Nowadays, it can be observed that all kinds of technology are gradually being incorporated to assist the human being in the performance of their frequent and daily tasks. Technological tools provide means to facilitate, improve, help and support any activity which, in itself, may be complicated, either because of the difficulty involved in carrying it out, or because the person carrying it out has limited capabilities due to the environment not being prepared for their abilities and skills. In this sense, Special Education is currently receiving special attention from researchers, especially those aimed at children. Although the proposals that have appeared recently provide perfect solutions to improve educational processes with ingenious didactic applications, there is still an interesting line of study on how to interact with these younger people in these educational processes. In this sense, haptic technologies can play a very important role, complementing all these solutions by incorporating tools that facilitate direct contact with people, especially in their initial stages, which are the most complicated. This paper aims to provide an overview of haptic technologies and how they present solutions that can be integrated into the aforementioned educational processes.

Incorporating AI tools like ChatGPT into higher educational settings has been beneficial for education, yet the extent of user satisfaction with the information provided by these tools, known as user information satisfaction (UIS), remains underexplored. Our study introduces a UIS model specifically designed for ChatGPT's application in the educational sector. Drawing from established UIS theory, we crafted a model centered around seven essential factors that influence the effective use of ChatGPT, aiming to guide both educators and learners in overcoming common challenges such as plagiarism and ensuring the ethical use of AI. We gathered data from Indonesian university participants and applied Structural Equation Modeling using Smart-PLS 4.0 for our data analysis. The results reveal that completeness, precision, timeliness, convenience, and the format of information as the most influential factors driving user satisfaction with ChatGPT. Interestingly, our research indicated that the accuracy and reliability of the information, typically deemed paramount, were not the primary concerns in the academic use of ChatGPT. Our findings lead to a recommendation for a cautious approach to the integration of ChatGPT in higher education. We advocate for a strategic use that recognizes its innovative potential while also acknowledging its limitations, thus ensuring a responsible and effective application in educational contexts. This balanced perspective is crucial for integrating AI tools into the academic fabric without compromising educational integrity or quality.

Most of the educational interventions proposed so far in the field of mental well-being in education ‎usually address just students. In this study, we focused on teachers as the Covid-19 pandemic reiterated ‎the importance of their mental well-being during demanding times. We investigated whether ‎neurofeedback (NF) training can increase optimism, self-esteem, life satisfaction, and the ability to ‎cope with stressful events, reflecting on the research literature that emphasizes these four factors, ‎which affect the ability to be confident in dealing with uncertainty and distress. ‎ Forty teachers aged 35-55 participated in the study. The test group took part in 12 NF training sessions, ‎and the control group was not treated. Our findings indicate that compared to the control group, ‎measures of optimism, self-esteem, life satisfaction, and coping with stressful events improved ‎significantly in the test group.‎ To the best of our knowledge, this is the first attempt to test a mental welfare intervention program for ‎teachers through NF. This study responded to a call to develop teacher intervention programs using ‎physiological measurement and technological innovations to improve their mental health and allow ‎them to cope better with stressful teaching conditions.

Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. The study also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction.Methods and procedure. Two hundred sixty-one non-native Japanese language teachers worldwide voluntarily participated in the survey, answering the questionnaire (Google Forms and Jotforms) used to gather data. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL multilingual classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the study results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used further to investigate EMI in JFL instructional practices in multilingual classrooms, to improve the quality of JFL instruction, and to facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.

The allocation of funding for higher education typically focuses on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund locations for sustainable development through public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting funding for teaching, research, and public goods transformation. Taking Taiwan's Higher Education Sprout Project (HESP) as an example, we explored the effect of policy initiatives on public goods transformation towards sustainable development. The data were collected from the Ministry of Education and Scopus databases. First, a regression analysis was conducted to determine which factors influence the effect of funding allocations in academic institutes. Second, we used logistic regression to detect the effects of the system and the sector. Third, we used partial least square structural equation modeling (PLS-SEM) to explore the causal effects among the selected impact variables on expected outcomes. Finally, we used the bootstrap method to demonstrate the model’s robustness. Our study found that only diversity was shown in private technology groups receiving less HESP funding. At the same time, it did not widen the differences in the sector and system in the transformation process. Our findings suggest that funding allocations will not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming public goods through special funding can play a critical role in leading sustainable development in higher education.

Abstract：The brain often switches freely between focused attention and divergent thinking, and the default mode network (DMN) is activated during brain rest. The discovery, function and characteristics of default mode network all indicate that learning does not stop when the brain "rests". Mental disease can lead to dysfunctional default mode networks, which affects learning adversely. Therefore, default mode network plays an important role in learning. Neural activities such as β-wave rhythm regulation, "subconscious" divergence mode initiation, hippocampal function and neural replay occur during default mode, which also explain that "rest" promotes learning. This paper reveals the role and neural mechanism of default mode network in learning from the neural level, discusses the essential role default mode network plays in learning, and default mode network enables rest to promote learning.

Individuals are pupils of society, and students represent individuals within the societal context. It is the noble aspiration of every educator to cultivate students with well-rounded personalities for the benefit of society. School curricula are instrumental in shaping the children who will, in turn, shape the future of society, and it is posited that students with well-rounded personalities are invariably those who embody love. The challenge lies in how to enable children to possess, retain, extend, refine, and be filled with love—a task necessitating the collaborative and synergetic efforts of both the educational and social systems to achieve a societal milestone. Pedagogy of love focuses on nurturing the capacity for love within students, who, through self-awareness of their indoctrination in love, transform techniques of self-love into capabilities of love for others. This process continuously generates the energy of love within social relations, thereby fostering social production, improving the relations of production, and enhancing the creative capacities, vitality, and welfare of a socialist society's wealth and capital accumulation.

Keywords: early childhood; education; quality; measurement; monitoring; majority world; Item Response Theory; psychometrics

One of the needs of the teaching and learning processes is the lack of information during the process, such as the emotions of students. Emotions influence learning, the ability to process information and accurately understand what we are dealing with. They profoundly affect students’ academic engagement and performance. One new way of getting such information is monitoring students' emotions. This research aims to expose 6 groups of secondary school students to video recordings for further analysis and categorization of their emotions. A model of emotional recognition (ER) during classroom learning was designed, with a custom-made code, from recorded videos to images to identify faces, action units (AUs) and consequently the emotions of each of the students shown on the screen. In addition, the ER model was optimized, from detecting few students to many students during a class. Emotions were then analysed according to the academic year, subject, and comparing the emotions at the beginning and at the end of the class. The results indicate the presence of a variety of emotions in the classroom and we found significant differences in the presence of some emotions depending on the time of class, subject and academic year, although there are no clear patterns. We discussed how emotions influence students' academic performance, and we suggest future research focus on teachers utilizing tools like this to improve student well-being and performance.

This study investigated whether reciprocal collaborative pedagogy significantly impacts Indonesian electrical engineering polytechnic students in reducing reading anxiety and improving self-efficacy in ESP reading comprehension skills. Fifty Polytechnic students were equally assigned to two groups. Control groups learned in the traditional reciprocal teaching method individually. Experimental group engaged in reciprocal collaborative pedagogy. Each group received a 6-week reading strategy training. E-learning platforms were used in this study as a complementary tool to distribute ESP reading materials, announcements, and the experiment details being taught. The quantitative and qualitative results demonstrated that the tasks in reciprocal collaborative pedagogy positively affects Indonesian electrical engineering polytechnic students' learning experience and outcomes. This pedagogy promotes a productive learning environment through peer interaction, active engagement, and peer group discussions of the whole learning activities, reducing feelings of anxiety and building confidence in ESP-specialized text.

Open Education, Open Educational Practices (OEP), and Open Educational Resources (OER) have emerged as significant opportunities for enhancing global sustainability information sharing. However, the creation and sharing of OER, as well as the usage of OEP in Higher Education for Sustainable Development (HESD), remain limited. This study explores the implementation of OEP in HESD, aiming to empower students to co-produce OER on Sustainable Development (SD). This study, drawing on the theoretical approach of the principle of constructive alignment, proposes the development of students’ digital competence in OER production. A two-group pre-test post-test analysis of 409 students (Psychology, Economics, Education, Geography) reveals a significant increase in digital competence over time among students who produced OER on SD, compared to their peers enrolled in courses unrelated to OER content development. We delve into the practical implications for designing OEP in HESD and strategize to support students in their OER production processes.

Policy initiatives by the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfill a significant role in the green transition, and that they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs assign high importance to the integration of environmental sustainability on a strategic level but generally lack dedicated policies of integration in operational aspects. This paper analyzes the state of the art on research on HEI sustainability and maps institutional sustainability self-assessment models, tools, and guidelines. The mapping was conducted in four prominent research areas: 1) sustainability integration in educational activities, pedagogical perspectives, and systemic transformations; 2) benchmarking sustainability of organizational transformation and operational op-timization, and links between developmental priorities and educational settings; 3) whole-system approaches focusing on the design and implementation of whole-institution sustainability plans; and, 4) HEI sustainability culture and operations. Best practices were selected on criteria of 1) the effectiveness of self-assessment models, tools, and guidelines in each respective research area; 2) the degree of integration of systems thinking and/or modelling; and 3) the incorporation of qualitative indicators for stakeholder engagement.

Inclusive education recognizes the diverse needs of students and ensures that each student is pro-vided with equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders' understanding, implementation, and perspectives on the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative research study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it to be significant. The study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, there are challenges in the UAE that resonate with those worldwide such as inadequate funding, high student-teacher ratios, shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators who are involved in inclusive education. Implications for practice and suggestions for future research are provided.

Keywords: gender equality policy; initial teacher education; teacher educators’ perceptions; gender perspective; university teaching; sustainable development; SDG5; SDG4.

This study investigates effective strategies for second language education in primary schools, analyzing the efficacy of immersive and interactive methods, digital literacy tools, and mixed-method approaches. The findings reveal significant improvements in language proficiency and student engagement through these methodologies, with immersive and interactive strategies showing substantial benefits in oral proficiency and engagement, digital tools enhancing accessibility and engagement, and mixed-method approaches yielding the highest overall effectiveness. The study underscores the importance of a balanced, flexible approach to language education, integrating traditional and modern methods to cater to diverse learner needs. These strategies not only advance linguistic skills but also contribute to the broader cognitive and emotional development of young learners, emphasizing the critical role of effective language education in preparing students for a globalized world.

