Search Results (1,360)

The use of Artificial Intelligence (AI) in learning is expanding globally; however, the full potential of AI tools in the Open and Distance Learning (ODL) context, particularly at the Institute of Adult Education (IAE), remains underexplored. This study examined the IAE ODL students’ perspectives on the use of AI tools in learning. Specifically, it investigated ODL students’ familiarity with AI, AI preferences and use in learning, and perspectives on AI tool use in ODL. The study employed a mixed-methods approach, utilising a convergent parallel design to collect data from 93 second- and third-year ODL students at the Dar es Salaam and Morogoro Campuses. The findings revealed that 94.7% of students were familiar with AI, mainly after beginning their studies; 87% used ChatGPT for learning, and 57% used AI to answer their questions. In addition, 98% of students argued that the utilisation of AI in ODL is inevitable, citing its role in enhancing self-learning, improving access to learning materials, and saving time. Based on the findings, the study suggests that enhanced access to and awareness of diverse AI tools may help maximise their potential benefits in learning. The study also calls for academic integrity, ethical use, peer learning, and human-AI interaction among ODL students and institutions for the effective utilisation of AI in ODL. Full article

This study examines Italian adolescents’ willingness to use electronic devices rather than printed paper for reading and writing activities, a behavioural choice that differs from more conventional pro-environmental actions due to its implications for learning and well-being. We design an online vignette experiment with two informational conditions: an individual-impact and a social-impact treatment. Socially framed information is associated with a higher propensity to prefer digital tools relative to individual framing, although overall treatment effects are modest. Stronger treatment responsiveness emerges only when students reflect on avoidable printing practices. Preferences are primarily shaped by socio-demographic factors, particularly gender, educational background, and health and environmental attitudes. Paper is valued for its perceived benefits to reasoning, memory, and reading enjoyment, while digital tools are favoured for their ease of writing and editing. Even if not fully generalizable, our findings highlight the atypical nature of a paper–digital trade-off: when consumption choices involve cognitive or identity-related considerations, sustainability-based messages alone may be insufficient. Full article

Background/Objectives: Traditional demonstrations are a common way to teach clinical skills, but they often feel unstructured and inconsistent. Peyton’s four-step approach provides a more organized, student-focused method that might help learners pick up skills better. This study compared the standard demonstration method with Peyton’s approach for teaching ENT procedures to interns. Methods: A prospective study was conducted at a single center with two groups: Group A received a conventional single-pass demonstration. Group B was taught using Peyton’s structured four-step approach (silent demonstration, deconstruction, verbal comprehension, and performed verbalization). Both groups were trained on three ENT skills—anterior rhinoscopy, Trotter’s method, and anterior nasal packing—then tested using OSCE checklists. We also asked students for their feedback through a simple questionnaire. Results: For anterior rhinoscopy, both groups performed similarly. But students taught with Peyton’s method did significantly better on Trotter’s method and nasal packing (p = 0.0098 and 0.004). Overall, they preferred Peyton’s approach, remembered the steps better, and wanted to use it for future training (p < 0.005). Conclusions: While traditional demonstrations are straightforward, Peyton’s structured, hands-on four-step method leads to better skill learning and retention for medical students. Full article

Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on specific demographic and workload criteria. Using a quantitative descriptive survey approach, data were obtained from 67 Science HoDs using a paper-based questionnaire adapted from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistics and inferential analysis were employed (t-tests and ANOVA). The data indicate that Science HoDs frequently used tactics such as goal planning and communication, curriculum coordination, learner progress monitoring, teaching time management, and instructional resource availability. However, high-impact pedagogical approaches, such as classroom observation, formal written feedback, and systematic evaluation of teacher learning, were less frequently implemented. Except for the number of courses taught, instructional leadership strategies showed no significant differences by age, gender, qualification, experience, teaching load, or school location. The study reveals a preference for administrative rather than pedagogical instructional leadership, highlighting the need for targeted professional development and policy support to improve HoDs’ capacity for sustained instructional practices in science education. Full article

This study examines the role of artificial intelligence (AI) as a mediating tool in values training, based on university students’ reflections on their own values and those represented in literary characters. The research, developed at the Catholic University of Murcia (Spain) and University Collegue Cork (Ireland) integrated the humanistic approach of literature with the pedagogical potential of AI. An exploratory–descriptive mixed-methods design was applied with 126 students of Education and Philology. The instruments included the Hall–Tonna questionnaire, a 12-item Likert scale, and open-ended questions, analyzed using descriptive statistics, mean comparison, and thematic content analysis. The results reflect a preference for values such as justice, perseverance, and empathy, with cultural differences: in Spain, solidarity and community spirit stood out; and in Ireland, integrity and individual responsibility stood out. A total of 78% positively rated AI mediation for its capacity to stimulate critical reflection and ethical debate, although risks linked to technological dependence and cultural bias were noted. It is concluded that the synergy between literature and AI enhances ethical and civic education, provided it is implemented from an ethical and humanizing perspective. Full article

