Search Results (541)

As an example of pedagogical approaches that blend online and face-to-face instruction, the flipped classroom model has seen exponential growth in business schools. To explore its effectiveness, expectancy-value theory and cognitive load theory were employed to develop a framework linking students’ perceived usefulness of the online and in-person content to their pre-class preparation, class participation, perceived learning, and skills development. A preliminary test of this framework was conducted using a flipped Organizational Behavior course within a business diploma program at a publicly funded Canadian college. The perceived usefulness of the online component was positively associated with students’ pre-class preparation, which, in turn, was positively related to both their perceived learning and skills development. Implications for practice and directions for future research are discussed. Full article

Based on our question, “Are reels/short-videos the real deal in video-based learning?” this study explores the effectiveness of short (around 2 min) video-based learning in engaging medical students from the second large medical Portuguese school. With the increasing integration of digital tools in education, video content has emerged as a dynamic method to enhance learning experiences. This cross-sectional survey was conducted by using anonymous self-administered questionnaires, prepared with reference to previous studies, and distributed to 264 informed students who voluntarily agreed to participate. This sample represented 75.5% of the students attending the classes. The questionnaires included topics related to the 65 short videos about practical classes, as well as the students’ learning preferences. The collected data were analyzed using descriptive and comparative statistics. The students considered that the content and format of the videos were adequate (99.6% and 100%, respectively). Specifically, the videos helped the students to better understand the practical classes, consolidate and retain the practical content, and simplify the study for the exams. Additionally, the videos were praised for their high-quality audiovisual content, being innovative, complete, concise, short and/or adequate, or better than other formats such as printed information. The combination of written and audiovisual support materials for teaching and studying is important and has been shown to improve students’ performance. This pedagogical methodology is well-suited for the current generation of students, aiding not only in study and exam preparation but also in remote learning. 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

Providing inclusive education and engaging all students in reading and writing activities presents an ongoing challenge for teachers, not necessarily resolved by implementing digital technology. This study addresses the need to better understand teacher competencies within the digitally infused classroom, specifically in relation to inclusive education and reading and writing practices. The study investigates the competencies and supportive strategies of middle school teachers who perceive themselves as successful in this area. The study employs the Delphi technique, using iterative surveys through which these teachers describe and rate aspects of their competencies and strategies. The results are analyzed through a modified version of the Technological, Pedagogical, and Content Knowledge (TPACK) framework, with particular attention to how teachers support students using their content knowledge and digital competency. Findings reveal a range of strategies and competency aspects related to both proactive accessibility and reactive individualization, using a variety of digital tools and text modalities. The teachers describe a dual orientation in their ability to curiously explore digital tools while simultaneously being able to critically appraise their usefulness. The findings contribute insights on what can support teachers when collaboratively developing knowledge of local practices and their agency in relation to available digital tools. Full article

As digital transformation progresses, schools are increasingly confronted with psychosocial challenges such as technostress, digital overload, and unequal participation in digital (learning) environments. This article investigates the conceptual relevance of digital well-being for school development, particularly in relation to social inequality. Despite growing attention, the term remains theoretically underdefined in educational research—a gap addressed through a theory-driven review. Drawing on a systematic search, 25 key studies were analyzed for their conceptual understanding and refinement of digital well-being, with a focus on educational relevance. Findings suggest that digital well-being constitutes a multidimensional state shaped by individual, media-related, and socio-structural factors. It emerges when individuals are able to successfully manage the demands of digital environments and is closely linked to digital inequality—particularly in terms of access, usage practices, and the resulting opportunities for participation and health promotion. Since the institutional role of schools has thus far received limited attention, this article shifts the focus toward schools as key arenas for negotiating digital norms and practices and calls for an equity-sensitive and health-conscious perspective on school development in the context of digitalization. In doing so, digital well-being is repositioned as a pedagogical cross-cutting issue that requires coordinated efforts across all levels of the education system, highlighting that equitable digital transformation in schools depends on a critical reflection of power asymmetries within society and educational institutions. The article concludes by advocating for the systematic integration of digital well-being into school development processes as a way to support inclusive digital participation and to foster a health-oriented digital school culture. Full article