This comprehensive study delves into the implementation and effectiveness of the flipped classroom model in engineering EMI (English as a Medium of Instruction) courses in Taiwan. Situated within the strategic framework of Taiwan's Bilingual Nation 2023 policy, this research aims to enhance the global competitiveness of Taiwan's semiconducting manufacturing engineering sector. The study’s primary focus is on understanding the perceptions and learning outcomes of EFL (English as a Foreign Language) students in engineering courses. Through a methodical approach using descriptive statistics and chi-square tests, the study analyzes data from 33 junior engineering students specializing in mechanical and mechatronic fields. The findings highlight a significant positive influence of the flipped classroom model on various aspects of student learning, including increased engagement, heightened creativity, and enhanced problem-solving skills. Additionally, the study emphasizes the critical role of timely L1 support in facilitating effective learning in EMI settings. These outcomes not only demonstrate the flipped classroom's viability as a sustainable educational approach but also provide crucial insights for educators and policymakers. By aligning cutting-edge teaching methods with the evolving needs of engineering education, this study contributes to the discourse on educational innovation. It ultimately guides the development of future engineering programs that cater to diverse student needs and fosters the cultivation of skilled engineering professionals.

The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the prestigious Review of Educational Research, found, overall, effects to be positive. In the present paper we critique this study and provide some needed clarity to the state of research on learning via video in higher education. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and reanalyse study data. We found results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, learning benefits remain limited.

The teaching and learning environment have changed significantly over the last decade with the integration of an increasing amount of information and communication technologies, especially in distance education due to global pandemics, total lockdowns, isolation, and quarantine periods. The number of numerous virtual and non-virtual tools involved in educational processes is growing day by day. In terms of technological innovations used in learning environments, many researchers and educators are trying their best to bring more creative ideas into the technology- based learning environments. Although higher educational institutions have greatly benefited from the growing number of hardware and software resources in the educational process, they have also faced some setbacks that have harmed the learning processes. These technologies have in turn complicated some of the processes in the learning atmosphere. Therefore, we take Spanish teaching course as an example to present the challenging smarter teaching and learning systems that higher educational institutions face today.

This study aimed at investigating the quality statuses of graduates’ sustainable core competences development and the causes behind the identified competence statuses by applying the core competencies’ model. The study employed case study design with thematic analysis involving seven interviewees. This study used tracer study findings and national exit exam results as exhibits. The study revealed “very good” and “excellent” quality statuses for the graduates’ core competence development of College of medicine and Health Sciences (CMHS). Similarly, this study identified “Good +” statuses for the quality of graduates’ core competence development in College of Agriculture and Environmental Sciences ( CAES) and College of Science (CS). Furthermore, the study identified "good" - and +” statuses for the quality of graduates’ competence development at the Faculty of Social Sciences (FSS) and Faculty of Humanities (FH). Improved instruction with a balance of theory and practice, task-oriented deans’ leadership behavior with fairness and shared vision- mission identity, handling internal conflicts, and external ethnic-based war influences were the major reasons for the identified higher competence quality statuses in CMHS, CAES, and CS, whereas the opposite direction decline of these factors were the causes for the low statuses of FSS and FH. Sustainable graduates’ core competence development leads to sustainable employability, labor force, and individual to nation-wide holistic sustainable development

The present study aimed to evaluate the psychometric properties of the Greek version of the Jefferson Scale of Empathy—Student version (JSE-S) and its association with potential predictors among Greek-speaking undergraduate medical students. This study adopted a cross-sectional, comparative–descriptive research design. The study was conducted during October and November 2023. Cronbach’s α for the JSE-S was 0.846. Cronbach’s α values for the factors “perspective taking”, “compassionate care”, and “standing in the patient’s shoes” were 0.800, 0.715, and 0.748, respectively. The intraclass correlation coefficient for the JSE-S score in the test–retest study was 0.827 (95% CI = 0.647 to 0.915, p-value < 0.001), indicating a high level of reliability. The participants showed moderate empathy levels. Females scored higher than males on the Greek version of the JSE-S (108.8 vs. 102.8, p-value < 0.001). Moreover, students enrolled in the fourth academic year showed higher empathy mean scores than those enrolled in the first year (108.6 vs. 103.6, p-value = 0.012). Statistically significant empathy differences by specialty preferences or faith in God/supreme power were not found. The present study provided satisfactory evidence that the Greek JSE-S is a psychometrically sound measurement instrument. Empathy differences by gender were found in line with prior literature.

Education on native tree species using indigenous knowledge systems is crucial in elementary school environmental education because it sensitizes learners on the significant roles played by the native trees and their interconnections with their culture and existence. Unfortunately in Ghana, there is no pedagogical model that would aid elementary school teachers in carrying out such education.This study was aimed at developing, implementing and evaluating an indigenous knowledge inspired pedagogical model for native tree education among elementary school learners in Ghana. The convergent parallel mixed methods design that aimed at collecting quantitative and qualitative datasets on the development and evaluation of the developed pedagogical model. The results show that the pedagogical model was deemed very satisfactory in all its aspects for native tree education among elementary school learners in Ghana. The model was able to assist in developing the sustainability consciousness and competence of elementary school learners toward caring for native trees through tree planting, making of nurseries and gardens, and engaging in native tree conservation campaigns. The study recommends that the Ministry of Education should adopt, improve and widely disseminate the pedagogical model and help in its broader implementation in various elementary schools across the country.

This study centers on childcare facilities catering to children with moderate cerebral palsy, exploring a four-phase process: (1) cultivating an understanding and acceptance, (2) integrating specialized resources, (3) developing strategic plans, and (4) establishing stable collaboration. The case study demonstrates the profound impact of well-rounded support systems. Children with cerebral palsy showed marked improvements in development and emotional stability. Concurrently, their peers developed greater empathy and cooperative skills, smoothly adjusting to the inclusive setting. Additionally, the childcare staff refined their methods and attitudes, enhancing their ability to meet each child's specific needs and thus elevating the standard of integrated care.Concluding with three strategic recommendations, the paper proposes measures to augment the quality of care for children with special needs. These include defining clearer guidelines and policies for special needs care in childcare environments, emphasizing professional development and the amalgamation of diverse resources to cultivate a more skilled caregiving workforce, and encouraging robust partnerships between parents and childcare facilities. These recommendations are expected to significantly influence the domain of inclusive education, providing crucial insights for those engaged in early childhood care and education..

The integration of AI in educational settings, particularly through Large Language Models (LLMs), is accelerating, reshaping pedagogical approaches due to students' interactions with new learning tools. This study assesses the impact of generative AI on the educational experiences of computer and data science students at the Center for Informatics, University of Paraíba (CI/UFPB), Brazil. Through Exploratory Factorial Analysis (EFA) of five psychometric scales, the research examines students' acceptance of LLMs, their associated burnout levels, technology anxiety, and the prevalence of metacognitive and dysfunctional learning strategies associated with LLMs. Results indicate significant adoption of AI technologies among students, accompanied by a low incidence of technology anxiety, manifesting as fears of losing jobs to AI. However, a significant correlation was observed between academic burnout and dysfunctional learning strategies, which could likely be attributed to the rigorous academic environment. Additionally, the employment of metacognitive strategies in conjunction with LLMs reflects an advanced learning approach, yet challenges with functional learning strategies persist. This study contributes to the discourse on AI in education, highlighting the need for educational frameworks that support effective AI adoption while addressing the psychological demands on students.

The key to building a strong bridge country lies in talent, and the foundation lies in education. The cultivation of bridge engineering talents is related to the future and destiny of building a strong bridge country. This course adopts the educational philosophy of "holographic teaching method" centered on the comprehensive development of students, cultivating "engineering thinking" guided by engineering education certification, enhancing "abilities and qualities" through professional knowledge, reconstructing the course knowledge content system through engineering philosophy thinking, and implementing the ideological and political construction of the course in a multi-level unified manner of "explicit + implicit". Based on restructuring the course content system, we will strengthen the construction of diversified course resources, integrate theory with practice throughout the entire process of the course, practice the concept of "bridge architects + bridge engineers" parallel development, and cultivate cross-border and compound talents with comprehensive qualities of "engineering + art + humanities".

Resilience governance provides a new governance model for emergency management in higher education institutions facing major public crises. Higher education resilience governance, while achieving short-term objectives such as mitigating external impacts and maintaining core functions, enhances the enduring adaptability of higher education institutions to the increasingly changing natural and social environments. This transformation shifts the emergency management mode in higher education from reactive responses to proactive governance. In terms of value logic, resilience governance upholds the mission of higher education as the primary nurturing ground, ensuring fairness, quality, and sustainability in education. In terms of organizational logic, it emphasizes collaborative cooperation among higher education institutions, government, society, and the market, as well as the integration of functions within higher education institutions and relatively close connections among their personnel. In terms of institutional logic, it relies on both top-down institutional supply and bottom-up institutional demand to support effective participation, resulting in authoritative and complementary behavioral rules. In terms of action logic, it combines vertical coordination mechanisms and horizontal community collaboration to enhance the effectiveness of cooperative governance. Therefore, the highest value should be placed on the safety of faculty and students, and education planning should be imbued with resilience. It starts with organizational adaptability to develop resilient institutions, focuses on orderly transitions to enhance the emergency management system in higher education, and centers on proactivity and collaboration to build a community of action for emergency governance in higher education.

This review explores the integration of Virtual and Mixed Reality in medical training. The advent of immersive technologies has revolutionized traditional methodologies, offering immersive, interactive, and flexible learning environments. This study aims to assess the impact, efficacy, and potential of Extended Reality (XR) in medical education. Methods included a comprehensive analysis of current Metaverse’s applications in various medical fields, including surgery, diagnostics, and patient care. Results indicate a significant enhancement in learning outcomes, practical skills, and student engagement. Conclusions suggest that Virtual Reality is a valuable tool for medical training, providing realistic simulations and improving both theoretical knowledge and practical skills. The intersection of virtual reality and cognitive neuroscience presents an exciting frontier for understanding the human brain's response to immersive environments. This review explores how VR impacts learning, with a particular focus on the activation and engagement of the prefrontal cortex during immersive experiences. It delves into various studies that highlight the transformative potential of VR in educational settings and therapeutic applications, demonstrating how VR can facilitate deeper and more effective learning experiences. The review will present a dedicated section on the current methodologies used to analyze the brain's response while immersed in a virtual environment.

