Search Results (149)

Artificial intelligence is increasingly shaping educational practices; however, its use by university supervisors (USs) to provide feedback to preservice teachers (PSTs) during field experiences remains underexplored. This collaborative action research study examined USs’ perceptions of implementing a generative AI (GenAI)-supported feedback protocol during classroom observations. Supervisors used a researcher-developed protocol in which observational notes, lesson objectives, and teaching competencies were input into ChatGPT to generate draft feedback for post-observation conferences. Data sources included annotated protocol documents, individual interviews, and a focus group, supplemented by existing PST interview data. Inductive thematic analysis indicated that GenAI supported alignment with teaching competencies and enhanced the structure and specificity of feedback. At the same time, findings highlighted important limitations, as AI-assisted feedback required careful human interpretation to ensure contextual accuracy and relevance. Supervisors noted that, while GenAI provided objective-aligned instructional guidance, it did not fully capture the complexity of classroom interactions. These findings suggest that GenAI functions as a support tool rather than an autonomous feedback mechanism, underscoring the importance of human judgment in AI-assisted supervisory feedback within teacher education. Full article

Environmental sustainability has become an increasingly important concern within education systems worldwide, yet many initiatives remain centred on knowledge transmission rather than the everyday practices through which environmental responsibility is learned. This study examines Indonesian nature schools (Sekolah Alam), defined here as alternative schools that integrate the national curriculum with outdoor, experiential, character-based, and community-oriented environmental learning. Using a qualitative multi-case study of three schools in an urban and peri-urban Indonesian context, we interviewed 24 stakeholders, including principals, vice principals, teachers, and parents, to examine how ecological responsibility is understood, enacted, and perceived across school communities. Thematic analysis identified six interrelated dimensions: green education philosophy, experiential learning, ecological character formation, institutional support, community engagement, and perceived behavioural outcomes. The findings suggest that ecological responsibility is not produced by a single lesson or programme, but is perceived by stakeholders as emerging through mutually reinforcing institutional, pedagogical, and social practices. School leaders establish enabling conditions, teachers translate environmental values into daily experiential learning, and parents report reinforcing these practices in household contexts. The study contributes a socio-institutional framework for understanding environmental education as an embedded school cultures, while also acknowledging that claims about behavioural change are based on stakeholder perceptions rather than direct observation of students. Full article

School physical education (PE) has often relied on linear progressions in which teachers demonstrate, pupils practise prescribed techniques, and achievement is judged through visible reproduction of preferred movement forms. Non-linear pedagogy (NLP) and the constraints-led approach (CLA) offer an alternative ecological-dynamics rationale for supporting pupils’ integral development, including motor competence, adaptable movement capability, and dispositions for lifelong physical activity and physical literacy. However, existing review work has not sufficiently explained why principled NLP/CLA designs remain unevenly enacted across ordinary school PE systems. We conducted a theory-informed interpretive synthesis drawing on critical interpretive synthesis and thematic synthesis. A structured English-language search of ERIC, SPORTDiscus, Scopus, and Google Scholar (2010–2025) was combined with title-and-abstract screening, full-text assessment, backward and forward citation chaining, and purposive retention of foundational or Singapore-context records, and reporting was strengthened through PRISMA-like transparency aids adapted to interpretive synthesis. The final coded corpus comprised 36 included sources: 9 empirical studies, 3 reviews, 9 conceptual or practitioner texts, 6 theoretical or critical sources, 4 review-method papers, and 5 Singapore policy, context, or professional-learning documents used as an illustrative policy lens. Through iterative coding, descriptive theme development, and analytical integration, we identified six coherence domains shaping enactment: teacher beliefs and knowledge; curriculum and lesson structure; assessment and accountability; systemic and resource constraints; professional development ecosystems; and stakeholder and cultural factors. These domains informed a Systemic Coherence Framework spanning micro, meso, and macro levels. The synthesis suggests that assessment coherence may be a high-leverage condition because it links curriculum legitimacy, reporting, and teacher defensibility, but its comparative influence across domains remains a hypothesis for future empirical testing. The framework is offered as an analytic heuristic rather than a prescriptive model and is intended to help researchers, teacher educators, school leaders, and policy actors diagnose where curriculum intent, assessment language, professional learning, and organisational routines support or inhibit ecologically informed practice. Full article