This work presents the development of NOVA, an educational virtual assistant designed for the Parallel Computing course, built using a Retrieval-Augmented Generation (RAG) architecture combined with Large Language Models (LLMs). The assistant operates entirely in Spanish, supporting native-language learning and increasing accessibility for students in Latin American academic settings. It integrates vector and relational databases to provide an interactive, personalized learning experience that supports the understanding of complex technical concepts. Its core functionalities include the automatic generation of questions and answers, quizzes, and practical guides, all tailored to promote autonomous learning. NOVA was deployed in an academic setting at Universidad Politécnica Salesiana. Its modular architecture includes five components: a relational database for logging, a vector database for semantic retrieval, a FastAPI backend for managing logic, a Next.js frontend for user interaction, and an integration server for workflow automation. The system uses the GPT-4o mini model to generate context-aware, pedagogically aligned responses. To evaluate its effectiveness, a test suite of 100 academic tasks was executed—55 question-and-answer prompts, 25 practical guides, and 20 quizzes. NOVA achieved a 92% excellence rating, a 21-second average response time, and 72% retrieval coverage, confirming its potential as a reliable AI-driven tool for enhancing technical education. Full article

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article

Campus climate research has long been a focus of higher education scholarship; however, studies show that inequalities and a pervasive sense of not belonging continue to negatively affect students. This paper presents the results of a campus-wide survey conducted at a Minority-Serving Institution (MSI), with a sample of 820 undergraduate, master’s, Ph.D., and non-degree students. The authors explore students’ experiences on campus in relation to their identities as well as students’ perceptions of campus climate. Specifically, the paper examines students’ intergroup relations and how these influence their sense of belonging. The survey instrument developed in the frame of this project also included questions designed to assess opportunities students have to develop key values, attitudes, skills, knowledge, and critical understanding related to intercultural and democratic competences necessary for life and work in multicultural societies. This study identifies the areas students perceive as important for development, highlighting which values, attitudes, skills, knowledge, and critical understanding they have had the opportunity to cultivate during their time at the university and those they would like to develop further. The authors hope these findings will inform efforts to strengthen institutional support for more inclusive practices on culturally diverse university campuses and provide evidence-based guidance for designing effective pedagogical interventions. Full article

The TOWCHED project explores how arts and heritage-based educational methodologies can support sustainable development by enhancing key transversal competencies in learners, particularly children and youth. In response to the global challenges outlined in the sustainable development goals (SDGs), this project promotes inclusive and participatory approaches to education that foster social cohesion, intercultural understanding, and civic engagement. Partnering with museums, TOWCHED develops cross-curricular pedagogical interventions, such as experiential, blended, and collection-mediated learning, that link cultural heritage with contemporary social and environmental concerns. These approaches aim to strengthen creativity, critical thinking, collaboration, and self-awareness. TOWCHED demonstrates that heritage collection-based education can play a vital role in transforming schools and other learning environments into hubs for sustainable, lifelong learning. By embedding cultural expression and heritage into educational practices, the project offers a compelling model for empowering individuals to navigate and shape a more equitable and interconnected world. This paper has two aims. First, we introduce TOWCHED, an interdisciplinary project recently funded by the Horizon Europe program of the European Union to preserve and promote education for sustainability in the heritage context. Second, we introduce a set of tools related to the project. 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

The integration of artificial intelligence (AI) into educational environments is fundamentally transforming the learning process, raising new questions regarding student engagement and motivation. This empirical study investigates the relationship between AI-based learning support and the experience of flow, defined as the optimal state of deep attention and intrinsic motivation, among university students. Building on Csíkszentmihályi’s flow theory and current models of technology-enhanced learning, we applied a validated, purposefully developed AI questionnaire (AIFLQ) to 142 students from two Hungarian universities: the Ludovika University of Public Service and Eszterházy Károly Catholic University. The participants used generative AI tools (e.g., ChatGPT 4, SUNO) during their academic tasks. Based on the results of the Mann–Whitney U test, significant differences were found between students from the two universities in the immersion and balance factors, as well as in the overall flow score, while the AI-related factor showed no statistically significant differences. The sustainability of the flow experience appears to be linked more to pedagogical methodological factors than to institutional ones, highlighting the importance of instructional support in fostering optimal learning experiences. Demographic variables also influenced the flow experience. In gender comparisons, female students showed significantly higher values for the immersion factor. According to the Kruskal–Wallis test, educational attainment also affected the flow experience, with students holding higher education degrees achieving higher flow scores. Our findings suggest that through the conscious design of AI tools and learning environments, taking into account instructional support and learner characteristics, it is possible to promote the development of optimal learning states. This research provides empirical evidence at the intersection of AI and motivational psychology, contributing to both domestic and international discourse in educational psychology and digital pedagogy. Full article