The COVID-19 pandemic necessitated a profound shift to online education, impacting students across various educational levels. This research, drawing from a comprehensive survey of 1,000,000 students, delves into the surge in demand for online education during the pandemic and its potential enduring implications. The study scrutinizes factors steering this transition, the perceived effectiveness of online education, challenges encountered by students, and their anticipated preferences for the future. Results unveil nuanced perspectives among K-12, undergraduate, and postgraduate students, with safety, flexibility, and accessibility emerging as pivotal influencers. The findings offer valuable insights into challenges faced and future preferences, enlightening educational stakeholders about the dynamic needs of students and contributing to the ongoing evolution of the post-pandemic educational landscape.

The rise in cannabis use has caused significant concerns pharmacy students’ abilities to counsel patients over cannabis. This study aims to understand pharmacy students’ preparedness to counsel patients with cannabis use disorder (CUD) and evaluate the relationship between knowledge, attitudes towards medical cannabis (MC) and recreational cannabis (RC), and behavior intention (BI) to counsel over CUD. A cross-sectional survey was administered to pharmacy students. Descriptive analysis of sample characteristics were assessed with T-test and one-way ANOVA test. Pearson correlation and linear regression were conducted measuring the strength and direction of relationships. The average scores for knowledge, attitudes towards MC use and RC, and BI were 81% (SD 16%), 4.13 (SD 0.75), 3.28 (0.80), and 2.74 (1.00). Significant correlations were observed between knowledge-attitudes toward MC, knowledge-attitudes towards RC, and attitudes towards RC-BIs. Linear regression indicated attitudes towards MC use and RC, academic year, awareness of MC use legality, obtained knowledge, and past patient interaction were significantly associated with BI on confidence in counseling over CUD. There is a gap in students’ BI to counsel. These findings emphasize the importance of a comprehensive curriculum and state policy and practice changes, enabling future pharmacists to address patient needs related to cannabis use confidently.

The study aimed to investigate how distributed leadership influences adolescents' social and emotional competence, considering the roles of student-centered instructional practices and teacher self-efficacy. Utilizing survey data from 7,246 Suzhou adolescents enrolled in the SESS program, the study employed multilevel structural equation modeling for analysis. The findings indicated a positive correlation between distributed leadership and adolescents' social and emotional competence, as evaluated by teachers. Moreover, distributed leadership was observed to exert an indirect impact on adolescents' self-assessment and teacher-rated social and emotional competence. This influence operated through several mediators: student-centered instructional practices, teacher self-efficacy, and the sequential mediating pathway of student-centered instructional practices → teacher self-efficacy. This study underscores the significance of supportive elements in fostering students' social and emotional competence. It offers valuable insights into the everyday practices of teachers, principals, and administrators. Additionally, it sheds light on how distributed leadership contributes to enhancing adolescents' overall social and emotional development.

In the context of inclusive education, digitalization in higher education is designed to promote the ideals of cultural diversity, social inclusivity, and sustainable development through technological means. This study explores the strategies and practices of digitalization in achieving inclusive education goals in higher education, aiming to provide theoretical and empirical foundations for education policymakers, teachers, and technology developers. This study adopts a mixed-methods research design, combining quantitative and qualitative data analysis to assess the current state of digitalization in higher education from various perspectives, particularly its effectiveness in advancing educational inclusivity. Through surveys, in-depth interviews, and case studies, data were collected from teachers, students, and administrative personnel to reveal opportunities and challenges in digital education resources and practices. The results show that while digitalization has improved the accessibility of educational resources, facilitated information sharing and cultural exchange, there are still numerous challenges, such as unequal technology access, insufficient cultural sensitivity in content, and issues related to the depth and quality of online interactions. Furthermore, the study identifies key factors supporting inclusive education, including cross-cultural curriculum design, teacher professional development, and students' critical use of digital tools. Finally, the paper presents a series of strategic recommendations, including the development of multicultural education platforms, strengthening teacher training, and building an inclusive digital environment. These recommendations aim to promote a more coordinated and inclusive higher education digital ecosystem that emphasizes not only technological innovation but also humanistic care and social responsibility. Through these measures, digitalization in higher education can better serve individual growth and comprehensive societal development.

This paper presents how social media platforms and their components could be integrated into the KMS for the purpose of managing and sustaining Somali Indigenous knowledge (IK). The discovery of knowledge and its utilization is now fuelled by the advancement of technology, which connects users to external sources through using different platforms. The rapidly increasing use of SM and mobile technologies create opportunities to form knowledge networks that can facilitate the process of creating, preserving, and sharing knowledge and skills that are unique to communities in the Somali context. Somali society being an oral society with rich IK and other cultural practices lacked a framework in place to organize the existing knowledge in various methods. The paper refers to existing methodology E-learning and KM functions. This method first identifies functional similarities between SM, E-Learning, and KM systems and their interactions if they are properly integrated. The proposed framework consists of two functional parts; KM and SM. The KM part involves knowledge capturing, validation, formatting, storing, and distribution. SM part of the framework involves knowledge presentation, sharing, and application. Since the Somalis are said to be an oral society, this framework helps to capture and disseminate IK residing in knowledge holders.

There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to work life. In this research, collaboration was conducted through a joint upper-secondary school and university course that addressed global challenges by using a project-based learning approach. There is a shortage of research exploring students’ perceptions of collaboration. Therefore, the main purpose of this qualitative case study is to explore the relevance of the joint course for students and university students. The research was guided by the following research question: What kind of relevance did the students experience in the joint project-based learning course? The data was gathered using questionnaires, interviews, and reflective study reports. The data was analyzed via theory-based content analysis where research-oriented relevance model was used as the analysis framework. The analysis framework enabled categorizing experienced relevance on individual, vocational and societal dimensions. Altogether, the analysis produced 7 relevance categories for upper-secondary students and 9 for university students. According to the analysis, upper-secondary school students felt that the course offered the most on an individual relevance dimension whereas university students experienced the vocational relevance dimension most diverse. As the main conclusion, this research produced new insights on the experienced relevance of upper-secondary level and higher education cooperation from the students’ point of view. The acquired knowledge can be useful for everyone developing new cross-institutional cooperation models.

This paper outlines the evolution of a learning technology interface from a Beta version to launch with educators and its alignment to pedagogical theory, designed to maximise collaboration between teacher and student. It explores how the “co-creation” of curricula via textual sources that underpin teaching and learning can be enhanced through interactive e-books and outlines the challenges involved in this praxis. With a number of stakeholders involved in the live use of the platform (including teachers, students, HE educators, course instructors, curriculum designers and software developers), iterative feedback loops informed real-time design improvements to both the interface and the-ory. This collaboration utilised a design-based research (DBR) approach (Wang and Hannafin, 2005), which is outlined here as explanation of how the tool developed and how iterative feedback helped to reconsider the challenges educators face in implementing pedagogical innovation across differing contexts. We propose how speculative design (Lukens and DiSalvo, 2012) and Activity Theory (Engeström, 1987) workshops can methodologically enhance the planning and evaluation phases inherent to DBR approaches, which involve students to prepare for educators’ innovation. Finally, we conclude with how educators can utilise these design principles using stratified approaches to help prepare organisational approaches for innovation.

This comprehensive statement explores the concept of educational excellence, emphasizing the limitations of traditional metrics and proposing a holistic model for excellent educational systems. The discussion delves into the ambiguity surrounding excellence, challenges in measurement, and the influence of social, cultural, and economic factors on education. The objectives of the study include shedding light on the nature of excellence, its global significance, and introducing a model for improving school performance. The theoretical framework integrates constructivism, Maslow's Hierarchy of Needs, and Ecological Systems Theory to emphasize student-centered learning, holistic development, and environmental factors. The proposed model envisions an educational ecosystem prioritizing personalized, inclusive, and relevant education, with key components such as student-centered learning, inspirational educators, curriculum innovation, and community involvement. The abstract concludes by highlighting the model's potential implications in transforming education, challenging the status quo, and fostering well-rounded individuals equipped for a rapidly changing world.

This study explores the interplay between web-based professional development, teachers' self-efficacy, resilience, and work values in the context of the Davao Region. The investigation reveals significant findings in three key areas: web-based professional development, teachers' resilience, and teachers' work values. The survey indicates that web-based professional development significantly impacts teachers' self-efficacy, with interaction self-efficacy registering the highest mean score. Moreover, teachers' resilience is manifested across emotional, motivational, and social dimensions, with emotional resilience scoring the highest mean. Teachers' work values, encompassing physical facilities, social environment, job security, new challenges, professional growth, personal growth, and interpersonal relationships, all demonstrate high descriptive equivalents. The study establishes a significant positive correlation between web-based professional development and teachers' self-efficacy, as well as a significant relationship between teachers' resilience and their work values. Furthermore, both web-based professional development and teachers' resilience exert a significant influence on teachers' work values.The conclusions drawn from the study highlight the prominence of web-based professional development, teachers' resilience, and work values in the educational landscape of the Davao Region. The findings underscore the interconnectedness of these factors and their crucial role in shaping the teaching profession. In light of these results, recommendations are made to inform policy decisions and enhance professional development programs for teachers in the region. The study encourages a holistic understanding of the relationships between web-based professional development, self-efficacy, resilience, and work values, aiming to contribute to the continuous improvement of education quality in the Davao Region. Additionally, future research is suggested to delve deeper into specific aspects of teachers' general self-efficacy, social resilience, and interpersonal relationships for a more comprehensive understanding.

his quantitative study investigates teachers' perceptions of self-efficacy during the COVID-19 pandemic and explores the correlation between these perceptions and the preservice training they received. The research addresses the cognitive connection between teachers' current self-efficacy, particularly their satisfaction with and appreciation of preservice lecturers. Utilizing a retrospective lens, the study reveals a significant correlation between teachers' evaluation of their preservice training, especially their appreciation of lecturers, and their present self-efficacy. The findings highlight that teachers, amidst the challenges of the pandemic, evaluated their self-efficacy at a remarkably high level. This underscores their resilience during a period of unprecedented uncertainty, demanding substantial personal and professional adaptability. The nuanced interplay observed suggests that teachers' sense of self-efficacy serves as a predictive variable of their mental and professional resilience when confronting uncertainty and navigating rapid and profound changes, as exemplified by the exigencies of the COVID-19 pandemic.

