Search Results (529)

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

This study sought to investigate the perceptions of teachers from the Porto Metropolitan Area regarding the use of augmented reality (AR) in primary and secondary education. Drawing on a quantitative, descriptive, and correlational research design, data were collected through a validated questionnaire adapted to the Portuguese context and administered to 116 teachers across different curricular subjects of primary and secondary education. The findings reveal overall positive perceptions of AR’s educational potential, particularly in its capacity to enhance teaching strategies and student engagement. Teachers with prior AR training and more frequent use of AR reported significantly higher levels of perceived benefit across dimensions such as teaching, learning, and inclusive practices. Notably, teachers’ perceptions of their own technological competence were lower, suggesting a gap between pedagogical appreciation and technical readiness. No significant differences were observed with respect to gender, age, or academic qualifications. This study highlights the importance of continuous training and professional development focused on both technical and pedagogical aspects to support the effective integration of AR into classrooms. These findings underscore the need for educational policies that promote equitable access to training, resources, and opportunities to experiment with AR, thereby fostering more inclusive and innovative learning environments. Full article

Architecture, engineering, and construction (AEC) education requires a radical shift in pedagogical strategies to enhance knowledge retention, critical thinking, practical skills development, and student engagement. The integration of immersive tools such as virtual reality and augmented reality (VR/AR) into AEC curricula has shown enormous potential in enhancing learning outcomes. Despite the increasing popularity of these tools, their adoption for sustainable construction materials and systems such as mass timber building remains underexplored, especially for teaching and facilitating their curricula delivery. This study adopted a systematic review following PRISMA guidelines and a scientometric analysis across key AEC journals. The study synthesizes findings from 69 peer-reviewed articles across three databases. While the findings suggest that VR/AR significantly enhances learning outcomes, key gaps such as lack of standardized evaluation metrics, inadequate faculty training, and a lack of a robust integration framework persist, especially for mass timber and overall sustainability education. This study proposed a foundational framework for VR/AR integration in AEC curricula for mass timbers education and highlighted some pedagogical strategies for bridging the identified gaps. The insights establish the basis for future research that will develop and evaluate a VR-based instructional tool to teach mass timber and sustainable construction education. Full article

Multigrade classrooms represent a widely extended educational modality in rural contexts and territories with low demographic density. This organizational model, in which a single teacher serves students from different levels in the same space, poses particular challenges but also significant pedagogical opportunities. In this systemic literature review, a total of 40 international studies were analyzed according to the PRISMA guidelines, published between 2019 and 2024 in databases such as Scopus and ERIC. The objective of this analysis is to identify the main organizational and methodological approaches, as well as the strengths and weaknesses, associated with teaching in multigrade contexts. This systematic review has been prospectively registered in the Open Science Framework (OSF) under registration number: 64rsu. A qualitative thematic analysis was employed to organize the results into five categories: organizational models, pedagogical practices, teacher training, impact on learning, and school-community links. The findings underscore the efficacy of this model in promoting educational inclusion, cooperative learning, and curricular contextualization. Nevertheless, they also underscore the necessity for specific teacher training and support policies. This review offers a comparative and critical perspective that has the potential to inform the development of more effective pedagogical and training strategies in a range of educational settings. Full article

Higher education is increasingly focused on developing competencies beyond traditional academic content. Collaborative learning fosters academic achievement and promotes sustainable educational practices, helping students thrive in a dynamic and interconnected world. Professors now play a key role in creating environments where students actively engage in their own learning and development. This shift is especially evident when collaborative learning is used as a strategy for sustainability, encouraging lifelong learning and responsible citizenship. This study compared two teaching methodologies in a university business administration course. The results show that, in all cases, students in the collaborative group obtained higher averages. They also perceived greater teacher involvement in their learning process. These findings suggest that collaborative learning allows students to better assess the professor’s role and engagement. Collaborative learning is not merely a collection of techniques but a pedagogical philosophy that redefines the teacher’s role. As such, teacher training and institutional leadership must support long-term, reflective processes that foster student-centered attitudes and cultural change in universities. Faculty mindsets take time to evolve, and institutional culture plays a vital role in enabling or hindering change. Moreover, this study contributes to the literature by showing how collaborative learning, interpreted through the lens of transactional theory, enhances student perception of teacher involvement—highlighting the importance of mutual engagement and co-responsibility in business education settings. Full article

