Search Results (563)

Carried out with 30 students enrolled in the Computer Technologies Department of a vocational school at a public university in Türkiye, this qualitative study examines university students’ perceptions and institutional expectations regarding the integration of sustainable artificial intelligence (AI) in universities. Data were collected through semi-structured interviews. The interview protocol was developed by the researchers and refined based on feedback from three field experts to ensure content validity. Before the main data collection, the interview form was reviewed and refined through an initial exploratory application with a small group of participants to assess the clarity and comprehensibility of the questions and to identify potential issues in the data collection process. The data analysis was conducted using qualitative content analysis supported by MAXQDA software. The findings indicate that students generally associate sustainable AI with energy efficiency, environmental responsibility, and ethical use of technology. Participants demonstrated awareness of large-scale AI systems’ environmental impacts. Although students viewed the development of environmentally friendly AI systems positively, they expressed concerns about ethical boundaries, excessive energy consumption, and the absence of clear regulatory frameworks. Overall, the findings suggest that structured content on the environmental, ethical, and social dimensions of AI should be integrated into vocational higher education curricula. Full article

As artificial intelligence (AI) becomes increasingly embedded in schools, workplaces, and everyday digital systems, K-12 computer science education faces a growing question: how should students be taught about AI and prepared to engage with it? AI literacy frameworks emphasize competencies beyond programming and algorithmic thinking, including understanding how AI systems operate, evaluating their outputs, and recognizing their limitations and ethical implications. This article develops a conceptual argument that data science education offers an important pathway for preparing students for AI because many contemporary AI systems are grounded in data. Drawing on literature in AI literacy, computer science education, and data science education, as well as our research on high school data science curricula and implementation in Utah and Virginia, this article examines how data science is emerging across courses, curricula, and state-level initiatives. The analysis highlights variation in instructional emphasis, course placement, student access, and teacher preparation needs. It argues that data science can extend computer science education by creating interdisciplinary, data-centered opportunities for students to encounter computing concepts in applied contexts and develop the foundational understanding needed to engage critically and responsibly with AI. Full article

Evolutionary medicine (EM) applies evolutionary principles to explain disease mechanisms and improve clinical practice, yet it remains underrepresented in medical education, particularly in non-Western settings. This study investigated Egyptian medical students’ perceptions of EM by assessing their acceptance of evolutionary theory, knowledge of natural selection, and perceived barriers to EM education. A cross-sectional, multicentre online survey was conducted among 589 undergraduate medical students from seven Egyptian medical schools. Acceptance of evolution was measured using the Measure of Acceptance of the Theory of Evolution (MATE 2.0), and knowledge was assessed using the Conceptual Inventory of Natural Selection (CINS). Students demonstrated limited knowledge and relatively low acceptance of evolutionary theory, while a substantial proportion had no previous awareness of EM. Nevertheless, many students supported integrating EM into medical curricula and recognized its potential contribution to research and clinical practice. Curriculum overload and religious concerns were among the most frequently perceived barriers to EM integration. These findings identify important gaps in students’ exposure to and understanding of evolutionary concepts and support the integration of clinically relevant, culturally responsive evolutionary education into undergraduate medical curricula to strengthen evolutionary literacy and facilitate meaningful engagement with EM. Full article

Education for sustainable development (ESD) has gained increasing attention over the last few decades, as human innovation and prevailing consumer practices have driven significant environmental degradation, resource depletion, and social inequalities. ESD must extend beyond the transmission of knowledge; it must shape mindsets, behaviors, and systems. Accordingly, fostering sustainability competencies among primary and secondary school students has become an educational imperative. The aim of the study was to identify opportunities for developing eight key competencies for advancing sustainability transformations within obligatory and elective chemistry curricula in Slovenian lower and upper secondary schools. A qualitative content analysis of chemistry curriculum documents was conducted, focusing on general learning objectives, operational learning objectives, and associated learning outcomes. The results indicate that general learning objectives of the obligatory and elective chemistry curriculum for lower and upper secondary educational levels enable opportunities for the development of all key competencies for advancing sustainability transformation, whereas the extent to which these competencies can be developed through operational learning objectives and learning outcomes varies across chemistry curricula and educational levels. However, despite the existing possibilities in curricula, teachers play a crucial role in their implementation in classrooms. Therefore, it is essential to support teachers in recognising the importance of developing these competencies and meaningfully selecting didactic approaches that foster the development of all key competencies for advancing sustainability transformation within the subjects they teach during pre-service and in-service education. Full article