The pandemic was an enormous experience all over the world. The type of living, working and study were changed irreversibly. Facing the opportunity to establish old frames of education in universities is impossible. The adoption of new ways of teaching and assessments reveal their convenience and in the same way their weak points. In response to that stage, on 14 December 2022, the EU parliament accepted the "Digital Decade Policy Programme 2030", for the establishment of a digital transformation community (EU 2022). Trakia University had an online assessment system, quizzes for self-training, and final exams, developed in 2008 on Moodle virtual learning environment. During the pandemic, online exams and lectures were conducted using platforms like BigBlueButton in Moodle or Google Meets. The article gives the results of online exams before, during, and after the pandemic. The outcome, without doubt, displays the lowering knowledge level or performance during the social isolation due to COVID-19, and after, and the reasons are discussed. During the second year of the pandemic was mentioned also a high dropout of students. Now the situation is returning to the previous levels, before the pandemic, but the quality of education is not yet reached. The article values the grades results of session exams and has the intention to clarify the influence of the pandemic period on the excellence of high institution education.

The task of conveying scientific research to individuals with varying levels of knowledge and understanding can prove to be quite challenging for a research scientist. The difficulty is further compounded when the exchange of information must be conducted within a limited timeframe. Notwithstanding, the 'elevator pitch' is a valuable tool that enables researchers to navigate these potential obstacles. An effective elevator pitch not only facilitates the communication of a researcher's scientific findings but also highlights the individual's skills and the significance of their research. Moreover, a well-crafted elevator pitch is a critical career development tool, serving as a means of networking and paving the way for future communications, scientific collaborations, and funding opportunities. This article examines the value of a scientific elevator pitch and provides step-by-step guidelines for developing and constructing an impactful pitch. Furthermore, we provide resources and an example of a successful elevator pitch delivered by a Fellow from the NIH-funded Accelerating Career Transitions (ACT) program, a professional development program established and managed by the American Society for Cell Biology (ASCB).

Artificial intelligence (AI) chatbots are the latest advance in information technology. They are next-word predictors built on large language models (LLM) that offer the possibility to process and generate information. In this theoretical article, we provide educational insights of the possibilities and challenges of educational usage of AI chatbots. The insights were produced in the context of chemical information-seeking activities designed for chemistry teacher education. The analysis was conducted via a SWOT approach using technological pedagogical content knowledge framework (TPACK) to improve the accuracy. The analysis revealed several internal and external possibilities and challenges. The key insight is that AI chatbots will change the way people interact with information. For example, they enable the building of personal learning environments with ubiquitous access to information and AI tutoring. Their ability to support chemistry learning is impressive. However, processing of chemical information reveals the limitations of current AI chatbots not being able to process multimodal chemical information. There are also ethical issues to address. Despite the benefits, wider educational adoption of AI chatbots will take time. The obstacles hindering the adoption of AI chatbots can be removed, for example, through integrating LLMs to curricula, focusing on open-source solutions, and training teachers with modern information literacy skills. This research presents theory-grounded examples of how to support the development of modern information literacy skills in chemistry teacher education. Based on the conducted analysis, we predict that AI chatbots will be a major technological change agent towards inclusive and equitable quality lifelong learning for all.

This comprehensive research investigates the multifaceted role of integration in modern education systems, aiming to advance educational equity and inclusivity.Introduction: The introduction sets the stage by delineating the historical evolution of integration in education, highlighting pivotal milestones, and contextualizing the current discourse on fostering inclusive learning environments.Materials and methods: This section details the research design, participant selection criteria, and data collection methods. By employing a mixed-methods approach, combining surveys, interviews, and observations, the study seeks to capture the complexities of integration. Results: Presenting the results entails a meticulous examination of the impact of integration on academic outcomes and social dynamics within educational settings. Statistical analyses and qualitative insights converge to reveal the nuanced relationships between integration practices and student experiences. Discussion: The discussion section critically analyzes the findings in the context of existing literature, offering insights into the broader implications of integration. By addressing challenges and barriers identified during the study, the discussion aims to guide educators, administrators, and policymakers in navigating the complexities of integrating diverse student populations effectively. Conclusions: The concluding section synthesizes the key findings, emphasizing their significance in advancing educational equity through integration. Recommendations are made for educators, policymakers, and researchers to leverage the transformative potential of integration. The section acknowledges study limitations, calls for future research directions, and concludes with a resounding commitment to fostering an inclusive educational system that reflects the principles of equity and social justice.

This paper presents an approach to teacher identity heritage as result of the implementation of a research device created through Arts-based Research (ABR) methods, specifically with video elicitation and video essay used as research tools. Two main objectives were raised. The first one, to establish the real relevance of focusing performance on teacher identity. The second one, testing a new methodological proposal specifically designed for this purpose, but still useful in other contexts where heritage identity is as present as in teaching. The device, Body-camera, involves a process that allows new ways to understand the creation of identities using video to encourage the production of new meanings by visual and oral data. The participants were teachers in training during their internship period. Some notions about teachers' identity heritage were revealed, and also preserved, firstly, through personal perspectives by video elicitations and secondly, through collective perspectives by video essays. Both are video structures used in ABR which mix creative experience, memories, life experiences, relationships and links that shape the teachers’ professional identity.

In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, e-Service-Learning (e-SL) merges the possibilities of technology with the principles of experiential education in a powerful blend [1]. Service-learning (SL) is an educational proposal that has been cited by UNESCO [2] as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals [3] provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital means open a debate on the intricate relationship between technology, education, and societal impact [4]. By analyzing two focus groups involving faculty, students and community partners, this contribution aims to explore the potential of combining SL and digital empowerment (DE). The focus group participants discussed the opportunities for innovation, the expected impact on them and the society at large, their needs and the pre-conditions needed to make SL and DE successful, and limitations. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.

One of the current challenges in Higher Education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030) (SDG 4). To address this challenge, the present study set the following objectives: (1) to analyze pre-service teachers’ level of interest in EI and their perceived level of general EI knowledge, (2) to examine their self-perception of certain variables of emotional knowledge, according to their degree program and year of studies, (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI); and (4) to study the predictive capacity of the study variables on future teachers' emotional knowledge variables. The study sample contained a total of 434 university students from three degree programs at two universities in Spain, of which 82.70% were women, and the mean age was 20.91 years. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (General knowledge of EI, where level of training in EI is considered; Intrapersonal knowledge of EI; and Theoretical-practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states across three variables (Attention, Clarity, and Repair). Results of the study suggest that there are differences in perceived EI knowledge according to students' year of studies and according to their degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers. This study shows evidence of the importance of social-emotional competencies in initial teacher training.

The following are three successful case studies that affected humanity during the COVID-19 pandemic. The key to their success was their swift adaptability to the new confinement regulations and the unyielding determination of those carrying out their plans. Various extraordinary and prompt efforts were required to make the essential logistical preparations and practice for distance learning a reality. The research activities were also reorganized so the thesis students might carry out a few simple experiments at home under the strict supervision of their advisers and supervisors. The findings revealed that the students who participated in these projects applied all the abilities they had gained before the epidemic. In addition, they included crucial knowledge about the project, problem-based, and research-based learning. Furthermore, because they were the primary implementers of the trials, they learned by planning and performing experiments. The culmination of these efforts was displayed in three scientific publications that were published in index journals with a high level of impact. This latter factor is essential for the prestige and visibility of the university, in addition to the acquisition of financing and grants for scientific research.

The aim of this study was to evaluate the challenges basic school tutors face when integrating Information and Communication Technology (ICT) into their instructing and learning activities and to recommend possible strategies for addressing those challenges. This study employed an interpretive paradigm and a qualitative method approach to analyze the challenges basic school teachers face when integrating ICT into teaching in an emerging country, particularly Ghana. The participants of this study were chosen using purposive and snowball sampling techniques. A total of twenty (20) respondents were chosen for this study. The study found that teachers, despite their challenges, had a strong desire to integrate ICT into their instruction and learning activities. These challenges are the limited number of ICT tools and the absence of fully-subscribed software package that runs on them, the lack of electrical outlets in some classrooms, poor internet connectivity and power fluctuation. These teachers also had to deal with challenges like Trojan horses and spam despite the slow internet connectivity. The study suggested that basic school management should procure modern ICT tools and fully-subscribed software package to expand the school's ICT infrastructure giving teachers the choice to choose the ICT tools they will integrate into their teaching and learning activities for the successful integration of ICT into instruction and learning activities. Again, school management should ensure teachers are given basic training regarding ICT and its incorporation into tuition and learning activities to acquire the necessary competencies, understanding, and attitudes that will enhance teaching and learning activities.

Colleges and universities play a crucial role in fostering innovation, making it essential to explore effective strategies for promoting innovation at the institutional policy level. This paper focuses on the establishment of intellectual property (IP) model cities as a starting point and conducts an empirical analysis using innovation data from 234 cities and 942 colleges and universities between 2007 and 2017. By constructing a multi-temporal double-difference model, this study reveals that the establishment of IP model cities effectively fosters innovation in colleges and universities. Further analysis demonstrates that this promotion effect is particularly significant in the western region, key cities, key colleges and universities, as well as in the fields of invention and utility model patents. These conclusions withstand a series of robustness tests, confirming their validity. In terms of the underlying mechanisms, it is found that the national IP pilot city policy has a substantial impact on university innovation by promoting research and development (R&D) investment and strengthening innovation cooperation. The insights provided by this study offer valuable policy recommendations for leveraging the innovation potential of the IP model city policy, thereby driving economic transformation, upgrading, and fostering innovation development in China.

Purpose: This study investigates the implementation and impact of maker culture—viewed as a tool for developing green digital skills—in higher education institutions in Hong Kong. Maker culture, a collaborative educational approach, embraces students’ capacity for self-paced, autonomous learning and applies this knowledge to creative problem-solving and innovation, key aspects of sustainability education. Methods: An empirical study was conducted, focusing on the experiences of teachers in the higher education sector in Hong Kong. Eight individuals were interviewed to gain insights into their perceptions and experiences with maker education within sustainability contexts. The sample was limited to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. Results: The findings provide valuable insights into the benefits and challenges of integrating maker education into traditional educational systems to foster green digital skills. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Conclusion: Maker education, as a tool for developing green digital skills, offers a promising alternative to traditional performance-based studies. It has the potential to lead to a future of education that is creative, innovative, and student-directed, fostering sustainability competences. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes, advancing sustainability education.

