Search Results (1,764)

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

Basketball is a sport whose regulations require quick and complex refereeing decisions. Since the inception of sports, research on sports judgment and refereeing has been consistently present in the scientific literature. However, decision-making and the psycho-emotional factors that influence it remain somewhat unexplored in studies. The decision-making of the basketball referee has been analyzed using the DMQ II questionnaire. To achieve this, 58 referees from the Spanish Basketball Federation collaborated, comprising 45 men and 13 women, all between the ages of 18 and 38 (M = 26.5, SD = 5.5). Participants completed the 31-question DMQ II questionnaire online, yielding results with significant differences based on age and gender about stress in decision-making. A modification of the referee’s teaching methodology that includes psychological strategies is proposed both in the initiation course and throughout the refereeing career. The findings highlight the need for mental health support systems for referees, particularly addressing stress management in young and female officials. This aligns with global efforts to safeguard psychological well-being in sports professionals. 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

This study investigates the concurrent implementation of resilience and sustainability concepts into undergraduate engineering curricula. Specifically, it examines the instructional strategies the faculty adopted, the most important aspects and applications of the two concepts, and the challenges faced in implementation. A qualitative study using semi-structured interviews was conducted with eight faculty members from four engineering disciplines. Faculty members employed various instructional strategies such as general discussions, project-based learning, and guest lectures. They considered practicality, the triple bottom line principle, and liability and environmental issues to be the most important aspects of sustainability. They also considered resiliency and rapidity or time recovery to be the most important aspects of resilience. Time constraint was the most common challenge for implementing resilience and sustainability. Packed curricula, struggles in finding the right strategy, students’ lack of motivation, and difficulty in teaching such concepts in introductory courses were also major challenges. As a result, students showed improvements in knowledge and attitudes, particularly regarding sustainability. This study offers practical insights for embedding both concepts into engineering education and recommends further research into instructional strategies and documentation to support integration. Full article

This commentary addresses a problem of practice related to student disengagement in technology-rich classrooms, where learners are digitally connected but socially and academically disconnected. Although not an empirical study, the commentary draws on instructional examples from secondary- and graduate-level teaching. The authors examine how digital literacy instruction can strengthen engagement, reading comprehension, and ethical participation in online environments. The article highlights strategies such as the workshop model, multimodal composition, digital content curation, and the use of mentor texts to support critical thinking and collaborative learning. These practices aim to develop students’ analytical skills, awareness of audience, and recognition of their own positionality in digital spaces. Across courses, the authors reflected on increased student engagement when digital tools were used not simply for task completion but to support inquiry, discourse, and authentic creation for real audiences. Full article

Strengthening the education of health professionals is imperative to effectively address contemporary public health challenges. Preceptorship, by integrating teaching and care within service settings, stands out as a relevant strategy for developing clinical, ethical, and relational competencies. This study aimed to construct a theoretical model based on the meanings attributed by nurse preceptors to preceptorship in pediatric nursing within the context of hospital-based training at a referral institute specializing in rare and complex diseases in Rio de Janeiro, Brazil. The study used Grounded Theory and Symbolic Interactionism as its methodological and theoretical frameworks, respectively, and involved interviews with 14 preceptors. The resulting model characterizes preceptorship as an interactive process materialized in pedagogical practices that integrate technical skill, empathy, responsibility, and creativity into the daily routine of care. The findings offer valuable insights for strengthening professional training programs in health and contribute to public policies that recognize preceptorship as a component of interprofessional education and of workforce development, with a focus on humanization, safety, and contextualized care. Full article

In early childhood education (ECE), positive education is important for children’s well-being and holistic development. However, there is little research on positive education in ECE, and kindergarten teachers lack the knowledge and training for its implementation. Digital storytelling is a novel and child-friendly teaching approach that can be applied in different learning domains. Our study aimed to design a digital storytelling workshop for kindergarten teachers to equip them with digital storytelling skills that could be applied in positive education. A total of 15 teachers from a Hong Kong kindergarten participated in this digital storytelling online professional development program through the Zoom and Padlet platforms. We used the observation method to capture teachers’ perceptions, dialogues, and behaviors, collecting a total of 300 min of activity videos, researchers’ field notes, teachers’ storyboards, final videos, and reflections on Padlet for the data analysis. Based on a thematic analysis, we found that teachers had positive feelings about this digital storytelling workshop, believing that it improved their digital storytelling skills and facilitated their provision of positive education and other activities. This study contributes to the development of positive education and digital storytelling, highlighting the necessity of online professional development and providing effective strategies for ECE practitioners. Full article

This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional development with institutional planning. Grounded in the DigCompEdu framework, this action-oriented process moved beyond individual initiatives to create a coordinated, multi-level strategy involving educators, department leaders, and university authorities. Through a research-based design that included context analysis, participatory diagnosis, and co-designed interventions, the project built a shared understanding of digital teaching needs and institutional readiness. The implementation highlights how locally adapted frameworks, collaborative structures, and iterative decision-making can drive meaningful change across a complex university system. This case contributes to the international conversation on how higher education institutions can operationalize innovation at scale by investing in teacher competence, inclusive processes, and strategic alignment. Lessons learned from this experience are relevant for universities seeking to build institutional capacity for digital transformation in diverse educational contexts with potential downstream benefits for student learning and inclusion. Full article

