Search Results (56)

School textbooks are central to the teaching, studying, and learning processes because they mediate the interaction between the prescribed curriculum and the educational experience in the classroom. Evaluating their didactic structure critically allows us to determine the degree to which they align with current curriculum guidelines and promote meaningful learning. This study aimed to analyze the extent to which Ecuadorian natural science textbooks reflect constructivist learning principles and promote the development of key competencies established in the National Priority Curriculum. This curriculum guides the achievement of essential results and strengthens fundamental competencies for students’ comprehensive development. Content analysis was adopted as the methodological approach given its relevance in examining the didactic and curricular dimensions of educational materials. The analysis covered twelve eighth-grade General Basic Education textbooks and their supplementary materials. The analysis was based on two instruments: specialized summary analysis sheets (RAE) and a purpose-built checklist. The ATLAS.ti 25 and IRaMuTeQ programs supported the systematization and visualization of the data. The results showed limited integration of constructivist strategies, such as teaching for comprehension, inquiry-based learning, and problem solving, in most of the analyzed texts. These findings underscore the need to expand and strengthen the incorporation of contextualized, critical, and meaningful learning experiences to improve the didactic design of school textbooks. Such improvements would promote coherent articulation between objectives, content, methods, resources, and assessment in line with constructivist principles of the Ecuadorian curriculum. Furthermore, given these approaches’ affinity with curricular frameworks in other regional countries, the results could offer relevant guidance and starting points for reflection on developing and using textbooks in Latin American contexts with comparable educational characteristics. Full article

This paper offers content priorities, justifications, and pedagogical approaches for the integration of climate change education into the training of teachers, and thus into public schooling. To meet urgent imperatives presented by the polycrisis of the Anthropocene, climate change education must be inclusive, comprehensive, flexible, and regionally responsive. Climate change education can be achieved by adapting regional programs for teacher education to meet those requirements. An example is the Climate Education in Teacher Education (CETE) project in northern British Columbia, Canada. Using the Education Design-Based Research methodology, the project addresses critical questions for curricular and pedagogical development of teachers to address the following three questions: (a) what content and outcomes to prioritize, (b) why these elements matter, and (c) how to implement them effectively. Over two years, CETE engaged pre-service and in-service teachers through workshops, reflective practices, and consultations with Indigenous communities. Our tentative answers emphasize the importance of adapting curriculum and pedagogy to foster community resilience, address climate anxiety, and promote an ethical renewal toward sustainability. The iterative development of objectives as “High-Level Conjectures” provides flexibility and reflexivity in the design process in the face of rapid contextual change. CETE developed practical pedagogical tools and workshop strategies that align educational priorities with local and global needs. This study offers a replicable framework to empower educators and communities in diverse locations to navigate the complexities of the climate crisis in their quest for a more secure and sustainable future. Full article

The global demographic transition toward an ageing population has necessitated substantive reforms in dental education, particularly within the field of geriatric prosthodontics. Conventional curricula have frequently prioritized technical competencies while insufficiently addressing the integration of biological, psychosocial, and ethical complexities inherent in the care of older adults. This scoping review critically examined these curricular deficiencies by synthesizing evidence from 34 peer-reviewed studies, employing Bloom’s Taxonomy as a conceptual framework to inform a systematic and pedagogically grounded curriculum redesign. The primary aim was to identify existing gaps in undergraduate and postgraduate education, evaluate the efficacy of active and simulation-based learning modalities, assess the utility of reflective practices and standardised assessment tools, and formulate strategic, taxonomy-aligned pedagogical guidelines. Following the PRISMA-ScR methodology, the included studies were thematically analysed and categorized across the six cognitive levels of Bloom’s Taxonomy. Findings highlighted the effectiveness of integrated educational strategies, including Case-Based Learning, interprofessional education, virtual simulations, and structured assessments such as Objective Structured Clinical Examinations (OSCE). Furthermore, reflective models such as “What? So What? Now What?” fostered higher-order cognitive processes, ethical reasoning, and self-directed learning. By aligning cognitive levels—from foundational knowledge recall to innovative creation—ten evidence-based educational guidelines were developed. These guidelines are pedagogically sound, empirically supported, and adaptable to diverse curricular contexts. The proposed framework ensures a deliberate, progressive trajectory from theoretical comprehension to clinical expertise and ethical leadership. Future research should explore longitudinal outcomes and develop scalable, culturally responsive models to support the broader implementation of curricular reform in geriatric dental education. Full article

