Search Results (7,853)

Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the potential of living labs as dynamic learning settings. Specifically, it explores two dimensions: (1) how living labs structure learning processes, and (2) the influence of collaboration with societal partners on learning outcomes, framed by the Quadruple Helix Model (academia, industry, government, and community). The study adopts a qualitative research design via semi-structured interviews with seven laboratory leaders across five well-established living labs in Finnish Universities of Applied Sciences. Interview transcripts were analyzed using Julius.ai and in vivo coding to identify and categorize themes. The respondents highlighted that in their experience, combining physical and digital settings often facilitates experiential, reflective, and innovative learning while equipping students with practical skills and competencies that improve their employability. Furthermore, the respondents reported that engagement with stakeholders fosters co-creation and well-rounded innovation. These collaborations also help ensure that the living labs can effectively sustain their operation, offering students the opportunities to engage in globally relevant issues such as digital transformation. Nonetheless, obstacles include resource limitations, maintaining enduring teamwork, and adjusting to rapid technological changes. The paper concludes that living labs serve as supplementary instruments and their adoption can help match academic learning curricula and practices with industry needs, while also enhancing student learning in preparation for the world of work. Full article

The return to in-person classes after the COVID-19 pandemic revealed an increase in physical violence among students of secondary school. This article examines the role of the school as a setting that enables students to learn how to coexist with others. Based on an educational qualitative research study conducted in two state-run schools in the Metropolitan Area of Buenos Aires, located in urban poverty contexts, it investigates the effects of COVID-19-induced isolation on school coexistence. The fieldwork involved participant observation, interviews, and analysis of student productions during school workshops. Students and teachers were selected through purposive sampling. The working hypothesis posits that learning to coexist involves not only dealing with conflicting situations but also the need to verbalize them, a practice that schools actively foster. The findings show that, by providing a place where time and space are shared, the school acts as a key mediator, where students’ physical and verbal interactions become essential to reconfiguring relationships among classmates. The study concludes that the school plays a decisive role in transforming conflict into voiced experience, replacing physical aggression with meaningful narratives. Full article

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We collected 652 field notes of SEL in action across twelve schools in the Northeast and Western regions of the United States between December 2022 and May 2024. All field notes were analyzed with Dedoose using thematic inductive coding. Key facilitators of systemwide SEL include prioritization/support from leadership, professional development for educators, integration into students’ daily experiences, and engagement with parents/caregivers and the community. Key challenges to systemwide SEL involve leadership ambiguity, educator burnout, and student disengagement. Implications for optimizing SEL implementation in educational practice and policy are discussed. Full article

Keyword recognition represents a fundamental skill in programming, yet little research has examined how novices develop this ability or how language background affects keyword learning. This study investigated cognitive load and keyword recognition accuracy amongst 27 novice programming students (15 English as an additional language [EAL] and 12 English as a native language [ENL]) during an intensive six-week Python course. Students completed a keyword recognition task at Weeks 1 and 6, identifying and classifying 23 Python keywords while reporting cognitive load using the Klepsch instrument. The results revealed no significant improvement in identification accuracy (Week 1: 39.80%; Week 6: 48.16%) or classification accuracy (40% at both time points) despite intensive instruction. The reported extraneous cognitive load significantly increased from Week 1 to Week 6 (p = 0.039, d = 0.99), contradicting Cognitive Load Theory predictions that schema automation reduces extraneous load with experience. EAL students reported a significantly higher intrinsic cognitive load (p = 0.030, d = 0.91) and a marginally lower keyword identification accuracy (p = 0.058, d = −0.54) than ENL students. All students (100%) who identified keywords also missed duplicate instances, indicating universal incomplete processing. These findings challenge assumptions about schema development timelines in programming education and document measurable linguistic barriers that persist even after substantial instruction, with implications for inclusive computing pedagogy. Full article

Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice. Full article

With the recent ban on Diversity, Equity and Inclusion (DEI) efforts, this study seeks to address an under-researched area—the lived experience of workplace training participation (WTP)/non-participation of Black administrative employees at Canadian universities. While research in academia has focused on faculty and students, there is a lack of research on administrative employee participation within university settings in Canada. This gap is especially significant as this group composes a significant ratio of the entire workforce in Canadian universities. It is also important to understand the implications of WTP/non-participation for employees who identify as Black. This study used Stephen Billett’s conceptualization of affordance and access as a starting point to identify gaps in the workplace training (WT) literature, specifically as it pertains to Black employees. Data was collected from 26 Black administrative employees who discussed their lived experience with WTP in these settings. A qualitative approach from a phenomenological perspective was used to better understand the participants’ lived experiences with WTP. The results revealed a lack of transparency in the WT approval process, experiences of time pressure, managers’ discretion and racism as factors that influence WTP. Full article

