Search Results (11,223)

This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and the transfer-related self-efficacy. Additionally, the Cognitive Affective Model of Immersive Learning (CAMIL) is used to investigate potential predictors in IVR learning. This approach allows for empirical testing of the CAMIL and validation of its assumptions using empirical data. To address the research questions, a quasi-experimental field study was conducted with 141 retail trainees at a German vocational school. Participants were assigned to either an IVR group or a control group receiving traditional instruction. The intervention spanned four teaching sessions of 90 min each, focusing on the design of a retail sales area based on sales-promoting principles. To assess subject-related learning outcomes, a domain-specific knowledge test was developed. In addition, transfer-related self-efficacy and other relevant constructs were measured using Likert-scale questionnaires. The results show that IVR-based instruction significantly improves knowledge acquisition and transfer-related self-efficacy compared to traditional teaching methods. In terms of the CAMIL-based mechanisms, significant correlations were found between transfer-related self-efficacy and factors such as interest, motivation, academic self-efficacy, embodiment, and self-regulation. Additionally, correlations were found between knowledge acquisition and relevant predictors such as interest, motivation, and self-regulation. These findings underscore IVR’s potential to facilitate knowledge transfer in vocational school, highlighting the need for further research on its long-term effects and the actual application of learned skills in real-world settings. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

The teaching of the Bible emphasizes the importance of prayer for Christians’ faith and spiritual growth, particularly during times of trial and difficulty. Through prayers, Christians enable their spiritual experience of continuous transformation. This study tries to investigate the effects of the organised prayer movement by Jireh Fund Prayer Movement (JFPM) in Hong Kong on Christians who follow the movement. This study explores the effects of participating in the JFPM on Christians’ development of faith, spiritual wellness, resilience and love. A cross-sectional survey study was conducted in 2024, with more than 500 Christians from 67 churches responding to a questionnaire developed for the study to measure the various effects on Christians after they participated in the movement. The questionnaire was developed to measure Christians’ participation in the movement, their spiritual development of faith with hope, spiritual wellness, love, and resilience in the face of stress experienced. The findings are that the organised prayer movements provided by the Jireh Fund have a profound influence on Christians’ development of faith, spiritual wellness, and love. Through shared experiences in participating in prayer group movements, individuals strengthen their faith, enhance their spiritual development, experience divine love, and reduce stress in their daily lives. The sense of community and support found in these movements enhances spiritual wellness, while the focus on collective prayer fosters a culture of love and compassion. Through prayer, believers are empowered to grow in their relationship with God and to extend His love to others, demonstrating the transformative power of organised prayer movements in the lives of Christians. Full article

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, outline 17 interconnected objectives designed to promote human well-being and sustainable development worldwide. Education is recognized by the United Nations as a key factor in promoting sustainable development. To cultivate students with both global perspectives and local engagement, it is essential to integrate sustainability education into elementary curricula. Accordingly, this study aimed to enhance elementary school students’ understanding of the SDGs by designing a structured instructional activity and developing a hybrid digital-physical board game. The game was implemented as a supplementary review tool to traditional classroom teaching, leveraging the motivational and knowledge-retention benefits of physical board games while incorporating digital features to support learning process monitoring. To address the limitations of conventional review approaches—such as reduced student engagement and increased cognitive load—the instructional model incorporated the board game during review sessions following formal instruction. This was intended to maintain student attention and reduce unnecessary cognitive effort, thereby supporting learning in sustainability-related content. A quasi-experimental design was employed to evaluate the effectiveness of the instructional intervention and the board game system, focusing on three outcome variables: learning motivation, cognitive load, and learning achievement. The results indicated that students in the game-based Sustainable Development Goals group achieved significantly higher delayed posttest scores (M = 72.91, SD = 15.17) than the traditional review group (M = 61.30, SD = 22.82; p < 0.05). In addition, they reported significantly higher learning motivation (M = 4.40, SD = 0.64) compared to the traditional group (M = 3.99, SD = 0.69; p < 0.05) and lower cognitive load (M = 1.84, SD = 1.39) compared to the traditional group (M = 2.66, SD = 1.30; p < 0.05), suggesting that the proposed approach effectively supported student learning in sustainability education at the elementary level. Full article

