Search Results (2,075)

Among the basic principles in providing special education services is educational equity for students with disabilities, including those with intellectual disability (ID). The purpose of this study was to examine special education teachers’ perceptions toward the international concept of inclusive education for students with ID in Saudi Arabia. It also aimed to determine their perceptions of the impact of the international concept of inclusive education on students’ community integration. Over three months, the researchers conducted semi-structured interviews with 14 special education teachers who were teaching students with ID in Saudi Arabia. Six themes emerged from the participants’ responses including their understanding of: (a) the international concept of inclusive education, (b) the appropriate placement for students with ID, (c) how the international concept of inclusive education supports a students’ community integration, (d) the role and impact of curriculum modification, (e) strategies related to the international concept of inclusive education, and (f) challenges for the implementation of the international concept of inclusive education A discussion of the findings, limitations of this study, and the implications for future research were provided. Full article

This study investigated associations between a yearlong genre-based writing curriculum and students’ writing and self-efficacy outcomes. The curriculum had two stages: first, teaching genre elements without requiring use of sources and citations, and then integrating information from readings. Participants included 340 students and 3 teachers across 6th to 8th grades in a rural Title I middle school. Using a quasi-experimental, one-group pretest–posttest design with repeated measures, analysis showed significant improvements in writing quality across argumentative, compare-and-contrast, and narrative genres for all grades. Improvement patterns varied by grade and genre; self-efficacy and affect results were mixed—gains appeared in specific areas, but overall, self-efficacy decreased when reading was incorporated. Findings suggest the yearlong approach enhances writing quality but may require additional strategies to maintain student motivation. Full article

The prehistoric and historic Greek populations have a long and glorious history and could teach us significant lessons relevant to water resources and their management. Most Greek civilizations lived in harmony with the environment, with a profound understanding of environmental sustainability. The Minoan era, considered as Pax Minoica (or Minoan peace), was a time when palaces and other living places did not have defensive walls; in that time, human rights and power without a military aristocracy developed. During that time, hydro-structures with a high degree of security, which remained in operation for millennia, were developed, most of them established in predominantly arid areas for reasons of security, protection, and public health. The study presents important elements of the development and progress of these technological achievements provided by ancient civilizations throughout the prehistoric to modern period, in the context of revealing and highlighting potential lessons to understand and address current critical issues in the management of water resources. Furthermore, the methodology used and the technological structural advancement of water works, their infrastructure durability, and early water law principles are considered. Many modern systems are designed for operational lifespans of 50–100 years, whereas several ancient Greek hydraulic structures remained functional for centuries by relying on renewable natural resources—reflecting a fundamentally different design philosophy centered on longevity and robustness. Thus, terms such as “sustainability” and “water security/safety”, first taught by ancient civilizations, need to be reconsidered and adopted again nowadays to inspire policies, strategies, and actions against the increasing challenges. Full article

This study develops a new concept of computer-assisted exercises (CAX) on constructive simulation systems and how the proposed concept affects the strategy and teaching methods. The current state of affairs in the field of defense and security, both in Europe and in the world, requires the acquisition of competencies (European Qualifications Framework—EQF: knowledge, skills, independence, and responsibility), i.e., the education and training of a significantly larger number of personnel in the field of defense and security than has been the case in the last 70 years. In addition, an important specificity of today is that students need to acquire some competencies that were almost unknown until recently. Most of these competencies are the result of the rapid development of technology, which has significantly changed human life in all areas. In order to respond to the modern requirements of conducting operations, where the transfer of information both horizontally and vertically is exponentially accelerated, current concepts of preparation and implementation of education and training, of which exercises are often the most important part, need to be replaced with new concepts, and one such concept is developed in this paper. New information introduced is mostly related to the new weapons that are being introduced (unmanned systems, hypersonic missiles, weapons based on microwaves and lasers, etc.), which all result in necessary changes to the traditional approach to conducting war, i.e., tactics, techniques, and procedures (TTP). This novel exercise concept allows for the simultaneous implementation of training for up to three or four hierarchical levels (e.g., TF Div, brigade, battalion, and company) in one exercise, while in most countries, including the NATO alliance, it is still common for such exercises to be conducted according to a concept that is over 20 years old and, as a rule, is focused on the implementation of exercises for one or two hierarchical levels. This approach allows key personnel from the headquarters of units from four hierarchical levels to be simulated in real time, which is not provided by current concepts for preparing and conducting exercises. The new concept was applied as a multi-level, computer-assisted exercise (CAX) on constructive simulation systems. In addition, significant advantages of the new concept relate to the flexibility and adaptability of the proposed concept to be applied in addition to operational units and in training institutions such as academies and higher education institutions. In addition to the above, the new concept requires a shorter planning period as well as fewer total resources needed for the preparation and implementation of the exercise. The management, organizational, and technological components of the proposed exercise concept are implemented in the CAX model. The hypotheses in this paper will be tested in an applied study, which was evaluated through an external evaluation body. The implemented CAX model was tested in Croatia on the example of using exercises at the Croatian Defense Academy. Full article

