Search Results (4,210)

Background: Peer-assisted learning (PAL) is used in medical education. Its impact in basic medical sciences remains unexplored, namely considering the perspectives of all the populations involved: students, undergraduate teaching assistants (UTAs), and faculty members. We evaluated the educational impact of a PAL programme in Histology and Embryology in a medical course at the Faculty of Medicine of the University of Porto (FMUP). Methods: A cross-sectional convergent mixed-methods study was conducted in the Histology and Embryology course. Tailored online questionnaires comprising Likert-type items and open-ended questions were replied to by students attending theoretical–practical classes with UTAs, the UTAs, and the professors. Internal consistency was assessed using Cronbach’s alpha. Students’ theoretical–practical examination scores were compared between classes with and without UTAs using the Mann–Whitney U test, and effect size (r) was calculated to estimate the magnitude of differences observed. Results: Students (n = 190) reported highly positive perceptions regarding the creation of a more approachable learning environment, clarification of doubts, and identification of histological structures and strongly recommended the extension of UTAs to other courses of the medical school. UTAs (n = 17) described gains in disciplinary understanding, broader perspectives on the medical curriculum, communication and public-speaking skills, teamwork, leadership, self-confidence, and interest in academic careers. Professors (n = 6) valued PAL for improving individual support, facilitating time management, and contributing to UTA training, while highlighting the need for structured pedagogical preparation. Students attending classes with UTAs achieved significantly higher theoretical–practical examination scores (p = 0.04; effect size r = 0.12). Conclusions: PAL was perceived as highly beneficial by all groups involved in the project, enhancing the learning environment, supporting knowledge consolidation, and developing pedagogical and interpersonal skills. A grade analysis indicated that PAL was associated with improved academic performance. These findings reinforce the value of integrating PAL initiatives into preclinical medical education while highlighting the importance of sustained tutor preparation and supervision. Full article

Drawing on work on social systems, creativity and transrational ways of coming to know, this article argues for the utility of oblique lenses and architectures of connection as approaches towards shaping systemic change. Focusing on the academy—Science, Technology, Engineering, Mathematics, and Medicine (STEMM) education in higher education in particular—I articulate how land and place can offer an oblique approach for architecting connection in collegiate mathematics teaching and learning. A particular example centering a place-based curriculum and educator community of practice helps illustrate how engaging obliqueness and architecting connection might look like in practice. Overall, this paper aims to serve as a resource for reorienting ourselves toward transformation that engages a higher level of collective consciousness, along with the intelligence of the heart. Full article

Simulation-based environments are increasingly used in mathematics teacher education to provide authentic opportunities for instructional practice, experimentation, and reflection. However, the pedagogical intentions and learning theories underpinning these simulations remain unevenly articulated. This scoping review examines studies published between 2020 and 2025 to investigate the pedagogical structures embedded within virtual and mixed-reality simulations used in mathematics teacher education. To support both structural and conceptual analysis, we developed the Mixed-Methods Mapping and Interpretive Synthesis (MIX-SYN) Review Framework, which integrates systematic quantitative mapping, co-occurrence analysis, and qualitative interpretive synthesis within a unified review workflow. Following PRISMA-ScR principles, 16 eligible studies were identified from Scopus, Web of Science, and ERIC databases and subsequently analysed using the MIX-SYN framework. Applying this framework revealed that most studies emphasise simulation usefulness and perceived effectiveness, whereas pedagogical constructs such as discourse, mathematical questioning, noticing, reflective reasoning, and problem-solving remain substantially underrepresented. This study argues that more explicit and theoretically grounded pedagogical frameworks are needed to ensure that virtual simulations function not merely as technological training tools but as environments that cultivate conceptually rich and adaptive mathematics teaching practices. Suggestions are provided to guide future research and implementation aligned with this pedagogical focus. Full article

Sufism is one of the cultural, religious, and social bases of the Turkic culture that has existed for centuries until the modern day. The religious renaissance after forced secularization that followed the independence of Central Asian states was accompanied by the revival of cultural and religious practices. The Sufi leaders of Kazakhstan are also active actors of religious life in the country. This article examines modern Sufi groups of Kazakhstan and social portraits of their leaders through the prism of the continuation of the Yassawi’s tradition, teachings and practices. Materials of article are based on field research in Kazakhstan and Turkey (in-depth interviews with leaders and followers of Sufi groups) and participant observation in the Sufi communities of Kazakhstan. This study’s results showed that modern Sufi communities continue Yassawi’s teachings, employing his rhetoric and the dhikr practices of this school in different ways. However, there are not always legitimate grounds for this. For the first time, it is reported that verified field data results point to a current legitimate sheikh of the Kh.A. Yassawi tradition. Previously, scholars believed that the Yassawi Sufi school had fulfilled its historical mission in the region. Full article

