Search Results (208)

(1) Background: Data literacy is becoming increasingly important for healthcare professionals in both outpatient care and research. Since healthcare data and the possibilities for its use and misuse are increasing in these areas, healthcare professionals need diverse knowledge regarding the collection, use and evaluation of data. A core component of this is an understanding of the ethical, legal, and social implications (ELSI) of working with health data. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional use of Health Data in the Ruhr Metropolis), the challenge of training in data literacy for different healthcare professionals is addressed. Based on a learning objectives matrix for interprofessional data literacy education, an ELSI concept was developed through collaboration with interprofessional project partners. The study was conducted between December 2024 and April 2025. (3) Results: The foundational structure of the ELSI concept was based on the learning objectives matrix and an unstructured literacy search for ELSI concepts in similar contexts. Using an iterative design-based research approach, a group of experts from different fields (didactics, applied ethics, health sciences, law, sociology, informatics, and psychology) developed an ELSI concept for healthcare professionals. The following categories were identified as crucial: 1. philosophy of science: a basic understanding of science and the hurdles and opportunities; 2. ethics: an overview of the biomedical principles and a technological assessment; 3. law: an overview of the reservation of permission and self-determination; 4. social aspects: an overview of health inequalities and different forms of power relations and imbalances. (4) Conclusions: The ELSI concept can be used in the orientation of healthcare professionals in outpatient care and research—regardless of their profession—to develop data competencies, with the aim of providing a holistic view of the challenges and potential in the collection, use, and evaluation of healthcare data. The DIM.RUHR project’s approach is to develop open educational resources that build on the ELSI concept to teach specific skills at different competence levels. Full article

Ireland, historically a country of emigration, has transformed into a hub of immigration. Today, over 200 languages are spoken among its 5.25 million residents, with approximately 750,000 individuals speaking a language other than English or Irish at home. This growing linguistic diversity is increasingly reflected in Irish primary classrooms, where teachers are called upon to support students from a wide range of linguistic and cultural backgrounds). In response, Teaching English as an Additional Language (EAL) modules have expanded across initial teacher education (ITE) programs in Ireland. This study examines over two decades of teacher development initiatives, tracing a shift from an earlier bilingual model—where multilingualism was viewed primarily as second language acquisition—to a more expansive, European-informed vision of plurilingualism. Drawing on recommendations for reflexive, linguistically and culturally responsive education, this research adopts an insider/outsider discursive case study approach to explore student teachers’ preparedness to support multilingual learners in Irish primary schools. Conducted through a collaboration between an Irish teacher educator/module coordinator and an intercultural education specialist, this study employs reflexive thematic analysis) of student teachers’ self-reports from a twelve-week elective module on linguistic and cultural diversity within a Primary Bachelor of Education program. Data were drawn from surveys (n = 35) across three module iterations in 2019, 2021, and 2023. Findings indicate student teachers’ growing awareness of language teaching strategies and resources, developing positive orientations toward inclusive and plurilingual pedagogy, and emerging skills in professional collaboration. However, areas for further development include strengthening agency in navigating real-world multilingual teaching scenarios and embedding deeper reflexivity around linguistic identities, integrating students’ home language and intercultural learning. The paper concludes with recommendations to expand access to language teaching resources for diverse student profiles and support collaborative, shared EAL leadership through professional learning communities as part of teacher education reform. Full article

The purpose of the current research study was to identify appropriate educators for teaching entrepreneurship at the university level and to explore the best teaching methods for developing entrepreneurial knowledge and skills among students. The study aims to address two key questions in entrepreneurship education: (1) Who should teach entrepreneurship in universities? and (2) What methods are effective in teaching entrepreneurship in universities? The study was conducted using an interpretative phenomenological qualitative research approach. Data were collected from a purposive sample of eight (8) entrepreneurship educators from a South African university. Data collection spanned three months, from November 2024 to January 2025. The key findings of the study suggest that entrepreneurship should be taught by academics with practical experience, academics with at least a Master’s degree, entrepreneurs invited as guest lecturers, incubator professionals, and technology professionals. Additionally, the research revealed teaching methods that can be used to effectively teach entrepreneurship in universities: Universities need to prioritise hiring and training entrepreneurship educators with both academic and real-world experience and facilitate collaborations with incubators and real-world entrepreneurs. Teaching methods need to incorporate experiential learning methods such as startup simulations, case studies, and partnerships with innovation hubs. The study offers valuable insights into who should teach entrepreneurship and how it should be taught, emphasising the need for a multidisciplinary approach and practical orientation to develop entrepreneurial capabilities and mindsets among students. Full article