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education. Full article

Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies. Full article

Teaching methods are pivotal to the success of educational systems, ensuring that students acquire the competencies embedded in the curriculum at every educational stage. This study presents a novel longitudinal analysis of teaching methods and their association with learning, perception, and development across Elementary, Secondary, and Post-Secondary education over the past 15 years. Using a large sample of 43,298 articles from the ERIC database, we applied correspondence analysis to reveal the temporal patterns and associations between teaching methods and educational stages. The analysis highlights a clear trend, with Active Learning emerging as a dominant methodology across all stages, reflecting a shift toward more student-centered approaches. The results underline the necessity for methodological reforms that prioritize active student engagement and participation. By offering a detailed mapping of the evolution of teaching methods, this study offers a descriptive mapping that may inform educators and policymakers to guide the implementation of more effective and adaptive educational practices, in order to achieve meaningful learning for students and a teaching practice that optimises the teaching and learning process. Full article

Amid growing global interest in culturally responsive education, integrating local knowledge into higher education curricula has become a key focus of reform, especially in culturally distinct regions. This qualitative study investigates how universities in Aceh, Indonesia, implement curriculum innovation by embedding local cultural, ecological, and philosophical values within the national Merdeka Belajar (Freedom to Learn) framework. Drawing on semi-structured interviews and focus group discussions with 100 participants, including lecturers, curriculum developers, and education policymakers, this study explores both the opportunities and constraints surrounding this integration process. Local knowledge was incorporated through thematic modules on adat (customary law), oral literature, and traditional ecology, as well as community-based learning and assessment methods such as reflective journals and participatory mapping. Key challenges included limited institutional guidelines, inadequate pedagogical training, and accreditation systems prioritizing standardized indicators over local relevance. Despite challenges, factors such as faculty autonomy, leadership support, and community collaboration have fostered innovative practices. This study provides empirically grounded insights into how local knowledge can strengthen higher education in underrepresented and culturally diverse contexts. Full article

Cantonese automatic speech recognition (ASR) faces persistent challenges due to its nine lexical tones, extensive phonological variation, and the scarcity of professionally transcribed corpora. To address these issues, we propose a lightweight and data-efficient framework that leverages weak phonetic supervision (WPS) in conjunction with two pho-neme-aware augmentation strategies. (1) Dynamic Boundary-Aligned Phoneme Dropout progressively removes entire IPA segments according to a curriculum schedule, simulating real-world phenomena such as elision, lenition, and tonal drift while ensuring training stability. (2) Phoneme-Aware SpecAugment confines all time- and frequency-masking operations within phoneme boundaries and prioritizes high-attention regions, thereby preserving intra-phonemic contours and formant integrity. Built on the Whistle encoder—which integrates a Conformer backbone, Connectionist Temporal Classification–Conditional Random Field (CTC-CRF) alignment, and a multi-lingual phonetic space—the approach requires only a grapheme-to-phoneme lexicon and Montreal Forced Aligner outputs, without any additional manual labeling. Experiments on the Cantonese subset of Common Voice demonstrate consistent gains: Dynamic Dropout alone reduces phoneme error rate (PER) from 17.8% to 16.7% with 50 h of speech and 16.4% to 15.1% with 100 h, while the combination of the two augmentations further lowers PER to 15.9%/14.4%. These results confirm that structure-aware phoneme-level perturbations provide an effective and low-cost solution for building robust Cantonese ASR systems under low-resource conditions. Full article