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. Full article

Muslims are religiously obligated to care for the Earth, yet little empirical research exists on how Muslim communities in the U.S. engage with climate change. This study used a mixed-methods approach to explore climate change knowledge, attitudes, and practices (KAP) among 82 Muslims in Knoxville, Tennessee, building on prior theoretical or internationally focused work. Results found that participants largely accepted anthropogenic climate change and were strongly willing to act, citing Islamic principles such as stewardship and divine accountability as key motivators. However, many felt underinformed and lacked clarity on how to take action. Religious texts, more than religious leaders, shaped environmental views, offering interpretations that both aligned with and diverged from scientific narratives. Education and personal experience were the most frequently cited sources of climate understanding. Religion emerged as an important source of climate knowledge and a filter through which scientific information was interpreted. The knowledge and environmental attitudes inspired by their religion guided many participants to mitigate climate impacts, although some expressed a more fatalistic view of climate change. These findings suggest that effective climate communication in Muslim communities should integrate faith-based teachings with scientific messaging and engage religious leaders as amplifiers. Expanding this research to include more diverse Muslim populations across the U.S. can provide deeper insight into how Islamic worldviews shape climate engagement and behavior. Full article

The widespread use of bacteria in bioremediation led us to consider what Compulsory Secondary Education (ESO) and Baccalaureate students know about prokaryotes and what their attitudes towards them are. This study focuses on the analysis of the arguments made by secondary school students from several Spanish schools regarding the application of bioremediation to eliminate polluting plastics from the environment. Semi-structured interviews were used to obtain information on descriptive aspects regarding the application of biotechnology to bioremediation. This instrument allows for a better understanding of what students know about biotechnology and what they value when adopting a particular attitude towards improving the environment through systematic observations and recording spontaneously occurring events. The arguments used by these students were analyzed from the perspective of the knowledge and values they consider when making their justifications. It was observed that the students viewed the use of microorganisms to treat waste positively and valued the environmental impact and scientific progress, although they had doubts about certain technical aspects. A teaching approach based on the biodegradation of plastics encourages critical thinking and can be integrated transversally into teaching, promoting debates and reflections on science and values. It is recommended that these types of activities continue to be developed to improve science education. Full article

One of the central purposes of education at different educational levels is to contribute to the formation of critical thinking in students. There are many theoretical perspectives from which critical thinking is conceptualized, such as those centers on the development of students’ capacities and those based on competences, skills, dispositions and criteria, among others. We consider that in the school context the critical thinking perspective that should come first is the domain-specific one; consequently, we present a conceptual model for the formation of critical thinking in the context of science teaching and learning in the classroom constituted by the integration of four dimensions: languages and argumentation, metacognition, emotions, and problem solving and decision making. Our focus of reflection is epistemic cognition with the processes of epistemic sophistication, metacognitive sophistication, and metaemotional sophistication, determinants of critical thinking in relation to each of the dimensions and the relationships between them. We conclude with the proposal of a conceptual model for the development of critical thinking based on students’ epistemic cognition. Full article

The COVID-19 pandemic significantly impacted the circulation, seasonality, and disease burden of viral respiratory infections. This study aimed to evaluate the impact of SARS-CoV-2 on the frequency of viral respiratory infections at a teaching hospital in Southern Italy by comparing data from before, during, and after the COVID-19 pandemic and by investigating how the emergence of SARS-CoV-2 affected the circulation and seasonality of other respiratory viruses. This retrospective and prospective study was performed on de-identified nasopharyngeal specimens classified as pre-COVID-19 (before 15 March 2020), during-COVID-19 (from 16 March 2020 to 5 May 2023), and post-COVID-19 (from 6 May 2023 to 31 December 2024). Overall, 790 out of 3930 (20%) patient samples tested positive for at least one respiratory virus. The mean age of patients was 60 ± 19 years, with significant positivity rates observed in the 65–98 age group (p ≤ 0.05) across all periods. In the pre-COVID-19 period, the most prevalent virus was influenza A (47.5%, 47/99), followed by the human rhinovirus (19.2%, 19/99). During the COVID-19 pandemic, SARS-CoV-2 was the most prevalent (64.9%, 290/447), before decreasing to 38% (92/244) after the pandemic, while influenza A’s positivity prevalence increased to 14.3% (35/244). Rhinovirus/enterovirus remained relatively stable throughout all periods. The pandemic notably altered viral co-infection dynamics, with its effects lasting into the post-COVID-19 period. Specifically, a marked decrease in influenza A circulation was observed, while respiratory syncytial virus (RSV) epidemiology remained stable and significant co-circulation of rhinovirus/enterovirus with SARS-CoV-2 persisted. Therefore, since COVID-19 and influenza affect the same high-risk groups, those individuals must be vaccinated against both viruses. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

