Search Results (667)

It is hard to envision a modern world where information technology does not facilitate daily tasks, including learning and teaching. This paper explores the use of virtual reality (VR) simulations in chemistry education, focusing on how immersive VR environments can enhance the learning experience for students. With chemistry often posing challenges due to its abstract and complex concepts, VR technology allows for a more interactive and visual approach, enabling students to visualize molecular structures, chemical reactions, and laboratory procedures. The study concludes that virtual reality (VR) simulations are crucial in modernizing chemistry education by making abstract and complex concepts more interactive and visual. Through a comprehensive analysis of current VR tools and simulations, the article discusses their strengths and limitations, providing a critical overview of the role of VR in modernizing chemistry education. The findings suggest that VR simulations can significantly improve students’ engagement with and understanding of complex chemistry concepts. Also, the results suggests that integrating VR into chemistry education can revolutionize traditional teaching methods, providing a more immersive and engaging learning experience. Full article

Technology plays an increasingly vital role in modern education, providing new opportunities to enhance engagement and conceptual understanding. Among emerging innovations, Augmented Reality (AR) enables interactive visualization that supports deeper comprehension of abstract and spatially complex concepts. This study aimed to evaluate the impact of AR technology integrated with the STEAM approach on fifth-grade students’ learning of geometric solids, focusing on spatial skills, motivation, and academic achievement. A quasi-experimental design was implemented, involving an experimental group that engaged in AR- and STEAM-based activities and a control group that followed traditional instruction. Results indicated significant improvement in geometry test performance within the experimental group (p < 0.001) and higher post-test performance compared to the control group (p = 0.005). Although motivation scores were higher in the experimental group, the difference was not statistically significant (p = 0.083), suggesting a positive trend that merits further exploration with a larger sample. Overall, the findings highlight the pedagogical potential of integrating AR and STEAM approaches to support engagement and conceptual understanding in geometry education. Full article

Background: Ethical decision-making in medical care increasingly requires balancing clinical values, professional duties, and organizational reasoning. Understanding how healthcare professionals navigate moral dilemmas necessitates examining the philosophical orientations that shape their ethical judgments. Alongside traditional medical ethics, a business ethics perspective highlights organizational and managerial dimensions of healthcare, offering a more comprehensive understanding of ethical decision-making in modern clinical contexts. Aim: This study aims to examine how healthcare professionals reason about ethical dilemmas by mapping their moral orientations and decision-making patterns across five ethical frameworks-idealism, relativism, objectivism, legalism, and Machiavellianism-integrating both medical and business ethics perspectives. Methods: A cross-sectional study was conducted with 277 participants (medical doctors and students). Two validated instruments were used: the Attitudes Toward Business Ethics Questionnaire (ATBEQ) to assess moral orientations and the Clinical Ethical Dilemmas Questionnaire (Richeux & Duquéroy) to evaluate ethical decision patterns. Data were analyzed using correlation, multiple regression, and k-means cluster analyses. Results: Among the five orientations, Legalism negatively predicted “It depends” responses (i.e., higher Legalism scores were associated with fewer indecisive responses), indicating greater decisiveness in ethically ambiguous situations. Unexpected positive correlations were also found between traditionally opposing constructs-such as Ethical Relativism and Moral Objectivism-suggesting moral pluralism. The overall regression model was not statistically significant (R² = 0.04, p = 0.08). Cluster analysis identified four distinct ethical reasoning profiles: High Machiavellian Idealists, Pragmatic Relativists, Context-Sensitive Objectivists, and Ethical Purists. Conclusions: Abstract philosophical orientations showed limited predictive power for contextual ethical decision-making, highlighting the complex and multidimensional nature of moral reasoning in healthcare. Findings inform the design of context-sensitive ethics education programs that integrate philosophical reflection with case-based learning to strengthen ethical competence among medical professionals. Full article

Background/Objectives: Sex trafficking is a form of modern-day slavery still present in our societies. Health professionals are in a key position to identify and support victims, but adequate training is required. The aim of this study was to analyze the impact of a structured educational intervention on knowledge, perceived professional role, and attitudes toward sex trafficking of women among undergraduate nursing students at the University of Seville, Spain. Methods: A cluster randomized pilot educational trial with a pre-test–post-test control group design and one-year follow-up was conducted. A two-hour educational session addressed key concepts related to sex trafficking, health professionals’ responsibilities, and survivor support. Knowledge and attitudes were assessed at baseline, immediately after the intervention, and at one-year follow-up. Results: 199 students participated. Significant post-intervention improvements were observed in knowledge and attitudes, with sustained impact after one year despite some knowledge decay. Conclusions: This pilot educational intervention appears to improve knowledge and attitudes toward sex trafficking among undergraduate nursing students and may represent a useful strategy for sensitizing and training future health professionals in this area. Full article