The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning material inherently poses cognitive load risks for novices—and yet—it remains notably under researched. This explanatory sequential mixed methods study explored journalism instructor axiology, pedagogy, and perceptions of teaching effectiveness when introducing AP Style to novice students. Findings revealed that while AP Style remains a pillar of U.S. journalism curriculum, experienced instructors sometimes feel uncertain about the effectiveness of their introductory pedagogy. They described a hodgepodge of methods and design constraints often incongruous with knowledge of human cognitive architecture. We problematize these findings through cognitive load research, recommend Cognitive Apprenticeship Model principles to reduce load-inducing strategies, and suggest directions for future research. Full article

The rapid development of intelligent learning guidance systems has created a favorable environment for personalized learning. By accurately predicting students’ future performance, education can be tailored and teaching strategies optimized. However, traditional prediction algorithms seldom account for highly imbalanced datasets in basic education, overlook temporal factors, and lack further interpretability of the prediction results. To address these shortcomings, we propose Temporal Variational Autoencoder-Generative Adversarial Network (TVAE-GAN), a temporal variational autoencoder-generative adversarial network model aimed at providing early warnings for high-risk students in basic education, with in-depth interpretability analysis of the prediction results to suit the unique context of basic education. TVAE-GAN extracts features from real samples and introduces a Long Short-Term Memory (LSTM) network to capture dynamic features in time series, helping the model better understand temporal dependencies in the data, remember the sequential causal information of students’ online learning, and achieve better data generation performance. Using these features, the generative model generates new samples, and the discriminator model evaluates their quality, producing outputs that closely resemble real samples through training. The effectiveness of the TVAE-GAN model is validated on a collected online basic education dataset while also advancing the timing of interventions in predictions. The performance differences between the proposed method and classic resampling methods, as well as their impact in the educational field, are analyzed, highlighting that misclassification increases teacher workload and affects students’ emotions. Key influencing factors are identified using a decision-tree surrogate model, providing teachers with multidimensional references for academic assessment. Full article

Since 2000, the flipped classroom model has been widely adopted in higher education within the context of digital transformation; however, a comprehensive historical synthesis of review evidence remains limited. This study addresses this gap by conducting a review of reviews to clarify developmental trends, theoretical foundations, instructional designs, research methods, outcome variables, reported effects and implementation challenges, with the aim of informing sustainable education practices. Following the PRISMA framework, we systematically searched Web of Science Core Collection, Scopus, and Google Scholar for studies published between 2000 and 2024. Predefined inclusion and exclusion criteria were applied, and 25 systematic reviews met the eligibility requirements. Risk of bias and reporting quality were assessed descriptively at the review level. The results indicate generally positive perceptions among students and teachers, particularly regarding learning performance, collaboration and motivation, with the strongest evidence observed at the teaching and learning levels rather than at pedagogical or institutional levels. Substantial variation in flipped classroom designs and inconsistent reporting limited cross-study effect size synthesis. Further analysis reveals a fragmented theoretical basis and uneven attention to post-class learning processes. In response, two integrative frameworks—the Instructional Design Analysis Model for Flipped Classrooms (IDAMFC) and the Transformative Activation Theory for Flipped Classrooms (TAT-FC) are proposed to align pre-, in-, and post-class phases with learning strategies, cognitive engagement, and assessment in digitally supported environments. This study highlights the need for longitudinal designs and more comprehensive outcome measures to support sustainable educational development. Full article