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application of the knowledge acquired to develop cognitive, social, and emotional competences. These methodologies are of particular interest in STEM disciplines and vocational education, where practice is a key element in the assimilation of theoretical concepts. In this line, a case study is presented where active methodologies have been applied to two groups of Vocational Education and Training in the area of Computer Science to improve interest and commitment. The present study focuses on two groups of first-year students enrolled in the Web Application Design course, one in the Programming subject and the other in the Markup Language subject. Both groups are heterogeneous, composed of young adults with significantly different backgrounds, skills, and motivation. The teaching–learning process is based on active methodologies, such as Project-Based Learning, Design Thinking, Flipped Classroom, or gamification, which are adapted for different subjects in the field of Computer Science. These methodologies facilitate the experimental design and testing of diverse solutions for programming problems, thereby enhancing students’ motivation and interest, while promoting creativity and reflection. The results show an improvement in the interest and commitment of the students in both groups. Despite the fact that less than 50% of students successfully passed in the initial examination, more than 75% students passed after the second-chance examination. The findings have consistently suggested that the implementation of active methodologies leads to significant enhancements in the proficiency, development, motivation, and self-learning capabilities of students, and that these methodologies make students more aware of their learning process. Full article

This study analyzes the differences in the selection of teaching methodologies, assessment instruments, and educational values in Master’s Theses (TFMs) written within the Geography and History specialization of a Teacher Training Master’s program in Spain. The aim is to examine how these pedagogical components vary according to the gender of the author and the educational level targeted by the instructional proposals. A mixed-methods approach was applied combining statistical analysis (Chi-square and ANOVA tests) with qualitative content analysis of 54 anonymized TFMs. The results indicate that while gender-related differences were not statistically significant in most categories, qualitative patterns emerged: female authors tended to adopt more reflective, participatory approaches (e.g., oral expression, gender visibility), whereas male authors more often used experiential or gamified strategies. Significant differences by educational level were found in the use of gamification, inquiry-based learning, and project-based learning. A progressive increase in methodological complexity was observed from lower secondary to upper levels. In terms of educational values, interdisciplinarity and inclusion were most frequently promoted, with critical perspectives such as historical memory and gender visibility more prevalent at the Baccalaureate level. These findings underscore the TFM’s role as a space for pedagogical innovation, reflective practice, and value-driven teacher identity formation. Full article

(1) Deficits in adaptive behavior significantly hinder individuals with intellectual disabilities from performing essential daily tasks and participating in community life. Although virtual reality shows promise for supporting adaptive behavior in this population, systematic reviews on this topic remain scarce. (2) Methods: Twenty-five experimental studies from the databases Web of Science, PubMed, Scopus, and ERIC, published between 2005 and 2024, were analyzed in the context of a systematic review. (3) Results: The studies revealed a significant surge in research on VR interventions for adaptive behavior in individuals with intellectual disabilities, particularly after 2021. The most frequently applied domain was practical skills, while social and conceptual skills received relatively less attention. Most studies employed high-immersion head-mounted displays as the primary technology type and adopted controller-based unimodal interaction as the dominant interaction mode. Pedagogical strategies such as ABA, structured teaching, and contextual learning are favored in interventions. (4) Conclusions: VR interventions have been increasingly applied to support adaptive behavior development in this population. However, further exploration is needed to tailor VR designs to better accommodate the individual differences and specific needs. This review synthesizes current evidence, identifies key trends and limitations, and offers guidance for future research. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

This article explores strategies for integrating anti-racist approaches into university-level study of religion teaching on multiple levels, including curriculum design, selection of teaching materials, self-reflection practices, responses to concrete classroom situations and fostering environments that protect students of colour while encouraging “white” students to critically examine their own privileges. To contextualize this endeavour, the article first outlines the current situation and describes some challenges related to racism and anti-racism efforts within a Swiss university context, drawing on recent empirical studies. This is followed by an examination of the historical development of racial thought, culminating in contemporary discussions of neo-racism and its connection with the classification category religion. A working definition of racism suitable for academic teaching is then proposed. The article further investigates the relationship between racism and the study of religion, arguing that the discipline has a crucial role to play in addressing and combating racist ideologies. This argument is supported by some empirical data from the author’s doctoral research, as well as examples drawn from the author’s teaching experience at the University of Zurich. By combining historical analysis with practical teaching strategies, thearticle aims to provide a coherent framework for embedding anti-racist principles in higher education. Full article

Digital competence refers to the integration of digital technology in teaching and learning, as outlined in the national curriculum of Estonia for upper secondary schools. This study presents original research findings on Estonian science teachers’ use of digital tools and materials, their digital competence, and the main benefits and challenges they face. The findings emphasize the need for continued professional development, accessible digital resources, and equitable digital infrastructure to maintain Estonia’s leadership in digital science education. A survey of 58 secondary school science teachers revealed that computers (desktops, laptops, and tablets) are the primary digital tools used. The article explores digital literacy advancements in secondary science education, research methodologies used to assess digital tool usage, and key findings from recent studies. However, challenges such as digital equity, technological barriers, and digital fatigue persist. Additionally, discrepancies were found in teachers’ responses regarding digital tool effectiveness, implementation strategies, and perceived barriers. While some teachers reported a successful integration and improved student outcomes, others highlighted difficulties in aligning digital resources with curriculum requirements and pedagogical approaches. Full article

With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article