Generative artificial intelligence (GenAI) is increasingly shaping assessment practices in higher education. However, its emergence has raised important questions about instructors’ readiness, ethical awareness, and professional support needs. This study examined EFL instructors’ assessment literacy for GenAI in Saudi higher education, with a focus on their assessment literacy level, perceptions of ethical, practical, and pedagogical implications, and training needs. A cross-sectional survey design was employed, and data were collected from 216 EFL instructors across Saudi universities. The instrument was validated through factor analyses, resulting in six constructs that include familiarity and use, assessment literacy, assessment application, ethical fairness, self-efficacy, and professional development. The findings indicate that instructors reported a high level of GenAI-related assessment literacy, especially in areas related to conceptual understanding and evaluative judgment. Ethical concerns were strongly expressed, including issues concerning academic integrity, privacy, and the need for human oversight. Although participants reported confidence in aligning GenAI with pedagogical goals, their practical use was less consistent in tasks requiring contextual judgment. Significant differences were observed across gender, rank, and teaching experience, while age showed a selective pattern. Overall, the study documents the importance of aligning individual competence with institutional support for responsible GenAI use in language assessment. Full article

This exploratory research investigates the perceived educational potential of visual, spatial, and auditory immersions as integral components of innovative healthcare simulation technologies. The study examines user experiences in learning health assessment concepts through purposefully designed 360° immersive virtual reality video (360° IVRV). Utilizing a case-study approach, insights were gathered from four subject-matter experts and four doctoral students regarding the perceived effectiveness of 360° IVRV for instructional activities focused on patient health assessment, commonly known as the Onset, Location, Duration, Characteristics, Aggravating/Alleviating factors, Related symptoms, Treatment, and Severity method (OLD CARTS). The research aimed to enhance the accessibility of learning materials by optimizing 360° IVRV content for personal phones and mobile devices, accommodating both online and traditional instructional formats. Interviews were transcribed and analyzed using qualitative data analysis software, with results categorized into subthemes, themes, and perspectives. The findings highlight the distinct perceived advantages of immersive technologies in advancing teaching methods for nursing practitioners. The discussion addresses concerns related to integrating 360° IVRV simulation technology in nursing education and the limitations of current instructional interventions. Practical implications for future research, design, and development of immersive learning materials and their integration with instructional design elements are emphasized. Full article

This paper combines the application of AI technology in the field of architectural design to construct a “three-stage model” (imitation, exploration, and creation) centered on cultivating students’ creative thinking and innovative ability, with the goals of AI literacy cultivation, digital twin practice, and interdisciplinary collaboration. By integrating the theoretical model with the latest practical cases, the effectiveness of the new generation of AI-driven innovative teaching modes is verified. Taking library architectural design and old building renovation teaching as examples, the teaching process and evaluation system with real-time feedback, intelligent assessment, and full-process traceability are designed to achieve the dual improvement of teaching efficiency and students’ practical innovation ability. The research shows that the characteristics of artificial intelligence, including multimodal generation, immersive interaction, and full-cycle simulation, are reconstructing the core logic of architectural design education, promoting the in-depth transformation of the teaching mode from “imitation” to “creation”, building a talent cultivation system adapted to the future development of the construction industry, and providing a feasible reference path for the innovation of education modes. Full article

Financial literacy has become critical for mitigating everyday financial risks and sustaining saving behavior, particularly in professions with stable but often constrained income such as teaching. This study examines whether financial literacy predicts teachers’ saving habits indirectly through financial practices, and whether technological access may be associated with the link between practices and saving. Using a cross-sectional survey of 180 teachers from public educational institutions in the Jequetepeque Valley (Peru) in 2025, we tested a moderated mediation model (PROCESS Model 14). Financial literacy showed a strong positive association with financial practices, while its direct effect on saving habits was not significant after controls. The indirect effect through financial practices was significant across levels of technological access; however, the moderation effect of technological access was only marginally significant (p = 0.057) and the index of moderated mediation did not reach statistical significance at α = 0.05, indicating that the moderating role of technology requires further investigation. Overall, the results suggest that financial knowledge alone does not predict saving habits: the effect operates through consistent financial practices, and digital access may facilitate the continuity of these practices. The study contributes to financial risk management research in teacher populations and to Sustainable Development Goals (SDGs) 4, 8, and 9 in rural educational contexts. Full article