This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. Full article

Educational trajectories developed by students throughout their schooling are shaped by experiences across multiple domains, where learning opportunities coexist with factors that may hinder academic achievement and the development of successful trajectories. The aim of this study was to analyze the personal, family, school, and contextual factors associated with educational trajectories and academic achievement among primary and secondary school students. A systematic review of the literature was conducted based on quantitative longitudinal studies published between 2022 and 2025 and identified through the Web of Science, Scopus, and Education Resources Information Center databases. The results indicate that educational trajectories linked to academic achievement tend to begin in primary education and show relative stability throughout secondary education, with variations over time associated with the interaction of individual, family, school, and contextual factors. These findings have practical implications for behaviorally informed interventions aimed at strengthening self-regulation, teacher support, socioemotional competencies, and family engagement to promote more equitable academic pathways. Overall, the evidence underscores the need to implement comprehensive and differentiated educational interventions articulated across multiple levels to reduce inequalities and foster sustainable academic development. Full article

Recent automated search methods have improved lower bounds for several Ramsey numbers, but the strongest gains often depend on structured seeding and cell-specific heuristic discovery. This leaves open a more fundamental question: Can a useful search structure be transferred across related Ramsey cells rather than rediscovered independently for each target instance? This work proposes a teacher–student framework for transferable structural search in Ramsey graph construction, inspired by the structure-distillation logic of Physics Structure-Informed Neural Networks (Ψ-NNs). The framework builds compressed structural representations from teacher witnesses and search traces, extracts reusable motifs and relations, and reconstructs transfer candidates. These are refined by balanced search and, for weak R(3, s) cells, by exact small-cell supervision. The framework is evaluated as a proof of concept across five Ramsey cells under transfer, matched-compute, search, ablation, and interpretability settings, including a proportional shift-scaling baseline and a greedy triangle-closing baseline that probe the structure-validity frontier from complementary directions. Supplementary experiments cover seed robustness, budget sensitivity, transfer-neighborhood variation, structural-resolution changes, stronger exact supervision, cross-r teacher pooling, single-teacher configurations, and scaling behavior across graph sizes. The results show that the portfolio version of the framework is the strongest balanced transfer method in the current study, while a structure-dominant oracle achieves stronger witness-shape agreement but worse Ramsey-valid construction. These findings reveal a clear structure-validity frontier and suggest that transferable Ramsey search should be evaluated by how well structural priors survive the validity constraints of new cells. Full article

This study explores how pre-service early childhood educators imagine and anticipate their upcoming practicum experience before entering the classroom, focusing on how schooling is both remembered and reimagined in advance of practice. Drawing on qualitative data from open-ended prompts in a Google Forms survey with undergraduate teacher education students, the study examines expectations regarding childhood, schooling, the teacher’s role, and practicum challenges. Using thematic analysis, the findings reveal persistent tensions in how participants conceptualize teaching and learning. While students frequently articulate child-centred and democratic ideals—emphasizing care, participation, and experiential learning—their responses simultaneously reproduce elements of the schoolized mind, through which schooling is imagined as structured by control, transmission, evaluation, and teacher authority. Practicum is anticipated both as a learning opportunity and as a moment of exposure requiring competence, classroom management, and error avoidance. The findings suggest that pre-service teachers approach practicum through already sedimented and socially shaped imaginaries of schooling. These anticipatory frameworks highlight the need for teacher education to critically engage with how schooling is imagined, better shaping future pedagogical practice. Full article

Virtual reality (VR) is increasingly used as an interactive instructional medium in engineering education, yet evidence on practical implementation and student-reported experience remains limited. This study examined students’ perceived experience and usability across VR and traditional instruction within a crossover design in a UV-C water disinfection lesson. Using a mixed 2 × 2 crossover design, 52 undergraduate engineering students completed both a VR lesson (Meta Quest 3; Unreal Engine 5.4) and a content-aligned traditional session delivered with slides and a physical UV disinfection stand. After each session, participants reported perceived flow (short Flow Index) and engagement (adapted User Engagement Scale); the System Usability Scale (SUS) was completed after the VR session only. A brief knowledge quiz and open-ended feedback were also collected and used descriptively. Students reported higher perceived flow and engagement in the VR condition than in the traditional condition, and VR usability was generally rated acceptable-to-excellent, with higher SUS scores observed in the VR-first sequence than in the traditional-first sequence. Qualitative feedback emphasized clarity and interactivity, and most participants expressed a preference for a blended approach. Overall, the results support the practical feasibility and positive user acceptance of the VR lesson in this instructional context. The findings also suggest that perceived usability may be associated with instructional sequence, although this pattern should be interpreted cautiously within the perception-based scope of the study. Full article