Background/Objectives: Basic sciences form the conceptual foundation of dentistry, yet their delivery in dental curricula varies worldwide. As demographic shifts, growing healthcare complexity and scientific advances continue to reshape the dental profession, renewed attention to how these subjects are taught has become essential. This comparative narrative review aims to examine different approaches to basic science education in dentistry, exploring variation in curricular structure, depth, timing and pedagogical strategies across diverse dental schools. Particular emphasis is placed on models of vertical, horizontal and spiral integration, the alignment of basic sciences with clinical training and the implications of instructional design for long-term knowledge retention and professional competence. Methods: PubMed and Google Scholar were searched from November 2025 to June 2026 using terms related to dental education, curriculum integration and geographic regions. Sources were selected based on predefined relevance criteria rather than through systematic screening. Published literature was supplemented by structured outreach to faculty representatives using a standardised set of questions. Of the 25 dental schools contacted, nine responded, and five were included. Results: Across the programs examined, a structure of approximately two preclinical years followed by clinical training remained the most common. Early clinical exposure appeared to strengthen student confidence and professional identity. Heavy workload and curricular overload were recurring challenges in the dental curricula examined. Conclusions: The findings suggest that although curriculum integration is widely recognised as essential, no single model appears to be universally superior. Its effectiveness likely depends on the quality of implementation and faculty coordination. However, the lack of independent evaluation studies limits the ability to draw conclusions about the long-term effectiveness of different educational approaches. The review highlights the need for independent and systematic evaluation of dental curricula. Full article

This study examines how school music teachers are represented in English-language television series and considers implications for professional identity, pedagogy and recruitment. Drawing on a novel, systematically coded database of 36 on-screen music educators from 28 television series from 1952 to 2026, quantitative description maps demographic attributes (age, gender, ethnicity, socioeconomic status), narrative role (minor, major, protagonist), genre and institutional context. Our findings show music teachers are most often supporting characters, typically mid-career, male and predominantly white, with comedy—especially ensemble school comedy—dominating portrayals. Qualitative interpretation demonstrates persistent teacher archetypes and pedagogical tropes: the failed performer turned teacher, the inspirational mentor who singles out a talented student, and blurred teacher–student boundaries. These portrayals routinely privilege spectacle and rapid transformation over sequenced curriculum, assessment and routine labour, risking the creation of distorted public expectations about what music teaching entails. This article situates these findings within contemporary concerns about teacher shortages and declining occupational status in English-language contexts, arguing that mediated images may influence career choice, teacher retention and societal attitudes. Methodological advances include expanded time and geographic contexts of studied texts and detailed coding. The paper concludes by calling for reception and experimental studies to test causal effects on aspiring teachers and to inform teacher education curricula. Full article

Background/Objectives: Nursing informatics (NI) competence is becoming increasingly essential for nursing students; however, previous research has largely relied on quantitative surveys and provided limited insights into why positive attitudes may not be accompanied by practical competence. This study examined Chinese undergraduate nursing students’ self-assessed NI competence and qualitatively explored their conceptual understanding, perceptions, and experiences related to NI and digital health. Methods: A convergent parallel mixed-methods design was employed in Guangzhou, China. Quantitative data were collected from 149 undergraduate nursing students across two nursing schools using the Chinese Self-Assessment of Nursing Informatics Competencies Scale (SANICS), whereas qualitative data were gathered from 23 students at one of the participating schools through six semi-structured focus groups. Quantitative data were analyzed using descriptive statistics and exploratory Spearman correlations, while qualitative data were analyzed thematically. Findings from both strands were integrated during interpretation using a joint display matrix. Results: The mean self-assessed NI competence score was 2.78 ± 0.54 (scale 1–5). Among the five SANICS subscales, attitudes toward NI scored highest (4.16 ± 0.76), whereas applied computer skills scored lowest (2.02 ± 0.80), confirming an attitude-competence paradox. Exploratory correlation analyses showed neither year of study nor clinical exposure was significantly associated with the total competence score, although both were negatively associated with attitudes. Three qualitative themes contextualized this paradox: (1) a fragmented conceptual understanding centered primarily on basic functions and tools; (2) positive but cautious perceptions that recognized the value of NI while expressing concerns about humanistic care; and (3) passive skill acquisition, limited hands-on learning, and insufficient awareness of higher-order informatics roles. Conclusions: In this two-school sample, students valued NI but reported limited applied and clinically situated competence. The findings suggest that curricula should move beyond generic computer courses and unstructured exposure toward practice-embedded NI education, including electronic health record simulation, digital documentation, data security, and clinically relevant digital skills. Full article