This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional development with institutional planning. Grounded in the DigCompEdu framework, this action-oriented process moved beyond individual initiatives to create a coordinated, multi-level strategy involving educators, department leaders, and university authorities. Through a research-based design that included context analysis, participatory diagnosis, and co-designed interventions, the project built a shared understanding of digital teaching needs and institutional readiness. The implementation highlights how locally adapted frameworks, collaborative structures, and iterative decision-making can drive meaningful change across a complex university system. This case contributes to the international conversation on how higher education institutions can operationalize innovation at scale by investing in teacher competence, inclusive processes, and strategic alignment. Lessons learned from this experience are relevant for universities seeking to build institutional capacity for digital transformation in diverse educational contexts with potential downstream benefits for student learning and inclusion. Full article

A citizen’s ability to thrive in today’s technologically advanced society necessitates robust and nimble scientific literacy. The development of such literacy is rooted in science instruction that engages students with appropriate cognitive tools that enable active knowledge construction through scientific practices. One such instructional approach with proven positive science learning outcomes is project-based learning. However, little is known about future teachers’ takeaways from participation in project-based learning science methods courses and how those takeaways connect to teachers’ developing pedagogical content knowledge. In this qualitative study, we examined pre-service teachers’ end-of-semester reflective blogs and identified the main themes and connections to the five dimensions of pedagogical content knowledge (PCK). Across three cohorts of pre-service science teachers, we found nine common themes connected to the four dimensions of PCK that involve teachers’ orientations towards science teaching, their knowledge of science curricula, instructional strategies, and students’ understanding of science. We found no prominent connections to the dimension that emphasizes a teacher’s knowledge of the scientific literacy assessment. These findings suggest the asymmetrical development of pre-service teachers’ PCK. Teacher educators should explicitly address the scientific literacy assessment and support pre-service teachers as they develop their knowledge of it. We discuss additional implications for research and practice. Full article

This study explores the development of reflective thinking among Physical Education Teachers (PETs) through a professional development program grounded in Paralympic values and inclusive education. Employing a qualitative action research design, the study involved seven PETs teaching in Greek primary schools. The intervention lasted ten weeks and comprised 20 Physical Education lessons, during which data were collected via semi-structured interviews, reflective journals, and non-participatory observation. The findings indicate a progressive shift in the teachers’ reflective thinking—from Technical Reflection to Practical and Critical Reflection—as defined in van Manen’s theoretical model. Most participants initially demonstrated a practical orientation but gradually developed a critical stance, incorporating values such as fairness, inclusion, and respect for diversity into their pedagogical thinking. Furthermore, the results revealed increased student sensitivity toward inclusive practices and a more democratic classroom climate. These findings suggest that targeted professional development programs can foster deeper reflective engagement and promote inclusive practices within Physical Education. This study highlights the potential of Paralympic values as meaningful educational content and reinforces the role of Physical Education as a catalyst for social inclusion and teacher professional growth. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

This study explores the contemporary relevance of Confucian educational thought in the context of Vietnam’s ongoing educational reform. It examines how foundational Confucian principles—particularly those related to moral cultivation, pedagogical methods, and the role of the learner—can be adapted to align with modern educational objectives. Employing a qualitative, comparative methodology, the research analyzes classical Confucian texts, historical records, and current Vietnamese education policy documents, alongside Humboldtian liberal ideals. The findings demonstrate that Confucian values such as benevolence (ren), ritual propriety (li), and exemplary moral conduct continue to offer meaningful frameworks for promoting ethical development and civic responsibility. Pedagogical techniques, including heuristic questioning, modeling, and situational teaching, remain relevant to modern goals like critical thinking and learner autonomy. While some critiques highlight limitations in Confucianism’s hierarchical structure or insufficient scientific orientation, this study also incorporates existing research showing that Confucian education—particularly across East Asia—has been positively associated with fostering students’ creativity and critical thinking. This paper distinguishes itself by proposing a hybrid model that critically adapts Confucian pedagogy in conjunction with Humboldtian liberalism to enhance both moral grounding and cognitive autonomy in Vietnamese education. The research concludes that a critically integrative approach can support Vietnam in building a culturally grounded, morally resilient, and globally competitive education system. Full article

