Search Results (743)

In distance learning environments, learner engagement directly impacts attention, motivation, and academic performance. Signs of fatigue, negative affect, or critical remarks can warn of growing disengagement and potential dropout. However, most existing approaches rely on a single modality, visual or text-based, without providing a general view of learners’ cognitive and affective states. We propose a multimodal system that integrates three complementary analyzes: (1) a CNN-LSTM model augmented with warning signs such as PERCLOS and yawning frequency for fatigue detection, (2) facial emotion recognition by EmoNet and an LSTM to handle temporal dynamics, and (3) sentiment analysis of feedback by a fine-tuned BERT model. It was evaluated on three public benchmarks: DAiSEE for fatigue, AffectNet for emotion, and MOOC Review (Coursera) for sentiment analysis. The results show a precision of 88.5% for fatigue detection, 70% for emotion detection, and 91.5% for sentiment analysis. Aggregating these cues enables an accurate identification of disengagement periods and triggers individualized pedagogical interventions. These results, although based on independently sourced datasets, demonstrate the feasibility of an integrated approach to detecting disengagement and open the door to emotionally intelligent learning systems with potential for future work in real-time content personalization and adaptive learning assistance. Full article

Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impact when employing a TL-TS pedagogical approach. Analysis of students’ pre- and post-tests and multimodal classroom interactions reveals that effective collaboration between nursing specialists and language experts in CLIL can be fostered by (1) aligning with language education principles through the incorporation of internally persuasive discourse (IPD) about language learning and TL-TS practices; (2) simulating potential professional contingencies and co-developing coping strategies using TL-TS; and (3) elucidating nursing language norms through TL-TS and IPD. We advocate for re-imagination of CLIL in English-medium nursing education through an organistic–procedural TL perspective and highlight its potential to enhance EAL nursing students’ development of language proficiency and professional competencies. Full article

The rapid emergence of generative AI technologies has sparked significant transformation across educational landscapes worldwide. This study presents a comprehensive bibliometric analysis of GAI in education, mapping scholarly trends from 2022 to 2025. Drawing on 3808 peer-reviewed journal articles indexed in Scopus, the analysis reveals exponential growth in publications, with dominant contributions from the United States, China, and Hong Kong. Using VOSviewer, the study identifies six major thematic clusters, including GAI in higher education, ethics, technological foundations, writing support, and assessment. Prominent tools, especially ChatGPT, are shown to influence pedagogical design, academic integrity, and learner engagement. The study highlights interdisciplinary integration, regional research ecosystems, and evolving keyword patterns reflecting the field’s transition from tool-based inquiry to learner-centered concerns. This review offers strategic insights for educators, researchers, and policymakers navigating AI’s transformative role in education. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

This study explores the potential of Intelligent Geographic Information Systems (GISs) in advancing educational practices through the integration of real-time data models. The objective is to investigate how GIS technology can enhance teaching and learning by providing interactive and dynamic learning environments. The research employs a bibliometric analysis based on the Scopus database, covering the period from 2000 to 2024, to identify key trends, the evolution of GIS applications in education, and their pedagogical impact. Findings reveal that GISs, particularly when incorporating real-time data, enable a more immersive learning experience, facilitate data-driven decision-making, and promote student engagement through project-based learning. However, challenges such as the lack of specialized training for educators and limitations in technological infrastructure remain significant barriers to widespread adoption. The study concludes that Intelligent GISs have the potential to transform education by fostering personalized, interdisciplinary learning and enhancing educational management. It emphasizes the need for further research aimed at developing user-friendly systems and addressing ethical concerns to ensure the benefits of GIS technology are accessible to all students. Future studies should examine the long-term effects of GISs on student outcomes and explore their integration into diverse educational contexts. Full article

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

The present study focuses on investigating the contribution of puppetry as a pedagogical and psychosocial tool in special education, addressing the literature gap in the systematic documentation of the experiences of special education teachers, concerning its use in daily teaching practice. The main objective is to capture the way in which puppetry enhances the learning, social and therapeutic support of students with complex educational and psychosocial needs. The study employs a qualitative phenomenological approach, conducting semi-structured interviews with eleven special education teachers who integrate puppetry into their teaching. Qualitative data were analyzed using thematic analysis. The findings highlight that puppetry significantly enhances cognitive function, concentration, memory and language development, while promoting the active participation, cooperation, social inclusion and self-expression of students. In addition, the use of the puppet acts as a means of psycho-emotional empowerment, supporting positive behavior and helping students cope with stress and behavioral difficulties. Participants identified peer support, material adequacy and training as key factors for effective implementation, while conversely, a lack of resources and time is cited as a key obstacle. The integration of puppetry in everyday school life seems to ameliorate a more personalized, supportive and experiential learning environment, responding to the diverse and complex profiles of students attending special schools. Continuous training for teachers, along with strengthening the collaboration between the arts and special education, is essential for the effective use of puppetry in the classroom. Full article

