Search Results (3,368)

This study investigates Project-Based Learning (PBL) to boost student engagement in a Transport Phenomena course at the Federal University of Mato Grosso do Sul (UFMS). Through a hands-on project involving Floating Treatment Islands (FTIs) for water quality improvement, PBL was hypothesized to enhance student involvement and analytical skills. Students designed and optimized FTIs, experimenting with configurations like root length and plant type. Quantitative outcomes reveal a standard deviation of 1.5 in project scores among top performers (course average > 6), reflecting diverse problem-solving strategies, while a standard deviation of 0.8 near the passing threshold (course average ≈ 6) indicates consistent efforts to improve grades. Additionally, 80% of students rated their experience ≥ 4 on a 5-point scale, signaling high satisfaction, although 40% identified data interpretation as a challenge requiring targeted support. Outcomes were assessed by analyzing score variability, revealing higher standard deviations among top performers, indicating diverse problem-solving approaches, while lower deviations near the passing threshold suggested uniform efforts to improve grades. Despite general satisfaction, some students faced data interpretation challenges, highlighting areas for instructional refinement. The results affirm PBL’s effectiveness in fostering engagement and practical skills but suggest that adaptive teaching methods are essential to support comprehension and maintain engagement across different performance levels. Full article

Middle leaders are acknowledged as important leaders within schools to support and improve teaching and learning. While middle leaders’ (MLs) knowledge and skills are foundational for contributing to school improvement, social emotional intelligence (SEI) has been identified as a crucial capability for developing and maintaining trusting relationships and collaborative teams, both of which are essential for leading school improvement, a central focus of ML work. To understand the empirical evidence base on MLs and SEI, a scoping literature review was conducted. Although empirical research was limited, SEI consistently emerged as a critical factor influencing a range of middle leadership (ML) outcomes. To extend the review findings, a problem-centered interview approach was undertaken with five MLs. The interviews sought to identify the SEI competencies perceived as supportive of ML practices and positive outcomes for both MLs and colleagues. Insights from the literature review and interviews converged to highlight empathy and emotional self-management as foundational SEI competencies. Both competencies were found to underpin several key leadership outcomes, including the regulation of emotions, both personal and interpersonal, for the development of collegial relationships, and the enhancement of ML wellbeing. Considering these findings, professional learning (PL) to foster ML SEI competencies is presented. Full article

The purpose of the current research study was to identify appropriate educators for teaching entrepreneurship at the university level and to explore the best teaching methods for developing entrepreneurial knowledge and skills among students. The study aims to address two key questions in entrepreneurship education: (1) Who should teach entrepreneurship in universities? and (2) What methods are effective in teaching entrepreneurship in universities? The study was conducted using an interpretative phenomenological qualitative research approach. Data were collected from a purposive sample of eight (8) entrepreneurship educators from a South African university. Data collection spanned three months, from November 2024 to January 2025. The key findings of the study suggest that entrepreneurship should be taught by academics with practical experience, academics with at least a Master’s degree, entrepreneurs invited as guest lecturers, incubator professionals, and technology professionals. Additionally, the research revealed teaching methods that can be used to effectively teach entrepreneurship in universities: Universities need to prioritise hiring and training entrepreneurship educators with both academic and real-world experience and facilitate collaborations with incubators and real-world entrepreneurs. Teaching methods need to incorporate experiential learning methods such as startup simulations, case studies, and partnerships with innovation hubs. The study offers valuable insights into who should teach entrepreneurship and how it should be taught, emphasising the need for a multidisciplinary approach and practical orientation to develop entrepreneurial capabilities and mindsets among students. Full article

The integration of technology in the classroom should be based on low-cost devices and affordable solutions, allowing educators to fully explore their potential benefits. Product design education is undergoing a profound transformation in response to these changes. The aim of this study is to demonstrate the integration of low-cost eye-tracking (ET) technology within a product design process. This research presents a practical case involving a group of design students who incorporated an ET device, as well as an alternative tracking method (AT) that simulates eye movement, to develop a product following a custom design methodology. The impact of both the methodology and the low-cost technology was evaluated through surveys administered to forty-seven students. The evaluation focused primarily on “utility, novelty, and relevance” as key aspects. The results showed consistently high approval ratings for both technologies. However, ET received significantly higher and more favorable evaluations. A detailed analysis of the evaluated elements indicated a strong preference for ET in terms of utility, novelty, and relevance. Furthermore, a correlational analysis revealed that students associated the integration of low-cost technology with usefulness and a positive experience. The findings of this case study highlight that low-cost devices and innovative methodologies are effective tools for enhancing teaching and learning experiences for students, educators, and researchers. Full article