Background/Purpose: In an increasingly competitive educational landscape, the school principal’s role has expanded beyond instructional leadership to include strategic marketing responsibilities. Yet the role of marketing in school leadership remains underexplored. Our objective was to investigate how Greek secondary school principals perceive marketing’s key dimensions (Customer Orientation, Competitor Orientation, and Inter-Functional Coordination) within schools, in comparison to other school staff members. Design/Methodology: A cross-sectional survey design was employed, collecting data using a structured questionnaire adapted from Oplatka and Hemsley-Brown. The sample comprised 350 respondents, including school principals and teaching staff. One-way ANOVA, supplemented by Games–Howell and Kruscall–Wallis tests, was employed to examine group differences across the three dimensions of market orientation. Results: Our findings indicate that principals demonstrate a higher level of Customer Orientation than other staff. However, no significant differences were found in Competitor Orientation or Inter-Functional Coordination across roles. Conclusions/Novelty: The findings suggest that while principals play a key role in aligning school functions and engaging with internal stakeholders, their sensitivity to external competition remains limited. The study highlights the evolving nature of school leadership while showing that marketing strategies in Greek schools are insufficiently implemented, calling for research into how leadership training can enhance market responsiveness. Full article

Previous research and classroom practices have focused on dispelling shame, assuming that it negatively impacts self-efficacy and performance, and overlook the potential for shame to facilitate learning. To investigate this gap, we designed an intervention with 132 tertiary education students (45.46% male, 64.4% European ethnicity) spanning diverse undergraduate majors to show how and why designing for experiences of shame and appropriately regulating them can differentially impact learning. Shame was induced through autobiographical recall, imagination, and failure-driven problem-solving before randomly assigning students to three conditions: two with explicit tips for either decreasing shame or maintaining shame (experimental groups) and one with no-regulation tips (control). Students worked on an introductory data science problem deliberately designed to lead to failure before receiving canonical instruction. Manipulation checks triangulating self-reported and facial expression analysis data suggested that shame was successfully regulated in the intended direction, depending on the condition. Our results, drawing on mixed-methods analyses, further suggested that relative to students decreasing shame, those who maintained shame during initial problem-solving had (i) similar post-test performance on a non-isomorphic question and improved performance on the transfer question, evidenced by accuracy in solving applied data science and inference tasks; (ii) complete reasoning across all post-test questions, as evidenced by elaborations justifying the usage of graphical and numerical representations across those tasks; and (iii) use of superior emotion regulation strategies focused on deploying attention to the problem and reappraising its inherently challenging nature with an approach orientation, as evidenced by a higher frequency of such codes derived from self-reported qualitative data during the intervention. Decreasing shame was as effective as not engaging in explicit regulation. Our results suggest that teaching efforts should be channeled to facilitate experiencing emotions that are conducive to goals, whether they feel pleasurable or not, which may inevitably involve emoting both positive and negative (e.g., shame) in moderation. However, it is paramount that emotional experiences are not merely seen by educators as tools for improved content learning but as an essential part of holistic student development. We advocate for the deliberate design of learning experiences that support, rather than overshadow, students’ emotional growth. Full article

EAP (English for Academic Purposes) teachers’ professional development remains an underexplored area despite its significance in higher education. This study employs cultural–historical activity theory (CHAT) to analyze the internal and external contradictions within and between EAP teachers’ activity systems and other intersecting educational frameworks. The findings reveal that the marginalization of EAP teachers is rooted in the dominance of general English education, thereby limiting their research capacity and professional identity. High workload, lack of institutional recognition, and the enduring emphasis on learner needs inherited from the ESP tradition further constrain their academic growth. This analysis underscores the necessity of fostering reciprocal connections between EAP teachers and researchers to achieve systemic sustainability. By shifting from a service-oriented approach to an integrated research–teaching model, EAP professionals can reclaim their agency and establish a stronger academic presence. These findings contribute to a broader discussion on EAP teacher empowerment and provide insights into sustainable strategies for their professional development. Full article