Background: The rapid digitalisation of healthcare, the expanding use of artificial intelligence, and the development of cross-border medical services have significantly transformed medical practice. These developments have also intensified medico-legal risks and professional liability exposure for healthcare professionals. Despite these changes, legal education remains insufficiently integrated into medical training, creating a gap between regulatory requirements and clinical practice. Methods: This study is based on a narrative analysis of the international literature addressing medico-legal challenges in healthcare, including medical errors, malpractice litigation, patient safety, digital health, and artificial intelligence. Drawing on international regulatory standards and educational frameworks, a conceptual model was developed to support the integration of legal education into medical curricula. Results: The analysis highlights persistent deficiencies in legal literacy among healthcare professionals, regardless of speciality or level of experience. Evidence from the reviewed literature suggests an association between lower levels of legal knowledge and increased professional vulnerability, including reported malpractice litigation and patient safety incidents. The proposed conceptual framework outlines a structured and longitudinal approach to integrating legal education into medical training, based on horizontal and vertical curricular integration, alignment with regulatory standards, and continuous professional development. Conclusions: Integrating legal education into medical curricula may represent a relevant strategy for supporting patient safety, strengthening medico-legal risk awareness, and promoting professional accountability. The proposed framework offers a conceptual and adaptable structure for medical schools and healthcare institutions. Full article

Contemporary education policy requires state and local schools to align their curricula and establish school expectations based on college-readiness standards. However, these practices have generated more concerns than solutions. Test scores and grade point averages, which individually measure students’ college readiness, are often conflated with educators’ stereotypical beliefs about students’ prospects for postsecondary success. These stratifying dynamics of college readiness are particularly affecting communities that are historically excluded from higher education. To respond to these systems of exclusion, this qualitative study explores a community-based, collaborative model of college worthiness through coalition building in a predominantly working-class Latiné high school. Through a comprehensive analysis of interviews, observations, and artifacts, the study describes school leaders’ strategic utilization of multi-organizational coalitions to prepare students for college. The findings extend the literature by illuminating anti-deficit, communal approaches to advancing the Latiné educational pipeline. These coalitional practices include a focus on students’ wellness, developing trust and caring interpersonal relationships, and enacting positive expectations to foster college-going agency and self-determination. The implications of these findings are significant for school leaders who work to establish college access points as an integral component of social justice education. Full article

This study examines species recognition of native and exotic animals among primary school pupils and prospective teachers in Extremadura, Spain, to identify patterns of species-level biological knowledge relevant to biodiversity education and conservation awareness. A total of 201 participants (97 pupils and 104 prospective teachers) completed a questionnaire featuring 24 animal images equally divided between native and exotic species. Both groups showed higher recognition of widely known exotic fauna, whereas recognition of native species varied considerably. Although emblematic native species such as the Iberian lynx and red deer were generally well identified, less conspicuous taxa, including the genet, beech marten, and common wall gecko, were frequently misidentified. Prospective teachers achieved higher overall recognition rates than pupils but still showed notable gaps regarding several locally relevant species. These findings suggest that species recognition may be shaped by uneven educational and cultural exposure and highlight the importance of integrating regionally grounded biodiversity content into school curricula and initial teacher training to support biodiversity conservation-oriented education. Full article

The global transition toward net-zero emissions has led to the restructuring of labor markets and an intensification of the demand for sustainability-competent business graduates. However, higher-education curricula lack an operationalized, job-competency-based framework, and this gap in knowledge is especially acute in emerging industrial economies that are facing pressures due to the ongoing decarbonization of the global supply chain. In this context, this study addresses two interrelated gaps in the relevant research: the lack of a structured system of criteria to assess competency in sustainability that is specifically geared toward business education, and the insufficient attention that has been paid to causal interdependencies among such criteria in previously developed frameworks. The authors apply a two-stage, hybrid multiple-criteria decision-making design based on the KSAO framework, which classifies professional competency into knowledge (K), skills (S), abilities (A), and other characteristics (O). A modified Delphi method that involved 12 academic and industry experts serving as surrogate assessors of competency requirements for business and management students was first used to consolidate 142 literature-derived items into 26 initial criteria, which were then refined into 12 core competencies in sustainability, identified through cross-domain expert consensus. Following this, fuzzy Decision-Making Trial and Evaluation Laboratory (DEMATEL) was applied to analyze the structure of causal influence among the retained criteria. The results identified interdisciplinary work as the primary driving competency and integrated problem-solving as the central hub with the highest prominence, with the two factors forming a bidirectional feedback dynamic that anchored the competency system. The retention of four “other” criteria (O-dimension)—ethical values, normative orientation, empathy, and adaptive resilience—confirmed that competency concerning sustainability in business education extends beyond technical knowledge into deeper dispositional attributes. These findings provide business schools in Taiwan with a structurally grounded logic of sequencing for their curricula, as well as a reference framework for curriculum design that is aligned with the Association to Advance Collegiate Schools of Business (AACSB) Societal Impact standards. While the findings are grounded in Taiwan’s specific ESG regulatory and industrial context, only the methodological approach is offered as a reference for comparable settings; the substantive findings require cross-national verification. Full article