This study explores the dynamics of engaged spiritualities within contemporary Buddhist communities in Italy. By employing an ethnographic approach, the research examines how physical space fosters spiritual experiences, facilitates social interactions, and serves as a site for personal and collective transformation. The study integrates insights from religious studies, anthropology, and neuroscience to analyse the cognitive and emotional effects of meditation while also engaging with Foucault’s theories on power and space to understand Buddhist centres as structured environments that shape individual and collective subjectivities. The research highlights how engaged Buddhism in Italy adapts traditional practices to contemporary challenges, particularly in response to mental health concerns among university students. Through participant observation and interviews conducted during mindfulness and contemplative education programmes, the study demonstrates how meditation contributes to psychological well-being, emotional regulation, and social connection. This analysis aligns with theoretical discussions on the conceptualisation of spirituality in modern societies, illustrating how engaged spiritualities manifest in secular and pluralistic contexts. The findings suggest that Buddhist spaces in Italy function not only as sites of religious practice but also as transformative environments where power relations are renegotiated, identity is reconstructed, and alternative ways of living emerge. The study further explores how scientific advancements in neuroscience inform spiritual practices, shedding light on the reciprocal relationship between spiritual yearning and scientific inquiry. Finally, the research contributes to the debate on the future of engaged spiritualities in the face of global crises. It argues that while Buddhist communities in Italy preserve traditional wisdom, they also actively shape new forms of spiritual engagement that respond to contemporary social, political, and environmental challenges. This work situates engaged Buddhism as a key player in fostering alternative models of coexistence, well-being, and ethical responsibility in the modern world. Full article

Background: The scope of practice for pharmacists in the United States (US) is expanding rapidly, with the majority of states allowing pharmacists to prescribe to some degree. Doctor of Pharmacy (PharmD) programs are required to include medication prescribing effective 1 July 2025, ensuring program alignment with modern pharmacy practice. Objective: This study aimed to characterize student pharmacists’ beliefs about education on prescribing in the US PharmD program. Methods: Focus group discussions (FGDs) were conducted with student pharmacists enrolled in the PharmD curriculum at two different universities in the US. The conceptualization and data collection, guided by Self-Determination Theory, occurred over three months during the 2024 Fall semester. Data analysis was performed using thematic analysis, and themes were identified through inductive and deductive coding. Results: Twenty-two student pharmacists participated in three FGDs. Thematic analysis revealed two major themes: (1) essential role of didactic education in the prescribing process and (2) enhancing student preparedness to prescribe through experiential training. These themes uncover student pharmacists’ beliefs that prescribing education is vitally important to the didactic and experiential curriculum, highlighting the need to take a comprehensive approach to incorporate these topics into the PharmD program. Conclusions: Teaching medication prescribing in the PharmD didactic curriculum using a state’s scope of practice as a framework for its delivery, with reinforcement in their experiential training, to ensure pharmacy students are practice-ready, may be a preferred approach for delivery. This area remains ripe for further study to determine an evidence-based approach to teaching medication prescribing to pharmacy students. Full article

Experience shows that knowledge transfer and understanding of fundamental FPGA principles are greatly improved by exercising laboratory practices and manual hands-on operations. Hence, a case study was performed on two didactic platforms for students of intelligent control techniques that were upgraded with FPGAs to be involved in laboratory practices. Among others, platforms allow implementation of traditional linear control algorithms, such as PID, or modern non-linear control algorithms, such as fuzzy logic or artificial neural networks. Initially, the underlying physics can be carefully studied, and the mathematical model can be derived. Then, such a model can be discretized into its digital form, an appropriate controller can be designed, and its performance can be compared to the known benchmark. Controllers and control parameters can be practiced by students themselves, offering underlying potential for improving students’ understanding of the fundamentals of FPGA. Full article

