, illustrating variations in motivation within organizational contexts. The study contributes to existing knowledge by demonstrating that communication serves as a primary motivator and engagement catalyst in the absence of external rewards. This holds significant ramifications for nonprofit administration and motivational philosophy. Full article

Generative Artificial Intelligence (AI), particularly large language models, has changed the conditions under which individuals judge their own cognitive performance. While AI-assisted tools can improve task outcomes, such improvements do not necessarily lead to more accurate self-evaluation. This article develops an integrative conceptual review of calibration and miscalibration in AI-assisted cognition. Drawing on research on metacognitive monitoring, self-regulated learning, judgment calibration, cognitive offloading, cognitive engagement, and trust in AI, the article identifies a central gap in the literature: the lack of an explanatory framework showing how AI-supported performance becomes a cue for users’ judgments of their own competence. To address this gap, the article proposes an eight-axis explanatory framework organized around the functional position of AI in the task, reflective support versus cognitive substitution, metacognitive engagement, effort redistribution, cognitive engagement, the distinction between assisted performance and actual learning, trust regulation and attribution of success, and self-evaluation accuracy. The framework is presented through qualitative relational expressions and a synthetic conceptual figure, not as an empirically estimated model. Its main contribution is to explain why AI may support calibration when it sustains reflection, verification, and learning, but may contribute to miscalibration when it promotes cognitive substitution, effort reduction, overreliance, or erroneous attribution of success. The article offers a conceptual basis for future empirical research on self-evaluation accuracy in human–AI interaction. Full article

Engineering education plays a critical role in preparing future engineers to address sustainability challenges, which can be taught through diverse pedagogical approaches. This paper explores how active learning approaches, project-based learning and design-based learning can foster a holistic understanding of sustainability through an interdisciplinary engineering project, which aimed to design a solar-powered robotic system developed for environmental (ENVIBOT) monitoring of air, water, and soil quality. First, the study presents a technical description of the design. Subsequently, semi-structured reflective questions were used to capture students’ perceptions of sustainability, problem solving, interdisciplinary collaboration, and professional responsibility. As such, this study adopted a qualitative case study approach in which thematic analysis of the reflections revealed that participation in an interdisciplinary project enabled students to move beyond a narrow environmental interpretation of sustainability. The findings suggest that combining design projects with a standalone sustainability course may further strengthen students’ awareness. Students also demonstrated increased awareness of systems thinking, real-world constraints, and the societal role of engineers in promoting sustainable solutions. Projects such as the ENVIBOT can not only serve as effective pedagogical tools to enhance students’ understanding of sustainability concepts, but can also act as platforms for developing technical competence, maturity and professional responsibility. These findings highlight the potential of integrating sustainability more effectively into engineering curricula and practice alike. Full article

Originating in the US and subsequently diffusing across worldwide, honors education has been increasingly adopted in China. A central question is whether honors participation produces substantive changes in students’ learning or functions as symbolic participation. Drawing on samples of senior-year honors (N = 163) and non-honors undergraduates (n = 317) from two top elite universities in China, PSM estimation indicates that honors students do not demonstrate a significant advantage in competence development. However, focusing solely on outcome indicators may obscure the process through which honors education operates. On the one hand, PSM results also showed that honors students were more likely to engage in deep learning behavior. On the other hand, regression revealed that after adding the university as moderator, the significant effect of honors participation disappeared, while the roles of teaching and learning remained consistently stable. Moderated chain mediation analyses further indicated that the association between honors participation and competence development was primarily linked to student-centered teaching practices and deep learning engagement, and that this pathway varied across the two universities. Overall, the findings suggest that the benefits of honors education may derive less from honors affiliation itself and more from the substantive learning experiences fostered within honors contexts. These findings provide empirical support for reforms that place greater emphasis on learning processes and competence development within honors education. Full article

