Search Results (697)

This study examined a maker-based approach to sustainable digital education in physical education (PE) through a laser-shooting program implemented over a three-year period (2022–2024). While prior studies have largely focused on short-term maker-based PE interventions, less is known about how such practices are refined, stabilized, and diffused across school contexts over time. Using a qualitative case study design, data were collected from lesson plans, instructional artifacts, implementation records, field notes, and semi-structured interviews with five PE teachers, and analyzed using inductive thematic analysis. The findings suggest that, according to teachers’ accounts and classroom documentation, the program was perceived to reduce barriers to participation, diversify student roles, and improve instructional feasibility in indoor PE settings. Over time, the program evolved into a stable and adaptable instructional approach aligned with sustainable digital education, integrating physical computing into embodied learning environments. Diffusion occurred through teacher agency within informal professional networks and institutional training contexts. These findings highlight the potential of maker-based PE as a sustainable digital education approach that may support context-responsive participation, instructional adaptability, and professionally scalable innovation in school PE, with possible relevance for inclusive physical education contexts. Full article

The transport sector is a major contributor to urban air pollution and greenhouse gas emissions in Pakistan, posing significant challenges to sustainable development and climate commitments. This study develops the first technology-resolved, high-resolution, multi-pollutant emission inventory and scenario analysis for Pakistan’s transport sector, addressing key gaps in previous studies that lacked integrated multi-pollutant assessments, comprehensive coverage of non-road sources, and long-term scenario comparisons. The analysis integrates road and non-road transport sources within the Greenhouse Gas–Air Pollution Interactions and Synergies (GAINS) modeling framework. Emissions are projected for 2024–2050 under a business-as-usual (BAU) scenario and three mitigation pathways: an Electric Vehicle Transition (EVT) emphasizing transport electrification, a Euro-VI scenario focusing on stringent fuel and vehicle emission standards, and an integrated nationally determined contribution strategy (NDC+) scenario combining electrification, regulatory improvements, and structural transport reforms. In 2024, transport-related emissions are estimated at approximately 22 kt of fine particulate matter (PM_2.5), over 300 kt of nitrogen oxides (NO_x), and nearly 39 Mt of carbon dioxide (CO₂), alongside substantial emissions of other gaseous pollutants and short-lived climate forcers. By 2050, the NDC+ scenario achieves the largest reductions relative to business-as-usual, demonstrating that coordinated electrification and emission control strategies can simultaneously reduce air pollution and greenhouse gas emissions. The results demonstrate strong synergies between climate mitigation and air quality improvement, showing that integrated strategies combining electrification with stringent emission standards can simultaneously reduce greenhouse gas emissions and major air pollutants while advancing cleaner and more sustainable mobility. This analysis provides a consistent and policy-relevant evidence base derived from best-available data and modeling tools to support Pakistan’s NDC implementation, sustainable mobility planning, and integrated air quality and climate strategies, with lessons transferable to other rapidly developing economies. Full article

Large language models (LLMs) offer new opportunities for lesson planning, remediation, and personalized practice, but deploying them in real educational settings remains challenging for two reasons. First, direct use of learner interaction traces can expose sensitive information about student knowledge states and behavioral patterns. Second, unconstrained generation can produce recommendations that are pedagogically inconsistent with the adopted curriculum, such as skipping prerequisite concepts or drifting outside the prescribed textbook scope. We propose PrivPath, a stage–subject–textbook-aligned framework for privacy-preserving curriculum planning that explicitly separates on-device learner modeling from server-side content generation. Its core module, Tri-Index Private Path Planning (TIPP), first restricts planning to a scoped curriculum graph defined by the target educational context, then privatizes learner mastery summaries under local differential privacy before transmission, and finally computes a curriculum-feasible instructional path that is coupled with evidence-grounded constrained generation. This design preserves personalization while reducing reliance on raw student traces and improving controllability of the generated teaching sequence. Experiments on three educational interaction datasets paired with open-textbook curriculum graphs show that PrivPath substantially improves structural validity and privacy robustness. In particular, it raises graph feasibility from 82.5% to 99.2% relative to TriIndex-RAG, improves the offline pedagogical utility proxy $\Delta$AUC from 0.013 to 0.018, and lowers membership inference AUC from 0.74 to 0.52 at ${\epsilon }_{\mathrm{loc}}=1.0$. These results suggest that curriculum-aligned path planning, privacy-preserving learner adaptation, and practically useful LLM-based educational generation can be achieved within a unified framework. Full article

