Search Results (1,671)

Digital technologies are widely recognized for their potential to support active learning and foster higher-order cognitive skills, including critical thinking. However, limited research has examined the extent to which students are directly involved in selecting digital tools that shape their learning. This study investigates teachers’ ability to engage students in the selection and pedagogical use of digital technologies, with attention to practices supporting active, personalized learning and critical thinking. Data were collected from 156 educators across diverse disciplines in five teacher-training colleges in Israel using an online questionnaire assessing levels of digital tool use, from non-use to active student involvement. Item Response Theory (IRT) was applied to model teachers’ proficiency and examine differences across tools and background characteristics. Results indicate substantial variability in teachers’ ability to involve students, with particularly low involvement in tools related to problem-solving, differentiation, and personalized learning. Gender and institutional role were significant predictors, with female educators and those holding additional roles demonstrating higher proficiency. These findings highlight the importance of teachers’ techno-pedagogical competence in enabling student participation in digital decision-making and suggest that involving students in tool selection can support the development of critical thinking and learner agency in digitally mediated learning environments. Full article

The use of animals in biomedical research and university teaching remains socially sensitive, shaped by ethical concerns, regulations, and public expectations. While animal models are still essential for basic and translational research, society increasingly demands transparency, strong welfare protections, and the development of alternative methods. This study investigated Spanish university students’ attitudes toward the use of animals in basic research, translational research, and educational settings, and examined their acceptance of different species for addressing human health problems. It also assessed how sociodemographic variables, personality traits, empathy, and anthropomorphism relate to these views. The sample included 653 students, predominantly women, heterosexual, and urban residents. Most participants supported the use of animals in research, whereas opinions regarding teaching uses were more divided. Attitudes toward the use of laboratory animals consistently differed by gender and field of study, with men and students in science-related disciplines showing higher acceptance. Of the psychological variables assessed, only anthropomorphism showed moderate negative correlations with support for the use of laboratory animals across all contexts. Species strongly influenced attitudes: companion animals generated the most opposition, primates and livestock elicited mixed responses, and rodents, invertebrates, and aquatic species received the highest support. Overall, students generally accept animal use but vary substantially by species, gender, and academic background. Full article

Digital serious games are increasingly recognised as valuable tools for fostering student engagement and supporting active learning processes in formal educational contexts. Within the field of heritage education, however, empirical evidence concerning teacher-created games and their pedagogical effects remains limited. This study examines the educational impact of a digital serious game designed by teachers using RPG Maker MV to support the teaching of Social Sciences and local cultural heritage. The game, Misterios de Olivenza, integrates historical, geographical, and cultural content related to the municipality of Olivenza (Extremadura, Spain) through exploratory gameplay and problem-based activities. The research involved 86 primary education students aged 10–13 and employed a validated questionnaire to analyse gameplay experience, motivation, and self-perceived learning, with attention to age and gender differences. Results indicate high levels of enjoyment, motivation, and perceived learning, with no statistically significant differences by gender and limited age-related variation. A moderate positive correlation was identified between motivation and self-perception of learning, suggesting that engagement plays a key role in students’ educational experience. The findings highlight the pedagogical potential of teacher-created serious games for heritage education, while underscoring the importance of careful curricular integration and adequate scaffolding to maximise educational effectiveness. Full article

Universities are struggling in a continuously changing environment surrounded by both accelerated digitalization and increasingly influential Artificial Intelligence. However, experiential learning stemming from direct visualization still relies on traditional tools and supporting materials. This work presents how a historic geology museum can serve as a pedagogical innovation for Civil Engineering students despite the challenges universities face amid accelerating digitalization. The geological collections of the School of Civil Engineering at the Universidad Politécnica de Madrid, neglected for decades, have recently been restored and transformed into a dynamic university museum that now plays a significant role in both degree and MEng education. This museum preserves several Paleolithic collections assembled by its professors since the school’s establishment in 1802. Historical and museological research confirms that these holdings—2471 minerals, 4555 rocks, 2012 fossils, archeological materials, and a unique set of 1200 formatted stone samples from 19th- and early 20th-century Spanish quarries—constitute one of the oldest and most comprehensive geological collections preserved in a Spanish engineering institution. The museum’s revitalization is implying new research on several sub-collections, still in progress. In summary, the historical museum has been integrated into Civil Engineering teaching, supporting experiential and lifelong learning in geology and geotechnics. Furthermore, the museum serves as an innovative tool for teaching geology to secondary school students, promoting innovation in teaching practices and scientific dissemination, and encouraging interest in Earth sciences. Overall, the museum is becoming a valuable resource for innovative pedagogy to respond to the lifelong learning implications of STEM educational practices. Full article