Background/Objectives: Pelvic floor disorders (PFDs) have multifactorial etiology. This makes treatment challenging and often unsatisfactory. This project introduces robust data on risk factors for PFDs and explores opportunities for their prevention, focusing on previous gynecological surgical interventions. Methods: We conducted a retrospective analytical cohort study analyzing demographic and clinical data from 832 consecutive patients who underwent pelvic organ prolapse (POP) surgery at a teaching hospital affiliated with the University of Cologne between 2010 and 2019. Patient characteristics—including age, body mass index (BMI), parity, mode of delivery, and symptoms—were collected from medical records. Associations between patient factors and surgical history were assessed using Kendall’s Tau (KT) for correlations and relative risks (RRs) with 95% confidence intervals (CIs) to evaluate the impact of previous hysterectomies and pelvic surgeries on PFD. Results: First vaginal delivery and age were the strongest factors associated with PFD. BMI had a smaller impact, and multiple vaginal deliveries did not significantly influence apical (KT 0.037), posterior (KT 0.007), anterior midline (KT 0.015), or lateral defects (KT 0.015). Cesarean section was protective. Subtotal hysterectomy showed no significant association with PFD. Total hysterectomy was strongly associated with posterior defects (RR 4.750, 95% CI: 1.871–12.059) and anterior midline defects (RR 1.645, 95% CI: 0.654–4.139). Recurrent urinary infections were associated with abdominal colposuspension (RR 4.485, 95% CI: 1.12–18.03). Dyspareunia occurred more frequently after vaginal (RR 3.971, 95% CI: 0.78–20.14) and abdominal hysterectomy (RR 1.620, 95% CI: 0.32–8.15). Vaginal hysterectomy was linked to fecal incontinence (RR 5.559, 95% CI: 1.17–26.30), MUI (RR 2.156, 95% CI: 1.09–4.23), and UUI (RR 4.226, 95% CI: 1.82–6.85). Conclusions: The factors identified as influencing (PFD) offer a solid foundation for evidence-based patient counseling within our population. Our large dataset confirmed key risk factors, notably childbirth and advancing age. However, the influence of BMI on symptoms and anatomical defects appears to be less significant than previously assumed. Subtotal hysterectomy was not associated with new PFD in our cohort and may represent a viable option when hysterectomy is indicated, though further studies are needed to confirm this potential advantage. Full article

The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation of 3D multibase blocks to perform AR arithmetic calculations conducted through active methodologies in the future classroom lab (FCL). The aim of this study was to analyze pre-service teachers’ (PSTs) affective domain (emotion, self-efficacy, and attitude), engagement, motivation, and confidence. The sample consisted of 97 PSTs enrolled on the second year of the Primary Education degree, who were attending the “Mathematics and its Didactics” subject. The findings revealed a significant increase in PSTs’ satisfaction, fun, confidence, and pride, and a decrease in uncertainty, nervousness, and concern. Regarding PSTs’ self-efficacy, a significant improvement was observed in knowing the necessary steps to teach mathematical concepts and work in the FCL. No significant differences were found in attitude, engagement, and motivation; however, the PSTs showed a high disposition in all of them before starting the intervention. Additionally, the PSTs reported to be more confident, and it enhanced their knowledge in the use of 3D design and AR applications to create multibase blocks to support the teaching–learning content of arithmetic operations. 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

This research investigates topic-based sentiment classification in Greek educational-related data using transformer-based language models. A comparative evaluation is conducted on GreekBERT, XLM-r-Greek, mBERT, and Palobert using three original sentiment-annotated datasets representing parents of students with functional diversity, school directors, and teachers, each capturing diverse educational perspectives. The analysis examines both overall sentiment performance and topic-specific evaluations across four thematic classes: (i) Material and Technical Conditions, (ii) Educational Dimension, (iii) Psychological/Emotional Dimension, and (iv) Learning Difficulties and Emergency Remote Teaching. Results indicate that GreekBERT consistently outperforms other models, achieving the highest overall F1 score (0.91), particularly excelling in negative sentiment detection (F1 = 0.95) and showing robust performance for positive sentiment classification. The Psychological/Emotional Dimension emerged as the most reliably classified category, with GreekBERT and mBERT demonstrating notably high accuracy and F1 scores. Conversely, Learning Difficulties and Emergency Remote Teaching presented significant classification challenges, especially for Palobert. This study contributes significantly to the field of sentiment analysis with Greek-language data by introducing original annotated datasets, pioneering the application of topic-based sentiment analysis within the Greek educational context, and offering a comparative evaluation of transformer models. Additionally, it highlights the superior performance of Greek-pretrained models in capturing emotional detail, and provides empirical evidence of the negative emotional responses toward Emergency Remote Teaching. Full article