Implementation remains a central challenge in urban policy, yet the knowledge formats designed to bridge the gap between policy goals and on-the-ground delivery remain under-examined. This study treats 250 UN-Habitat Best Practice reports not as proof of effectiveness but as a standardized genre through which local interventions are narrated, compressed, and made portable for replication. We extract three focal sections, namely Results, Lessons Learned, and Transferability, apply systematic thematic coding with 906 open codes consolidated into axial categories, and compute co-occurrence networks using Jaccard similarity and Lift to detect thematic bundles, holes, and silos within and across sections. Three findings emerge. First, the reporting repertoire narrows progressively, as mean thematic richness declines by 28.2% from Results to Transfers while concentration increases 4.2 times, with substantive dimensions such as governance, equity, sustainability, and evidence losing prevalence to circulation-oriented themes. Second, formal bundle detection yields zero qualifying pairs across all six matrices, indicating a loosely coupled reporting grammar anchored by generic silos rather than integrated implementation packages. Third, structural holes concentrate at the pipeline’s end, where infrastructure transfer and sustainability as transferable value are the most systematically disconnected themes. These patterns reveal a portability paradox in which the reporting format achieves institutional legibility, making practices comparable within a shared vocabulary, but progressively filters out the physical, evidentiary, and context-sensitive content that operational reproduction would require. Full article

This study examined a maker-based approach to sustainable digital education in physical education (PE) through a laser-shooting program implemented over a three-year period (2022–2024). While prior studies have largely focused on short-term maker-based PE interventions, less is known about how such practices are refined, stabilized, and diffused across school contexts over time. Using a qualitative case study design, data were collected from lesson plans, instructional artifacts, implementation records, field notes, and semi-structured interviews with five PE teachers, and analyzed using inductive thematic analysis. The findings suggest that, according to teachers’ accounts and classroom documentation, the program was perceived to reduce barriers to participation, diversify student roles, and improve instructional feasibility in indoor PE settings. Over time, the program evolved into a stable and adaptable instructional approach aligned with sustainable digital education, integrating physical computing into embodied learning environments. Diffusion occurred through teacher agency within informal professional networks and institutional training contexts. These findings highlight the potential of maker-based PE as a sustainable digital education approach that may support context-responsive participation, instructional adaptability, and professionally scalable innovation in school PE, with possible relevance for inclusive physical education contexts. Full article

Peru’s recent national mental health (MH) reforms aim to decentralise care and expand access to MH services for rural populations by integrating services into primary healthcare through the expansion of Community Mental Health Centres (CMHCs). Evidence on the implementation of these reforms at the local level remains limited. This qualitative study aimed to (i) describe the structure and implementation framework of MH services, (ii) analyse local understandings of MH; and (iii) examine pathways to care and identify barriers and facilitators to MH service implementation from both the supply (service providers) and demand (users and community members) perspectives. MH services were mapped across three provinces of northern Peru using a review of national MH policies, 2 focus group discussions, and 31 semi-structured interviews. Data were analysed thematically to explore local understandings of MH, pathways to care, and health system barriers. Local understandings of MH are shaped by cultural beliefs, social norms, and economic conditions, with many individuals experiencing distress initially relying on family networks or traditional healers. Stigma and expectations of a quick recovery hinder engagement with formal services. While the expansion of CMHCs has improved geographical access to specialised care in rural areas through proximity and being patient-centred, the implementation of respectful provider interactions remains uneven. Weak referral pathways and limited coordination between primary care centres and CMHCs frequently shift the responsibility for navigating care onto users and their families. Family involvement and culturally sensitive practices foster trust and support continued engagement. Persistent challenges include the limited capacity of service providers, high staff turnover, and the follow-up mechanisms, stigma, and tensions between cultural and biomedical understandings of MH. Peru’s expansion of CMHCs represents a significant health system reform to improve equitable access for rural populations. To sustain these gains, it will be necessary to strengthen workforce stability, clarify referral processes, and integrate culturally responsive approaches within primary care systems, offering lessons for similar resource-constrained contexts. Full article