Developing critical thinking is a central aim of contemporary higher education, yet conventional instructional approaches often underuse authentic, real-world materials that stimulate higher-order reasoning and reflective judgment. The study examines the effectiveness of case-based socio-legal pedagogy in fostering critical thinking within contexts of legal pluralism and social complexity. A quasi-experimental mixed-methods pre–post design was conducted with 62 undergraduate students enrolled in a course on Islamic law and society. Over a four-week intervention, students engaged with six socio-legal cases drawn from Muslim women’s legal experiences in Israel, focusing on divorce, maintenance (nafaka), and child custody. Quantitative data were collected using a validated Critical Thinking Rubric assessing argumentation, evaluation of multiple perspectives, and legal reasoning. Results showed significant improvement in overall critical thinking, with gains across all measured dimensions. Qualitative analysis of written assignments and student reflections revealed greater recognition of legal ambiguity, more structured and evidence-based argumentation, and deeper engagement with competing normative and social frameworks. Overall, the findings highlight the pedagogical value of integrating socio-legal complexity into case-based learning as an adaptable model for strengthening critical thinking across disciplines involving interpretive, contested, and context-dependent knowledge in higher education and other fields requiring careful judgment under conditions of uncertainty and change. Full article

This study examines complex thinking as a higher-order cognitive competence in international graduate education. Drawing on Edgar Morin’s theoretical perspective, it analyzes how master’s students perceive this competence through four interrelated dimensions: systemic, scientific, critical, and innovative thinking. A total of 491 international students from a graduate university in Japan participated in the study. Using a quantitative, cross-sectional design, data were collected with the validated eComplexity instrument and analyzed through PERMANOVA with 999 permutations. The analysis examined differences in self-perceived complex thinking by sex, academic field, nationality, and academic semester. Results showed moderately high levels of self-perceived complex thinking across the sample, with systemic and critical thinking emerging as the strongest dimensions. Significant differences were found by nationality and academic semester, while no significant differences were observed by sex or academic field. These findings suggest that students’ perceptions of complex thinking are associated with cultural and academic trajectories, although the cross-sectional and self-report design requires cautious interpretation. The study contributes to competence-based graduate education by showing that complex thinking can be examined as a multidimensional and context-sensitive form of perceived cognitive development. Educational implications are discussed in relation to curriculum design, intercultural learning, global citizenship, and inclusion in international master’s programs. Full article

This study examines how German textbooks provide learning-behavioral affordances for sustainability-oriented intercultural competence development. Drawing on Klieme’s competence-model logic, ESD, intercultural competence research, learning behavior theory, and affordance theory, it treats “sustainable intercultural competence” not as a standardized construct but as a working shorthand for the sustainability-oriented development of intercultural competence. Methodologically, the study adopts a directed qualitative content analysis supplemented by descriptive frequency aggregation. All 37 units across the four volumes of Meilenstein were coded on a 0–2 scale across three affordance dimensions: cognitive-understanding affordance, reflective value-judgment affordance, and interaction-action affordance. The findings show that the series provides substantial but uneven affordances. Interaction-action received the highest aggregated score, followed by cognitive-understanding, whereas reflective value-judgment remained substantially lower. Units on family, identity, sustainability, and civic engagement offer the most balanced affordance structures, whereas everyday practical units privilege communicative action and disciplinary units privilege cognitive understanding. The study argues that textbook-based intercultural learning should be examined not only through topic inclusion but also through how texts, prompts, and tasks organize opportunities for comparison, reflection, judgment, negotiation, and action. Full article