Background/Objectives: Mental fatigue in adolescents is a growing concern in educational contexts, positioning physical education (PE) teachers as key agents in designing effective mitigation strategies. This study examined the perceptions of Spanish high school PE teachers regarding the causes, consequences, and potential countermeasures for students’ mental fatigue. Methods: A total of 116 in-service teachers (81 males and 35 females; mean teaching experience 7.8 ± 5.3 years) from 12 autonomous communities throughout Spain completed a comprehensive 34-item electronic questionnaire. The instrument assessed the perceived existence, etiology, and outcomes of mental fatigue through multiple-choice, dichotomous (yes/no), and five-point Likert scale questions, with particular attention given to the role of physical activity (PA) in symptom alleviation. A quantitative frequency analysis was conducted to examine the data. Results: The main findings reveal a strong consensus among the teachers (77.6% to 87.9%) on the prevalence of mental fatigue, with its primary causes attributed to academic pressure and sedentarism. The consequences were identified as increased irritability and reduced cognitive performance. The teachers overwhelmingly endorsed moderate intensity PA as the most effective countermeasure. However, a significant gap was identified between this theoretical awareness and the systematic implementation of targeted strategies within schools. Conclusions: These results underscore the critical need for professional development programs and structural support to translate teacher knowledge into practical intervention, suggesting important directions for future research. Full article

Molecular docking is a foundational technique in computational drug discovery, widely used to generate binding hypotheses, prioritize compounds, and support target-selectivity studies. The continued growth of open-source docking resources, together with improvements in scoring functions, sampling strategies, and hardware acceleration, has substantially lowered barriers to teaching, early-stage hit identification, and reproducible research. Beyond standalone docking engines, the open-source ecosystem now encompasses browser-accessible tools, preparation and analysis utilities, integrative modeling platforms, and AI-augmented methods for pose prediction, rescoring, and virtual screening. These developments have made docking workflows more accessible, customizable, and transparent across diverse research settings. This review examines open-source docking from a workflow-centered perspective, spanning study design, structural-data acquisition, binding-site definition, receptor and ligand preparation, docking execution, and post-docking validation. It further evaluates how open AI methods are being incorporated into these stages to expand structural coverage, improve screening efficiency, and support contemporary structure-based drug design. Collectively, this review outlines a practical and evidence-based framework for the effective use of open-source docking and virtual-screening pipelines in modern drug discovery. Full article

As classrooms become increasingly diverse, achieving equitable and inclusive education is central to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4.7, and to advancing social sustainability in education. Teachers’ multicultural teaching efficacy is a key psychological resource shaping inclusive classroom practice. This study conceptualizes multicultural teaching efficacy as a multidimensional belief system and adopts a person-centered approach to identify latent efficacy profiles among Korean lower secondary school teachers. Using data from the OECD Teaching and Learning International Survey (TALIS) 2024, latent profile analysis was conducted based on seven efficacy indicators, with teachers’ social and emotional learning self-efficacy (TSEL-SE) and participation in multicultural education-related professional learning included as covariates. Five distinct efficacy profiles were identified, revealing heterogeneity in both level and configuration. TSEL-SE consistently predicted profile membership, whereas the effects of professional learning varied across profiles and were strongest among teachers with high TSEL-SE, indicating a conditional interaction effect between psychological and experiential resources. Notably, over one-third of teachers belonged to a structurally low efficacy profile, indicating systemic vulnerability. These findings highlight the importance of differentiated and emotionally responsive teacher education strategies for advancing inclusive practice and contributing to SDG 4.7 and broader social sustainability goals. Full article

Digital signal processing (DSP) methods and artificial intelligence (AI) serve as a unifying platform across diverse research areas and educational courses based on analysis of signals acquired by appropriate sensors and their time-synchronized systems. Autonomous sensor systems having their own batteries, memories, and possibilities of wireless communication form the core of modern technological systems. The interconnection of sensors for data acquisition, methods for advanced analysis of signal features, and collaborative evaluation promotes both theoretical learning and practical problem solving in professional practice. This paper emphasizes a common mathematical foundation for the processing of data acquired by different sensor systems, and it presents the integration of DSP and AI, enabling the use of similar theoretical methods in different applications, including robotics, digital twins, neurology, augmented reality, and energy optimization. Through selected case studies, it shows how a combination of sensor technology for data acquisition and the use of similar computational methods, visualization, and real-world case studies strengthens interdisciplinary collaboration. Findings of this paper demonstrate how integrating AI with DSP supports innovative research and teaching strategies, redefines the field’s educational role in the digital era, and points to the development of new digital technologies. Full article