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, we selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years, with China and the US being the most productive and influential countries. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI, such as online learning, big data, and artificial intelligence. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

This study carried out a qualitative and descriptive relational approach that combined Documentary Analysis and elements of the Analytical Method to investigate the phenomenon of bilingualism in Tuluá, Colombia. The aim of this study was to diagnose the promotion of bilingualism by proposing a series of recommendations to strengthen the educational and linguistic policies. The data was processed through matrices and analyzed in the light of the theoretical references to enable a historical account of the programs or strategies that have been implemented for the promotion of bilingualism. The findings of this study are crucial in developing suggestions for enhancing the effectiveness of bilingualism. By identifying strengths, weaknesses, and patterns in the historical framework and modern performance indicators, the research offers valuable contributions to the current discourse on bilingual education policies in Tuluá, Colombia.

Consuming fish sustainably means consuming less and better, considering environmental, social, and economic impacts. This demands more knowledge to make informed decisions. In this study, the main goal was to understand how sustainability education can be used as a tool to raise awareness and promote new habits regarding the sustainable consumption of fish in 4th-grade students at primary school. During the COVID-19 pandemic, face-to-face and online learning methodologies were used in two different groups of students to understand whether the teaching method impacted learning. A sequential explanatory mixed methodology was applied, with a pre-test/post-test design, combined with focus group sessions. Between the pre and post-tests three learning modules were performed. The results showed that the students were unaware of many aspects related to fish sustainable consumption, but the developed activities significantly increased their knowledge of the subject and impacted students to change their consumption behaviours. It was also found that the construction of knowledge by the students after the activities was achieved either by face-to-face or online learning. Interviews from focus group sessions showed that students got to know new fish species, learned about the concept of minimum landing size and closure season and that fish are labelled like other types of food.

The purpose of this study is to analyze the self-regulated learning and the ability to write scientific papers of students after learning with the Project-Based Digital Science Module (DSM). This research is a mixed methods by analyzing quantitatively and qualitatively. The research instrument used to obtain data is using a product assessment sheet and a self-regulated learning questionnaire. Data analysis uses N-Gain to determine the increase in self-regulated learning scores and student scientific writing skills scores, and uses linear regression analysis to determine the effect of self-regulated learning on student scientific writing skills. The results obtained showed N-Gain score of learning independent is 0,65 and scientific writing ability is 0,94, then significant’s score from linear regression by using SPSS is 0,22 < 0,05. This result showed an increase in self-regulated learning and the ability to write scientific papers of students on each indicator after learning using the Project-Based Digital Science Module (DSM). In addition, based on the results of data analysis, it can be seen that there is an influence of self-regulated learning on the ability to write scientific papers of students after learning using the Project-Based Digital Science Module.

This study measured secondary students’ digital literacy using a digital game-based assessment system that was designed and developed based on the Evidence-Centered Game Design (ECGD) approach. A total of 188 secondary students constituted the valid samples in this study. Fine-grained behavioral data generated from students’ gameplay processes were collected and recorded with the assessment system. The Delphi method was used to extract feature variables related to digital literacy from the process data, and the Analytic Hierarchy Process (AHP) method was used to construct the measurement model. The assessment results of the ECGD-based assessment had a high correlation with standardized test scores, which have been shown to be reliable and valid in prior large-scale assessment studies.

There are understandable signs that the COVID-19 pandemic has had a straining impact on the higher education sector in South Africa and the far reaches of the world. However, the necessary preparation and skills of lecturers and students are considered a major problem when integrating online education into teaching. The aim of the paper is to examine (Science, Technology, Engineering, Mathematics) STEM lecturers' experiences with digital assessments and perspectives on the continuity of digital transformation in the higher education sector in the post-COVID-19 era at one of South Africa’s rural universities. In 2022, a survey of ten (10) lecturers was conducted and the reports were also consulted by four (4) e-learning practitioners to obtain their views on the use of online learning and contact courses in the post-pandemic period. A qualitative research approach was used to understand the puzzling issues faced by STEM lecturers at a previously disadvantaged institution in Limpopo Province. The results of this study show that there is a puzzling conundrum that hinders the integration of effective online learning. Furthermore, online education as the new normal in the post-COVID-19 era seems unattainable due to extremely complex and difficult-to-understand mathematical symbols. Software and tools proved to be limitations in terms of establishing an interactive learning environment for students and lecturers on online learning platforms. Lecturers’ use of learning and teaching platforms deteriorated due to numerous unknown challenges, but also the tightening of COVID-19 restrictions. Furthermore, the results showed that science and mathematics lecturers believe that contact learning remains irreplaceable across generations and eras as some are not technology enthusiasts. This paper recommends that the lack of technological systems as well as technological resistance and reluctance to adopt transformative pedagogy and innovative practices should not be viewed as a thorny issue to end the dominance of online education in STEM courses.

Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the role of teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in the classrooms. In this paper, it is explored whether teachers would accept PCAs to teach programming better if co-designed with them. An experiment with 35 pre-service Primary Education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving the teachers in the design of the PCA facilitates that they integrate this technology in their classrooms. 97% of the pre-service teachers answered in a survey that they believed that the robot PCA could help children to learn programming and 80% answered that they would like to use them in their classrooms.

In this inclusive review article, the focus is on navigating the dynamic landscape of literature education, particularly the profound pedagogical shifts observed in the aftermath of the pandemic. The article synthesizes global insights, delving into how educators have adapted to hybrid models and embraced digital tools, fundamentally transforming the reading, analysis, and engagement with literary works. Exploring the integration of digital tools in literature education, the review uncovers the transformative impact of technology on traditional pedagogies. It analyzes the challenges and opportunities inherent in adapting literature education to the digital era, emphasizing the need for inclusive practices and adaptability. The article concludes by suggesting future research directions, encompassing AI integration, inclusive practices, cultural variations, long-term effects of hybrid models, and effective pedagogical strategies for technology integration. With a comprehensive approach, this review not only summarizes the current state of literature education but also discusses its implications, offering a holistic understanding of the contemporary educational landscape and setting the stage for future research endeavors.

The contemporary landscape of education is witnessing a paradigm shift towards innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students' perception and acceptance throughout an entire semester in the 'Introduction to Programming with Java' course, using a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups, 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students' readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

The study was aimed at examining the status of research productivity and exploring the factors behind the identified status in Ethiopian universities from SDT and RBVT perspectives. In phase I, a null hypothesis was tested using a one-sample t-test at 0.05 alphas while in phase II one RQ was solved using qualitative analysis. The sample involved 531 academics, of whom 13 were interviewed. The mixed-methods research approach and explanatory sequential design guided this research. The status of research project production, indexed publication, and conference presentation performances in Ethiopian universities demonstrated statistically significant mean differences below the institutional, national, and world average cut-off points (performing at least one research project, one indexed journal, and one conference paper presentation per year per academic staff). Furthermore, we explored scarcity of funds, low research capacity, weak research culture, lack of productive institutional leadership, and political instability in the country as major causes of the low research productivity status. The researchers felt that the study would contribute to both promoting academic staff's research productivity and enriching the higher education research literature. MOE, university presidents, and deans should intervene in causes to improve academics’ research productivity status towards the desired local and global standards.

The rapid expansion of social media and instant messaging applications, such as WhatsApp, has transformed how individuals and organizations communicate and engage. This think piece explores the potential of integrating WhatsApp as a customer relationship management (w-CRM) tool within the education sector to foster and sustain long-term relationships among students, teaching staff, and non-teaching staff. By leveraging real-time features and the widespread use of WhatsApp, educational institutions can create a more interactive and dynamic learning environment, benefiting all stakeholders involved. The literature highlights the importance of establishing clear frameworks for mutual engagement and interaction and the potential of w-CRM to improve communication between students' families and educational institutions. There are potential risks associated with the pervasive use of WhatsApp, and call for future research to explore strategies for mitigating these risks while maximizing the benefits of w-CRM in the education sector. Longitudinal studies are recommended to evaluate the long-term impact of w-CRM on stakeholder relationships, student outcomes, and overall institutional performance.

This paper exposes the initial part of a research consisting in a need analysis carried out by the Romanian partner in the Erasmus+ "Media Education for Aware Adults" project, regarding digital competences and media education of adult educators or trainers. After a short introduction on the subject, in the paper are presented the main findings of the desk research, and two focus group sessions, first one for identifying the necessary digital competences of adult educators, and second one for identifying the elements that educators need in order to adequately support adults in their learning process, especially in relation to the digital environment. The results of the initial research will lead to the development of the main intellectual outputs, namely the digital competences framework, handbook, online platform and training material on digital and media education. In their development will be taken into account, on the one hand, the needs identified in the initial research, and, on the other hand, the need for a sustainable approach to all activities, resources and outputs produced, as well as education itself, this goal being assumed through the project.

Undergraduate learning is a multifaceted concept that many researchers have investigated to promote student engagement, academic performance, etc. Exploring factors promoting learning among undergraduates in FYW programs, which are required for undergraduates might potentially contribute to sustainable, cross-disciplinary undergraduate education. This study used the 10-year longitudinal grade and survey data at San José State University (SJSU) and the data was collected from Academic Years (AYs) 2015 to 2020, and five student surveys constituted the sample size of 18,101 students. In 2016, SJSU changed the remedial writing course to college writing courses. Since then, students need to complete an online module course before placing themselves into a one-semester or two-semester writing course. The previous study showed that students with higher writing comfort and confidence tend to place themselves into a semester-long class. Regression analysis was applied to examine the relationships among factors promoting learning among those students. University admitted students from various diversity and backgrounds, the results of this study suggested that what students chose and persisted in were more important in advancing their academic success rather than prior learning experience or psychological factors before the class.

SIAKAD is a system developed to meet the needs of the academic community as a whole. Implementation of SIAKAD is based on three satisfaction indicators: access speed, ease of access and timeliness. Qualitative and quantitative methods on SERVQUAL analysis. Then analysed with statistical data as a comparison of satisfaction implementation in each academic community in IAKN and UIN universities. This study shows that the purpose of satisfaction affects the value of the academic community in providing an excellent and destructive impact on the value of work in higher education as well as the involvement of various elements in higher education to determine how the academic information system (SIAKAD) should be built to meet the expectations of its users and following SIAKAD standards in general in higher education.

