Search Results (3,655)

The integration of industry and education serves as a critical pathway for improving the quality of talent training in higher vocational colleges and achieving high-quality employment for graduates. This study employs linear regression and moderating effect models to examine the impact of industry–education integration on employment quality in higher vocational institutions, using data from the 2024 Vocational Education Quality Annual Report from 689 higher vocational colleges in China. The results show an inverted “U” relationship between the integration level of industry and education and employment quality in higher vocational colleges. Moreover, teachers’ qualification level and curriculum development capacity negatively moderate this relationship. Additionally, the effect of the industry–education integration on employment quality is heterogeneous across the public and private institutions, and whether a college has been designated as a “Double High” institution. Therefore, efforts should be made to strengthen teachers’ practical teaching abilities and enhance curriculum adaptability, as well as to implement differentiated guidance and support policies to effectively improve graduates’ employment quality. Full article

The integration of multimedia technologies is transforming teaching and learning in higher education, offering innovative ways to improve student engagement and learning outcomes. Although numerous studies investigate the impact of multimedia, there is still a clear need for a synthesis that brings together the latest evidence from a variety of disciplines and contexts. To address this need, this systematic review aims to summarize the empirical evidence and provide a clearer understanding of how multimedia is applied in higher education, to outline how educators can effectively design and the implications for curriculum design. This article focuses on three key research questions: (1) How does the integration of multimedia in higher education classrooms influence student engagement and learning outcomes? (2) How does the use of multimedia affect the development of specific skills? (3) What are the challenges and opportunities to integrate multimedia technologies into higher education? Relevant studies were systematically retrieved and screened from major academic databases, including ScienceDirect, Web of Science, IEEE Xplore, Wiley Online Library, Springer, Taylor & Francis, and Google Scholar. In total, 48 studies were selected from these sources for detailed analysis. The findings showed that multimedia tools enhance student engagement, motivation, and performance when integrated with clear pedagogical strategies. In addition, multimedia helps to develop skills such as creativity, digital literacy, and independent learning. However, challenges such as technical limitations, uneven infrastructure, and the need for ongoing teacher training remain significant difficulties in fully exploiting the benefits in higher education. Addressing these challenges requires coordinated institutional support, investment in professional development, and careful alignment of multimedia tools with pedagogical goals. Full article

The integration of emerging technologies is reshaping the teaching skills required in the 21st century, yet little evidence exists on how contextualized training supports rural teachers in adopting active methodologies and critically incorporating AI into entrepreneurship education. This study evaluated the impact of a 40-h professional development program implemented in Educational District 15D01 in the Ecuadorian Amazon. Thirty-nine secondary school teachers participated (mean age = 43.1 years); 36% lacked prior entrepreneurship training, and 44% had not recently mentored student projects. A sequential explanatory mixed-methods design was employed. The quantitative phase employed a 22-item questionnaire that addressed four dimensions: entrepreneurial knowledge, competencies, methodological strategies, and AI integration. Significant pre–post improvements were found (p < 0.001), with large effects for knowledge (d = 1.43), methodologies (d = 1.39), and AI integration (d = 1.30), and a moderate effect for competences (d = 0.66). The qualitative phase analyzed 312 open-ended responses, highlighting greater openness to innovation, enhanced teacher agency, and favorable perceptions of AI as a resource for ideation, prototyping, and evaluation. Overall, the findings suggest that situated, contextually aligned training can strengthen digital equity policies, foster pedagogical innovation, and empower educators in underserved rural communities, contributing to sustainable pathways for teacher professional development. Full article

This article discusses the development of a course maturity model, aimed at improving and aligning academic courses with labor market demands. The model, named Ten Tools for Improving Course (TTIC), is a continuous, cyclic, multi-component structure designed to assess and enhance course quality and effectiveness. Maturity models for the university environment are typically based on very specific, isolated domains, ignoring other key areas of university organizations. Moreover, existing university maturity models generally do not provide directions for activities and practices that enable assessment of the achieved level with the aim of fostering continuous improvement. The present study addresses these limitations by focusing on the “Algorithmization and Programming of Solutions” course at Riga Technical University, utilizing statistical data to predict student performance and reduce dropout rates. By using TTIC, the authors aim to enhance educational quality and develop professional competencies. The model evaluates various factors influencing student success, including content alignment, teaching methods, feedback, and adaptability. The paper highlights the use of statistical analysis to predict student performance and offers strategies for course enhancement. Full article