Interdisciplinary teaching enhances student learning but poses challenges in practical implementation. This study examines the co-design of an interdisciplinary MathCityMap trail by mathematics and physics educators, analyzing tensions and synergies through the ROGI framework (Resources, Orientations, Goals, Identity). Using qualitative methods, including reflective journals and co-design, we explore how disciplinary perspectives shape task design. A key constraint was the MathCityMap system’s requirement for verifiable outcomes, limiting open-ended inquiry, particularly in mathematics. While mathematics educators emphasized conceptual understanding, physics educators prioritized hands-on experimentation, leading to tensions in defining inquiry-based learning. Despite these challenges, the collaboration yielded innovative solutions, such as adapting tasks to balance system feasibility with inquiry-driven exploration. The study highlights the need for digital tools that accommodate both procedural and exploratory learning and emphasizes interdisciplinary collaboration as a valuable professional development approach. Future research should focus on enhancing digital platforms to support inquiry-based methodologies in STEM education. Full article

Orienting higher education towards research innovation is crucial to increasing support for the knowledge economy and sustainable development. This study aimed to provide a proposed framework by identifying the requirements for applying knowledge management in order to enhance the innovation skills of graduate students who are engaged in scientific research, which will enhance the knowledge economy in universities. Adopting a qualitative approach, thematic analysis was performed on interviews conducted with master’s students. The findings revealed important requirements from the students’ point of view and many basic elements that are vital to instilling innovation skills among research students. These included activating an educational environment with renewed knowledge and skills for innovation, applying the latest strategies and digital technologies in teaching, building learning communities, fostering industry partnerships, collaborating globally, and applying knowledge to serve society. The implications of this study suggest that university administrators can utilize these findings to identify more effective strategies for supporting research innovation. This study explores the impact of innovation in scientific research in light of the global shift towards a knowledge economy in order to enhance economic and social development through the production of innovative knowledge and practical solutions to current challenges. This study contributes to a deeper understanding of the requirements for innovation in scientific research in the light of global trends towards the knowledge economy. Full article

In recent years, the application of artificial intelligence (AI) in industry has matured, requiring deeper learning and integration of existing technologies. This study started with technical education to improve the professional quality of human resources. The double-triangular fuzzy number and gray area testing methods in the fuzzy Delphi method (FDM) were used to evaluate expert consensus, plan technical capability indicators, and ensure the integrity and appropriateness of teaching materials. Based on these indicators, special subject teaching course units were designed and integrated into existing courses for experimental teaching and evaluation. The teaching module arrangement in this research used a virtual instrument control system with LabVIEW v2021 as the GUI and the myRIO controller. The proposed system integrates an artificial neural network (ANN) AI model built with Python v3.7 for data analysis and prediction, forming an embedded teaching module for a deep learning-oriented intelligent robotic environmental monitoring system. This study evaluated students’ acceptance of deep learning robotics teaching modules and their impact on improving their technical skills. The psychomotor scale established by the scholars was adopted and revised, including this study’s technical ability indicators. The test-retest reliability of the psychomotor scale was high. The results revealed that the post-test scores of the psychomotor scale were significantly better than those of the pre-test, indicating that students’ overall technical abilities improved. Students’ affective attitudes toward the four dimensions of teaching material and equipment, cognitive development, skills performance, and self-exploration were positive. Feedback revealed that students who participated in the teaching experiment responded positively on all levels of the affective scale, indicating increased motivation and willingness to continue learning. This study successfully constructed a teaching module and evaluation model for deep learning robotic environmental sensing and control. The teaching module and evaluation model established through this research contribute to the cultivation and effectiveness evaluation of relevant technical talents. Full article

This study utilizes the danmaku on the Bilibili platform as the research subject to examine how their characteristics vary according to the nature or focus of English teaching videos. By employing social network analysis, the study reveals distinctive features in danmaku. For videos categorized under linguistic knowledge (phonetics, vocabulary, and grammar), the danmaku comments predominantly center around topics such as phonetics, vocabulary, and grammar. Conversely, in videos categorized under language skills (listening, speaking, reading and writing), the danmaku comments primarily reflect a vocabulary review for three of the four skills, with only the listening skill showing slight deviations. This underscores the centrality of vocabulary in skill-oriented videos. The findings highlight the unique role of danmaku in distinguishing between knowledge and skills within the context of English teaching videos. Full article