As drone technology is rapidly becoming accessible to school children in terms of both low cost and ease-of-use, primary and secondary school teachers are beginning to consider where modern drones can play an important role in schooling. To date, there is very little empirical education research printed in the education research literature guiding innovative curriculum developers in the incipient domain of drone education. As a result, teachers interested in including emerging technologies in their classrooms are often at a loss of where to begin. Through clinical interviews with schoolteachers in the United States, our study identified five readily accessible “departure points” to include drones in contemporary STEM &amp; vocational technology (CTE) school classrooms that help teachers address common curricular goals. Taken together, these interviews reveal that teachers using drones follow one of several distinct pathways as a first step toward achieving a widespread goal of teaching students to use modern technologies to construct, pursue, and communicate findings of fruitful research inquiries—the prevalence of which is not reflected in a comprehensive literature review. The five pathways for starting a successful drone education emerging from the interview data as dominant were: timed-racing trials; precision-flight obstacle courses; computer coding; videography; and domain-specific knowledge of drone operations laws and ethics.

This paper examines the learning experience of an inter-faculty higher education course conducted in an expanded remote format, using digital space as facilitator. The study focuses on the implementation of personalized education, a pedagogical approach that emphasizes the diversification of resources, strategies, and actions to empower learners in assigning personal value and meaning to their learning journey. By presenting an action research project, this study highlights the pivotal role of personalized education in guiding the course design. To foster an engaging learning environment, the course incorporated open activities and leveraged tools and platforms of the social web. Through these means, the participants, forming a community of practice, were able to collaboratively generate knowledge before, during, and after synchronous sessions. Furthermore, the participants effectively disseminated this knowledge through networks and engaged in discussions with external stakeholders. The study underscores how personalized education facilitates situated and meaningful learning by fostering expanded, flexible, and distributed experiences. These experiences revolve around a transmedia narrative that seamlessly integrates digital culture into learning opportunities and processes, effectively naturalizing its presence. The results highlight the value of personalized education approaches in adapting to the complexities of the digital age and establishing meaningful learning experiences for students.

Allocations of funding for higher education have typically focused on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund allocations for public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting the funding for teaching, research, and public goods intention. Taking Taiwan's Higher Education Sprout Project (HESP) as a unique example, we explored the effect of policy initiatives on public goods transformation. The data was collected from the Ministry of Education and Scopus database. First, the t-test and ANOVA were used to detect the differences between the system and sector; Second, regression analysis was used to determine influential factors for funding allocations; Final, structural equation modeling (SEM) was used to explore the causal effects among the selected variables. The study found that only diversity was shown in private technology groups receiving less HESP funding. The findings suggest that the funding allocation may not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming the public good through special funding can play a critical role in policy intention in neoliberal higher education.

This article focuses on artificial intelligence in educational technology, starting with an introduction to educational technology, an interdisciplinary field of study that covers the design, development, utilization, and evaluation of technology and digital tools in educational Settings. A detailed description of its definition in an academic context - a multidisciplinary field of computer science and cognitive science that deals with the development of computational systems that exhibit intelligent behaviour, describing its areas of coverage and scope of application. It then introduces the benefits of AI in education technology, specifically addressing personalized learning, adaptive learning systems, automated scoring and feedback, virtual tutors and chatbots, data analytics, as well as content recommendations and natural language processing, accessibility and inclusion. Then it introduces the main concepts of AI personalized learning: AI personalized learning uses the power of artificial intelligence to meet the unique needs and preferences of individual learners, as well as its key principles and main characteristics. Adaptive learning systems harness the power of artificial intelligence and data analytics to tailor the learning experience to each student's needs and abilities, as well as its core principles and strengths. It also introduces the main operating principles of automated grading and feedback: it uses artificial intelligence and computer algorithms to evaluate and evaluate student assignments, tests and exams without the direct involvement of human graders, and its associated benefits. Secondly, the main concepts of virtual tutor are introduced: Virtual tutor is a computer-based system that uses artificial intelligence and machine learning algorithms to provide students with personalized and interactive educational support and its key characteristics and main advantages, and then the nature and benefits of chatbots and help in the field of education. The final conclusion summarizes the benefits and future challenges of integrating AI into educational technology.

Embracing innovative digital technologies within educational systems is essential for overcoming challenges in modern learning environments, especially in the post-COVID-19 era. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st -century skills as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China's Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

Virtual Reality (VR) technology in education has the potential to revolutionize the Indian school education system. This research study investigates the present state of VR adoption, perceived benefits, concerns, and future expectations among both students and educators. The survey-based approach collected responses from 45,000 students and 2,000 educators across a diverse range of schools in India. The findings highlight a mixed current landscape with significant room for expansion in VR utilization. Both students and educators express optimism regarding the benefits of VR, recognizing its capacity to enhance engagement, comprehension, and motivation in the learning process. However, challenges, including budget constraints, the need for training and support, and concerns about student safety, must be addressed to effectively integrate VR into education. Expectations for the future emphasize inclusivity, accessibility, and customized learning experiences. The research underscores the transformative potential of VR in Indian education while emphasizing the necessity of addressing practical challenges for its successful implementation.

This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.

This research discusses the development of a software-centered EdTech (Education Technology) class model through the implementation of a course titled "3D Time Machine" at a 4-year university in Republic of Korea over two semesters. The course focused on teaching 3D modeling software, Blender, within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively. Through studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for an education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive as well-prepared citizens in future societies. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the "3D Time Machine" course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear of digital technology. In conclusion, the course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives.

This mixed-methods research article explores the influence of ChatGPT, a state-of-the-art AI language model, on the development of maladaptive learning habits in users. The study combines quantitative and qualitative data to provide a comprehensive understanding of how engaging with ChatGPT may inadvertently foster detrimental learning behaviors. Findings suggest that while ChatGPT can be a valuable learning tool, it has the potential to exacerbate or create bad learning habits if not used mindfully.

The Global Hunger Index (GHI) is a vital tool for assessing and understanding the state of hunger and food security across the world. In this review article, we examine the GHI scores of various countries in the years 2000, 2008, 2015, and 2023. We aim to explore the changes in GHI scores over this period, identify trends, and discuss the implications for global food security. The GHI provides a comprehensive snapshot of the world's progress in reducing hunger, and this analysis sheds light on the successes and challenges faced by different countries.

This research aims to investigate the effects of parental pressure on students' academic achievement at the school level. The research objectives include examining the relationship between parental pressure and academic achievement and identifying potential moderating variables. A sample of middle and high school students will be utilized in this study.

This research article provides a comprehensive analysis of the Expectation of Life at Birth in India and its larger states and union territories (UTs), with a specific focus on rural and urban disparities. The data, obtained from the Ministry of Health and Family Welfare of India, highlights the variations in life expectancy by sex and area of residence, shedding light on the health and socio-economic conditions in different regions. The article discusses the implications of these findings and their relevance for public health policy and interventions.

Curriculum teaching is the basic unit to realize the cultivation and achievement of students’ ability in undergraduate colleges, and it is very important to investigate the influence mechanism of the curriculum system on the achievement states of students' ability. This paper first puts forward the theoretical system and framework of curriculum chains, and constructs a “double-energy and double-space” (DEDS) which consist of the curriculum energy efficiency space and student ability space respectively. Investigating the space-time transformation relationship of curriculum chains in the DEDS, the forward transformation model, inverse transformation model and the rheological model of the achievement states in the curriculum energy efficiency space and student ability space are established. Studying the dynamic evolution mechanism of curriculum chains within the DEDS, the dynamic evolution model, which presents the relationship between achievement states of curriculum energy efficiency/students' ability and curriculum/students' dynamic potential, are established; the control methods of courses/students' dynamic potential based on the proposed dynamic evolution model are developed to ensure the achievements of the graduates’ social ability; the evaluation and detection methods of achievement states of curriculum chains in DEDS are proposed to obtain the actual achievement states of curriculum energy efficiency and students’ ability, and this will provide effective input for the control of curriculums/students’ dynamic potential; the planning and design methods of curriculum chains facing social needs are presented, which can provide theoretical basis for the formulation of the talent training scheme and curriculum system in colleges and universities.

Cloud platforms are widely employed in today's educational context to enhance collaborative learning and the overall quality of the teaching-learning process. In 2016, Nextcloud was im-plemented in the Faculty of Chemical Engineering at the Technological University of Havana "José Antonio Echeverría" (CUJAE), Cuba. Subsequently, an evaluative phase was conducted to ensure the continuous development of the platform. The objective was to assess the use and ac-ceptance of the Nextcloud platform from the perspective of students and professors in the Fac-ulty. An exploratory, non-experimental, and cross-sectional study was conducted. Data was col-lected through observation and a survey. Matomo Analytics tool was employed for observation, revealing low visitation numbers. The survey was based on the Unified Theory of Acceptance and Use of Technology model. Better results were obtained in positive acceptances compared to negative ones, both for professors and students. It is concluded that the evaluation of the Next-cloud platform is infrequently used by users; however, there were higher positive acceptances than negatives from the perspectives of both students and professors.

In the educational process, quality has long been considered a critical component. It may get impacted due to different factors especially when talking about the COVID19 pandemic. The purpose of this investigation is to explore the impact and relationship between COVID-19 and the quality of education using bibliometric analysis. As face-to-face learning shifts to online learning, this research investigates how the COVID-19 epidemic has affected education quality, concentrating on Programme Educational Outcomes (PEOs), Programme Learning Outcomes (PLOs), and Course Learning Outcomes (CLOs). The research covers pandemic online education, literature, and trends. There are two important steps in any bibliometric analysis selecting keywords and databases. The initial set of keywords was selected by the authors' experience and then an online survey study through Google Forms was conducted among experts in the research area. This was followed by a search of the selected keywords in the databases consisting of PubMed, Web of Science (WoS), and SCOPUS. Therefore, the final data was collected from the SCOPUS database on August 24, 2021. Hence, 182 documents were considered for the current study. The document's data were analysed by using the “visualization of similarities” (VOS) Viewer software and the R-Tool of the Bibliometrix-package that was specifically designed for quantitative Bibliometrics research. Based on the obtained data, the results showed the quality of education that may get impacted by the changing of the education delivery from face-to-face to online-based learning. In conclusion, this study showed the importance of studying the correlation and impact of COVID-19 on the quality of education.