This study presents a vertically integrated Project-Based Learning (PBL) and Community-Based Learning (CBL) framework that connects postgraduate and undergraduate programs in Applied Chemistry and Agricultural Engineering. Postgraduate students synthesized zeolite-based materials for nutrient recovery, which were subsequently applied by undergraduate students in field trials conducted in collaboration with rural farming communities. The project was evaluated using rubrics, surveys, focus groups, and reflective journals. Results demonstrated substantial development of technical, communication, and critical thinking skills, with students highlighting the value of linking theory to practice. Community feedback confirmed the perceived benefits of the material for soil improvement and fertilizer efficiency, while also underscoring the need for sustained engagement. Despite challenges such as curricular coordination and resource constraints, the model effectively fostered interdisciplinary learning and social impact. These findings highlight the contribution of this sequentially instructional design to STEM education by connecting research, teaching, and outreach within a constructivist, sustainability-oriented approach. Full article

This study evaluates the impact of using group concept maps in the teaching of Applied Thermodynamics in the Bachelor’s Degree in Industrial Electronics and Automation Engineering. The methodology consisted of selecting topics with a high conceptual load, collaboratively creating concept maps, and subsequently evaluating them by both students and teaching staff. Students achieved average scores above 7/10 in the concept map activity, with teacher and student evaluations averaging 7.8 and 7.3, respectively. Knowledge assessment via pre- and post-tests revealed a 20% increase in concept comprehension. For example, in the topic of Principles of Thermodynamics, the percentage of correct answers on the most complex question increased from 13% in the Pre-Test to 40% in the post-test. In the topic of Refrigeration Cycles, some questions showed an improvement from 18% to 25%. The students’ perception of the activity was positive, with an average satisfaction rating of 6.9 out of 10. Furthermore, most students acknowledged that the activity helped them stay engaged with the subject matter and identify errors in their own learning. The high participation in the activity, despite its low impact on the final grade, demonstrates the students’ strong motivation for this study approach. Therefore, the implementation of concept maps not only facilitated the understanding of key concepts but also promoted critical reflection and collaborative learning, establishing itself as an effective strategy in the teaching of Applied Thermodynamics. Full article

Educational institutions face complex challenges when allocating limited teaching resources to specialized seminars, where budget, capacity, and balanced disciplinary representation must all be satisfied simultaneously. We address this for the first time in the educational domain by formulating the teacher seminar selection problem as a multi-dimensional knapsack variant with category-specific benefit multipliers. To solve it, we design a constraint-aware genetic algorithm that incorporates smart initialization, category-sensitive operators, adaptive penalties, and targeted repair mechanisms. In experiments on a realistic dataset representing multiple academic categories, our method achieved an 11.5% improvement in solution quality compared to the best constraint-aware greedy baseline while maintaining perfect constraint satisfaction (100% feasibility) vs. 0–30% for baseline methods. Statistical tests confirmed significant and practically meaningful advantages. For comprehensive benchmarking, we also implemented binary particle swarm optimization (PSO) and Tabu Search (TS) solvers with standard parameterizations. While PSO consistently produced feasible solutions with high budget utilization, its optimization quality was substantially lower than that of the GA. Notably, Tabu Search achieved the highest performance, with a mean fitness of 1557.3 compared to GA’s 1533.2, demonstrating that memory-based local search can be highly competitive for this problem structure. These findings show that metaheuristic approaches, particularly those integrating constraint-awareness into evolutionary or memory-based search, provide effective, scalable decision-support frameworks for complex, multi-constraint educational resource allocation. Full article

Background/Objectives: Integrating 3D visualization technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), into dental education may enhance students’ understanding of facial anatomy and clinical procedures. This study aimed to assess dental students’ perceptions of using MR for three-dimensional visualizations of impacted teeth. Methods: Cone-beam computed tomography (CBCT) scans of patients with impacted teeth were retrospectively selected from a university clinic database. The CBCT images were processed to adjust contrast for optimal visualization before being uploaded to MR goggles (HoloLens 2). A total of 114 final-year dental students participated, each manipulating the 3D images in space using the goggles. Following this, they completed a seven-question survey on a five-point Likert scale (1 = strongly agree, 5 = strongly disagree), evaluating image quality and the usefulness of 3D visualization. Results: The study group consisted of 29 males and 85 females (mean age = 24.11 years, SD = 1.48). The most favorable responses were for enhanced visualization of the impacted tooth’s position relative to adjacent structures and the inclusion of 3D image visualization as a teaching aid, which benefited students while learning and allowed them to better understand the course of the procedure for exposure/extraction of the impacted tooth, with median scores of 1, indicating a highly favorable opinion. A statistically significant relationship was found between the responses of females and males regarding the quality of the presented image using HoloLens 2 goggles. No significant correlation was found between participants with and without prior experience using VR/MR/AR. No significant correlation was found between age and responses. Conclusions: Students reported an improved understanding of the relationships between impacted teeth and adjacent structures, as well as potential benefits for clinical training. These findings demonstrate a high level of acceptance of MR technology among students; however, further research is required to objectively assess its effectiveness in enhancing learning outcomes. Full article