Generative Artificial Intelligence (GenAI) is widely recognized for its profound impact on labor market demand, supply, and skill dynamics. However, due to its transformative nature, GenAI increasingly overlaps with traditional AI roles, blurring boundaries and intensifying the need to reassess workforce competencies. To address this challenge, this paper introduces KANVAS (Kolmogorov–Arnold Network Versatile Algorithmic Solution)—a framework based on Kolmogorov–Arnold Networks (KANs), which utilize B-spline-based, compact, and interpretable neural units—to distinguish between traditional AI roles and emerging GenAI-related positions. The aim of the study is to develop a reliable and interpretable labor market classification system that differentiates these roles using explainable machine learning. Unlike prior studies that emphasize predictive performance, our work is the first to employ KANs as an explanatory tool for labor classification, to reveal how GenAI-related and European Skills, Competences, Qualifications, and Occupations (ESCO)-aligned skills differentially contribute to distinguishing modern from traditional AI job roles. Using raw job vacancy data from two labor market platforms, KANVAS implements a hybrid pipeline combining a state-of-the-art Large Language Model (LLM) with Explainable AI (XAI) techniques, including Shapley Additive Explanations (SHAP), to enhance model transparency. The framework achieves approximately 80% classification consistency between traditional and GenAI-aligned roles, while also identifying the most influential skills contributing to each category. Our findings indicate that GenAI positions prioritize competencies such as prompt engineering and LLM integration, whereas traditional roles emphasize statistical modeling and legacy toolkits. By surfacing these distinctions, the framework offers actionable insights for curriculum design, targeted reskilling programs, and workforce policy development. Overall, KANVAS contributes a novel, interpretable approach to understanding how GenAI reshapes job roles and skill requirements in a rapidly evolving labor market. Finally, the open-source implementation of KANVAS is flexible and well-suited for HR managers and relevant stakeholders. Full article

Staining variability in histopathological images compromises automated diagnostic systems by affecting the reliability of computational pathology algorithms. Existing normalization methods prioritize color consistency but often sacrifice critical morphological details essential for accurate diagnosis. This work proposes a novel deep learning framework, integrating enhanced residual learning with multi-scale attention mechanisms for structure-preserving stain normalization. The approach decomposes the transformation process into base reconstruction and residual refinement components, incorporating attention-guided skip connections and progressive curriculum learning. The method was evaluated on the MITOS-ATYPIA-14 dataset containing 1420 paired H&E-stained breast cancer images from two scanners. The framework achieved exceptional performance with a structural similarity index (SSIM) of 0.9663 ± 0.0076, representing 4.6% improvement over the best baseline (StainGAN). Peak signal-to-noise ratio (PSNR) reached 24.50 ± 1.57 dB, surpassing all comparison methods. An edge preservation loss of 0.0465 ± 0.0088 demonstrated a 35.6% error reduction compared to the next best method. Color transfer fidelity reached 0.8680 ± 0.0542 while maintaining superior perceptual quality (FID: 32.12, IS: 2.72 ± 0.18). The attention-guided residual learning framework successfully maintains structural integrity during stain normalization, with superior performance across diverse tissue types, making it suitable for clinical deployment in multi-institutional digital pathology workflows. Full article

Background: A detailed understanding of cardiac anatomy and physiology is crucial in cardiovascular medicine. However, traditional learning methods often fall short in addressing this complexity. Augmented reality (AR) offers a promising tool to enhance comprehension. To assess its potential integration into the Heidelberger Curriculum Medicinale (HeiCuMed), we conducted a needs assessment among medical students and lecturers at Heidelberg University Medical School. Methods: Our survey aimed to evaluate the perceived benefits of AR-based learning compared to conventional methods and to gather expectations regarding an AR course in cardiovascular medicine. Using LimeSurvey, we developed a questionnaire to assess participants’ prior AR experience, preferred learning methods, and interest in a proposed AR-based, 2 × 90-min in-person course. Results: A total of 101 students and 27 lecturers participated. Support for AR in small-group teaching was strong: 96.3% of students and 90.9% of lecturers saw value in a dedicated AR course. Both groups favored its application in anatomy, cardiac surgery, and internal medicine. Students prioritized congenital heart defects, coronary anomalies, and arrhythmias, while lecturers also emphasized invasive valve interventions. Conclusions: There is significant interest in AR-based teaching in cardiovascular education, suggesting its potential to complement and improve traditional methods in medical curricula. Further studies are needed to assess the potential benefits regarding learning outcomes. Full article

Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions. Full article

To address the challenges of real-time decision-making and resource optimization in multi-agent cooperative interception tasks within dynamic environments, this paper proposes a hierarchical framework for reinforcement learning-based interception algorithm (HFRL-IA). By constructing a hierarchical Markov decision process (MDP) model based on dynamic game equilibrium theory, the complex interception task is decomposed into two hierarchically optimized stages: dynamic task allocation and distributed path planning. At the high level, a sequence-to-sequence reinforcement learning approach is employed to achieve dynamic bipartite graph matching, leveraging a graph neural network encoder–decoder architecture to handle dynamically expanding threat targets. At the low level, an improved prioritized experience replay multi-agent deep deterministic policy gradient algorithm (PER-MADDPG) is designed, integrating curriculum learning and prioritized experience replay mechanisms to effectively enhance the interception success rate against complex maneuvering targets. Extensive simulations in diverse scenarios and comparisons with conventional task assignment strategies demonstrate the superiority of the proposed algorithm. Taking a typical scenario of 10 agents intercepting as an example, the HFRL-IA algorithm achieves a 22.51% increase in training rewards compared to the traditional end-to-end MADDPG algorithm, and the interception success rate is improved by 26.37%. This study provides a new methodological framework for distributed cooperative decision-making in dynamic adversarial environments, with significant application potential in areas such as maritime multi-agent security defense and marine environment monitoring. Full article

Rapid digital transformation demands educational approaches that effectively equip students with competencies crucial for addressing real-world sustainability challenges. This study introduces and evaluates a Living Lab-based collaborative problem-solving educational model explicitly designed to enhance collaborative problem-solving (CPS), computational thinking (CT), and collaborative communication (CC) within elementary informatics education. Aligned with South Korea’s 2022 revised curriculum, this quasi-experimental research involved 196 elementary students, divided into experimental and control groups. Both groups participated in pre- and post-tests measuring CPS, CC, and CT competencies. The experimental group actively engaged in structured, community-based tasks integrating informatics concepts with authentic, real-world problems, whereas the control group experienced traditional instruction methods. Statistical analysis demonstrated significant improvements in the experimental group’s CPS and CT competencies (e.g., applying problem-solving strategies increased from 3.44 to 3.93, p < 0.001; ICT usage from 3.40 to 3.82, p = 0.002). However, advancements in CC were comparatively modest (creative communication increased from 3.31 to 3.81, p = 0.006), highlighting the necessity for explicit and structured communication interventions within collaborative frameworks. This study confirms the effectiveness of the Living Lab-based collaborative problem-solving educational model in cultivating comprehensive competencies essential for sustainable development, while underscoring the need for further integration of targeted communication strategies to maximize educational impact. Future implementations should prioritize structured communication training to fully leverage the model’s interdisciplinary potential. Full article

In health professions education, the hidden curriculum is a set of implicit rules and expectations about how clinicians act and what they value. In fields that are very homogenous, such as rehabilitation professions, these expectations may have outsized impacts on students from minoritized backgrounds. This qualitative study examined the hidden curriculum in rehabilitation graduate programs—speech-language pathology, occupational therapy, and physical therapy—through the perspectives and experiences of 21 students from minoritized backgrounds. Semi-structured interviews explored their experiences with their programs’ hidden curricula. These revealed expectations about ways of being, interacting, and relating. Three overarching themes emerged, each reflecting tensions between conflicting values: (i) blend in but stand out; (ii) success lies in individualism, while de-prioritizing the individual; and (iii) fix the field, using your identities as a tool. When the expectations aligned with students’ expectations for themselves, meeting them was a source of pride. However, when the social expectations clashed with their own culture, dis/ability, gender, or neurotype, these tensions became an additional cognitive burden, and they rarely received mentorship for navigating it. Health professions programs might benefit from fostering students’ critical reflection on their hidden curricula and their fields’ cultural norms to foster greater belonging, agency, and identity retention. Full article