School counselors working in preschool special education institutions undertake multidimensional responsibilities involving support for children with developmental disabilities, family guidance, interdisciplinary collaboration, and participation in individualized education program (IEP) processes. Despite the complexity of these responsibilities, limited research has specifically examined the professional development needs of counselors employed in early childhood special education settings. This study aimed to determine the professional development needs of school counselors working in preschool special education institutions and to explore the professional challenges they experience in practice. The study was conducted using a qualitative research design. Participants consisted of 19 school counselors working in preschool special education institutions across different regions of Türkiye. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicated that school counselors experienced substantial professional development needs related to autism spectrum disorder, behavioral intervention strategies, family counseling, crisis intervention, interdisciplinary teamwork, assessment procedures, and individualized education planning. School counselors also emphasized inadequacies in preservice education and reported a strong need for applied, field-specific in-service training opportunities. Furthermore, role ambiguity, institutional limitations, and insufficient supervision emerged as significant factors negatively influencing professional competence perceptions. The findings suggest that counselor education curricula and professional development policies should be restructured to address the unique demands of preschool special education settings more effectively. This study contributes to the literature by highlighting the necessity of specialized professional preparation for school counselors supporting young children with special needs and their families. Full article

Cancer incidence among adolescents is increasing, yet cancer risk reduction education remains largely absent from school-based curricula. This pilot study assessed whether a small-scale early, developmentally appropriate intervention could improve cancer literacy to support long-term risk reduction. This pilot study used a convergent parallel mixed-methods pre–post design to evaluate two separate, 45 min, school-based cancer education interventions delivered to 24 middle-school students in Pennsylvania. The intervention delivered developmentally appropriate content on cancer biology, modifiable risk factors, genetics, HPV vaccination, and self-advocacy using a low-resource, low-investment model easy for schools to implement. Pre- and post-intervention surveys assessed student knowledge, awareness, and health-related perceptions. Survey data were analyzed both descriptively using frequencies and percentages and thematically. Post-intervention results demonstrated substantial improvements across all domains. Correct definition of cancer increased from 16% to 100%. Awareness of modifiable risk factors increased to 96%, sunscreen knowledge to 90%, genetic testing awareness to 83%, and HPV vaccine understanding from 21% to 57%. Students also reported increased confidence in recognizing symptoms and engaging in health-seeking behaviors. Findings suggest that small-scale, school-based cancer education interventions are feasible and effective in improving adolescent cancer literacy. These results support the need for larger, controlled studies to evaluate long-term knowledge retention and behavioral outcomes. Full article

There is increasing recognition of the need to integrate sustainability education (SE) into school curricula, and assessments such as PISA 2025 emphasise the importance of pupils’ ability to apply sustainability knowledge in authentic contexts. Because sustain-ability issues require social, environmental, and economic perspectives, transdisciplinary real-world approaches are recommended. However, many teachers find SE challenging, and initial teacher education (ITE) students often feel unprepared. This study investigates how a transdisciplinary approach can prepare students for sustainability teaching. Fifty-four fourth-year students participated in a two-week transdisciplinary sustainability project. Working in groups, they explored a self-selected local sustainability issue, engaged with community actors, and proposed solutions. The data consist of individual reflection notes describing how the project supported their understanding of transdisciplinarity, authenticity, subject integration, and teacher preparedness, which were analysed using reflexive thematic analysis. Findings indicate that the project strengthened students’ preparedness for sustainability teaching and, through transdisciplinary approaches, offered a concrete model of best practice for SE. Engagement with authentic, local issues fostered emotional involvement, relevance, and deeper understanding, while collaborative work enhanced insight into distinct disciplinary perspectives on SE. Students further emphasised the need for clear subject expectations and strong pedagogical framing. Full article

This experimental study investigated the impact of embedding social and emotional learning (SEL) in science instruction on the academic and social–emotional outcomes of Arabic-speaking sixth graders, including those with reading difficulties (RD). Children from two schools in northern Israel (n = 101) were randomly assigned to either an intervention group, which received SEL-enriched science lessons featuring collaborative, reflective activities over 30 sessions, or a control group receiving traditional instruction. Pre- and post-tests assessed SEL competencies, motivation towards science, and academic achievements in science and mathematics. Results showed significantly greater gains in SEL skills, and in science motivation and science achievement in the intervention group compared to controls, whereas mathematics outcomes remained unchanged. Typically developing students and those with RD benefited similarly. Integration of SEL into science curricula thus enhances cognitive and social–emotional learning dimensions, particularly in linguistically and socio-economically marginalised populations. Implications for inclusive pedagogy and future research directions are discussed. Full article