Search Results (2,150)

This study examined the potential of rebus-based instruction as a visually enriched pedagogical approach for supporting gifted students’ learning of Mesopotamian and Anatolian civilizations. Within the framework of sustainable education, the study focused on instructional practices that promote meaningful learning, active cognitive engagement, and the short-term retention of knowledge, particularly in relation to cultural and historical understanding. A mixed-methods research design was employed. Quantitative data were collected through a pre-test–post-test quasi-experimental design, while qualitative data were obtained through semi-structured interviews. The study group consisted of 18 gifted students enrolled in a Science and Art Center (BILSEM) in Istanbul during the 2024–2025 academic year. Of these, 11 students were assigned to the experimental group and 7 to the control group. The experimental group received rebus-based instruction, whereas the control group was taught using traditional teaching methods. Quantitative findings showed a statistically significant improvement in the academic achievement scores of the students in the experimental group compared with their pre-test scores. Qualitative findings further indicated that rebus-based instruction enhanced students’ motivation, creativity, visual perception, and analytical thinking, while also supporting meaningful learning and short-term recall over a one-month interval. In addition, students demonstrated an improved ability to recall and accurately identify historical civilizations. Overall, the findings suggest that rebus-based instruction may be a promising pedagogical approach for promoting engaging and meaningful learning experiences and for supporting the teaching of cultural and historical knowledge in gifted education. Full article

Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students’ learning experiences remains limited. Objectives: To explore nursing students’ perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Full article

This study investigates Chinese students’ perspectives on leveraging Generative Artificial Intelligence (GenAI) to enhance reading and writing abilities in preparation for the language learning and examination. 76 students enrolled in an online virtual learning environment (VLE) and participated in forum discussions prompted by questions relating to AI use and different study practices. Analysis identified 33 detailed forum posts written by and between students that specifically engaged in discussions concerning the use of AI to support English as an Additional Language (EAL) fluency, academic reading/writing skills, and IELTS-related skills development. This article presents an analysis of these contributions using thematic analysis. An inductive approach enabled the identification of key themes relating to students’ perceptions. Findings indicated that students appreciated AI’s capacity for personalised language learning, reading and writing practice while expressing reservations about overreliance on digital tools. The concept of Artificially Intelligent Mediated Counterbalance (AIMC) is proposed to capture students’ reported strategies for integrating AI tools with traditional study methods to maintain authentic language development. The article concludes by discussing the implications of AIMC for educators and policymakers seeking to support the responsible integration of AI into language education. Full article

The internationalization of university research is driven by multiple, overlapping rationales that operate across institutional and individual dimensions and condition how international engagement becomes feasible in practice. This study examines how Honduran university faculty constructs and articulates the reasons for internationalizing their research activities; it identifies the discursive positions that emerge from these accounts. A qualitative–structural approach was used to analyze the discursive data produced in the group meetings convened through with an ad hoc structural sample. The analysis identified and graphically represented five discursive positions configured as a relational structure: (A) Professional Development, (B) Ethical–Political Commitment, (C) Financial Acquisition, (D) Academic Prestige, and (E) Sociocultural Engagement. Together, these positions capture distinct yet interrelated motivations by which faculty members pursue research internationalization. By mapping this relational configuration, the study contributes to the literature by showing how faculty rationales are combined and hierarchized in situated academic practice and provides empirically grounded insights for designing, planning, and managing strategies that align institutional priorities with the diversity of faculty rationales, thereby leveraging their tensions and complementarities to strengthen the effectiveness and sustainability of research internationalization within the university context. Full article

Instructor clarity is a central component of instructional communication and has been consistently associated with positive academic outcomes; however, less evidence exists regarding the mechanisms through which it influences student interest in higher education contexts. From a sustainability perspective, understanding these mechanisms is essential for promoting inclusive, equitable, and high-quality learning environments in line with global educational goals. This study fills a gap in the literature by examining, through multivariate models, the relationship between instructor clarity and student interest as mediated by academic satisfaction and state motivation, within the framework of the Rhetorical/Relational Goals Theory in the Spanish higher education context. A quantitative, cross-sectional, ex post facto research design was employed using a survey method. A non-probabilistic convenience sampling approach was used. A total of 258 undergraduate students from the University of Extremadura enrolled in the Bachelor’s Degree in Early Childhood Education and the Bachelor’s Degree in Primary Education participated in the study. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), including an assessment of the model’s predictive capability. The results indicated that instructor clarity was positively associated with academic satisfaction, state motivation, and student interest, with the first two variables acting as complementary mediators in these relationships. Among the predictors, state motivation emerged as the strongest determinant of student interest, whereas the direct effect of instructor clarity was comparatively weaker, highlighting the relevance of indirect pathways. The model demonstrated high predictive power and strong predictive validity with respect to student interest. Overall, the findings indicate that instructor clarity influences student interest primarily through its indirect effects on academic satisfaction and state motivation, emphasizing the importance of fostering motivational processes as key mechanisms linking teaching practices with students’ learning outcomes in higher education. Finally, it should be noted that the findings are directly aligned with Sustainable Development Goal (SDG) 4, contributing to Target 4.3 by enhancing the effectiveness and equity of teaching in higher education, as well as supporting the development of sustainable learning environments that foster long-term student engagement and academic persistence. Full article