This mixed-methods study explores the views and experiences of 55 English-language teacher candidates in Chile who designed gamified project-based lessons aimed at fostering inclusive learning and social justice in culturally diverse classrooms. Data were collected through lesson plans, semi-structured interviews, and a Likert-scale survey, and were analysed using inductive content analysis and descriptive statistics. The findings reveal that participants valued gamification for enhancing student engagement, collaboration, and critical thinking, and they perceived gains in their ability to integrate social justice themes into language teaching. However, discrepancies emerged when participants had to plan lessons that had a social justice orientation because they perceived they did not have enough competence to approach equity-oriented themes. This study adopts a justice lens that foregrounds power, agency, and digital equity in teacher candidates’ lesson-planning skills to examine how they can redistribute voice, recognise situated knowledges, and expand their capacity to act within and against structural constraints. The study underscores the need for teacher education programmes to move beyond technical and motivational uses of gamification and digital tools. From their lesson plans, teacher candidates were not simply adopting digital tools at a technical level but seem to be designing an integrated pedagogical ecosystem that aligned gamification and project-based learning. However, it is inconclusive whether they are able to design gamified PBL environments that do not reproduce existing social and educational inequalities and ensure that access and participation are carefully scaffolded. Full article

Background: Liberia modernized vaccination data systems in 2023–2025 by piloting a District Health Information System (DHIS2)-based Digital Vaccination Registry (Electronic Immunization Registry, EIR) to address the limitations of paper-based workflows and of a proprietary COVID-19 electronic platform (offline gaps, lack of unique identifiers, performance issues and cost). Objective: To assess a pilot platform by evaluating training, registry use and device management, utility for routine immunization, vaccine logistics and Adverse Events Following Immunization (AEFI) data, and routine immunization data quality in the DHIS2 mobile application compared with paper registers. Methods: Using the Public Health Informatics Institute’s Collaborative Requirements Development Methodology, stakeholders defined requirements, trained users and implemented a pilot. Mixed methods were used; a mini data audit was performed, and qualitative data were collected across 19 facilities in Montserrado, Gbarpolu and Grand Bassa. Seventy-eight health workers were trained to use the DHIS2 mobile application. Results: The future state design replaces paper aggregation steps with real-time mobile entry to a national registry and dashboard. Dual entry persisted during high-volume periods. The mini data audit found discrepancies between facility paper registers and DHIS2-EIR entries for child enrollment data and, Bacillus Calmette Guérin and Diphtheria–Pertussis–Tetanus dose administration records Participants attributed these discrepancies to internet and device problems and challenges navigating the system. Participants requested a training manual, improved connectivity at point of service, integration with supportive supervision, additional staff and system features (field to record hospital number, automated next visit date, and vaccination status prompts). Conclusions: Lessons from the pilot will inform country-wide implementation, including planned linkage with electronic birth and death registration to enable a unique child identifier and reduce manual errors and delays. Full article

Elementary music teachers in the United States face many challenges today, including an increasing cultural divide between teachers and students, worsening student behavior, and excessive exposure to technology in children’s lives. These challenges are magnified due to the hundreds of students elementary music teachers see weekly, the lack of teaching and planning time, and inadequate teaching resources, making it difficult to fully understand the culture and learning needs of every child. However, music educators may find culturally sustaining pedagogy (CSP) a useful tool for meeting the needs of a diverse student body. Further, when teachers engage in kid culture, the environments and activities that only children have, there is a plethora of music and media to use that children prefer that can help increase engagement and reduce behavioral problems. In this Perspective article, I provide three sample lessons that model instructional strategies that challenge current systems of power and representation in music education and center student agency through singing, chanting, moving, playing, and creating. Using repertoire that students already know and prefer, such as “Old Town Road,” Fortnite dances, and the song “See You Again”, draws from children’s funds of knowledge. Moving away from the Western art music canon and traditional formal education structures (like standard notation) in favor of learning by ear, peer collaboration, and improvisation decolonizes the curriculum. Critical reflexivity occurs when the teacher acts as a learner, constantly adjusting lessons to ensure student agency and addressing ethical issues, such as the intellectual property rights of creators whose work is used in media like Fortnite. By using melodies, songs, and video game movements children already know, music teachers can use the materials and learning processes in kid culture to engage in culturally sustaining pedagogy. I aim to inspire educators and researchers to reflect on sustaining children’s dynamic, cultural practices and better understand how to authentically bring popular music and media into elementary music lessons to provide a more engaging, relevant, and transformative music education. Full article

The implementation of small-scale renewable energy systems in remote island environments poses unique engineering and logistical challenges. This case study examines the installation of a 1 kW vertical-axis wind turbine (VAWT) in Pulau Tioman, Malaysia, to enhance localized energy generation in coastal regions. Constraints such as limited heavy lifting equipment, reliance on basic machinery, and restricted transport required modular handling, manual assembly, and terrain-adapted foundations. Environmental conditions, including humidity, rainfall, and irregular wind patterns, influenced planning and execution. While the installation was successfully completed, prolonged low-wind conditions prevented post-installation performance monitoring. This study documents the installation challenges, engineering adaptations, and lessons learned, offering guidance for future renewable energy deployments in Southeast Asia island environments. Full article