Initial teacher education is an important contributor to teacher retention through teachers’ identity and their resilience in teaching. Relationships are key elements of teachers’ resilience and identity formation. During teacher education, professional learning communities can build these relationships and dispositions that support pre-service teachers’ persistence during challenges they encounter professionally and as students during their teacher education program. While previous research has shown the value of learning communities in professional experience in teacher education, the effects of a learning community approach to the delivery of an entire teacher education program has not previously been examined. A professional learning community approach to delivery of a postgraduate initial teacher education program was designed and has been implemented at regional campuses of an Australian university since 2018. This interpretivist study evaluated the contribution of the program to pre-service teachers’ personal resources for their professional lives as teachers. Focus groups were held with all students enrolled in the regional program in 2018 and 2021, and self-selected alumni of the program in 2022, as well as four teacher educators involved in delivering the regional program in 2021 and 2022. A thematic approach was employed to analyze the transcripts. The professional learning communities built a number of resources for teaching, including relational resilience in the form of strong relationships that offered support during the program, teacher education student engagement, and teacher identity. In the process, the learners obtained skills and dispositions that would equip them to continue to work in professional learning communities during their teaching careers. The findings highlight the importance of relationships in teacher education and have implications for the design of initial teacher education programs for teacher retention. Full article

Improving students’ course satisfaction is conducive to the development of sustainable education. Based on the stimulus–organism–response (SOR) theory and the perceived value theory, this paper constructs an analytical framework of “teacher teaching–students’ psychological transformation–students’ course satisfaction”; puts forward hypotheses; builds models; collects 270 valid questionnaires from current students in universities majoring in economics and management in mainland China; and uses correlation analysis, regression analysis, and mediation test methods to study the influence of the economics and management major teachers’ teaching on students’ course satisfaction. This research shows that (1) teachers’ teaching has a differentiated driving effect on students’ psychology, with the usefulness of teaching content being the key path to enhancing students’ perceived value, teachers’ teaching attitudes and methods being the core means to building trust in a course, and the moderate difficulty of examination driving students’ examination preparation intention, and (2) students’ psychology is the core means for the transformation of course satisfaction, with perceived value directly driving course satisfaction; course trust being the cornerstone of course satisfaction and playing a significant mediating role between teachers’ teaching attitudes and methods and students’ course satisfaction, and students’ examination preparation intention positively promoting course satisfaction and playing a significant mediating role between moderate difficulty of examination and course satisfaction. This study provides some scientific basis for improving course satisfaction and teaching efficiency, enhancing the teaching quality of higher education, and promoting the development of sustainable education. Full article

Introduction: The educational inclusion of students with Autism Spectrum Disorder (ASD) in Spain has been promoted through regulations such as LOMCE and LOMLOE. However, its effective implementation depends on teachers’ attitudes and perceptions. This study analyzes teachers’ feelings, attitudes, and concerns regarding the inclusion of students with ASD. Methods: A quantitative, descriptive, and cross-sectional study was conducted with a sample of 2310 teachers from different educational stages in Spain. The SACIE-R and INTEA questionnaires were used to assess teachers’ perceptions of inclusion. ANOVA tests and Spearman correlations were applied for statistical analysis. Results: The results show that the variable “Attitudes” follows a normal distribution, indicating a stable perception of inclusion. In contrast, the variables “Feelings” and “Concerns” present an inverse relationship: the greater the concern, the fewer positive feelings toward inclusion. Significant differences were found based on gender, type of school, educational stage, and teaching specialty. Discussion: Positive attitudes toward inclusion are associated with greater training and specialization in diversity. Special Education teachers show better perceptions, while in Secondary Education, concerns and negative feelings prevail. Continuous training emerges as a key factor in improving teachers’ perceptions. Conclusions: The study highlights the importance of training programs and support strategies to promote effective inclusion. Strengthening support networks and teacher training is recommended to improve attitudes toward the inclusion of students with ASD. Full article