Artificial intelligence (AI) is increasingly being introduced into educational practice, raising questions about how teachers perceive its pedagogical role and the extent to which they are willing to integrate it into teaching. This study examined primary and secondary school teachers’ preferred pedagogical approaches to AI use and the contribution of professional awareness and conceptual beliefs to explaining these preferences. A total of 322 teachers from primary and secondary schools in Croatia completed an online questionnaire measuring professional awareness of AI, conceptual beliefs about its role in education, and preferred pedagogical approaches. Descriptive statistics, correlation analysis, and multiple regression were used to analyse the data. The results showed a clear preference for an integrative approach, in which AI is used to support teaching while teachers retain professional control over pedagogical decisions. The traditional approach was less pronounced, whereas the technological approach was almost entirely absent. Viewing AI as a didactically useful teaching tool was a significant positive predictor of preference for the integrative approach, whereas inactive awareness and critical beliefs about AI risks were significant negative predictors. These findings suggest that teachers accept AI primarily as a supportive tool within a pedagogical model that preserves their autonomy and responsibility for teaching. Full article

The ultimate goal of integrating artificial intelligence into education is to ensure the long-term stability, quality, and sustainability of the educational process, turning it into a tool that consistently improves teaching and learning. Yet its sustainable and responsible integration depends largely on a positive mindset and the pedagogical willingness of future teachers. This study examines the attitudes and readiness of pre-service teachers, specializing in preschool, primary, and subject-specific science education, toward AI integration, with a specific focus on sustainable science education and Green Lab concepts. A mixed-methods study was conducted on a sample of 251 students from the University of Split. Data were analyzed using exploratory factor analysis, standard and Welch ANOVA with Tukey’s HSD and Games–Howell post hoc tests, and multiple linear regression in IBM SPSS 20, and qualitative content analysis. The findings reveal perceived usefulness as a primary driver of AI acceptance across all groups. Science students demonstrated the highest levels of ethical and critical sensitivity but provided the lowest ratings for AI’s practical application in sustainable science education, expressing cautious attitudes and distinct concerns about system reliability. However, no significant difference was found between students with and without a science background in regard to AI’s potential to facilitate sustainable scientific concepts. Furthermore, behavioral analysis demonstrated that even initial, occasional exposure to AI tools significantly boosted students’ perceptions of its utility and sustainable application compared to non-users, whereas increasing the frequency of use resulted in no additional gains. The transition toward sustainable science education requires moving beyond technical literacy toward a comprehensive framework that integrates pedagogical usefulness with ethical responsibility and sustainable scientific application. Future studies should explore potential models that combine the methodological creativity of pre-service educators and teachers with the analytical rigor of science students. Ultimately, this research underscores that an educational policy must integrate digital advancements while strictly maintaining ethical standards and the essential role of human supervision. Full article

Artificial intelligence is rapidly changing education. However, many learning chatbots are still reactive tools, which respond to arbitrary questions without leading learners through a meaningful pedagogical journey. This article presents a deterministic state-machine orchestrator coupled with a local large language model and a knowledge-graph-framed tutoring strategy for personalized education. The proposed virtual tutoring agent is designed to combine the flexibility of conversational AI with the reliability of explicit instructional states, key performance indicator (KPI) tracking, learner profiling, and controlled transitions between explanation, practice, feedback, assessment, and remediation. The system is not meant to replace the teacher, but rather to act as a teaching co-pilot that provides ongoing feedback, personalized learning paths, accessibility, and safer deployment by processing data locally. The study also presents a compact interview-based evaluation framework and statistical analysis of user perceptions across interactivity, individuality, proactivity, security, accessibility, gamification, and global preference for educational agents over classical chatbots. The findings show that learners appreciate personalized and interactive support and that proactivity is the key feature that distinguishes an educational agent from a regular chatbot. With this article we argue that deterministic orchestration can help make AI tutoring more transparent, controllable, and ethically fit for real learning contexts. Finally, it discusses privacy, educational value, limitations and future improvements to be made before the large-scale adoption of such systems. Full article

The COVID-19 pandemic compelled higher education to resort to e-learning, posing new challenges to the teaching/learning of pharmacy students worldwide. While digital learning provided flexibility, diverse technological infrastructure and institutional availability of resources greatly influenced the student experience. This scoping review aims to assess the perceptions relating to the pivot to e-learning among pharmacy students in the League of Arab States due to the COVID-19 pandemic and how the shift affected student engagement, learning outcomes, and institutional preparedness. Following PRISMA-ScR guidelines, a comprehensive search across ten databases was conducted to identify relevant studies published between January 2020 and December 2025. Forty studies satisfied the inclusion criteria. Pharmacy students in this region responded to the transition to e-learning in diverse ways. While most appreciated the convenience of online modalities, several challenges were consistently enumerated. These were limited technological infrastructure, reduced interpersonal interaction, and disruption of hands-on practical training. Blended learning approaches were largely favored, particularly for their ability to marry online theoretical instruction with face-to-face experiential learning. Reliability and validity issues of internet-based tests were felt by both faculty and students. Stress and mental health problems among students surfaced. Student complaints in general depicted pharmacy education’s need for pedagogic reform, better infrastructure, and student mental health services during e-learning. Areas identified from this review are instructional technology infrastructure improvement, adopting a blended learning strategy, and the need to consider the mental health of students learning at a distance. Full article

