Search Results (79)

Against the background of China’s ecological civilization construction and sustainable development strategies, how remote sensing courses adapt to the demands of the artificial intelligence era has become an urgent issue for undergraduate education in relevant disciplines at universities. This study proposed a trinity teaching reform path of “deep learning and remote sensing, and ecological sustainability”, aiming to cultivate interdisciplinary talents with capabilities in intelligent interpretation and practical application. The study established a three-stage curriculum objective system, integrating knowledge, ability, and literacy, designed a five-dimensional linkage teaching method combining case-driven teaching, modular training, and blended learning, and conducted teaching practices using mainstream deep learning frameworks and cloud platforms. Through hierarchical teaching practice cases and multi-dimensional evaluation data, it was shown that the reform effectively enhanced the experiment group students’ abilities in deep learning applications, complex remote sensing data processing, and ecological problem-solving. The achievement values for all five evaluation indicators exceeded 80%, with the highest improvement reaching 28% compared to the control group. The results indicate that this teaching reform not only enhances learning outcomes but also provides a valuable framework and practical pathway for remote sensing education empowered by artificial intelligence and the cultivation of professional talent in future sustainable development fields. Full article

Background/Objectives: This study investigates disparities in physical fitness among Connecticut K-12 students post-COVID-19, highlighting persistent inequities across race, socioeconomic status, language proficiency, and dis/ability. Methods: Utilizing state-wide data from Connecticut’s EdSight portal, the research reveals a significant decline in student physical fitness compared to pre-pandemic levels, notably lagging behind academic recovery. Results: Findings underscore stark disparities, with marginalized groups such as students with disabilities, English learners, and racially minoritized students consistently performing lower than their peers. District-level analyses further illustrate pronounced inequities, where affluent, predominantly White districts achieved nearly four times higher fitness scores compared to economically disadvantaged, racially diverse districts. Conclusions: These disparities reflect systemic resource allocation issues and align with the framework of stratification economics, emphasizing structural inequities rather than individual deficits. The study advocates for equity-based funding, mandatory physical education monitoring, culturally responsive teaching practices, and systemic policy reforms to ensure equitable access to physical education resources and holistic student well-being. Full article

Background: Undergraduate nursing students (UNSs) often enter clinical training just as they are still mastering the emotional labor of the profession. In Nepal, where teaching hierarchies discourage upward dialogue and hospitals routinely struggle with overcrowding, supply shortages, and outward nurse migration, these learners confront a distinct, under-documented burden of psychological distress. Objective: This study examines how UNSs interpret, negotiate, and cope with the mental health challenges that arise at the intersection of cultural deference, resource scarcity, and migration-fueled uncertainty. Methods: A qualitative design employing reflexive thematic analysis (RTA), guided by the Reflexive Thematic Analysis Reporting Guidelines (RTARG), was used. Fifteen second-, third-, and fourth-year Bachelor of Science in Nursing students at a major urban tertiary institution in Nepal were purposively recruited via on-campus digital flyers and brief in-class announcements that directed students (by QR code) to a secure sign-up form. Participants then completed semi-structured interviews; audio files were transcribed verbatim and iteratively analyzed through an inductive, reflexive coding process to ensure methodological rigor. Results: Four themes portray a continuum from silenced struggle to systemic constraint. First, Shrouded Voices, Quiet Connections captures how students confide only in trusted peers, fearing that formal disclosure could be perceived as weakness or incompetence. Second, Performing Resilience: Masking Authentic Struggles describes the institutional narratives of “strong nurses” that drive students to suppress anxiety, adopting scripted positivity to satisfy assessment expectations. Third, Power, Hierarchy, and the Weight of Tradition reveals that strict authority gradients inhibit questions in classrooms and clinical placements, leaving stress unvoiced and unaddressed. Finally, Overshadowed by Systemic Realities shows how chronic understaffing, equipment shortages, and patient poverty compel students to prioritize patients’ hardships, normalizing self-neglect. Conclusions: Psychological distress among Nepalese UNSs is not an individual failing but a product of structural silence and resource poverty. Educators and policymakers must move beyond resilience-only rhetoric toward concrete reforms that dismantle punitive hierarchies, create confidential support avenues, and embed collaborative pedagogy. Institutional accountability—through regulated workloads, faculty-endorsed wellbeing forums, and systematic mentoring—can shift mental health care from a private struggle to a shared professional responsibility. Multi-site studies across low- and middle-income countries are now essential for testing such system-level interventions and building a globally resilient, compassionate nursing workforce. Full article