Background: The literature shows inconclusive results from utilizing motivational interviewing (MI) in indigenous populations to address early childhood caries (ECC). Great Beginnings for Healthy Native Smiles (GBHNS) (NIDCR U01DE028508), a community focused oral health (OH) intervention, was utilized alongside adapted MI techniques to promote OH care and education at home. Methods: The intervention was conducted by local Community Health Representatives (CHRs) from the two partnered indigenous communities. Reflecting on the years-long MI training and CHRs’ concerns, GBHNS conducted post-intervention semi-structured interviews with all MI staff regarding their experiences with MI. This paper uses participant observation, semi-structured interviewing, and inductive and deductive qualitative coding and analysis. Results: Thematic analysis was used to explore lessons learned and future research recommendations for interventions considering the use of MI. Generally considered a person-centered approach, MI reinforces Western psychological frameworks and practices which may disrupt local communicative practices and values. Conclusions: Specifically, interdisciplinary pre-intervention community assessments are recommended to ensure acceptability, relevance and appropriateness through attention to local communicative practices. Full article

The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that they need to teach with place-conscious approaches. Therefore, this study explored how “new-to-town” teachers, with limited personal ties to a community, learn about their rural community and how they apply this knowledge to their teaching context. Additionally, this study examined which research-established factors that improve rural STEM education were deemed most important for novice, rural teachers. The exploration employed a floodlight research approach, whereby a census of the authentic pedagogical actions of the subjects was documented rather than investigating the efficacy of a single method. Data sources included qualitative instruments like concept maps and semi-structured interviews, alongside quantitative measures like ranked best-practices data and place-conscious lesson ratios, to provide both depth of interpretation and breadth of comparison across participants. Results from the deductive thematic analysis suggest that novice teachers aspire to implement asset-based pedagogical approaches in STEM instruction and possess some methods for integration but struggle to learn of local community assets without modeling and mentorship. Additionally, an unexpected pattern emerged from the findings: Novice, newcomer teachers that employed place-conscious lessons were more likely to remain teaching in their position. While this association cannot be interpreted causally, it might suggest that place-conscious mentorship practices may play a role in improving instruction and support the retention of non-local teachers in rural communities however, further, more robust exploration is warranted of this exploratory finding. Findings from this study can be used to inform recommendations for school districts, post-secondary institutions, and rural communities on how best to support beginning rural teachers with limited community connections. Full article

Mild cognitive impairment (MCI), also known as mild neurocognitive disorder, represents a transitional stage between normal cognitive aging and dementia and often signals early neurodegenerative change. Despite its clinical importance, MCI remains poorly understood by the public and family care partners, leading to uncertainty and distress following diagnosis. This study evaluated UnderstandingMCI.ca, a brief multimedia e-learning lesson designed to improve MCI literacy among the public and care partners. The lesson was disseminated through the McMaster Optimal Aging Portal, with web analytics tracking uptake, progress, and completion, and a post-lesson survey incorporating the Net Promoter Score (NPS), the Information Assessment Method for all (IAM4all) questionnaire, and open-text feedback assessing perceived impact. Between 15 January and 7 February 2025, over 5000 users initiated the lesson, 1537 completed it, and 984 responded to the survey. Respondents were predominantly women aged 65 years or older. The NPS was 72 (“excellent”); 942 respondents (96%) found the lesson relevant, 937 (95%) anticipated benefits from using the information, and nearly all (982 respondents) reported understanding the material. Thematic analysis of 296 comments identified greater understanding of MCI versus normal aging and dementia, emotional reassurance, and motivation for proactive brain-health behaviors. UnderstandingMCI.ca was well-received, with respondents reporting that the lesson was understandable and relevant, and that they intended to use the information, suggesting it may be a feasible and scalable approach to public and care partner education about MCI. Full article