This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided by teachers and mentors from a branded ceramic workshop. The research findings demonstrate that the interdisciplinary curriculum facilitates knowledge innovation and fosters the development of students' professional skills, creativity, and problem-solving skills. The study also highlights the importance of stable scaffolding, including artefact, peer, and teacher support, which significantly contributes to cultivating transformational competencies, as outlined in the 2030 OECD Learning Compass. Additionally, the collaboration with Shanshing Four Seasons Celadon Studio on a patented ceramic product, "Funny Monkey," is a tangible example of the journey towards a triple-helix knowledge economy. This research underscores the importance of interdisciplinary curricula in promoting knowledge innovation and integrating transformational competencies in education. Scaffolding theory provides practical guidance for student learning and teaching strategies, presenting a sustainable roadmap for developing interdisciplinary curricula and offering a concrete and transferable pedagogical prototype for educational innovation.

Empowering teachers with Critical Thinking and understanding of sustainability is vital for guiding students’ informed decisions and actions in today’s world. Higher education needs innovative, student-centered methods like case-based teaching in order to promote Critical Thinking and the principles of Education for Sustainable Development. The aim of the study was to explore and evaluate pre-service teachers' Critical Thinking when engaged with case studies in a practicum preparation course centered on Education for Sustainable Development. Nine undergraduate students in Teacher Education participated in the study and answered four case studies. The case studies’ responses were analyzed through a bottom-up content analysis revealing eight higher-order categories. While approaching the case studies, student-teachers followed thinking processes similar to the processes proposed by the iterative models of Critical Thinking as perceived by Garrison (1991) and/or Brookfield (1987). Nevertheless, in some cases, pre-service teachers’ disengagement was evident. The rubric assessment highlighted that the responses fell under three profiles, namely the “Deficient Critical Thinker”, the “Emerging Critical Thinker” and the “Competent Critical Thinker”. The findings emphasize the need for targeted and individualized teaching interventions in teacher higher education programs aiming at Education for Sustainable Development complying with the learning needs of student-teachers’ Critical Thinking profiles.

The development of sustainability, the improvement of the quality of life, and the protection of future generations have become of prime importance in light of climate changes and carbon emissions. Universities are at the top of institutions that should participate in creating an environmentally friendly infrastructure. This study thus aimed to explore the extent to which Saudi universities achieve sustainability in the light of the Saudi Green Initiative from the faculty members’ perspective. Surely, this investigation would produce a proposal to promote sustainability in Saudi universities. A questionnaire consisting of five dimensions, namely academic sustainability, community partnership, resource management, planning and administration, and innovation and leadership was developed and administered to 120 faculty members from five Saudi universities. The participants’ ratings of Saudi universities’ achievement of sustainability dimensions ranged from high to moderate. Based on the results, a proposal was offered to take sustainability in Saudi universities to a higher level.

In Greece, as in most European countries, the heterogeneity of students leads to conflicts resulting in a general inability of the educational process to function. This review study is focused on modern issues affecting youth and school education procedures such as internet addiction, student behaviour expressed as bullying, and adolescent sexuality development. All sides agree that the most essential purposes of education are to emphasize the cultivation of interpersonal relationships, the development of sociability, and self-esteem, and the prevention. Teachers wanting to respond to the spirit of the times to rationalize the pedagogical process introduced the pedagogical contract as a school practice as a valuable tool in taking control of the class and gaining students' attendance. The teacher's positive attitude will create added value to their knowledge and experiences while helping them to integrate into society.

A small but growing body of literature suggests that outdoor experiences during childhood affect environment-related behaviors in adulthood. However, research on the magnitude of the effect (effect size) of outdoor experience on learners’ behaviors remains scarce. In this study, we explore the extent to which outdoor experiences associate with environmentally responsible behaviors. Our sample consisted of 143 ninth- and tenth-grade students living on a Greek island. The data were collected using a properly adjusted environmental literacy instrument. Two different methodological pathways, i.e., a quasi-experimental approach and correlation analysis, were used to analyse the data. A tentative variable representing the frequency and intensity of students’ experiential contact with nature was found to be the strongest available predictor of their self-reported pro-environmental behaviors. The findings of this study support the significance of outdoor, experiential learning during childhood in shaping individuals’ environmental behaviors.

This paper applies a theoretical model to analyze the ways that widespread use of generative AIs (GAIs) in education and, more broadly, in contributing to and reflecting the collective intelligence of our species, can and will change us. The model extends Brian Arthur’s insights into the nature of technologies as the orchestration of phenomena to our use by explaining the nature of humans participation in their enactment, whether as part of the orchestration (hard technique, where our roles must be performed correctly) or as orchestrators of phenomena (soft technique performed creatively or idiosyncratically). Education may be seen as a technological process for developing the soft and hard techniques of humans to participate in the technologies and thus the collective intelligence of our cultures. Unlike all earlier technologies, by embodying that collective intelli-gence themselves, GAIs can closely emulate and implement not only the hard technique but also the soft that, until now, was humanity’s sole domain: the very things that technologies enabled us to do can now be done by the technologies themselves. The consequences for what, how, and even whether we learn are profound. The paper explores some of these consequences and concludes with theoretically informed approaches that may help us to avert some dangers while benefiting from the strengths of generative AIs.

In an increasingly changing world, critical thinking is one of the key skills that ensure organisations' competitive advantage. Thus, in higher education institutions there is an accelerating emphasis on developing critical thinking (CT) among students. This paper presents the results of three experimental courses (Pedagogy and didactics of financial accounting, Virtual Learning Environments in Economics, Business Communication), using a blended learning method, aimed at improving students' CT skills. The three courses were delivered by both higher education teachers and trainers from the labour market. After analysing the data from the three experimental courses, it will be possible to assess whether the intervention of labour market trainers contributed to the improvement of students' critical thinking skills, and, in particularly at the level of which components improvements have been identified.

A comprehensive understanding of the connotation and basic characteristics of campus culture in vocational colleges is a prerequisite for ensuring their sustainable development. Campus culture in vocational colleges is a concentrated reflection of their educational philosophy, ideal beliefs, and value pursuits. It possesses basic characteristics such as practicality, vocational orientation, ethics, contemporaneity, integration, and regionality.

In recent years the study of the teacher-student relationship in the teaching-learning processes in physical education has had great emphasis. Previous studies have shown that the use of the Spectrum of teaching Styles can enhance intrinsic motivation, enjoyment, adherence to physical activity and physical activity levels in children and adolescents. The present study aims to assess if a physical education (PE) intervention based on the variations in teaching styles, with reference to production ones, can also have positive effects on physical fitness. The sample involved 4 primary school classes (n = 124 children, mean age = 8-10 years) recruited from the SBAM (Health, Wellness, Food Education and Movement at School) Project in Apulia, Southern Italy. Classes were randomly assigned to Experimental Group (EG) and Control Group (CG). EG followed a 5months experimental intervention based on the variation of teaching styles, while CG performed regular PE lessons. Physical fitness test was assessed with Standing Long Jump (SLJ), Medicine Ball Throw 1kg (MBT), and 20m sprint (20m), while two validated questionnaires were used to evaluate physical self-perception (PSP) and enjoyment. A 2x2 (intervention group x time) ANOVA was carried out to assess significant difference and interaction effect pre (t0) and post (t1) intervention protocol. Data analysis showed a significant improvement of physical fitness in both EG and CG, while PSP and enjoyment increased only in EG. Moreover, significant interaction (p&lt;. 05) effects were found for 20m sprint, PSP and Enjoyment with low effect size (η2 ~. 20). The results of the present study highlight the effectiveness of a PE intervention based on the variation of teaching styles in improving physical fitness, self-perception, and enjoyment. Moreover, the use of production teaching styles significantly impacts self-perception and enjoyment, that are important mediating factors for guarantee better adherence to physical activity.

This paper examines the potential of large language models, specifically ChatGPT, BingChat, and Bard, in enhancing the work of teachers in various educational settings. These models, powered by cutting-edge artificial intelligence, offer a wide range of applications that can aid educators in curriculum development, personalized instruction, student engagement, and administrative tasks. By harnessing the capabilities of these language models, teachers can not only streamline their workload but also improve the overall quality of education. This paper explores the ways in which these models can empower educators and revolutionize teaching practices.

The enhancement of physical and sports literacy in school setting are prerogatives and development aim for the physical education (PE) teachers. Therefore, as part of the teaching of motor activities, the proposal of motor tasks through different organizational modes (individual tasks, in pairs, in small groups, circuits, relay, paths, team games, etc.) is functional to the achievement of the educational objectives set in the didactic learning units. The present study aims to assess PE teachers’ perception about the use of teaching styles during curricular lessons. The sample involved a total of 83 PE teachers (M= 41, F= 42, main age= 43,74±10,76) divided according to years of service (0-4 = 36%, 5-10 = 34%, and over 10 = 30%) and academic training (ISEF= 44% and master’s degree= 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month. Results can be summarized as follows: (a) academic training is significantly associated with the command, inclusion, and guided-discovery styles in PE; (b) command and practice Styles are often used by PE teachers, regardless of years of service and academic training, and (c) guided discovery and convergent/divergent Discovery Styles are most frequently used by graduate teachers, regardless of years of service. The preliminary results of the analysis of PE teachers’ perception of teaching styles reveals the prevalence of the use of some styles over others, and this presuppose not only a different (but similar) teacher’s behavior, but also limits children’s way of learning a certain motor task. Future research and analysis will investigate the perception of different teaching styles according to seniority, school grade and academic training to design training courses for teachers adapted to children’s needs.

Artificial intelligence (AI)-based models hold the potential to transform higher education if adopted properly and ethically. A prime example is ChatGPT with earlier studies indicating its widespread adoption in academia and by university students. The current study aimed to identify the factors influencing the attitude towards ChatGPT and its usage among university students in Arab countries. A previous survey instrument termed Technology Acceptance Model Edited to Assess ChatGPT Adoption (TAME-ChatGPT) was administered online using a convenience-based approach among the contacts of the authors. Confirmatory factor analysis (CFA) for the survey constructs was done using root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker-Lewis index (TLI). The final study sample comprised a total of 2240 participant divided as follows: Iraq (n=736, 32.9%), Kuwait (n=582, 26.0%), Egypt (n=417, 18.6%), Lebanon (n=263, 11.7%), and Jordan (n=242, 10.8%). A total of 1048 respondents heard of ChatGPT before the study (46.8%), of which 551 used ChatGPT (52.6%). The mean scores of TAME-ChatGPT constructs showed that the ease of ChatGPT use, positive attitude towards technology and social influence, higher perceived usefulness, the influence of behavioral/cognitive factors, low perceived risks and low anxiety were the determinants of positive attitude to ChatGPT and its use. For both the attitude and usage scales of TAME-ChatGPT, CFA collectively yielded satisfactory fit indices as indicated by low RMSEA and SRMR together with high CFI and TLI. Multivariate analysis showed that attitude to ChatGPT use was significantly influenced by country of residence, age, university type, and the latest grade point average of the students. The current study confirmed the validity of TAME-ChatGPT as a survey instrument to assess the possible determinants of ChatGPT use among university students in Arab countries. The study findings highlighted that successful adoption of ChatGPT in higher education could be dependent on perceived ease of use, usefulness, positive attitudes to technology, social influence, behavioral/cognitive factors, lower anxiety, and minimal perceived risks. The utility of ChatGPT in higher education requires policies that should be tailored for various settings, considering the differences observed in attitude towards ChatGPT among participating students in this study.