Despite a global trend toward socially engaged higher education, architectural pedagogy continues to grapple for a coherent approach that systematically and genuinely integrates socio-cultural dimensions into design studio teaching practices. Defined as the interwoven social, cultural, and political factors that shape the built environment, the socius is treated peripherally within architectural pedagogy, limiting students’ capacity to develop civic agency, spatial justice awareness, and critical reflexivity in navigating complex societal conditions. This article argues for a socius-centric reorientation of architectural pedagogy, postulating that socially engaged studio models, which include Community Design, Design–Build, and Live Project, must be conceptually integrated to fully harness their pedagogical merits. The article adopts two lines of inquiry: first, mapping the theoretical underpinnings of the socius across award-winning pedagogical innovations and Google Scholar citation patterns; and second, defining the core attributes of socially engaged pedagogical models through a bibliometric analysis of 87 seminal publications. Synthesising the outcomes of these inquiries, the study offers an advanced articulation of studio learning as a process of social construction, where architectural knowledge is co-produced through role exchange, iterative feedback, interdisciplinary dialogue, and emergent agency. Conclusions are drawn to offer pragmatic and theoretically grounded pathways to reshape studio learning as a site of civic transformation. Full article

Progress in clinical practice, research, and teaching needs a common language. Agreement among veterinary endocrinologists on definitions of concepts related to Cushing’s syndrome (CS) and hypoadrenocorticism is lacking. After a successful inaugural cycle on diabetes mellitus terminology, project Agreeing Language in Veterinary Endocrinology (ALIVE) held a second cycle, with simplified methodology, and brought together 10 experts of the European Society of Veterinary Endocrinology (ESVE) and the Society of Comparative Endocrinology (SCE). It employed a four-round modified Delphi Method to generate draft definitions and try and achieve consensus. A final round used an endorsement survey of the expert-generated definitions distributed to the ESVE and SCE memberships, seeking a simple majority endorsement. A minimum of 20% membership participation was sought. The 10 experts achieved 100% consensus on the definition of 35 adrenal disease-associated concepts, including disease definitions, diagnostic criteria, and test definitions, a disease classification system for CS and hypoadrenocorticism, and a clinical scoring system for CS. Definitions were subsequently assessed by 78 ESVE and SCE members (26% of combined memberships). All definitions achieved a simple majority, ranging from 83.1 to 100%. ALIVE proved effective in creating a body of terminology for adrenal disease in companion animals, which met the overall approval of a majority of those participating in the endorsement phase. The prospective use of these definitions could help improve comparability and standards for adrenal disease research, education, and clinics. Full article

The retrofit of semi-open transitional spaces in university buildings is essential for enhancing both thermal comfort and energy efficiency. However, most studies have focused on conventional indoor environments, overlooking the unique thermal characteristics of semi-open spaces and their impact on occupant comfort. This study integrated field measurements, occupant surveys, and AirPak simulations to develop a three-tier evaluation framework covering environmental parameters, subjective thermal perception, and simulation-based validation. Focusing on teaching buildings at Zhejiang University’s Zijingang Campus, the analysis revealed that the retrofit increased the daily mean air temperature by 2.1 °C and decreased the relative humidity by 3.6% in winter. The peak thermal comfort indices PET and PMV improved by 4.4 °C and 0.98, respectively, with a neutral PET identified at 13.3 °C. PMV showed a stronger correlation with TSV (p = 0.94, R² = 0.81) than PET. Simulations further validated the retrofit’s effectiveness in stabilizing the indoor thermal environment and reducing airflow discomfort. These findings provide both theoretical insights and practical guidance for the climate-responsive, energy-efficient retrofitting of campus buildings in hot summer and cold winter (HSCW) zones. Full article