The increasing integration of Generative AI (GenAI) into higher education, particularly in the domain of language teaching, presents both opportunities and challenges. While AI-powered tools such as ChatGPT-5 can support language learning by generating personalised content which enables real-time interaction and feedback, they also risk perpetuating biases embedded in training data. These biases can appear in linguistic, cultural or socio-political forms, reinforcing stereotypes and influencing language norms. Therefore, equipping students and educators with strategies to critically assess AI outputs is essential for ethical and responsible AI use in language education. While recent research highlights the risks of algorithmic bias, less attention has been given to the perceptions and attitudes of pre-service teachers, whose future practice will shape classroom uses of these technologies. This exploratory pilot study adopts a survey-based approach to examine pre-service teachers’ baseline awareness of bias in artificial intelligence, with particular attention to linguistic and cultural dimensions Data were collected through an online questionnaire administered to 65 undergraduate students enrolled in Primary Education degree programmes. The study documents baseline perceptions prior to any instructional intervention and provides preliminary empirical evidence to inform the future design of pedagogical strategies aimed at developing critical AI literacy in teacher education. Full article

The rapid advancement of digital and mobile technologies has reshaped the educational landscape, fostering the adoption of interactive and learner-centered methodologies. Among these, immersive technologies such as Augmented Reality (AR), when coupled with next-generation wireless communication systems, hold the potential to revolutionize knowledge acquisition and student engagement. In this paper, we present the design and development of an AR-based educational tool specifically oriented to teaching concepts of fifth-generation (5G) mobile networks. The tool provides a real-time interactive visualization of 3D network components on mobile devices, enabling learners to explore 5G NSA/SA architectures in an accessible manner with real-world environments through mobile devices and their integrated cameras. The application was developed using Blender for 3D modeling and Unity as the rendering engine, incorporating the Vuforia SDK for marker-based AR tracking, and it was deployed on the Android operating system. Unlike traditional static approaches, the proposed solution enables learners to explore complex network architectures and key functionalities of 5G in an interactive and accessible manner. To assess its perceived effectiveness, quantitative surveys were conducted with both university and high school students, focusing on usability, engagement, and perceived learning outcomes. Results indicate that the tool is user-friendly, enhances motivation, and supports conceptual understanding as perceived by participants of 5G technologies. These findings highlight the potential of AR, supported by advanced wireless networks, as a pedagogical strategy to improve STEM education and foster technological literacy in the era of digital transformation. Full article

The practice of employing education students as unqualified teachers in schools has grown over the last three years as the teacher shortage across Australia and the world worsens. This study uses a Bacchian approach to critically analyse the “problem” of pre-service teachers (PST) undertaking teaching roles as unqualified personnel whilst concurrently completing their teaching degrees through the lens of university lecturers working within the Initial Teacher Education (ITE) space. Qualitative semi-structured interviews were conducted with eleven university lecturers. A Bacchian analysis of the discourse arising from these interviews was conducted and followed two distinct groupings, those being between the student and employer, and the student and the university. The silences within these discourses were found to be the voices of the university lecturers working within the ITE programmes since they were not given a seat at the negotiation table between schools and registering bodies, prior to the student undertaking a teaching contract. These findings demonstrate the need for strategies that engender greater awareness of and support for, PST working in the school system, where all stakeholders are actively involved in the implementation of a holistic, purposeful and accountable approach to addressing the teacher shortage in sustainable, future focused endeavours. Full article

Elementary music teachers in the United States face many challenges today, including an increasing cultural divide between teachers and students, worsening student behavior, and excessive exposure to technology in children’s lives. These challenges are magnified due to the hundreds of students elementary music teachers see weekly, the lack of teaching and planning time, and inadequate teaching resources, making it difficult to fully understand the culture and learning needs of every child. However, music educators may find culturally sustaining pedagogy (CSP) a useful tool for meeting the needs of a diverse student body. Further, when teachers engage in kid culture, the environments and activities that only children have, there is a plethora of music and media to use that children prefer that can help increase engagement and reduce behavioral problems. In this Perspective article, I provide three sample lessons that model instructional strategies that challenge current systems of power and representation in music education and center student agency through singing, chanting, moving, playing, and creating. Using repertoire that students already know and prefer, such as “Old Town Road,” Fortnite dances, and the song “See You Again”, draws from children’s funds of knowledge. Moving away from the Western art music canon and traditional formal education structures (like standard notation) in favor of learning by ear, peer collaboration, and improvisation decolonizes the curriculum. Critical reflexivity occurs when the teacher acts as a learner, constantly adjusting lessons to ensure student agency and addressing ethical issues, such as the intellectual property rights of creators whose work is used in media like Fortnite. By using melodies, songs, and video game movements children already know, music teachers can use the materials and learning processes in kid culture to engage in culturally sustaining pedagogy. I aim to inspire educators and researchers to reflect on sustaining children’s dynamic, cultural practices and better understand how to authentically bring popular music and media into elementary music lessons to provide a more engaging, relevant, and transformative music education. Full article