Grasslands cover more than 25% of the Earth’s surface and play essential ecological roles, such as forage production, supporting pollinators, and carbon sequestration. This study aimed to evaluate the recovery of a degraded pasture of Urochloa decumbens cv. Basilisk through aerial dry mass production, plant height, and foliar macronutrients concentration and uptake after fertilization with polyhalite. The experiment was carried out at the Teaching, Research, and Extension Farm of the School of Agrarian and Technological Sciences, UNESP—Dracena Campus, in a dystrophic red–yellow latosol soil. A randomized block design with four replications was used. The treatments included the following: (T1) control, (T2) N + P + liming, (T3) T2 + 30 kg ha⁻¹ K₂O (polyhalite), (T4) T2 + 60 kg ha⁻¹ K₂O (polyhalite), (T5) T2 + 60 (30 + 30) kg ha⁻¹ K₂O (polyhalite), and (T6) 60 kg ha⁻¹ K₂O (polyhalite). The treatment with N + P + liming + 60 kg ha⁻¹ K₂O (polyhalite) resulted in 93% more dry mass production when compared with the control treatment. This treatment was most effective for grassland recovery, whereas polyhalite alone was ineffective. Tissue N and S concentrations increased as a result of the addition of N + P + liming + 60 kg ha⁻¹ K₂O (polyhalite). Full article

Caregiver self-regulation may be a critical component of caregivers’ effective delivery of caregiver-mediated interventions (CMIs). CMIs are a highly evidence-based group of interventions that target a broad range of challenges, including social communication, emotion regulation, and externalizing behaviors, for autistic and neurotypical children. CMIs teach caregivers to be “coaches” to help their children learn and practice skills in daily life. However, being a good “coach” likely requires caregivers to optimally self-regulate their emotions, thoughts, and behaviors when working with their children in moments that are often emotionally heightened. Caregiver self-regulation is a set of skills that promote parenting autonomy and confidence: self-sufficiency, self-efficacy, self-management, personal agency, and problem solving. This conceptual paper will briefly discuss the literature on the role of caregiver self-regulation in CMIs and argue that future implementation research on CMIs should measure caregiver self-regulation because, in line with recent expansion of the theory of planned behavior, caregiver self-regulation may predict more effective implementation of CMIs. We also argue, in line with CFIR 2.0, that supporting caregiver self-regulation could ultimately improve the implementation of CMIs with regard to each implementation outcome in the Implementation Outcomes Framework. For example, enhancing caregiver self-regulation may improve CMI appropriateness (by increasing alignment with each caregiver’s values and culture), adoption (by increasing engagement to finish the full CMI protocol), and even CMI sustainability (by increasing caregivers’ ability to problem-solve and generalize to new child challenges independently, freeing up provider time to work with new caregivers and allowing the agency to provide the CMI for a reduced relative cost). Should future research demonstrate that caregiver self-regulation is an implementation determinant, future implementation strategies may need to include support for caregiver self-regulation, because it may explain or enhance the implementation of CMIs across early intervention and community mental health systems. Full article

The aim of this article is to identify the effectiveness of a teacher education program based on student perceptions. In this aim, a longitudinal research project was carried out with a sample of 14,229 students at a Spanish university who evaluated their teachers (using a Likert-type scale) after they completed a teacher training program. The CEDA teacher evaluation scale (α = 0.968; ω = 0.968) was used to assess students’ perceptions of the instructor’s role as a facilitator of learning. Complementary qualitative information was also collected, which complemented the quantitative findings. The first conclusion is the positive impact of key variables of the teacher training program: the pedagogical model, educational innovation, and evaluation strategies. Secondly, the students’ perception was slightly better in relation to the pedagogical model, followed by evaluation strategies and finally educational innovation. Thirdly, although students generally rated the teaching of technical subjects more highly than the humanities, the perception of change linked to teacher training was positive for all subjects. Finally, there was a slight difference in students’ perceptions according to the academic course (second, third, or fourth). All of the above should be considered for future teacher training programs. Full article

Background/Objectives: In today’s society, the use of new technologies in education has become increasingly relevant. In the subject of Physical Education, these tools offer resources to increase motivation and allow for a better academic monitoring of students. However, their use has also generated academic debate. This systematic review aims to analyse the educational impact of the use of new technologies and their effect on mental health and academic performance in Physical Education students. Methods: The PRISMA Statement was used. A literature search was conducted from January 2020 to April 2025 in the databases Web of Science, Scopus, SPORTDiscus and Dialnet. To refine the search process, the following research question was posed, following the PICO model: in Physical Education students, what is the educational effect of the use of digital technology on mental health and academic performance in teaching practice? The Mixed Methods Appraisal Tool was used to assess the quality of the studies analysed. Results: From a total of 897 articles, 27 relevant papers were selected and classified according to: authors, manuscript title, year of publication, population, main objective, type of design, digital tool, results and conclusions. Conclusions: The findings of this systematic review underline the importance of adopting a constructivist approach to the use of technological resources in Physical Education classes, without losing sight of the motor component, competence learning and the mental well-being of students. Full article