This paper investigates the application of Transit-Oriented Development (TOD) principles to the retrofitting of historic Gulf urban cores through a comparative analysis of Souq Waqif (Doha) and Qasr Al Hokm (Riyadh). The research employs field observation, thematic mapping, and qualitative diagnosis using the Integrated Modification Methodology (IMM) to assess compactness, intricacy, and connectivity within walkable station catchments. The findings indicate that Souq Waqif has a highly compact and intricate historic core with robust pedestrian activity, yet exhibits discontinuities at its periphery, such as car-dominated streets, fragmented green spaces, and weak connections between the metro station, parks, and adjacent blocks. In Qasr Al Hokm, the analysis affirms the value of its fine-grained historic fabric and civic landmarks, but also identifies deficiencies in shading, last-mile connectivity, and land-use balance surrounding the new metro station. Drawing on lessons from Souq Waqif, the paper proposes a TOD-oriented urban design framework for Qasr Al Hokm, emphasizing shaded pedestrian corridors, active ground floors, intermodal hubs, and heritage-compatible mixed-use intensification. This comparative approach demonstrates how TOD can foster more livable, accessible, and climate-responsive historic cores in Gulf cities, while maintaining respect for local identity and governance structures. Full article

Floating offshore wind holds immense promise for nations with deep coastal waters and robust wind resources. Taiwan, with 90% of its territorial waters deeper than 50 m and consistently strong wind speeds, is well-positioned to lead in this domain. However, recent project withdrawals by major developers have raised concerns over the sector’s viability. This paper investigates the stagnation of Taiwan’s floating wind industry by comparing its development framework with that of France, now a global frontrunner in floating offshore wind. Through a mixed-method approach combining literature review, techno-economic benchmarking, and thematic analysis of interviews with industry leaders, the research identifies key barriers in Taiwan, including insufficient port infrastructure, unclear regulatory frameworks, fragmented supply chains, and a lack of financial incentives. Drawing on lessons from France’s structured tendering system and phased industrial strategy, the paper outlines actionable recommendations for revitalizing Taiwan’s floating wind sector. These include policy reforms, supply chain enhancements, and demonstration-scale deployments. The findings aim to inform both policymakers and industry stakeholders in shaping a more viable future for floating offshore wind in Taiwan. Full article

This study examined how pedagogical strategies can support student-coaches’ (SCs) empowerment and promote preservice teachers’ (PSTs) professional learning within Sport Education (SE) seasons. Sixty-seven tenth-grade students (aged 15–18) participated in SE units taught by three PSTs (two males, one female, aged 22–25) enrolled in a master’s degree program in Teaching of Physical Education in Primary and Secondary Education in northern Portugal. Data were collected through participant observation, informal and focus group interviews, and PSTs’ reflective diaries within a Collaborative Action Research (CAR) framework and analyzed thematically. Three CAR cycles addressed key challenges: (1) encouraging SCs to assume responsibility for their role, (2) fostering inclusive and supportive team interactions, (3) strengthening SCs’ sport-specific and instructional knowledge. Guided by a facilitator, PSTs implemented strategies including pre-lesson meetings, structured communication routines, task-modification and feedback cards, accountability systems, and visual identification of SCs. Findings suggest that SCs’ empowerment was progressively constructed through interconnected psychological, relational and pedagogical processes, supported by structured mediation and iterative reflection. Simultaneously, engagement in CAR cycles enabled PSTs to develop adaptive instructional decision-making and mediation strategies. The study highlights how empowerment in SE is shaped through relational and pedagogical conditions and illustrates how CAR can foster reciprocal learning between SCs and PSTs in authentic teacher education contexts. Full article