Background: Several studies document the importance of communicative abilities for children’s development. Especially in recent years verbal communication in preschool children with developmental language disorder (DLD) has been studied, relying heavily on statistical analysis, outcome measures, or/and parents’ reports. Purpose: This explorative study investigates the effects of speech therapy on the development of language and verbal communication skills in preschool children with DLD within their peer group in a day-to-day setting using objective video-documentation. Hypothesis: Speech therapy leads to improvement of language, communication, and possibly to concurrent development of both language and verbal communication skills in preschool children. Methods: Preliminary prospective study to assess language and verbal communications skills of nine preschool children (seven boys, two girls, 4–6 y) with DLD in a speech therapy kindergarten using video recordings over a one-year therapy period. The communicative participation of the members of the peer group was assessed and included the verbal address (Av) and the ratio of “verbal address/verbal reaction” (Av/Rv). Results: The investigation results in evidence for two outcome groups: One group with suspected preferential verbal communication disorders (n = 4) was characterised by a high Av/Rv value, meaning they were scored to have a normal or high verbal address (Av) and a low verbal response (Rv) (predominantly interpersonal communication related disorder). This group showed minimal changes in the short term but demonstrated improvement after 5 years of schooling; thus, pedagogical activities seemed to be particularly effective for these children. The second group showed a balanced Av/Rv ratio (predominantly language related disorder) (n = 5); but after five years they demonstrated a partial need for special school support measures. This group may therefore particularly benefit from speech therapy. Conclusions: The present study clearly shows that even with speech-language therapy, the linguistic ability of DLD-disturbed children does not necessarily develop simultaneously with their communication ability. Rather, the investigations provide evidence for two groups of preschool children with DLD and communication disorder: One group demonstrated a predominantly verbal communication related disorder, where pedagogical intervention might be the more important treatment. The second group showed predominantly DLD, therefore making speech therapy the more effective intervention. In this study, all children expressed their desire to communicate with their peers. To the authors’ best knowledge, this is the first study determining the ability to communicate in a preschool cohort with DLD using characterisation with video documentation in a follow-up for 1 year. Full article

This study offers a comprehensive examination of the scientific output related to the integration of Artificial Intelligence (AI) in education using qualitative research methods, which is an emerging intersection that reflects growing interest in understanding the pedagogical, ethical, and methodological implications of AI in educational contexts. Grounded in a theoretical framework that emphasizes the potential of AI to support personalized learning, augment instructional design, and facilitate data-driven decision-making, this study conducts a Systematic Literature Review and bibliometric analysis of 630 publications indexed in Scopus between 2014 and 2024. The results show a significant increase in scholarly output, particularly since 2020, with notable contributions from authors and institutions in the United States, China, and the United Kingdom. High-impact research is found in top-tier journals, and dominant themes include health education, higher education, and the use of AI for feedback and assessment. The findings also highlight the role of semi-structured interviews, thematic analysis, and interdisciplinary approaches in capturing the nuanced impacts of AI integration. The study concludes that qualitative methods remain essential for critically evaluating AI’s role in education, reinforcing the need for ethically sound, human-centered, and context-sensitive applications of AI technologies in diverse learning environments. Full article

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

Design studios generally concentrate on some critical concerns of urban life to overcome, and housing is one of those. Rapid development and advanced technology increase the need for and problems with housing. Such concerns should be addressed in theory, practice, and pedagogy. This study assesses the sophomores’ design output and their understanding of housing typologies based on real-world project sites to contribute to pedagogical aspects. Our study results show that students’ villa typologies generally focus on specific social groups with central themes, including health and recreation, while apartment complex designs converge on community life, urban identity, and tranquility. Based on the survey, students were part of it; they had difficulty with the scale and site-related grading problems, while most wished to work on the other typology theme. This study eventually calls attention to housing problems based on the design students’ perspectives on different residential typologies. Full article