As secondary educational environments face increasing volatility due to systemic resource constraints and pedagogical uncertainty, understanding the behavioral mechanisms of teacher agency has become paramount. While traditional teacher education has emphasized the execution of standardized curricula, the current era demands a fundamental shift toward adaptive expertise and psychological resilience. This study investigates the processes by which 28 secondary pre-service physical education teachers (PSTs) navigate instructional resource deficits through the lens of adaptive behavior (bricolage) and ecological teacher agency. Utilizing a qualitative case study design, I collected data from two universities in Seoul, South Korea, through reflective journals, revised lesson plans, and micro-teaching video analysis reports over a full 15-week semester. The results identified five coordinates of an adaptive instructional design compass: (1) Facing Constraints, (2) Resource Mining, (3) Contextual Engineering, (4) Simulation, and (5) Reflective Participation. These coordinates represent a transformative behavioral process where PSTs convert environmental deficits into professional assets. The findings reveal distinct adaptation styles based on psychological dispositions: the analytically oriented group (Group A) prioritized structural redesign through digital tools, while the narratively oriented group (Group B) utilized human-centric somatic metaphors and virtual rehearsals to bridge the epistemic void. Crucially, this research suggests that teacher adaptation is not a mere technical adjustment but a dynamic behavioral achievement of agency that ensures the long-term instructional quality of physical education. I propose that teacher education programs should incorporate “Safe Deficit” simulations—carefully calibrated instructional constraints—to trigger adaptive behavior and ensure that future educators can thrive in unpredictable pedagogical contexts without the risk of professional burnout. Full article

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development. Full article

Background/Objectives: In the context of its policy of “Reinvigorating Immunization as a Public Good for Universal Health,” the Pan American Health Organization (PAHO) developed a methodology and tool (MD-PAI) to help Member States of the Americas monitor and assess the performance of their national Expanded Program on Immunization (EPI) for each of the 13 technical components that make up the program. Methods: The MD-PAI was developed in several stages, including review of existing national EPI evaluation methodologies, selection and prioritization of questions for each of the 13 EPI components, piloting of the methodology, final calibration to ensure validity, completeness, reliability, standardization, usefulness, and usability across components and across countries, and publication in the four official languages of the PAHO. Results: The implementation of the MD-PAI enables countries to collect data, document lessons learned, develop action plans to close the most urgent gaps in the short and medium term and enforce the management of the EPI as part of the continuous improvement process. Since its introduction in 2023, fourteen countries in the Americas implemented the MD-PAI, using the results for their short- and medium-term planning and budgeting. Of the 13 components of the EPI, those that have performed best are political priority and planning and programming, while social communication is the component that reported the greatest number of gaps across countries. Conclusions: The PAHO has developed a methodology and tool to help countries to assess their EPIs to identify good practices, gaps and challenges, and develop an action plan to strengthen their programs. However, the impact of vaccination coverages and the epidemiology of vaccine-preventable diseases could take time. Full article

Digital platforms have been increasingly adopted to support sustainable climate-resilient planning by implementing nature-based solutions (NbSs) as an effective short-term strategy. Although existing studies have deepened the operational performance of digital platforms, less attention has been paid to their role as knowledge infrastructure for shaping sustainability-relevant planning practices. This paper examines the informative structure of the Louisiana Watershed Initiative (LWI) platform. This is intended as a relevant case study to investigate how digital platforms organize data, information, and knowledge to support NbS-oriented climate resilience at the watershed scale. The study adopts a mixed-method case-study approach, combining an interpretative analysis of the platform’s digital and informational architecture with targeted tests of NbS-oriented decision-support interfaces. The results highlight the operational and cognitive conditions in shaping NbS prioritization processes—notably, those related to scaling, informational structuring, and governance alignment. While the platform effectively supports digital decision-making processes at regional and watershed levels, limitations emerge regarding how ecological knowledge is produced, interpreted, and operationalized within planning frameworks, with implications for the long-term sustainability and robustness of planning decisions. The lesson learnt by the analysis of the LWI identifies the conditions under which the analytical approach can be replicated and highlights insights relevant to both the design and evaluation of digital decision-support platforms in NbS-oriented planning contexts. Full article