This feature paper explores the comparative pedagogical roles of concrete and virtual manipulatives in preservice mathematics teacher education. Based on a design-based research (DBR) methodology, this study investigates the effects of tangible tools (e.g., base-ten blocks, fraction circles) and digital applications (e.g., GeoGebra Classic 6, Polypad) on preservice teachers’ problem solving, conceptual understanding, engagement, and instructional reasoning. Data were collected through surveys (n = 53), semi-structured interviews (n = 25), and classroom observations (n = 30) in a Spanish university’s teacher education program. Key findings show that both forms of manipulatives significantly enhance engagement and conceptual clarity, but are affected by logistical and digital access barriers. This paper further proposes a theoretically grounded model for simulating manipulatives through ICT-based environments, enabling scalable and adaptive mathematics teacher training. By linking constructivist learning theory, the Technologically Enhanced Learning Environment (TELE) framework, and simulation-based pedagogy, this model aims to replicate the cognitive, affective, and collaborative affordances of manipulatives in virtual contexts. Distinct from prior work, this study contributes an integrated theoretical and practical framework, contextualized through empirical classroom data, and presents a clear plan for real-world ICT-based implementation. The findings provide actionable insights for teacher educators, edtech developers, and policymakers seeking to expand equitable and engaging mathematics education through simulation and blended modalities. Full article

Three-dimensional (3D) printing offers new opportunities in surgical planning and medical education, yet high costs and technological complexity often limit its widespread use, especially in low-resource settings. This study presents a personalized, cost-effective, and anatomically accurate liver model designed using open-source tools and affordable 3D-printing techniques. Segmentation of hepatic CT images was performed in 3D Slicer using a region-growing method, and the resulting models were optimized and exported as STL files. The external mold was printed with Fused Deposition Modeling (FDM) using PLA+, while internal structures such as vessels and tumors were fabricated via Liquid Crystal Display (LCD) printing using PLA Pro resin. The final assembly was cast in food-grade gelatin to mimic liver tissue texture. The complete model was produced for under USD 50, with an average total production time of under 128 h. An exploratory pedagogical evaluation with five medical trainees yielded high Likert scores for anatomical understanding (4.6), spatial awareness (4.4), planning confidence (4.2), and realism (4.4). This model demonstrated utility in preoperative discussions and training simulations. The proposed workflow enables the fabrication of low-cost, realistic hepatic phantoms suitable for education and surgical rehearsal, promoting the integration of 3D printing into everyday clinical practice. Full article

Many early career educators, such as teaching assistants (TAs) in college courses, as well as pre-college educators, need help both with content and pedagogical knowledge to effectively help their students learn. One pedagogical approach that has been found effective in prior studies is collaboration with peers. Collaborative learning not only has the potential to help educators develop content knowledge but can also improve their pedagogical knowledge. This study examines the performance of physics graduate students, enrolled in a professional development course for teaching assistants (TAs), on the Magnetism Conceptual Survey, highlighting the impact of peer collaboration on learning both content and pedagogy. Peer interaction significantly improved performance, driven by both construction of knowledge (where the group answered a question correctly but only one member had the correct individual response) and co-construction of knowledge (where the group succeeded despite both members initially answering incorrectly). Beyond improving content understanding, peer collaboration can also foster pedagogical skills by encouraging early educators such as TAs to use peers as learning resources and communicate ideas effectively to support mutual understanding. These dual benefits—enhancing both content mastery and teaching abilities—demonstrate that this approach holds value not only for the professional development of TAs but can also be adapted for pre-college professional development programs to improve teaching and learning outcomes. Full article