This selective integrative narrative review article examines creativity awareness as a critical cognitive state and highlights its intentional development in teaching and learning as part of essential 21st-century skill building. The article is organized around three interconnected themes: (1) Creativity as a 21st-century skill; (2) Exploring the journey to promoting creativity awareness in education: A multi-dimensional focus; and (3) Enhancing creativity awareness through research and science communication. Grounded in established and emerging research in the field, this review provides research-informed insights and practical recommendations for educators, researchers, and school counselors to recognize, appreciate, and promote creativity awareness in ways that contribute to more adaptive, innovative, and equitable educational environments. Full article

The combination of Artificial Intelligence (AI) and Formative Assessment (FA) in Teacher Education explores how emerging technologies can enhance teaching practices and professional development. AI tools can provide personalized feedback, identify learning needs, and support reflective practice among educators. Integrating AI-driven formative assessment methods allows for continuous evaluation of teaching competencies, promoting adaptive learning, data-informed decision-making, and improved instructional quality in teacher education programs. The purpose of this study was to conduct a systematic review of the use of Formative Assessment (FA) and Artificial Intelligence (AI) in Teacher Education (TE) during the period 2020–2025 (inclusive). The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which ensures a rigorous, transparent, and reproducible process in the selection and analysis of studies. To this end, scientific articles published in the Scopus, Web of Science and Dialnet databases were reviewed, considering publications in English and Spanish. The objective was to identify trends, methodological approaches, results, and research gaps that show how AI is being integrated, or not, into FA processes in TE. The review also sought to analyze the impact of AI on student participation in assessment, feedback, decision-making, and the learning and assessment process itself, synthesizing the current evidence on the relationship between AI and FA in TE. Full article

Background: Evidence-based medicine (EBM) improves quality by ensuring clinical decisions are based on the latest, most reliable evidence, leading to better patient outcomes, reduced practice variability, and safer care. It fosters continuous learning and the adoption of effective interventions tailored to individual patients. Despite its recognized importance, physicians may encounter cognitive barriers (e.g., limited research literacy), organizational barriers (e.g., workload and time constraints), and resource-related barriers (e.g., limited access to specialized databases) that hinder consistent integration into daily decision-making. Limited data are available regarding EBM implementation in the Aseer Region of Saudi Arabia. Objective: To assess the level of EBM implementation among practicing physicians in Abha, identify perceived barriers, and compare EBM utilization between government teaching hospitals and private hospitals. Methods: This analytical cross-sectional study involved 273 physicians from major government and private hospitals in Abha. Data were collected using a validated 27-item questionnaire covering demographics, daily information-seeking practices, attitudes toward EBM, and perceived barriers. Descriptive statistics, independent-samples t-tests, and Pearson correlation coefficients were employed to evaluate determinants of EBM practice. Results: Most participants were males (71.8%), aged 25–35 years (57.5%), employed in government hospitals (86.4%), and had less than 10 years of experience (68.9%). The median proportion of daily practice based on EBM was 50% (IQR: 10–80). While attitudes toward EBM were strongly positive—particularly regarding its role in improving patient care and work quality—the actual use of high-quality databases (Cochrane, Embase, Web of Science) remained limited. PubMed and clinical guidelines were the most frequently consulted resources. The most commonly reported barriers were limited time and the belief that research findings may not be universally applicable. Positive attitudes showed a moderate correlation with higher EBM use (r = 0.35–0.42, p < 0.001). No significant difference in EBM integration was observed between government and private hospitals (p = 0.511). Conclusions: Physicians in Abha demonstrate positive attitudes toward EBM; however, actual use in clinical practice remains moderate and is hindered by time constraints and perceived challenges in applying research to practice. Enhancing access to evidence resources, improving research literacy, and integrating EBM into daily workflows may promote more consistent use in clinical care. Full article

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development. Full article

This article examines the impact of students’ prior experience with English on their academic success in a university English course. The study is based on a survey conducted among students majoring in Computer Science, Business Information Technology (BIT), and Software Technology and Design (STD) at the Faculty of Mathematics and Informatics (FMI), University of Plovdiv, at the beginning of their general English language course. We focus on students’ self-assessed language competence at the start of the course and examine how these self-assessments correspond to their actual test results. Using high-performance machine learning methods, we identify background factors that influence academic achievement, including the number of years spent learning English, the type of high school attended, and informal exposure to English. The findings aim to support more effective and tailored approaches to teaching English in technical and scientific disciplines. Full article