Physical and mental health are intrinsically linked. However, healthcare systems, training programs, and clinical practice often operate in silos, creating structural disincentives that exacerbate morbidity, mortality, and economic burden. Integrated care models have consistently demonstrated improved outcomes, enhanced quality of life, and greater cost-effectiveness across a range of neuropsychiatric and chronic disorders. With the launch of the World Health Organization Brain Health Framework (2022) and the Swiss Brain Health Plan (2023–2033), important progress has been made toward integrating mental and brain health. However, current brain health concepts could be further strengthened by more explicitly incorporating the role of the body and physical health, including psychosomatic and social aspects, particularly in terms of their dynamic, bidirectional interactions with the brain. This article further outlines the health-related and economic benefits of integrated care, key challenges to the systematic implementation of mind–body integration within healthcare systems, and proposes strategic directions for embedding body–brain dynamics into research, education, and policy. This includes interdisciplinary teaching, harmonized conceptual models, composite clinical metrics, transferable interventions, and the removal of systemic barriers to establish integrated care pathways and reduce stigma through patient-centered empowerment. Ultimately, the “no health without brain health” ethos demands the conceptual and practical integration of dynamic, bidirectional body–brain interactions. Full article

Students and educators spend considerable time in indoor learning spaces on university campuses, where indoor air quality (IAQ), of which particulate matter (PM) is an important component, is a critical concern that architecture students must address. However, IAQ is seldom monitored and very rarely, if at all, reported in these spaces. We used a novel living lab approach to provide third-year students of building services with a hands-on learning activity. During a two-week monitoring period, students designed, assembled, and operated low-cost PM sensors using Arduino platforms. The data analysis showed hotspots where the IAQ was consistently compromised and showed repetitive patterns in time. Workshop and laboratory areas repeatedly recorded the highest PM levels in 15 min sampling events distributed over daily two-hour segments, averaging 43.3 and 47.9 μg/m³ PM₁₀, respectively, with maxima of 118.6 and 119.9 μg/m³ PM₁₀. These measurements would have qualified as ‘moderate’ IAQ if sustained over a full day. A distinct weekly pattern was discovered, with Mondays being worse. The results demonstrated a new practical approach to monitoring the building’s IAQ at minimal cost while obtaining reproducible data. This tool provided educators with a valuable teaching tool that provided students with a deeper understanding of indoor air pollution. Full article

This article critically analyses the use of generative Artificial Intelligence (GenAI)—specifically, the DALL·E system within the ChatGPT-4o environment—for creating visualisations of biblical scenes for teaching purposes. As part of a case study examining the Baptism of Jesus in the Jordan (Mt 3:13–17; cf. Mark 1:9–11; Luke 3:21–22; John 1:31, 34) and the Last Supper (Mt 26:17–30; cf. Mark 14:12–16; Luke 22:7–13), four AI-generated images are analysed. Two were created using general, non-specific prompts, while the other two were based on more precise queries containing references to Catholic symbolism and the images’ intended educational use. A comparison of these variants reveals a lack of theological depth and symbolic oversimplification in AI-generated images, as well as a tendency to reproduce Western cultural stereotypes. Despite their aesthetic appeal and quick availability, these images do not reflect the complexity of the biblical or spiritual contexts of the scenes depicted. This study aims to evaluate the theological, symbolic, and pedagogical value of AI-generated images and to provide practical recommendations for their responsible use in Bible didactics. In conclusion, the authors argue that GenAI can support biblical teaching when used consciously, critically, and reflectively. Full article

Undergraduate design education faces a structural contradiction characterized by high cognitive load (CL) and relatively low innovation output. Meanwhile, existing generative AI tools predominantly emphasize the generation of visual outcomes, often overlooking the logical guidance mechanisms inherent in design thinking. This study proposes a Dual-Path teaching model integrating critical reconstruction behaviors to examine how AI enhances design thinking. It adopts structured interactions with the DeepSeek large language model, CL theory, and Structural Equation Modeling for analysis. Quantitative results indicate that AI-assisted paths significantly enhance design quality (72.43 vs. 65.60 in traditional paths). This improvement is attributed to a “direct effect + multiple mediators” model: specifically, AI reduced the mediating role of Extraneous Cognitive Load from 0.907 to 0.017, while simultaneously enhancing its investment in Germane Cognitive Load to support deep, innovative thinking. Theoretically, this study is among the first to integrate AI-driven critical reconstruction behaviors (e.g., iteration count, cross-domain terms) into CL theory, validating the “logical chain externalization → load optimization” mechanism in design education contexts. Practically, it provides actionable strategies for the digital transformation of design education, fostering interdisciplinary thinking and advancing a teaching paradigm where low-order cognition is outsourced to reinforce high-order creative thinking. Full article