The progression of content during the training and development of young athletes is essential, while considering the developmental stages of the students/athletes. Therefore, it is crucial to monitor training sessions to ensure that content progression is followed and to assess how it is implemented. The aim of this study was to analyze the associations between different male categories of sports development in basketball through pedagogical variables and external loads planned by the coaches. The sample consisted of 148 sessions and 896 tasks, and the SIATE tool was used to observe both the pedagogical variables and the primary external load variables. Significant differences were observed primarily in the U16 category compared to the U12 and U14 categories. In examining the pedagogical variables, three key aspects were highlighted: content type, training methods, and level of opposition. The external load variables were aligned with the pedagogical variables, suggesting a progression of content. This indicates that instruction should follow an order, in which tactical load evolves from the simplest to the most complex, in accordance with the development and training stage of the students/athletes. The analyzed male basketball team demonstrated a content progression focused on the comprehensive development of the student/athlete, encouraging decision-making, and creating a complex, unpredictable, and random environment that closely resembles the dynamics of the real game. Full article

In the digital era, integrating technology into education is essential to meet contemporary educational demands. This systematic review examines the competencies and skills in educational technology required from in-service teachers serving in elementary, middle, and high schools, alongside the training models and methods implemented over the past decade. Following PRISMA guidelines, a systematic search was conducted in the Scopus, WOS, and ERIC databases, focusing on studies published between 2014 and 2025. A total of 82 studies were selected based on predefined inclusion criteria. The review analyzed competencies, skills, training models, and methods, identifying prevailing trends in teacher training for educational technology. The review identified seven key competencies, emphasizing skills such as using software, educational applications, and platforms, as well as virtual collaboration. The TPACK model emerged as the predominant framework for teacher training, encompassing various methods, including professional learning communities and Problem-Based Learning. A progressive and structured approach is necessary to develop teachers’ competencies, encompassing both basic technical skills and the adoption of emerging technologies. Continuous and context-specific teacher training in educational technology is critical for sustainable integration and pedagogical transformation. Barriers such as limited infrastructure and resistance to change highlight the need for strong institutional support and mentorship. Future research should aim to expand to diverse educational settings to validate and extend these findings. Full article

Background: Chronic illness affects children’s health and disrupts the spatial and temporal aspects of schooling by complicating attendance, interrupting learning routines, and exposing institutional rigidity. While many educational systems treat chronicity as an exception to be managed, this review reconceptualizes it as a pedagogical and symbolic challenge to normative assumptions about inclusion, care, and participation. Objective: To systematically examine how school-based behavioral and psychosocial interventions support children and adolescents with chronic health conditions (CHCs) in inclusive educational settings and to analyze what these interventions reveal about institutional practices of care and recognition. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search across five databases, PubMed, ERIC, PsycINFO, Scopus, and Web of Science, for studies published between January 2010 and April 2025. Of 420 records screened, 28 studies met inclusion criteria. Eligible studies reported on school-based interventions for students aged 5–18 with chronic conditions. Methodological quality was appraised using the Cochrane Risk of Bias 2 tool (for RCTs) and the Joanna Briggs Institute checklist (for quasi-experimental designs). Findings were synthesized narratively and thematically. Results: The included studies addressed asthma, attention-deficit/hyperactivity disorder (ADHD), diabetes, epilepsy, autism, cancer, and food allergies. Interventions ranged from nurse-led management and teacher training to peer education and executive function coaching. Most reported improvements in symptom control, school attendance, academic performance, and psychosocial wellbeing. Several studies also demonstrated how interventions reshaped institutional routines and distributed responsibility for care, challenging rampant assumptions about autonomy, ability, and normativity. Conclusions: School-based interventions for chronic illness operate as health strategies and as symbolic and structural enactments of inclusion. When designed relationally, they modulate schools into responsive institutions where care is integrated in everyday pedagogical and organizational practices. Future research prioritizes longitudinal studies, underrepresented contexts, and the active participation of youth in shaping interventions. Full article