Background: At the end of each year, stakeholders of the Essential Immunization Programme (EPI) in the DR Congo meet to review progress made and lessons learned from the implementation of the Annual Operational Plan (AOP) and to set priorities for the following year. This paper presents a conference report that summarizes the main outcomes of the 2025 annual review meeting, which took place from 15 to 20 December 2025, and attracted 76 participants. Conference takeaways: While the 2024 WUENIC data show that the DR Congo is off-track for the 2030 Immunization agenda targets for all antigens, the administrative coverages were reported as optimal in 2025. EPI activities are planned based on administrative coverages, likely overestimated. In 2025, 47% of health zones in North-Kivu, South-Kivu and Ituri (49 out of 104) were fully or partially controlled by armed groups, leading to partial disruptions of immunization service delivery. In 2025, the DR Congo successfully launched the measles–rubella vaccine introduction preceded by a catch-up vaccination campaign in children aged from 6 months to 14 years old and continued to roll out malaria vaccines using a phased approach. Conclusions: Learning from the implementation of the 2025 AOP, the EPI stakeholders adopted a set of priority actions for the immunization programme in 2026. Full article

Artificial Intelligence (AI) holds transformative potential to revolutionize teaching and learning, yet its rapid integration poses significant challenges for teacher preparation. While AI competencies—encompassing knowledge, skills, and attitudes—are critical for effective integration, limited research has holistically addressed these three interconnected domains. To bridge this gap, this quasi-experimental study (N = 259) evaluated a triadic instructional design synergizing the intelligent technological, pedagogical, and content knowledge (Intelligent-TPACK) framework, Synthesis of Qualitative Data model, and curated AI tools. Pre-service English as a foreign language (EFL) teachers were assigned to an experimental group (n = 137) receiving the structured intervention or a control group (n = 122) engaging in self-directed AI exploration. Results reveal that the experimental group achieved greater gains across all Intelligent-TPACK dimensions and demonstrated higher-order AI applications in lesson planning. Furthermore, the experimental group experienced a significant reduction in perceived pressure and reported higher perceived usefulness regarding AI integration. Qualitative data revealed that hands-on AI tasks enhanced participants’ confidence, yet challenges with prompts and critical adaptation persisted. The findings demonstrate that systematic training is essential for transforming pre-service teachers’ passive awareness into competent AI integration. Finally, this paper proposes practical implications for integrating this triadic framework into teacher education curricula to facilitate sustainable AI adoption. Full article

The increasing integration of artificial intelligence (AI) in education highlights the need for teacher preparation programs to support pre-service teachers in developing pedagogically grounded and ethically responsible AI competencies. This study designed and preliminarily examined an Experiential Design Learning model within a Digital Learning Ecosystem (EDL–DLE) to support the development of AI competencies and instructional innovation in pre-service science teacher education. A four-phase research and development framework was employed, including conceptual synthesis, model design and expert validation, implementation, and evaluation. Participants were 19 second-year pre-service science teachers from a university in Bangkok. Research instruments included a 40-item AI competency assessment and an instructional innovation evaluation rubric. Paired-sample t-test results indicated statistically significant pre–post difference across all AI competency dimensions, with large effect sizes (Cohen’s d = 0.82–1.59), reflecting notable within-group changes observed within the EDL–DLE learning context. The instructional innovation lesson plans were evaluated as generally strong across multiple dimensions, particularly in learner-centered pedagogy, creativity, and collaboration, while relatively lower performance was observed in appropriate AI technology selection and ethical use. Overall, the findings provide preliminary evidence supporting the feasibility of the EDL–DLE model as an exploratory instructional approach for fostering foundational AI-related pedagogical competencies in pre-service science teacher education. Full article

Lesson preparation plays a crucial role in structuring and organizing the teaching process. However, traditional lesson design and presentation creation require teachers to spend a considerable amount of time reviewing the literature and organizing materials. Therefore, developing an intelligent and multimodal technology capable of automatically generating lesson materials holds great significance. Such technology can potentially reduce teachers’ workloads and improve the efficiency and quality of lesson preparation, as indicated by teacher satisfaction and preference judgments. In this paper, we introduce LessonAgent, a multimodal and interactive pipeline that leverages large language models (LLMs) to generate lesson plans, presentations, and podcasts. Our system enhances the quality of generated materials through diverse input modalities, refined generation mechanisms, and interactive feedback with teachers. Specifically, we present the Plan10k dataset—a high-quality bilingual collection of lesson plans—and employ it to train and evaluate our framework. The pipeline consists of three main modules: a query rewriting module that handles multimodal teacher inputs (e.g., textual concepts, images, or textbook excerpts), a lesson plan generation module that produces structured content, and a chapter correction module that integrates retrieval-based tools to improve factual accuracy and contextual relevance. Furthermore, teachers can interact with intermediate results, allowing adaptive refinement throughout the generation process. Based on the generated lesson plans, the framework further produces corresponding visual presentations and podcasts, forming a comprehensive multimodal teaching assistant system. Extensive experiments and teacher evaluations demonstrate the superior performance and satisfaction of our approach. Full article