The doctor–patient relationship is a central factor in healthcare delivery. Artificial Intelligence (AI) represents an emerging technological frontier whose implications remain to be fully clarified. Evidence-based studies provide reliable analyses of effects and offer a deeper understanding of both limits and benefits. This narrative review aimed to explore the role of AI in modern clinical practice, with particular reference to its effects on the doctor–patient relationship. Scopus and Web of Science databases were searched between 1 and 10 December 2025 to identify suitable studies. Inclusion criteria comprised English-language articles published in the last 10 years, with a direct focus on the doctor–patient relationship and exclusively employing empirical research designs. A total of 21 studies published between 2021 and 2025 were identified as eligible. The most common AI applications were conceptual systems discussed at a perceptual level (thirteen studies), followed by simulated AI decision-making scenarios (two studies). Implemented AI applications were less frequent and mainly included AI-based clinical decision support systems, administrative and documentation-focused tools, and a small number of conversational or relational AI applications (six studies in total). These studies focused on patients, healthcare professionals, and medical students preparing for future clinical roles. Results highlighted generally positive patient attitudes toward AI, often mediated by educational level, technological familiarity, and risk awareness. Among healthcare professionals, positive attitudes also emerged, although concerns regarding epistemic and professional values were noted. Greater involvement of clinicians in its development was consistently recommended. Findings from academic samples aligned with those of patients and clinicians, showing that integrating AI with traditional clinical practices was consistently preferred. Empathy, compassion, effective communication, accuracy, ethics, and trust were highlighted as fundamental values essential for mitigating risks. These elements are fundamental to the effective implementation of technologies aimed at improving clinical practice, while an integrative perspective is needed to safeguard the doctor–patient relationship. Overall, the use of AI in medical practice emerged as promising. Further studies should strengthen the empirical basis of the field to support an evidence-based approach to AI integration in healthcare. Full article

This work explores user needs for educational games and gamification that incorporates Generative Artificial Intelligence (GenAI). As GenAI is increasingly incorporated in educational settings, we must consider both the wide-spanning literature on gamification and games that have been shown to benefit learning, and characterize the needs and desires of relevant stakeholders in developing educational games that incorporate GenAI generally, and specifically for higher education. A mixed-methods questionnaire inquired 345 undergraduate students about their perceptions, use patterns, needs, and desires related to GenAI, educational and non-educational games, and text-based games. GenAI tools are widely used for educational purposes already, but mostly as a supplementary source. Despite the wide use, participants expressed being concerned with accuracy, transparency, and quality. Participants also expressed a desire for an educational game/tool to have scaffolded interactions and to help with learning material in math, science, and language arts. Taken together the findings provide a road map and specific recommendations for developing an educational game incorporating GenAI. The roadmap includes instructional design (i.e., the gamified tools’ content and type(s) of instruction and interaction) through information regarding preferred platforms, game genres, gamified properties (e.g., characters, challenges), and lastly, clear information about concerns students have related to trust and equity that will need to be addressed in an educational game incorporating GenAI. Full article

The mental health of students in university has become an increasingly pressing concern due to rising academic pressure, career uncertainty, and major life transitions. Identifying students’ psychological support needs requires an understanding of the challenges they face, as well as their expectations regarding support forms, intervention methods, and service providers. This study employed a mixed-methods cross-sectional design, combining large-scale questionnaire surveys (701 respondents) with qualitative interviews to assess the mental health status and psychological support needs of students at economics universities in Vietnam. The findings reveal that students commonly experience negative emotional states, particularly anxiety related to academic workload, financial instability, personal health, and future career orientation. A proportion of students reported depressive symptoms such as persistent sadness, prolonged stress, and physiological disturbances including insomnia and disordered eating. While severe behavioral disorders are uncommon, signs of declining academic motivation, social withdrawal, and weakened interactions with lecturers are evident. Students express a strong demand for mental health support, especially in career guidance, learning strategies, emotional regulation, and interpersonal problem-solving. Individual, professional, confidential counseling services are the most preferred forms of support, highlighting the need for a comprehensive mental health and psychological support system tailored to the context of Vietnamese universities. Full article