Strengthening the education of health professionals is imperative to effectively address contemporary public health challenges. Preceptorship, by integrating teaching and care within service settings, stands out as a relevant strategy for developing clinical, ethical, and relational competencies. This study aimed to construct a theoretical model based on the meanings attributed by nurse preceptors to preceptorship in pediatric nursing within the context of hospital-based training at a referral institute specializing in rare and complex diseases in Rio de Janeiro, Brazil. The study used Grounded Theory and Symbolic Interactionism as its methodological and theoretical frameworks, respectively, and involved interviews with 14 preceptors. The resulting model characterizes preceptorship as an interactive process materialized in pedagogical practices that integrate technical skill, empathy, responsibility, and creativity into the daily routine of care. The findings offer valuable insights for strengthening professional training programs in health and contribute to public policies that recognize preceptorship as a component of interprofessional education and of workforce development, with a focus on humanization, safety, and contextualized care. Full article

There is minimal research concerning the role of custom-trained artificial intelligence (AI) tools in higher education, with a lack of research concerning the pedagogical qualities of an AI-based personal tutor. To fill this literature gap, we examined how a custom GPT personal tutor shapes key teaching and learning qualities. Using the mixed-methods approach, we aimed to demonstrate preliminary and exploratory empirical evidence concerning the contribution of custom-trained AI tutors to building up students’ competencies. Our research analyzed the subjective assessments of students related to the GPT tutor’s contribution to improving their competencies. Both the qualitative and quantitative empirical results confirmed the positive contribution. In addition, we triangulated the results to evaluate the potential of custom-trained AI chatbots in higher education, focusing on undergraduate business courses. However, the results of this study cannot be generalized to the entire student population of business schools, since the participation in the AI-assisted tutor program was voluntary, attracting only intrinsically motivated students. Full article

This study analyzes the differences in the selection of teaching methodologies, assessment instruments, and educational values in Master’s Theses (TFMs) written within the Geography and History specialization of a Teacher Training Master’s program in Spain. The aim is to examine how these pedagogical components vary according to the gender of the author and the educational level targeted by the instructional proposals. A mixed-methods approach was applied combining statistical analysis (Chi-square and ANOVA tests) with qualitative content analysis of 54 anonymized TFMs. The results indicate that while gender-related differences were not statistically significant in most categories, qualitative patterns emerged: female authors tended to adopt more reflective, participatory approaches (e.g., oral expression, gender visibility), whereas male authors more often used experiential or gamified strategies. Significant differences by educational level were found in the use of gamification, inquiry-based learning, and project-based learning. A progressive increase in methodological complexity was observed from lower secondary to upper levels. In terms of educational values, interdisciplinarity and inclusion were most frequently promoted, with critical perspectives such as historical memory and gender visibility more prevalent at the Baccalaureate level. These findings underscore the TFM’s role as a space for pedagogical innovation, reflective practice, and value-driven teacher identity formation. Full article

This study analyses the effectiveness of a contextualized teaching and learning sequence (TLS) based on forensic entomology (FE) to disprove the idea of spontaneous generation (SG) among students enrolled in the Higher Vocational Education and Training (VET) Cycle in Pathological Anatomy and Cytodiagnosis. Through an inquiry- and project-based learning approach, students replicate a version of Francesco Redi’s historical experiments, enabling them to engage with core scientific concepts such as the metamorphic cycle of insects and the role of entomology in forensic science. The research adopts a semiquantitative and exploratory design. It investigates: (1) whether students’ prior knowledge about FE and related biological processes is sufficient to refute SG; (2) to what extent this knowledge is influenced by their previous academic background and gender; and (3) whether a contextualized TLS can significantly enhance their conceptual understanding. The results reveal that most students begin with limited initial knowledge of FE and multiple misconceptions related to SG, irrespective of their previous study. Gender differences were observed at baseline, with women showing lower prior knowledge, but these differences disappeared after the intervention. The post-intervention data demonstrate a significant improvement in student’s ability to reject SG and explain biological processes coherently. The study highlights the importance of integrating entomology into health-related VET programs, both as a means to promote scientific literacy and correct misconceptions and as a pedagogical tool to foster critical thinking. It also highlights the potential and historically grounded methodologies to equalize learning outcomes and strengthen the scientific preparation of future healthcare professionals. Full article