Simulation-based laboratories have become an essential component of modern engineering education, particularly in courses where access to physical equipment is limited. This paper presents a structured methodology for teaching the fundamentals of optical fiber communication systems using OptiPerformer 18, i.e., a freely available optical communication simulation platform. The novelty of this work lies in integrating a complete set of parameter-driven laboratory exercises, covering eye-diagram analysis, chromatic dispersion and dispersion compensation, Gaussian pulse propagation, and BER/Q-factor evaluation, into both distance and face-to-face teaching, and validating their effectiveness across four academic years involving more than 200 students. Representative simulation results generated with OptiPerformer are provided to illustrate the learning process and to demonstrate how key transmission impairments and system-level behaviors can be visualized and quantitatively analyzed without specialized hardware. The pedagogical effectiveness of the approach is assessed through student surveys and final grades, showing consistently high learning outcomes and strong student engagement in both remote and in-person settings. These findings indicate that the proposed simulation-based laboratory framework offers a scalable, hardware-independent, and conceptually rich alternative to traditional fiber-optic laboratory classes, supporting deeper understanding of transmission physics and enhancing analytical and problem-solving skills essential in modern optical communication engineering. Full article

Bakery products constitute an essential element of the daily diet, with significant nutritional and social importance. This study analyzes current industry trends, consumer behaviors, and distinctions between traditional and modern health-focused products, integrating both international findings and data relevant to Romania. The research draws on the specialized literature to examine changes in consumption patterns and manufacturers’ adaptation strategies. The results highlight three main directions: the increase in the popularity of artisanal and specialty products, the development of the healthy products segment (gluten-free, vegan, with added seeds or whole grains), and the increasing emphasis on sustainability and ethical practices. Although white bread remains the main choice, interest in healthier options, such as wholemeal or fortified bread, is growing both in the global and Romanian contexts, although it is still largely niche. Generational differences indicate that adults prefer traditional and healthy products, while young people and students choose quick and convenient snacks, strongly influenced by social networks. The conclusion highlights the bakery industry’s transition between tradition and modernity, where future success depends on integrating health, sustainability, and personalization into production and marketing processes. Full article

Background: The use of computer-aided design and manufacturing (CAD/CAM) technology is rapidly expanding in modern dentistry. However, differences may exist in educational experiences and utilization competencies between dental hygiene and dental technology students. Objectives: This study aimed to assess CAD/CAM educational exposure and competencies by major and grade level. Methods: A cross-sectional online survey was conducted with 464 undergraduate students in Korea. The questionnaire covered general characteristics, CAD/CAM education experience, and competencies in scanning, CAD design, CAM operation, and post-processing. Data were analyzed using descriptive statistics, independent-samples t-tests, and correlation analysis. Results: A total of 464 valid responses were analyzed. Dental technology students reported significantly higher experience with CAD/CAM education compared with dental hygiene students (p < 0.001). Scanning, CAD design, CAM operation, and post-processing competency were all significantly higher among dental technology students and senior (3–4 year) students compared with dental hygiene and junior (1–2 year) students (p < 0.001). CAD/CAM competencies varied significantly by major and grade level. Conclusions: These findings emphasize the need to strengthen CAD/CAM training in dentistry curricula and to promote interdisciplinary digital dentistry education to prepare practice-ready graduates for a digitized clinical environment. Full article

The increasing scale of modern datasets has created a significant computational bottleneck for traditional scientific and statistical algorithms. To address this problem, the current paper describes and validates a high-performance method based on adaptive spline interpolation that can dramatically accelerate the calculation of foundational scientific and statistical functions. This is accomplished by constructing parsimonious spline models that approximate their target functions within a predefined, highly precise maximum error tolerance. The efficacy of the adaptive spline-based solutions was evaluated through benchmarking experiments that compared spline models against the widely used algorithms in the Python SciPy library for the normal, Student’s t, and chi-squared cumulative distribution functions. Across 30 trials of 10 million computations each, the adaptive spline models consistently achieved a maximum absolute error of no more than 1 × 10⁻⁸ while simultaneously ranging between 7.5 and 87.4 times faster than their corresponding SciPy algorithms. All of these improvements in speed were observed to be statistically significant at p < 0.001. The findings establish that adaptive spline interpolation can be both highly accurate and much faster than traditional scientific and statistical algorithms, thereby offering a practical pathway to accelerate both the analysis of large datasets and the progress of scientific inquiry. Full article