This paper examines the relation between transversal skills, economic education, and financial literacy in modern education. A systematic literature review was conducted in accordance with the PRISMA 2022 methodology, resulting in the selection and analysis of 49 peer-reviewed articles from Scopus and Web of Science. The paper explores theoretical considerations, pedagogical strategies, and the possibility of integrating these fields into educational practice. It identifies three specific points of research interest: firstly, to identify trends in the integration of transversal competencies into economic education; secondly, to assess how transversal skills impact the development of financial literacy; and thirdly, to create recommendations for educational programs and teaching methods. The results highlight that transversal skills—particularly critical thinking, collaboration, being digitally literate, and problem-solving—play an indispensable role in both learning economics and building financial literacy. While students of economic education gain insight into issues such as resource management, market mechanisms, and labor economics, financial literacy provides them with knowledge on personal finance issues, sustainability, and informed decision-making. An original aspect of the research is the attempt to merge transversal skills with economic education and financial literacy within a single framework. The results also indicate future directions of educational reform and point to ways to enhance students’ financial well-being and entrepreneurial capacity. Full article

The accelerated integration of digital technologies in schools over the past decade has significantly increased levels of technostress among teachers, impacting their psychological well-being and professional engagement. In this context, engagement and technostress emerge as critical constructs for understanding the well-being and quality of teaching in primary and secondary school teachers. However, the available evidence is fragmented across rural and urban contexts, making it difficult to gain a comprehensive understanding of this relationship. A systematic review was conducted following the PRISMA 2020 guidelines, including 13 studies published between 2015 and 2025, with a total of 6630 participants. The PEC model was used to define eligibility criteria and search strategies in five databases (Web of Science (n = 18), Scopus (n = 734), PsycNet (n = 32), SciELO (n = 0), PubMed (n = 135)). Methodological quality was assessed using the EACSH Scale, and the analysis integrated qualitative and quantitative descriptive approaches. A consistent inverse relationship was found between technostress and teaching engagement, moderated by contextual factors, educational level, and technological infrastructure. Technostress was associated with digital fatigue, reduced vigor, and lower professional dedication. Protective factors supporting engagement included digital self-efficacy, institutional support, adaptive emotion regulation, and a sense of meaning in work. Teachers in digitally demanding environments maintained high engagement when they had adequate personal and organizational resources. These findings highlight the urgent need for training and psychosocial support policies that mitigate technostress and strengthen teaching engagement across diverse territorial contexts. Within the broader landscape of digital transformation, including emerging artificial intelligence applications in education, this review underscores the importance of preparing teachers not only for technical proficiency but for sustainable digital practice. This literature review identifies research gaps on rural dynamics and the longitudinal nature of the phenomenon. Full article

This article presents a case study of the relationship between the scope of inquiry that classroom teachers provided to Year 4 students during inquiry-based science lessons and the learning autonomy evidenced by those students. This study investigated the practices of two primary school classroom teachers engaging in similar teaching contexts and curriculum imperatives, but each teacher provided a different scope of inquiry to students during their learning. The findings indicate a complex, non-linear relationship between the scope of inquiry provided by teachers and the student learning autonomy demonstrated. Predictably, students who experienced a narrow scope of inquiry, as provided by teachers, demonstrated a low level of learning autonomy. However, this study found that when students experienced inquiry with a broad scope provided by the teacher, they demonstrated a large range of learning autonomy, not only high levels of learning autonomy but also low levels. Moreover, when students experienced inquiry with a broad scope provided by the teacher, they manifested more diverse emotions, ranging from frustration to enjoyment, when compared with times that they experienced a narrow scope of inquiry. The findings demonstrated that students could remain on task in a broad scope of inquiry environment, but found that the minimal guidance provided was challenging. The results of the current study underscore the importance of a balance between a broader scope and a narrower scope of inquiry to optimise student learning. The non-linear relationship between the scope provided and the student level of learning autonomy experienced has ramifications for unresolved conflicts about closed vs open inquiry and for quantitative research on this complex construct. Full article