This study presents the outcomes of the Erasmus+ European project Higher Education Classroom of the Future (HECOF), with a particular focus on chemical engineering education. In the digital era, the integration and advancement of artificial intelligence (AI) in higher education, especially in engineering, are increasingly important. The main goal of the HECOF project is to establish a system of new higher education teaching practices and national reforms in education. This system has been developed and tested through an innovative personalized and adaptive method of teaching that exploited digital data from students’ learning activity in immersive environments, with the aid of computational analysis techniques from data science. The unit operations—extraction process course—a fundamental component of the chemical engineering curriculum, was selected as the case study for the development of the HECOF learning system. A group of undergraduate students evaluated the system’s usability and educational efficiency. The findings showed that the HECOF system contributed positively to students’ learning—although the extent of improvement varied among individuals—and was associated with a high level of satisfaction, suggesting that HECOF was effective in delivering a positive and engaging learning experience. Full article

This study, based on engineering education accreditation standards, addresses the supply–demand imbalance in China’s cybersecurity talent cultivation by constructing a sustainable “education-industry-society” collaborative model. Through case studies at Huaihua University and other institutions, employing methods such as literature analysis, field research, and empirical investigation, we systematically explore reform pathways for an innovative cybersecurity talent development system. The research proposes a “three-platform, four-module” practical teaching framework, where the coordinated operation of the basic skills training platform, comprehensive ability development platform, and innovation enhancement platform significantly improves students’ engineering competencies (practical courses account for 41.6% of the curriculum). Findings demonstrate that eight industry-academia practice bases established through deep collaboration effectively align teaching content with industry needs, substantially enhancing students’ innovative and practical abilities (172 national awards, 649 provincial awards). Additionally, the multi-dimensional evaluation mechanism developed in this study enables a comprehensive assessment of students’ professional skills, practical capabilities, and innovative thinking. These reforms have increased the employment rate of cybersecurity graduates to over 90%, providing a replicable solution to China’s talent shortage. The research outcomes offer valuable insights for discipline development under engineering education accreditation and contribute to implementing sustainable development concepts in higher education. Full article

This work was conducted within the framework of French university reforms undertaken since 2022. Regardless of learning level and target audience, project-based learning has proved its effectiveness as a teaching strategy for many years. The novelty of the present contribution lies in the gamification of this learning method. A popular game, Trivial Pursuit, was adapted to enable students to acquire knowledge in a playful manner while preparing for upcoming technical challenges. Various technical subjects were chosen to create new cards for the game. A total of 180 questions and their answers were created. The colored tokens were then used to trace manufactured products. This teaching experiment was conducted as part of a project-based learning program with third-year Bachelor students (Electrical Engineering and Industrial Computing Department). The game components associated with the challenge proposed to the students comprised six key elements: objectives, challenges, mechanics, components, rules, and environment. Within the framework of the Industry 4.0 concept, this pedagogical activity focused on the knowledge, understanding, development, and application of an RFID (Radio Frequency Identification) system demonstrating the capabilities of this technology. This contribution outlines the various stages of the work assigned to the students. An industrial partner was also involved in this work. Full article

Background: Nurses play a crucial role in health promotion (HP) policy and in encouraging healthy behaviors. However, challenges persist in effectively integrating HP as a core component of healthcare systems and nursing practice. Therefore, it is essential to develop specialized and advanced competencies in nursing students, incorporate HP into nursing academic curricula, and better understand the factors influencing nursing students’ development of these competencies—an area that remains underexplored. Accordingly, this study explores and describes the factors nursing students perceive as essential in developing competencies in HP and in fulfilling their role as health promoters. Methods: A qualitative study was conducted using Reflexive Thematic Analysis. Data were collected through semi-structured interviews with 19 nursing students. Results: Five main themes emerged: (1) Training Needs of Future Health Promoters, (2) Navigating Time Constraints in Health Promotion, (3) Nurses’ Awareness of Their Role in HP, (4) Perceived Need to Adopt Healthier Lifestyles, and (5) Challenges of Lifestyle Management. Key facilitators included strong mentorship and well-structured educational programs; barriers included insufficient clinical exposure and time constraints. Additionally, students emphasized the need for HP to be a core aspect of nursing curricula. While acknowledging existing obstacles, participants also identified practical solutions that could be integrated into training and practice to enhance the impact of HP in nursing care. Conclusions: The study highlights significant gaps in HP education for nursing students and the need for curriculum reforms to better prepare them as health promoters. Future research should consider the perspectives of clinical mentors and evaluate the effectiveness of innovative teaching methods—such as simulation-based training—in strengthening students’ HP competencies. Full article