Background/Objectives: Periodontitis represents a significant global health burden, yet preventive health literacy remains critically low among emerging adults—a developmental stage where lifelong health behaviors crystallize. This study evaluated the effectiveness of the GUM (an acronym of Gum Understanding Mission) game, an interactive gamified digital tool incorporating AI-informed or manual feedback, for improving periodontitis literacy among tenth-semester Software Engineering students at the University of Guayaquil. Methods: In a controlled pre-test/post-test experiment, 50 participants were randomly assigned to either the GUM game intervention or a traditional lecture. Both groups completed identical knowledge assessments immediately before and after their respective 50-min instructional sessions. The GUM game featured adaptive questioning, immediate elaborated feedback, and comprehensive performance analytics, while the control group received instructor-led didactic instruction with a subsequent question-and-answer session. Results: The GUM group improved from a baseline of 21% to 94% correct responses, while the lecture group increased from 22% to 67% ($p<0.001$). Error reduction was 74% in the GUM group versus 45% in the control group. However, the study’s scope is currently limited to a single, digitally literate cohort, and knowledge retention over time was not assessed. Conclusions: These findings suggest that a self-directed, feedback-driven serious game can substantially outperform traditional methods in fostering periodontitis literacy within this population. Further research is needed across diverse populations with extended follow-up periods to assess knowledge retention and generalizability. Full article

Background: Parental practices that support autonomy, provide structure, and foster warm relationships are associated with greater satisfaction of students’ basic psychological needs for autonomy, competence, and relatedness. In minority educational contexts, however, students’ psychological need satisfaction is also shaped by broader sociocultural conditions that may create additional pressures and sources of chronic stress. Within such environments, parental support may function as a protective factor that helps students cope with educational and cultural demands. Objective: The aim of this study was to explore how parental support contributes to the satisfaction of students’ basic psychological needs within a minority educational context where students from the Greek minority attend a bilingual school operating within a Turkish educational framework. Methods: A qualitative design was employed using three focus groups conducted in a minority school located in Gökçeada, Türkiye: one with parents (N = 5), one with lower secondary school students (N = 6), and one with upper secondary school students (N = 6). Interview questions were developed on the basis of Basic Psychological Needs Theory. Data were analyzed thematically by five members of the research team. Results: Findings indicated that parental support influenced students’ need satisfaction through practices related to autonomy (e.g., trust, space for mistakes), competence (e.g., encouragement, comparison), and relatedness (e.g., emotional presence, empathy). However, these practices were not experienced in a uniform way. Rather, their meaning and impact were shaped by contextual conditions associated with minority status, including bilingual educational demands, limited resources, and close-knit community dynamics. Conclusions: The study suggests that in minority school settings, parental support operates not simply as a general interpersonal resource but as a contextually mediated protective process. By showing how sociocultural and institutional conditions shape the enactment and experience of autonomy, competence, and relatedness, the findings extend existing BPNT research beyond majority settings and offer a more context-sensitive understanding of students’ psychological need satisfaction. Full article

Background: In 2021, an Australian Hospital Nursing Research Hub sponsored 13 healthcare staff to complete the Graduate Certificate (Clinical Redesign), to build capability in health service improvement though work-integrated learning (WIL). Healthcare professionals undertaking workplace-based WIL likely experience significant challenges including balancing professional and student roles and aligning work with academic requirement. These pressures were likely intensified during the Coronavirus disease 2019 (COVID-19) pandemic. This study aimed to explore and understand the experiences of hospital healthcare staff completing WIL redesign projects, including the impacts of COVID-19. Methods: A qualitative descriptive inquiry approach was used to explore individual student experiences. Thirteen staff, mostly nurses, who enrolled in the 2021 course were invited to participate. Online semi-structured interviews were conducted. Data were analyzed using a general inductive thematic analysis approach. Results: Four participants (36%) took part; all were female and working full-time. Five main themes were identified that centered around: COVID-19, Support, Motivation, Alignment and Relevance, and Success. Conclusions: Novel insights include the need to reconceptualize “success” to improve student experience, the critical role of organizational–university–student alignment in enabling WIL studies, and the unique pressures of completing WIL during crisis conditions that direct impact the health sector, such as COVID-19. Although not generalizable, these findings are likely to be important considerations more broadly to strengthen WIL design, support and student experiences, ultimately enhancing health service staff capability to lead quality improvement in the workplace. Full article

This study investigates the educational impact of an industrial field visit on the learning experience of second-year pharmacy students at Qatar University. The visit, integrated within the Pharmaceutics II course (PHAR 310), was designed to complement theoretical instruction by providing exposure to real-world pharmaceutical manufacturing and quality control processes, particularly for parenteral dosage forms. A mixed-methods approach was employed using quantitative and qualitative data derived from post-visit questionnaires. Findings indicated that students reported positive perceptions of the experience, with the majority indicating improved understanding of key pharmaceutical manufacturing concepts and strong support for the inclusion of similar activities within the curriculum. Qualitative analysis further suggested that the visit facilitated contextualization of theoretical knowledge, enhanced engagement, and supported early professional awareness. While these findings suggest that structured industrial visits may serve as a valuable complementary educational strategy in pharmacy training, the results should be interpreted with caution due to the small sample size and single-institution design. Further research incorporating larger cohorts, objective learning assessments, and longitudinal evaluation is underway to better establish the educational impact of these interventions. Full article