Background: Pelvic floor muscle dysfunction (PFD) is common during pregnancy. To counteract pregnancy-associated PFD, women require sufficient knowledge and structured guidance on correct pelvic floor muscle (PFM) contraction to improve PFM perception and functional control. Identifying pregnant women who are unable to perform correct PFM contraction despite structured teaching may allow early referral for rehabilitative measures. Objective: At measurement stage 1, this study aims to investigate the influence of structured PFM teaching on pregnant women’s ability to perform targeted PFM contraction (tPFMC-A), assess PFM strength, and describe possible early PFD symptoms. Material and Methods: “pelviTrust” is a two-arm randomized, controlled longitudinal study and has been conducted in the Department of Midwifery Science, University of Tuebingen since February 2023. The study sample comprised 221 healthy pregnant women with singleton pregnancy at 18–22 weeks of gestation. The intervention group (IG; n = 113) (69 nulliparous, 40 primiparous and four biparous) completed the validated German Pelvic Floor Questionnaire for Pregnant and Postpartum Women (GPFQppw) and received individualized midwife-led teaching on PFM anatomy, functional activation and PFM-friendly behaviour, followed by visual inspection and vaginal palpation. Objective-targeted PFMC ability (tPFMC-A) and PFM strength (modified Oxford Scale) were compared with self-assessed ability. The control group (n = 101) (61 nulliparous, 38 primiparous, and two biparous) receives routine prenatal and postnatal care and completes the GPFQppw. The present analysis focuses exclusively on the IG at T1. Results: At T1, 88% of the 113 women in the IG believed they could contract their PFM, but only 68% demonstrated a correct tPFMC-A on visual inspection. Following structured teaching with individualized feedback, 97% achieved correct PFM contraction while 2.7% still had deficits. The median PFM strength was three on the modified Oxford Scale (interquartile range: 3–4). Stress urinary incontinence and flatulence were the most frequently reported symptoms. Primiparous and multiparous women reported urinary incontinence and descensus symptoms more often than nulliparous women (p < 0.001). Conclusions: At the first prenatal assessment, pregnant women often overestimate their ability to contract their PFM correctly. A structured, midwife-led PFM teaching improves objectively assessed PFM contraction ability and may be integrated into routine antenatal care to support PFM health in pregnant women. Full article

Computational thinking (CT) is increasingly being integrated into educational curricula alongside mathematical thinking (MT) within science, technology, engineering, and mathematics (STEM) education. Physical computing devices now support low-code programming approaches aligned with Sustainable Development Goal 4 (Quality Education) by helping to create engaging and inclusive learning environments for learners, particularly P–12 students and their teachers. However, the use of such devices for low-code programming remains underexplored and insufficiently evaluated. This study investigates the application of low-code programming using a specific physical computing device, the micro:bit, within a gamified context to foster perceive readiness for CT in sustainable mathematics education for P–12 students, while also considering the perspectives of pre-service teachers (PSTs). PSTs often lack adequate preparation to teach related concepts and to manage the affective dimensions that influence learning. Findings indicate that positive emotions increased and negative emotions decreased, except for frustration and boredom, following the intervention. Additionally, interest in and engagement with the development perceive readiness for CT and MT improved among PSTs within a sustainable (STEA)Mathematics education framework. These results suggest that the proposed approach helps address existing gaps and may be adapted across diverse academic and professional domains, supporting continuous knowledge acquisition under both predictable and uncertain conditions. Full article

In Philippine state universities and colleges (SUCs), faculty are mandated to balance instruction, research, and extension as “trifocal” functions. Yet, research often competes with heavy teaching loads, administrative work, and community engagement, especially in science disciplines that demand laboratory-based and fieldwork. This qualitative multiple-case study examined how twelve science faculty members across academic ranks in a Philippine SUC system enact the research function within their trifocal roles. Drawing on semi-structured interviews, institutional and policy documents, and cross-case analysis, this study employed a case study design through the lens of systems thinking to identify how research function is embedded in institutional structures and professional life-worlds. Findings show that faculty construct research as (1) a catalyst that propels instruction and anchors extension programs; (2) a strategic requirement intertwined with promotion and career progression; and (3) a relational and infrastructural practice dependent on collegial networks, mentoring, and institutional support systems. Feedback loops link these themes wherein research output fuels promotion and time protection, which, in turn, shape opportunities for further research and mentoring. Additionally, verbatim accounts reveal how faculty members navigate structural pressures, such as bureaucratic processes and workload policies, while framing research as a moral and professional responsibility. This article argues that designing research support in SUCs requires moving beyond compliance-driven metrics to system-level arrangements that honor research as a form of scholarly work deeply connected with teaching quality and community impact. Implications are suggested for workload policy, mentoring, and research-capable learning environments in the Philippines and comparable higher education contexts. Full article