This study explores the contemporary relevance of Confucian educational thought in the context of Vietnam’s ongoing educational reform. It examines how foundational Confucian principles—particularly those related to moral cultivation, pedagogical methods, and the role of the learner—can be adapted to align with modern educational objectives. Employing a qualitative, comparative methodology, the research analyzes classical Confucian texts, historical records, and current Vietnamese education policy documents, alongside Humboldtian liberal ideals. The findings demonstrate that Confucian values such as benevolence (ren), ritual propriety (li), and exemplary moral conduct continue to offer meaningful frameworks for promoting ethical development and civic responsibility. Pedagogical techniques, including heuristic questioning, modeling, and situational teaching, remain relevant to modern goals like critical thinking and learner autonomy. While some critiques highlight limitations in Confucianism’s hierarchical structure or insufficient scientific orientation, this study also incorporates existing research showing that Confucian education—particularly across East Asia—has been positively associated with fostering students’ creativity and critical thinking. This paper distinguishes itself by proposing a hybrid model that critically adapts Confucian pedagogy in conjunction with Humboldtian liberalism to enhance both moral grounding and cognitive autonomy in Vietnamese education. The research concludes that a critically integrative approach can support Vietnam in building a culturally grounded, morally resilient, and globally competitive education system. Full article

Teachers holding positive professional attitudes towards science is a key prerequisite for high-quality teaching and consequently for the sustainability of ongoing science education reform, which is being implemented in Croatia for the first time. Therefore, this cross-sectional study examined the attitudes, views, and self-reported behaviour of primary school teachers in the context of science teaching. The sample included 950 teachers during the 2024/2025 school year. Data were collected using the DAS questionnaire and analyzed using descriptive and inferential statistical methods. Most teachers expressed positive professional attitudes toward science teaching and held, broadly defined, a contemporary view of science. However, the frequency of implementing science-specific teaching activities remained relatively low. Correlational analyses revealed a moderate positive association between attitudes and behaviour (r = 0.396, p < 0.001), and a weak but statistically significant association between attitudes and views of science (ρ = 0.081, p = 0.012). The results indicate the need for systematic support in teacher education and professional development, particularly in strengthening teachers’ competencies required for conducting science-related activities. This study contributes to a deeper understanding of teachers’ professional orientations within the context of Croatia’s current educational reform and provides a foundation for aligning national practice with European evidence-based educational policies. Full article

Background/Objectives: The COVID-19 pandemic has notably disrupted K–12 education globally, significantly impacting physical education and student health outcomes. This qualitative study investigates how the pandemic affected student physical fitness, motivation, and equitable access to fitness opportunities, particularly from the perspective of physical education teachers. Guided by the Social Ecological Model, the research addresses how intrapersonal, interpersonal, organizational, community, and policy factors collectively influenced student physical fitness outcomes post-pandemic. Methods: A phenomenological methodology was employed, utilizing semi-structured interviews conducted via Zoom with eleven K–12 physical education teachers in Ventura County, Southern California. Participants were selected using criterion sampling, targeting educators experienced in teaching before, during, and after the pandemic. Thematic analysis with initial in vivo coding was used to authentically capture participant perspectives, supported by strategies like peer debriefing and member checking to enhance analytical rigor. Results: Findings highlighted significant declines in student physical fitness post-pandemic, including reduced endurance, flexibility, and strength, accompanied by increased sedentary behaviors. Teachers reported pronounced decreases in student motivation and engagement, with heightened resistance to structured physical activities. Socioeconomic disparities deepened, disproportionately impacting economically disadvantaged students’ access to fitness opportunities and nutrition. Additionally, physical education experienced systemic undervaluation, resulting in inadequate resources, inconsistent policy enforcement, and difficulties in accurately assessing students’ fitness levels. Conclusions: This study underscores the urgent necessity for systemic reforms to rejuvenate physical education programs and promote equitable health outcomes. Recommendations include increased funding, improved facilities, reduced class sizes, consistent policy enforcement, and enhanced administrative support. Full article

Traditional theoretical mechanics courses often emphasize the rote learning of principles over practical applications. This focus can diminish student engagement and leave graduates ill prepared for applying concepts to real engineering problems. To address these challenges, this study introduces a bidirectional teaching reform that integrates a front-end focus on cultivating engineering thinking with a back-end focus on personalized assignment design. In the front-end reform, active learning methods, including case-based and project-based learning (PBL) within a structured BOPPPS lesson framework, are used to connect theoretical content with real-world engineering scenarios, thereby strengthening problem-solving skills and engagement among students. The back-end reform introduces personalized and collaborative assignments tailored to the interests and abilities of students, such as individualized problem sets, programming-based exercises, and team projects that encourage innovation and a deeper exploration of mechanics concepts. By addressing both in-class instruction and post-class work, these two reforms complement each other, providing a cohesive learning experience from initial concept acquisition to practical application. Implemented together in a second-year undergraduate mechanics course, this integrated approach was observed to increase student motivation, improve students’ ability to apply theory in practice, and enhance overall teaching effectiveness while fostering stronger collaborative skills. This bidirectional reform provides an effective model for modernizing theoretical mechanics education and prepares students to meet contemporary engineering needs by bridging the longstanding gap between theoretical knowledge and practical application. Full article