This systematic literature review provides an extensive synthesis of the empirical, theoretical, and policy research on Black students with disabilities in higher education in Canada and the United States. Grounded in the Preferred Reporting Items to Systematic Reviews and Meta-Analyses approach, this study incorporates the perspectives of critical race theory, Black feminist thought, disability studies in education, and disability critical race theory to examine racism and ableism as mutual, structuralizing forces. The results indicate that Black students with disabilities experience a spectrum of systemic marginalization across the stages of education, including racialized academic tracking, Eurocentric and inaccessible curriculum, unequal accommodation practices and microaggressions. These barriers are intensified by financial precarity, mental health inequities, and a radical absence of representation in faculty and institutional administrations. The results suggest that institutional approaches frequently isolate race and disability, culminating in policies that overlook intersectional harm. This study concludes that transformative changes must extend beyond compliance-driven diversity and access programs to encompass justice-driven intersectional reforms in pedagogy, policy, funding, and institutional culture. The findings underscore the need to prioritize Black students with disabilities when redesigning higher education systems to foster substantive equity and inclusion. Full article

Facial profile esthetics play a pivotal role in orthodontic diagnoses, treatment planning, and patient satisfaction; however, the perception of facial attractiveness is inherently subjective and varies according to professional expertise and sociocultural background. This study aimed to compare the perceived attractiveness of standardized sagittal facial profiles across skeletal Class I, II, and III patterns and to investigate the influence of professional training and sociodemographic variables on facial profile evaluations. It was hypothesized that straight facial profiles would be perceived as the most attractive across all observer groups, while deviations from the orthognathic profile would be rated as less attractive, with significant differences based on professional training and sociodemographic variables. This cross-sectional descriptive study included 509 participants, comprising orthodontists, orthodontic Ph.D. students, general dentists, specialist dentists, first- and fifth-year dental students, and laypersons. Seven standardized sagittal facial profile silhouettes (S1–S7) were digitally generated from a standardized lateral facial photograph and evaluated using a seven-point visual analog scale. Participants were also asked to identify the sagittal facial profile range (S8) they ideally preferred to possess. Intergroup comparisons were performed using non-parametric statistical tests (Mann–Whitney U and Kruskal–Wallis). The straight profile (S3) emerged as the most attractive and most frequently preferred across all participant groups, confirming its role as the dominant esthetic reference. Retrusive profiles, particularly bimaxillary retrusion (S2), mandibular retrognathism (S5), and maxillary retrusion (S6), were consistently rated as the least attractive. Significant differences in esthetic perceptions were observed according to the professional expertise, educational level, age, and nationality, whereas gender had no clinically meaningful effect. Orthodontic training was associated with increasingly critical evaluations, especially for protrusive and convex profiles, while laypersons demonstrated greater esthetic tolerance. Both anatomical characteristics and sociocultural experience shape the perception of facial profile esthetics. While the straight profile represents a widely shared aesthetic ideal, increasing orthodontic expertise accentuates discrepancies between professional standards and public preferences. These findings underscore the necessity of integrating patient-centered and culturally sensitive considerations into contemporary orthodontic treatment planning. Full article

Anticoagulant pharmacology is a cognitively demanding domain in undergraduate medical education, with persistent challenges in learner engagement, retention, and safe clinical application. Cinematic Clinical Narratives (CCNs) offer a theory-informed multimedia approach designed to support learning through narrative structure, visual mnemonics, and affective engagement. We conducted a multi-site quasi-experimental study within a six-week Cancer, Hormones, and Blood course across a distributed medical education program. First-year medical students received either a traditional case-based lecture or an animated CCN (Twilight: Breaking Clots) during a one-hour anticoagulant pharmacology session. Learning outcomes were assessed using pre- and posttests, learner engagement was measured with the Situational Interest Survey for Multimedia (SIS-M), and exploratory eye tracking with second-year medical students was used to assess visual attention to embedded mnemonics. Both instructional groups demonstrated significant learning gains, with fold-change analyses indicating greater relative improvement among students exposed to the CCN. The animated CCN elicited significantly higher triggered situational interest compared with non-animated cases (p = 0.019), while also being preferred by the majority of participants. Qualitative analysis revealed that learners perceived CCNs as particularly effective for initial encoding and memorization, while non-animated cases supported subsequent clinical application. Eye-tracking data demonstrated high visual uptake and sustained attention to key mnemonic elements. Together, these findings support expert-designed, genAI-assisted CCNs as a validated and complementary instructional approach in medical education. Full article