Chemical bonding is a fundamental concept in chemistry and is essential for understanding the chemical and physical properties of substances and their interactions. Despite its importance, students often hold alternative conceptions and exhibit poor conceptual understanding. This study examines the extent to which widely used textbooks in Turkey, Norway, and Czechia reflect key recommendations from science education research. We analysed textbook passages covering chemical bonding, assessing whether they: (1) focus on molecules and ions rather than atoms, (2) present bonds as electrical phenomena, (3) avoid anthropomorphic or magical language, and (4) take care with language, avoid mixing the macroscopic and submicroscopic levels. The findings reveal that most textbooks in the three countries do not fully incorporate these recommendations. Explanations frequently focus on individual atoms, combine electrical attraction with other models such as the octet rule, and employ anthropomorphic language. Additionally, linguistic precision regarding the macro–submicro-scale is often lacking. Notably, Turkish and Norwegian textbooks continue to rely heavily on the octet rule, whilst its use is minimal in Czech texts. The observed divergence highlights the persistent gap between science education research and textbook writing practices. We discuss potential reasons for this gap and outline implications for teaching, curriculum development, and future research. Full article

The phrase “simply do not divine, that is all there is to it” (bu zhan er yi yi 不占而已矣) attributed to Confucius in the Analects has long puzzled scholars in terms of understanding the Yijing. This study reexamines the proposition through a systematic analysis of the Yijing’s cosmology, moral constraints, and cultivation practices. Drawing on the Yizhuan (Ten Wings) and successive commentaries from Han to Song scholars, the paper argues that divination in the Yijing is founded on a cosmological principle: the Yi matches Heaven and Earth, so the hexagram and line images can mirror the order of the cosmos. However, divination is also governed by three moral constraints: jing 敬 (reverence), fu 孚 (sincerity/trust/correspondence), and zhen 貞 (upright steadfastness), which transform it from a technical operation into a discipline of purifying the heart/mind (xin 心). The core finding is that constant virtue (heng de 恒德) renders formal divination unnecessary: when a person cultivates constancy to the point where every action spontaneously accords with the dao of Heaven, the external tools of yarrow and tortoise are transcended. This state is described as “not divining yet divining” (bu zhan er zhan 不占而占). The Yizhuan’s phrase “Be shen 神 to grasp the ineffable and to illuminate spiritually, it is to be sought in the men (who use it)” (shen er ming zhi, cun hu qi ren 神而明之，存乎其人) captures the internalization process through which the practitioner embodies the cosmic order. The study concludes that Confucius’s remark is not a slogan that transforms divination into philosophy but the Yijing’s own highest teaching: the goal of studying change is to become a person who no longer needs to consult the Yijing, because every step is already in rhythm with Heaven and Earth. This interpretation clarifies the Yijing’s distinctive moral philosophy, which neither negates divination nor reduces it to technique, but points toward a form of self-transcendence where the bridge of divination becomes the ground on which one walks. Full article

This qualitative content analysis investigates how preservice teachers (PSTs) curate primary sources in early childhood and elementary social studies contexts, revealing the ideological implications of their instructional choices. Drawing on 347 selections submitted by 103 PSTs in a scaffolded, inquiry-based assignment, the study analyzes whether selections perpetuate dominant cultural narratives or reflect counternarratives and culturally sustaining practices. Findings indicate that while nearly half of all sources aligned with White, male, Eurocentric perspectives, a significant subset engaged historically marginalized voices, suggesting emergent but uneven commitments to inclusive representation. Selections varied in depth of reflection, often shaped by archival access, curricular constraints, and unexamined pedagogical habits. Grounded in Critical Educational Theory, Reflective Teaching Practices, and Culturally Sustaining Pedagogy, the study highlights the ideological weight of source selection and the need for teacher preparation programs to scaffold reflective, justice-oriented engagement with historical materials. These findings contribute to ongoing conversations about equity, civic responsibility, and culturally responsive teaching in early social studies education. Full article