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results. Full article

The Diamond Sutra (Vajracchedikā-Prajñāpāramitā-Sūtra) translated by the Sui Dynasty monk Dharmagupta is the fourth Chinese rendition of the Diamond Sutra. Characterized by unprecedented linguistic opacity and syntactic complexity within the history of Buddhist textual transmission, this translation’s distinctive features have attracted significant scholarly attention. This study synthesizes existing academic perspectives and employs Sanskrit–Chinese textual criticism and comparative analysis of parallel translations to conduct a granular examination of Dharmagupta’s retranslation. Our findings reveal that this text fundamentally deviates from conventional sutras designed for religious dissemination or liturgical recitation. Its defining traits, including morphological calquing of Sanskrit structures, simplified pronominal systems, and etymologically prioritized equivalence, collectively reflect a pedagogical focus characteristic of language instructional texts. Dharmagupta’s approach epitomizes a translation-as-pedagogy paradigm, with the text’s deviations from conventional norms resulting from the interplay of religious development, historical context, and translator agency. We argue that the Diamond Sutra retranslation constitutes a radical experimental paradigm in translation history, warranting re-evaluation of its significance within the broader trajectory of Buddhist textual practice. Full article

This perspective article comments on the four articles within the Social Sciences Special Issue on ‘Systemism and International Studies’ within the broader scholarly and pedagogical context of the discipline. The special issue contributors successfully demonstrate applications of systemism across distinct fields, bringing expert perspectives to graphic design. We identified numerous contributions in theory building and refinement, active learning pedagogy, collaboration within and across disciplines, and partnership among policymakers and scholars. Limitations and obstacles, such as the lack of visual layering and the learning curve for systemist notation, are also noted. This commentary unfolds in four sections: an introduction providing an overview, an analysis of current dynamics highlighting strengths and weaknesses, an exploration of future opportunities and challenges, and a conclusion synthesizing the contributions of the four works. Full article

Over a three-year R&D project, the perception of mobile phone use in Spanish secondary schools shifted from initial tolerance to increasingly prohibitive policies. Drawing on the Actor–Network Theory, this study examines how mobile phones—alongside institutional discourses and school and family concerns—acted as dynamic actants, shaping public and political responses. The research adopted a qualitative design combining policy and media document analysis, nine semi-structured interviews with key stakeholders, ten regional case studies, and twelve focus groups. The study concluded with a public multiplier event that engaged the broader educational community. The Madrid region, among the first to adopt a restrictive stance, contributed two school-based case studies and three focus groups with teachers, students, and families. Findings suggest that the turn toward prohibition was motivated less by pedagogical evidence than by cultural anxieties, consistent with what it conceptualizes as a techno-pessimistic shock. This shift mirrors the historical patterns of societal reaction to disruption and technological saturation. Rather than reinforcing binary framings of promotion versus prohibition, such moments invite critical reflection. The study argues for nuanced, evidence-based, and multilevel governance strategies to address the complex role of mobile technologies in education. Full article

This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals. Full article

In this integrative review paper, we explore the parallels between the physical models of gyrotrons and some equations used in diverse and broad scientific fields. These include Adler’s famous equation, Van der Pol equation, the Lotka–Volterra equations and the Kuramoto model. The paper is written in the form of a pedagogical discourse and aims to provide additional insights into gyrotron physics through analogies and parallels to theoretical approaches used in other fields of research. For the first time, reachability analysis is used in the context of gyrotron physics as a modern tool for understanding the behavior of nonlinear dynamical systems. Full article

The Harry Potter fandom community around the world prefers a universe of wizards and witches that includes all people, but also has concerns about the author’s perspective regarding gender identity. This disjunction paralyzes the cultural reader with moral confusion, which is a danger to their emotional investment in the text. Although scholars have analyzed this phenomenon using fragmented prisms, such as social media activism, cognitive engagement, translation, pedagogy, and fan creativity, there is no unifying model that can be used to understand why reading pleasure endures. This article aims to fill this gap by examining these strands of research in a divergent manner, adopting a convergent mixed-methods study approach. Based on neurocognitive (EEG) values, cross-cultural focus groups, social media analysis, and corpus linguistics, we outline the terrain of reader coping mechanisms. We identify separate fan fractions and examine the corresponding practices. The results are summarized by proposing a model called the MDRL (Moral dissonance repair loop) which is a theoretical model that shows how translation smoothing, pedagogical reframing and fan-based re-moralization interact with one another in creating a system that enables the reader to be collectively able to obtain their relations with the text back to a manageable point and continue being engaged. This model makes a theoretical contribution to new areas in the study of fans, moral psychology, and cognitive literature. Full article

Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of mathematics that makes explicit the actual use of mathematics hidden in social structures and routines. In this paper, the author examines how a mathematical unit on home mortgages was carried out to support 12th grade students’ understanding of the mathematics of mortgages, revealing the formatting power that mortgage lenders hold in reordering the reality of marginalized communities. Drawing on a qualitative analysis of student journals, student work, post-class student interviews, and teacher/researcher journals, the findings revealed two pedagogical features that contributed to students’ reading and writing the world with mathematics: engaging mathematics from multiple directions and attending to the formatting power of the mathematical and political knowledge dialectic. These findings offer pedagogical guidance for practitioners and teacher educators in curriculum design and implementation of critical mathematics. Full article