Technological innovation plays a crucial role in improving educational quality worldwide. In Ethiopia, however, literacy skills face significant obstacles, worsening the problem of learning poverty. This study aimed to analyze the effects of integrated AI educational tools on students’ literacy development. It also explored how learners perceived the use of these tools in reading and writing instruction. A quasi-experimental single-group time series design, combining both quantitative and qualitative approaches, was used. A total of 46 students from the Information Technology department at Injibara University were selected through a comprehensive census sampling method. For a period of three months, participants received reading and writing lessons supported by AI tools (NoRedInk, Rewordifyv2.1.0, and LanguageTool 9.5.0) to assess their impact on literacy skills. Data collection included pre- and post-tests, focus group discussions, and reflective journals. Quantitative data were analyzed with ANOVA, and qualitative data underwent thematic analysis using thematic techniques. Results revealed that the integration of AI educational tools significantly enhanced students’ literacy skills, including grammar, vocabulary, comprehension, content organization, and writing style. Students also expressed positive perceptions of using these tools in their reading and writing lessons. Therefore, this study encourages scholars, educators, and learners to adopt integrated AI educational tools to improve literacy development. Full article

South Africa has a history of poor coordination in construction waste management, which has resulted in problems such as illegal dumping, a lack of legislation enforcement, and a lack of waste management practices. Problems linked with the management of construction waste have risen over the past decade because of increased waste production. This study explored the challenges to the enforcement of waste management practices by the Greater Tzaneen Local Municipality construction sector. A qualitative study was conducted in the construction sectors in Limpopo province. Purposive sampling technique was used to interview 24 participants. The interviews were recorded, transcribed verbatim, and analysed thematically. The findings highlight challenges such as employees’ behaviour and attitude, financial barriers, lack of knowledge and awareness, poor enforcement of the law, and inadequate resources that affects the construction waste management practices. This study draws attention to the challenges encountered when implementing effective waste management practices in the construction sector. The challenges are consistent with the broader challenges that the Sustainable Development Goals aim to solve. This study contributes to the endeavour to minimise environmental impact, promote sustainable practices, and preserve public health, while providing lessons that may inform similar contexts beyond the local municipality. Full article

Background: Dental caries and poor oral hygiene remain major public health problems among school-aged children, particularly in low- and middle-income countries. Teachers play a strategic role in delivering sustainable school-based oral health education; however, their effectiveness depends on appropriate pedagogical training. Objective: This study aimed to evaluate the effectiveness of a multimedia-assisted microteaching intervention for elementary school teachers in improving students’ oral health knowledge, attitudes, practices, and oral hygiene status. Methods: A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 582 students and their teachers across three groups: multimedia-enhanced microteaching, multimedia-only training, and a control group. Outcomes were assessed using Knowledge–Attitude–Practice (KAP) questionnaires, the Oral Hygiene Index–Simplified (OHI-S), and the Decayed, Missing, and Filled Teeth (DMFT) index before and after a two-month implementation period. Non-parametric statistical tests were applied. Qualitative data were obtained through focus group discussions with teachers and were analyzed thematically. Results: Students in the multimedia-enhanced microteaching group demonstrated greater improvements in KAP scores and OHI-S values compared with the multimedia-only and control groups (p < 0.05). Qualitative findings indicated increased teacher confidence, improved classroom engagement, and better integration of oral health education into daily lessons. Changes in DMFT values were interpreted descriptively due to the short follow-up period. Conclusions: Multimedia-assisted microteaching appears to be a promising approach for strengthening teacher-led oral health education and improving short-term behavioral and hygiene outcomes among elementary school children. Further longitudinal studies are needed to assess long-term clinical effects. Full article