This study investigates the determinants and predictability of stock return volatility by integrating firm-specific financial characteristics with advanced econometric and volatility modeling techniques. Using an unbalanced panel dataset comprising 1596 firms and 19,752 firm-year observations from MENA stock markets over the period 2010–2024, the analysis employs fixed-effects panel regression models, conditional volatility models, and machine learning-based forecasting approaches. Following extensive diagnostic testing, including tests for heteroskedasticity, serial correlation, cross-sectional dependence, and model specification, a two-way fixed-effects model with Driscoll–Kraay standard errors is adopted as the preferred estimation framework. The results indicate that liquidity ratio, cash ratio, sales growth, firm age, lagged volatility, and lagged returns are significant determinants of stock return volatility, whereas leverage, tangibility, board independence, firm size, Tobin’s Q, and profitability do not exhibit statistically significant effects after controlling for firm-specific and time-specific heterogeneity. The volatility analysis reveals substantial persistence in stock return volatility, with the EGARCH-t specification providing the best fit among the competing GARCH-family models according to the Akaike Information Criterion. The estimated asymmetry parameters indicate that volatility responds differently to positive and negative shocks, supporting the presence of asymmetric volatility dynamics and the suitability of asymmetric volatility models. The forecasting analysis shows that advanced machine learning and deep learning models achieve competitive predictive performance; however, differences in predictive accuracy across models are generally modest. Full article

Large language models (LLMs) are increasingly used in programming education to provide on-demand conceptual clarification, yet how students actually use this feature in mastery learning systems (in which learners must demonstrate conceptual competence before progressing)—and whether clarification interactions relate to subsequent learning—has received limited empirical study. This paper analyzes 732 student remediation episodes (366 students, 43 assignments) to examine how students move through the remediation branch of an LLM-assisted programming course, whether their behavioral pathway choices are associated with subsequent coding challenge efficiency, and what theoretical role the clarification function plays. The results show that 78.0% of remediation episodes follow a pure retesting strategy, with only 22.0% involving any clarification interaction. Clarification is highly concentrated on conceptual questions (84.7%) and occurs mostly in the first remediation round (86.3%). An effect size analysis reveals a large difference in remediation rounds between single immediate and single delayed clarifiers (Cliff’s $\delta =-0.912$), suggesting that the timing of clarification is more strongly associated with remediation efficiency than its occurrence alone. mixed-effect linear models show no significant pathway effects on coding challenge process efficiency (active time and number of code snapshots; all $p>0.05$), a null result that is further examined through code-variability subgroup analyses. We argue that the clarification feature acts as a selective process-support mechanism: its observable value appears to lie in a shorter remediation process rather than in improved subsequent task efficiency, and this association is clearest when clarification occurs early. The findings have practical implications for the design of clarification features in AI-assisted learning systems and for instructional intervention strategies. Full article

Purpose: To evaluate the effectiveness of serious games, including virtual reality-based interventions, in improving clinical skills acquisition among undergraduate and postgraduate health science students. Methods: This systematic review was prospectively registered in PROSPERO (CRD42024589035) and conducted in accordance with PRISMA 2020 guidelines. PubMed, Scopus, Web of Science, and ScienceDirect were searched from inception to 31 August 2025. Eligible studies examined serious games, simulation-based platforms, or immersive and non-immersive virtual reality interventions designed to support clinical skills development. Outcomes were classified using a predefined hierarchical framework aligned with Miller’s pyramid, distinguishing performance-based clinical competence, clinical reasoning, and secondary educational outcomes. Owing to substantial heterogeneity in interventions, comparators, and assessment methods, a narrative synthesis was performed. Results: Thirteen studies involving 892 participants were included. Serious games and virtual reality-based interventions were associated with generally favorable outcomes for knowledge acquisition, self-efficacy, motivation, satisfaction, and anxiety reduction. Improvements in clinical reasoning were reported in several studies, and some studies demonstrated benefits in performance-based clinical competence, particularly in simulation and virtual reality settings. However, findings for objective performance-based outcomes were mixed, with some studies reporting no statistically significant between-group differences. Heterogeneity in outcome definitions and limited reporting of standardized effect sizes reduced cross-study comparability. Conclusions: Serious games, including virtual reality-based interventions, may serve as complementary, scenario-based learning strategies in health sciences education. The most consistent effects were observed for cognitive and learner-centered outcomes, whereas evidence for objective gains in performance-based clinical competence remains variable. Further high-quality studies using standardized outcome frameworks, validated performance-based assessments, effect sizes, confidence intervals, and longer follow-up are needed. Full article