Artificial Intelligence (AI) has emerged as a disruptive technology in various areas, and medicine is no exception. In the last decade, there has been rapid progress in the application of AI in healthcare, from diagnosing and prognosticating diseases to improving operational efficiency in hospitals. This literature review explores the advances of artificial intelligence in the field of medicine, discusses its benefits, and discusses the ethical and regulatory challenges that need to be addressed to maximize its potential.

Universal education is an elusive goal in many countries, especially for disabled children. Nonetheless determined efforts around the globe have shown that it can become a reality once existing systems were re-imagined by practitioners who arguably have been to the fore more so than academic researchers. Their efforts have identified new ways of thinking about children’s disabilities, the introduction of new practices in schools, forging partnerships between teachers and parents, and mobilising community resources. Societal change is both a consequence of, and a support to these local systems. The complexity of creating education for all may be daunting but it is achievable when driven by committed, creative and inspirational leadership from practitioners as is evident from the examples provided in this paper which have been further validated by research and evaluation into their efforts.

This paper applies conceptualization from Paulo Freire, Tracey Nicholls, and bell hooks to develop a framework to understand art- and media-based communication of knowledge. Increasing use of art and digital media in research and formal educational settings emphasize knowledge-communication intent, and the theory attempts to rationalize why individuals potentially devalue, discard, or misconstrue messaging. Drawing upon two case studies: children’s literature, and existing scholarship on true crime as a media genre, the framework proposes art and media consumption based on perceived task-applicability of art and media. Stemming from the complex nature of socially-imposed, self-determined, and art- & media-instated tasks that an individual may face throughout their lifetime, an individual may be drawn to Freirean power and privilege - even fictional depictions - as societal structures can grant power and privilege with universal task-applicability. Potential usage of this framework towards participatory, qualitative inquiries conclude the paper, in attempt to support future art and media designed with knowledge-communication intent.

Previous research has explored different models of synchronous remote learning environments supported by videoconferencing and virtual reality platforms. However, few studies have evaluated the preference and acceptance of synchronous remote learning in a course streamed in an immersive or augmented reality platform. This case study uses ANOVA analysis to examine the engineering students´ preferences for receiving instruction during the COVID19 pandemic in three classroom types: face-to-face, conventional virtual (mediated by videoconferencing) and an immersive virtual classroom (IVC). Likewise, structural equation modeling, was used to analyze the acceptance of the IVC perceived by students, this includes four latent factors: ease of receiving a class, perceived usefulness, attitude towards IVC and IVC use. The findings showed that the IVC used in synchronous remote learning has a similar level of preference to the face-to-face classroom, and higher than the conventional virtual one. Despite the high preference for receiving remote instruction in IVC, aspects such as audio delays that affect interaction still need to be resolved. On the other hand, a key aspect for a good performance of these environments is the dynamics associated with the teaching-learning processes and the instructor´ qualities.

Transformative learning is an emerging and unique learning theory for adults. Foreign adult education scholars, represented by Mezirow, have produced significant research results in this field. However, research in this area in China is relatively lacking. This paper interprets the personal story of an English teacher through six stages and combines transformative learning theory to position the roles of adult learners in transformative learning. The author believes that adult learners today must take on six missions and play the roles of discerners, reflectors, communicators, integrators, aspirers, and resilient individuals in the transformative learning process.

This article aims to investigate the potential of artificial intelligence (AI) in revolutionizing the education sector and further advancing the vision of Education 6.0. This study explores how AI can foster personalized learning experiences and adaptive pedagogy. By analyzing recent developments and real-world applications of AI in education, this article offers insights into how AI can support educators in tailoring instruction to individual students' needs, promoting engagement, and optimizing learning outcomes. The article also discusses ethical considerations and challenges associated with the integration of AI in education, emphasizing the importance of responsible implementation and human supervision.

As digital technologies rapidly integrate into Health Professions Education (HPE), gaining a comprehensive understanding of cyberethics becomes crucial. This scoping review aimed to explore the pedagogy of cyberethics within HPE, with an emphasis on its definitions, conceptualizations, theoretical foundations, and interventions. Drawing from 37 documents spanning 2012-2022, primarily originating from the U.S. and encompassing both peer-reviewed and grey literature, the study highlighted a significant gap in the explicit definition and conceptualization of cyberethics. Additionally, the evident lack of specific theoretical frameworks in the majority of these documents could hamper the progression and replicability of research. Among the reviewed articles, only four introduced cyberethics educational interventions, indicating a substantial avenue for future research. While the study utilized comprehensive search methods, limitations such as language biases and the potential omission of pertinent documents were present. Future investigations should broaden the cyberethics discourse to encompass emerging technologies and their ethical implications within HPE. Crafting comprehensive, culturally sensitive, and inclusive guidelines is pivotal in nurturing ethical digital practices in the health care community.

Promoting close and sustainable cooperation between schools, enterprises, and government has become an important concern in many countries. Based on evolutionary game theory, this paper constructs a tripartite evolutionary game model of schools, enterprises, and government in order to analyze the stability of strategies of the different players. The results show that the main factor that influences the stability of the strategies of schools and enterprises is the reward of positive cooperation from sources other than the government, and the main factor that influences the stability of the strategy of the government is the benefit of positive cooperation strategy under the scenario where schools cooperate with enterprises. Therefore, the government should focus on implementing more effective policies, such as increasing the incentives and penalties, improving the mechanism for managing conflicts, ensuring the fairness of benefits distribution, and clarifying the responsibilities of different departments; schools should focus on providing more practical curricula and programs for students, training high-quality teachers, and perfecting talent cultivation to meet the needs of enterprises; and enterprises should focus on providing job experiences for students and transforming the results of schools’ teaching and theoretical research into practical productivity.

In recent years, the use of gamified systems in education has increased due to the growing empirical evidence of their usefulness in improving motivation and participation in learning processes. In order to take advantage of the opportunities for improvement in education presented by gamification, plus the decision to create gamified systems in higher education, this article investigates the willingness of student teachers to learn with gamified systems. The research method is quantitative with validated instruments to measure: 1) student perception of gamification; 2) player profile; and 3) screen time, with an n=569 student teachers from the fifteen regions of Chile. The results show that students prefer to learn with gamified systems than in a traditional way with a significant difference (Wilcoxon z= -18.86, p < 0.01). There are significant positive and negative relationships in correspondence with the Gamer Profile. However, as a finding, a negative relationship was found between the number of hours spent playing video games and the perception of learning through gamified systems. In conclusion, Chilean student teachers present a favorable disposition to teacher training with gamified systems. However, the disposition varies in relation to the number of hours spent playing video games.

Patients with low-grade appendiceal mucinous carcinomas (LAMN) treated with cytoreductive surgery (CRS) and hyperthermic intraperitoneal chemotherapy (HIPEC) have a favorable prognosis. A subgroup presents a clinically aggressive course with disease progress despite any treatment. The purpose of the study is to report the experience with clinically aggressive LAMN patients treated by the same team and review the literature. Four patients with clinically aggressive LAMN were reviewed. Clinical and histopathological characteristics were re-examined. Recurrences and the time of recurrence, as well as the survival time, were recorded. There were 4 men with clinically aggressive LAMN treated with CRS plus HIPEC. One of them underwent CC-0 surgery, two underwent CC-1, and one CC-3 surgery. All received systemic chemotherapy after surgery. Recurrence was recorded in 3 patients in 4-23 months after initial treatment. Two of them underwent secondary CRS. Three patients died of disease recurrence in 13-23 months, and one is alive with disease relapse 49 months after initial surgery. LAMN was identified in both initial specimens and in specimens of reoperation. The prognosis of LAMN patients treated with CRS plus HIPEC is favorable. A small number of them presents clinically aggressive course unresponsive to any treatment. Molecular and genetic studies are required to identify this group of LAMN patients who have an unfavorable prognosis.

This study examined the eye movement patterns of 317 elementary students across reading conditions (audio-assisted reading (AR) and reading-only (R)) and text types (fiction and non-fiction), and identified eye movement parameters that predict their literal comprehension (LC) and inferential comprehension (IC). Participants, randomly assigned to either reading condition and either text type, answered questions assessing their LC and IC. Average fixation duration (AFD), total fixation duration (TFD), and scanpath length were used as eye movement parameters. There were main effects of age on all parameters and interaction effects between age and reading condition on TFD and scanpath length. Controlling for age, TFD had a positive impact on LC of both text types in the AR, while under the R, it affected negatively on IC of both text types. Longer scanpaths predicted IC of fiction in the AR, LC and IC of non-fiction under the AR, and LC of non-fiction within the R. AFD influenced negatively on IC of fiction in the AR, LC and IC of non-fiction in the AR, and LC of non-fiction under the R. These eye movement patterns and predictors indicate children employ different reading strategies based on reading modality and text type.

The preservation of biodiversity has become a major concern in contemporary society. It is essential to understand teachers' representations of biodiversity to effectively guide educational efforts because of the significant role of education in raising awareness and promoting sustainable behavior. Through a survey of a sample of 118 teachers, we adopted a mixed-method approach combining both a closed questionnaire and interviews. We used these methods to explore teachers' representations of the concept of biodiversity as an integral part of the school curriculum, as well as to gather their views on certain features of its teaching. The results state that the majority of teachers perceive biodiversity as a whole and in its most complex relationships. During their professional experience, they have developed a biocentric and anthropocentric conception of biodiversity. This study provides valuable information to guide future pedagogical practices and educational policies in sustainable education.