Accessing, processing, and sharing of information have been completely transformed by the speedy progress of digital technologies. However, as tech evolution accelerates, it presents notable challenges in the form of misinformation spreading rapidly and an increased demand for critical thinking competences. Digital literacy, encompassing the ability to navigate, evaluate, and create digital content effectively, emerges as a crucial skillset for individuals to succeed in the modern world. This study aims to assess the digital literacy levels of university students and understand their ability to critically engage with digital technologies, with a specific focus on their competences in evaluating information, utilizing technology, and engaging in online communities. A quiz-type questionnaire, informed by frameworks such as DigComp 2.2 and Eshet-Alkalai’s model, was developed to assess participants’ self-perceived and applied competences, with a focus on emerging challenges like deepfake detection not fully covered in existing tools. The findings indicate that while most students are aware of various criteria for accessing and evaluating online content, there is room for improvement in consistently applying these criteria and understanding the potential risks of misinformation and responsible use of online sources. Exploratory analyses reveal minimal differences by department and year of study, suggesting that targeted interventions are required across all study fields. The results underline the importance of cultivating critical and ethical digital literacy within higher education to enhance digital citizenship. Full article

In the evolving landscape of digital education, there is an increasing need to enhance traditional Learning Management Systems (LMSs) by integrating innovative pedagogical practices that promote active participation and learner autonomy. This study presents the transformation of a Greek LMS platform into an open learning ecosystem, incorporating three key educational innovations: collaborative hackathons, microcredentials, and blended learning support. The primary goal was to modernize the LMS in a way that encourages deeper engagement, social learning, collaboration, and mixed learning. To accomplish this objective, the system integrated advanced innovative tools designed to facilitate structured collaborative processes including hackathons, microcredentials aligned with specific learning objectives, and blended learning through flexible content delivery and student learning tracking tools. The use of these tools in the educational process contributes to the creation of a more dynamic and participatory learning environment, where knowledge is co-shaped and learning acquires a social character. In addition, the tools promote differentiated learning, allowing students to engage at their own pace and in their own way. Full article

NoSQL databases are vital for modern big data applications, yet traditional teaching methods struggle with lagging content, insufficient practice, and low student engagement. To address these issues, this paper proposes the WWH-integrated teaching method “Why learn, What learn, How learn” for a NoSQL database course. WWH combines three core approaches: the general–special method, which structures knowledge from foundational concepts to specialized technologies; the comparative method, which contextualizes NoSQL value via real-scenario analysis; and the theory–practice combination method, which links concepts to hands-on tasks, supplemented by the problem-guidance and key-highlighting strategies. A quasi-experiment with two cohorts (80 students each; 2023 cohort as control, 2024 as experimental) validated WWH. Quantitative results showed significant improvements: theoretical exam scores rose by 9.2 points (t(158) = 9.21, p < 0.001) and experimental scores by 10.3 points (t(158) = 7.92, p < 0.001), and classroom discussion rates increased from 45.2% to 82.7% (χ²(1) = 28.90, p < 0.001). Qualitative analysis of student essays and project reports further confirmed deeper conceptual understanding, stronger tradeoff awareness, and enhanced knowledge integration in the experimental cohort. This study provides an evidence-based, student-centered framework for modernizing NoSQL instruction, better preparing students for industry data management needs. Full article

(1) Podcasts are increasingly used in undergraduate medical education. They differ from traditional learning activities and may influence exam performance. Podcasts also offer insights into learning behaviour and perceptions of family medicine (FM). Despite their frequent use in medical education, it remains unclear how they can best be integrated into competency-based curricula and motivate students to study for FM. This study examines the impact of a medical podcast on learning behaviour and academic performance at Saarland University (UdS). (2) This exploratory mixed-methods study analyzed podcast-related learning behaviour and exam relevance among year-five medical students at UdS in the winter semester 2024/25. Demographic, quantitative, and qualitative data were collected via an online questionnaire (Google Forms^®) in January 2025. Data were descriptively and analytically evaluated and linked to exam results. Qualitative data were analyzed using Kuckartz’s content analysis. (3) Of 123 eligible students, 92 participated. Most listened to episodes in full. Podcasts were seen as low-threshold means to access study content, but they were often not perceived as a separate learning activity. Listening to podcasts did not directly influence exam performance but helped connecting theory with clinical relevance and increased motivation for FM. (4) Podcasts are popular for exploring clinical practice and complex topics. Their didactic value lies in contextual learning and career orientation, rather than improving exam performance. Full article