In the modern digital age, traditional teaching methods are increasingly giving way to innovative approaches that actively engage all students’ senses. Integrating diverse media formats into learning stimulates students’ visual, auditory, and practical perception through active interaction with learning content. Information technology teachers must possess competencies for creating quality digital resources using artificial intelligence (AI) tools, key skills for understanding the principles of multimodal learning to critically evaluate generated content, and adapt it to specific educational goals. The present study presents the importance of multimodal learning resources as an effective tool for increasing learning motivation and achieving better educational outcomes. Specific examples of key requests to AI systems for creating educational resources, including text, images, animations, and interactive content, are presented. In addition, practical guidelines for formulating effective requests to AI tools, critical evaluation of the generated resources, and possible approaches for their improvement are proposed. Full article

Despite increasing digitalization of schools, the impact of digital learning environments on students’ well-being at school remains insufficiently understood. This study examines how individual- and class-level characteristics of digital learning environments affect sixth-graders’ well-being (N = 1033; 45 classes in Germany). Data were collected using standardized questionnaires measuring students’ well-being at school, digital competencies, digital media use in school, perception of gaining digital skills at school, and teachers’ use of digital tools in the classroom. Multilevel analyses were conducted to assess the influence of individual and class-level factors. Results indicate that students’ perceived gains in digital skills in school are positively linked to their well-being at school, while digital teaching practices focused on individualization have a small negative effect. Other aspects of digital learning environments, such as the frequency of digital media use and additional dimensions of teaching quality, did not show significant effects. Home resources (e.g., piano, cars) were positively linked to students’ well-being at school. These findings underscore the importance of fostering the development of skills, rather than simply increasing media usage to support students’ well-being at school. The study also suggests that individualized digital differentiation in classrooms should be implemented thoughtfully to avoid potential negative social consequences. Full article

Education has been steadily incorporating technology to support and enhance teaching and learning practices. One illustrative example is the use of augmented reality (AR), which seamlessly merges virtual elements with the physical world. Children are acquainted with emerging technology as they are the new generation who have been exposed to smart phones and tablets. They belong to a new generation profoundly influenced by these devices. In this research, an AR-based edutainment mobile application with digital visual elements and sound, namely ARKiD, is developed as an alternative to traditional educational mechanisms. It aims to enhance the learning experience for preschool children. This research investigates teachers’ and preschoolers’ perceptions and behavioral patterns in using ARKiD. A mixed method approach was used to collect data from 12 teachers and 65 preschoolers aged 4–5. During data collection, both qualitative and quantitative methods are used. Qualitative methods include observation based on psychomotor aspects, for example, controlling, turning, inspecting, and interview while quantitative refers to the use of questionnaires. The questionnaire was designed based on the technology acceptance model (TAM) which consisted of four antecedents, namely perceived usefulness (PU), perceived ease of use (PEOU), attitude (A) and behavioral intention (BI). This research revealed that the teachers and preschoolers enjoyed using ARKiD despite some concerns regarding AR technology. Overall, preschoolers can operate the ARKiD independently and it shows the learning effectiveness. This research has presented a new type of educational technology to bridge the gap in the field. Full article

This article examines the adaptive Sufi praxis of Ken‘ān Rifā‘ī (1867–1950) in early 20th-century Istanbul through the lens of practical theology. Navigating the political, social, and legal transformations of the late Ottoman and early Republican periods, Rifā‘ī sustained Sufi practices not by rigid institutional preservation but through a dynamic integration of spiritual tradition into the rhythms of urban modernity. His lodge, the Ümmü Ken‘ān Dergāh, functioned as a “moral commons”—simultaneously a site of devotional practice, social refuge, and ethical formation. Utilizing the frameworks of Don S. Browning’s fundamental practical theology, Elaine L. Graham’s emphasis on lived praxis, and John Swinton’s theology of qualitative reflection, this study explores how Rifā‘ī recontextualized classical Sufi rituals, ethical teachings, and communal hospitality to meet the needs of a rapidly secularizing and urbanizing society. Particular attention is given to his inclusive pedagogies, non-monetary ethos, integration of women as active participants, and the lodge’s role as a “shelter” amid widespread displacement, war, and social dislocation. By reading Rifā‘ī s practices as forms of contextual theology and lived religious adaptation, this article contributes to broader conversations on the resilience of spiritual communities under conditions of modern transformation, offering insights into how religious traditions may remain both rooted and responsive in times of profound societal change. Full article