This study explores the integration of Sámi traditional knowledge in Norwegian science education, addressing the challenges that are faced by teachers who are unfamiliar with Sámi culture. The research employs action research methods, involving student teachers and teacher educators, to develop teaching units focused on Coastal Sámi topics. The study highlights the use of Banks’s multicultural curriculum reform approaches to analyze how Indigenous perspectives were incorporated. The key findings reveal that while efforts were made to include Coastal Sámi concepts, the integration often remained superficial. This study underscores the need for comprehensive teacher training and resources to effectively teach Indigenous topics. The conclusions emphasize the importance of a transformative approach to education that authentically incorporates diverse perspectives, advocating for systemic support to enhance teachers’ ability to deliver culturally relevant education. The research calls for collaboration among policymakers, teacher educators, and the Sámi community to ensure meaningful integration of Indigenous knowledge in curricula, fostering a deeper understanding and appreciation of Sámi culture and sustainability practices. Full article

An important goal in the reform of architectural design education is to instruct students in ways of acquiring relevant site information quickly and efficiently during a design project, and then integrating that information into their architectural designs. This study focuses on a teaching experiment conducted within the “Urban Village Renovation Design” course for third-year undergraduates at Zhejiang University. This study aims to improve teaching efficiency by combining active and passive information acquisition methods during the site information acquisition stage. A teaching experiment on “Urban Village Renovation Design” was conducted with third-year undergraduates at Zhejiang University, comparing two experimental groups based on whether the teacher provides site information reports (i.e., passive information acquisition). The study explores efficient methods for acquiring different types of site information in architectural design teaching and develops a matching framework. It evaluates the impact of active vs. passive methods on students’ cognitive levels, using Bloom’s taxonomy, and quantitatively tests cognitive efficiency differences through the ROI model. Results show that combining both methods yields the highest teaching efficiency, with specific types of information corresponding to effective active or passive acquisition methods. This study explores which research methods can yield beneficial site information more efficiently and clarifies the role of previously overlooked passive information acquisition methods in site cognition, providing theoretical support for the design of teaching plans during the research phase. From a practical standpoint, it is suggested that instructors provide certain site information directly rather than have students acquire it independently, to shorten the research phase of teaching and simultaneously enhance site cognition efficiency. Full article

In the field of engineering management, teaching emphasizes the cultivation of applied talents within the context of new engineering disciplines. Evaluating the effectiveness of this cultivation is particularly necessary. The evaluation system for teaching effectiveness plays a crucial role in enhancing teaching quality, promoting students’ comprehensive development, and driving educational reforms. In recent years, there have been numerous research achievements on the evaluation system for practice-oriented teaching quality. However, compared with other disciplines, the field of engineering management remains in its infancy. Therefore, this study clarified the ability goals that talents in this major should possess by studying the evaluation indicators of teaching effectiveness in the field. Based on an emphasis on cultivating different abilities, a practical teaching effectiveness evaluation system was constructed. This study used the Delphi method and the analytic hierarchy process (AHP) to construct a teaching evaluation indicator system for engineering management majors. The system assigns weights to each indicator based on the “Four Abilities”, including professional competence, practical skills, innovation abilities, and employability. This results in the establishment of a relatively scientific and reasonable teaching effectiveness evaluation system. Furthermore, based on the research results, teaching reform studies related to ability cultivation in the “Building Structures” course were carried out. The teaching effectiveness was verified through post-class student feedback, and a student assessment method was established. This study contributes to a better understanding of the path of practical teaching reform and provides a reference value for teaching practice research in related majors. Full article

The reform of the teaching plan for the core course “big data technology and applications” in the digital economy major has become a globally recognized challenge. Qualitative data, fuzzy and uncertain information, a complex decision-making environment, and various impact factors create significant difficulties in formulating effective responses to teaching reform plans. Therefore, the objective of this paper is to develop a precision evaluation technology for teaching reform plans in the core course “big data technology and applications”, to address the challenges of uncertainty and fuzziness in complex decision-making environments. In this study, an extended VlseKriterijuska Optimizacija I Komoromisno Resenje (VIKOR) method based on a probabilistic uncertain linguistic term set (PULTS), which is presented for teaching reform plan evaluation. The extended probabilistic uncertain linguistic VIKOR method can effectively and accurately capture the fuzziness and uncertainty of complex decision-making processes. In addition, PULTS is integrated into the VIKOR method to express decision-makers’ fuzzy language preference information in terms of probability. A case study is conducted to verify and test the extended method, and the research results demonstrate that it is highly effective for decision-making regarding teaching reform plans to foster the high-quality development of education, especially in uncertain and fuzzy environments. Furthermore, parameter and comparative analyses verify the effectiveness of the extended method. Finally, the paper outlines directions for future research. Full article