Background: Pharmacology plays a central role in linking biomedical science concepts with their application in clinical practice across medical and healthcare education. Globally, the pharmacological curriculum has evolved, just like other disciplines, through the integration of case-based, problem-based, and hybrid teaching models that led to firm clinical reasoning and long-term learning. Thus, this study aims to evaluate and compare the learning outcomes of pharmacology curricula across the globe by adopting a systematic review and meta-analysis research approach. Methods: This comprehensive review was conducted with transparency and integrity in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines and was registered with PROSPERO (CRD420251207753). Five electronic databases, including MEDLINE (PubMed), EMBASE, CINAHL, PsycINFO, and the Cochrane Library were searched from January 2000 to October 2025. The Cochrane Library tool was used for the risk of bias assessment of randomised controlled trials, while the Joanna Briggs Institute (JBI) checklist was used for mixed-design, quasi-experimental, and cross-sectional cohorts. Review Manager 5.4 was used for statistical analysis. Results: Out of 3300 identified studies, 11 met the inclusion criteria, spanning 11 countries (published between 2007 and 2025). Integrated and case-based curricula significantly improved pharmacology knowledge compared to traditional lecture-based methods (SMD = 0.35; 95% CI: 0.07–0.64; I² = 75%). Student satisfaction also favours integrated learning (OR = 1.53; 95% CI: 1.16–2.02; I² = 46%). Most included studies were of moderate-to-high methodological quality. Conclusion: Globally, active and integrated pharmacology curricula foster greater cognitive understanding and learner satisfaction than conventional models. However, significant variability persists in resource-limited settings, leading to unequal competency in prescribing and therapeutic reasoning. Australian pharmacology programmes align broadly with international standards but require greater standardisation in assessment and experiential learning. Full article

This study aimed to assess how alternative teaching methods support the development of key competences among agronomy students. Online sessions applying Traditional Lecturing, Experiential, and Investigative Learning were conducted. Results show that Experiential Learning had the most positive impact on cognitive, social, and meta-cognitive skills. Students preferred interactive approaches. Future teaching should further integrate participatory methods into agronomic curricula. Full article

In the past, large-scale school trips were mainly conducted with standardized schedules, resulting in limited educational impact and making it difficult to reflect students’ interests. In response, modern education is increasingly adopting small-scale, theme-based school trips that consider students’ interests, academic levels, and career paths. This approach, organized at the class level, focuses on customized experiential programs that enhance autonomy, satisfaction, identity formation, and career exploration. However, a major drawback is that teachers must manage the planning, including theme selection, site arrangements, and schedule coordination, which places a heavy operational burden. To address this issue, we designed EduTrip, a school trip itinerary recommendation system. This system allows users to input conditions such as travel themes, types of activities, group size, budget, and preferred destinations. It then automatically filters appropriate locations and activities, and uses clustering and genetic algorithm-based optimization to generate practical and efficient schedules that account for travel and stay durations. The goal is to reduce the teachers’ workload and provide students with more personalized and feasible educational travel experiences. Full article

Background: Most cancers caused by human papillomavirus (HPV) are preventable through vaccination, yet uptake among U.S. college students remains below national targets. This study examined HPV vaccination rates and factors associated with vaccine uptake among students aged 18–26 years at a large, diverse public university in New York State following the COVID-19 pandemic. Methods: In March 2022, an online survey was distributed to 19,351 students aged 18–26 years; responses were received from 708 students (~4%) and included in the analysis. Descriptive statistics and multivariable logistic regression was used to identify predictors of HPV vaccination. Results: Overall, 59% of students reported receiving at least one HPV vaccine dose, while 17.7% were unsure of their vaccination status. Among students whose healthcare provider recommended the HPV vaccine, 76.4% were vaccinated compared to 16.7% without one (p < 0.001). Healthcare provider recommendation was the strongest predictor of vaccination (OR 17.9; 95% CI: 8.45–37.91). Additional factors significantly associated with uptake included agreement that the HPV vaccine is safe (OR 2.56; 95% CI: 1.54–4.27), importance of a sexual partner being vaccinated (OR 2.65; 95% CI: 1.90–3.69), and valuing family opinion (OR 1.67; 95% CI: 1.23–2.26). Students most preferred receiving HPV information from healthcare providers (73.4%), followed by Internet searches (51.8%) and social media (35.1%). Conclusions: HPV vaccination uptake among college students remains below national targets. Strengthening provider recommendations, addressing safety concerns, and implementing multimodal education strategies during preventive visits for young adults are essential to improve coverage and reduce HPV-related cancer risk. Full article