This narrative review synthesizes existing literature on outdoor physical activity and youth well-being, with mountain biking considered as an illustrative example of a high-engagement, nature-based activity. A comprehensive literature search was conducted across multiple academic databases, including Academic Search Complete, MEDLINE, APA PsycINFO, CINAHL Plus, SocINDEX, ERIC, and additional hand searches in Google Scholar and Web of Science. Seventeen studies met the inclusion criteria and were analyzed using an iterative thematic approach. Three primary themes emerged: resilience, mood and emotional well-being, and social connectedness. Across studies, outdoor physical activity was associated with improvements in self-efficacy, stress reduction, and peer relationships. However, most studies examined outdoor activity broadly, with limited evidence specific to mountain biking. While prior literature suggests that biological and psychosocial processes (e.g., engagement with nature, social interaction, and perceived competence) may underlie these associations, these mechanisms were not directly tested in most included studies. Findings should therefore be interpreted as indicative of associations rather than causal effects. Overall, outdoor physical activity represents a promising, accessible approach for supporting youth well-being. Future research should further examine activity-specific impacts, including mountain biking, and prioritize longitudinal and experimental designs to better understand mechanisms and long-term outcomes. Full article

Podiatry residents may benefit from addiction medicine rotations due to substantial overlap between podiatric needs and substance use disorders (SUDs), particularly in the hospital setting. In a semi-structured format, we describe the cases of two podiatry residents, perhaps the first ever documented, who rotated with an inpatient addiction medicine consult team at an urban, academic hospital. These two residents joined the addiction consult team in 2023 and 2024 and rated their confidence in twelve learning objectives via a five-point Likert scale before and after the rotation (2 weeks long). They also rated their attitude toward the value of addiction services. Post-rotation feedback from the module and ad hoc e-mail correspondence are included. Residents 1 and 2 joined the team and engaged well in orientating with the team, eventually providing near-independent addiction medicine consultations for primary inpatient teams. Pre/post data showed large increases in confidence in learning objectives (mean scores 2.1 to 4.9 for Resident 1, and mean scores 1.5 to 4.0 for Resident 2). They both reported positive experiences, and months later reflected on both pragmatic (e.g., available resources) and attitude-related (e.g., understanding the importance of substance use context for patients) educational gains. In summary, residents from surgical specialties like podiatry may benefit from inpatient addiction medicine exposure. It is unclear whether their rotation spots could be better utilized by those in other specialties, but SUDs are prevalent in a multitude of settings, arguing for broad dissemination of SUD treatment education. Full article

Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the potential of living labs as dynamic learning settings. Specifically, it explores two dimensions: (1) how living labs structure learning processes, and (2) the influence of collaboration with societal partners on learning outcomes, framed by the Quadruple Helix Model (academia, industry, government, and community). The study adopts a qualitative research design via semi-structured interviews with seven laboratory leaders across five well-established living labs in Finnish Universities of Applied Sciences. Interview transcripts were analyzed using Julius.ai and in vivo coding to identify and categorize themes. The respondents highlighted that in their experience, combining physical and digital settings often facilitates experiential, reflective, and innovative learning while equipping students with practical skills and competencies that improve their employability. Furthermore, the respondents reported that engagement with stakeholders fosters co-creation and well-rounded innovation. These collaborations also help ensure that the living labs can effectively sustain their operation, offering students the opportunities to engage in globally relevant issues such as digital transformation. Nonetheless, obstacles include resource limitations, maintaining enduring teamwork, and adjusting to rapid technological changes. The paper concludes that living labs serve as supplementary instruments and their adoption can help match academic learning curricula and practices with industry needs, while also enhancing student learning in preparation for the world of work. Full article

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We collected 652 field notes of SEL in action across twelve schools in the Northeast and Western regions of the United States between December 2022 and May 2024. All field notes were analyzed with Dedoose using thematic inductive coding. Key facilitators of systemwide SEL include prioritization/support from leadership, professional development for educators, integration into students’ daily experiences, and engagement with parents/caregivers and the community. Key challenges to systemwide SEL involve leadership ambiguity, educator burnout, and student disengagement. Implications for optimizing SEL implementation in educational practice and policy are discussed. Full article

This study presents a longitudinal examination of intergroup relations between Arab and Jewish students in an Israeli higher education institution, focusing on their willingness for intergroup closeness and actual intergroup interactions. Building upon previous data collected in 2023, the 2025 findings reveal both persisting views in certain attitudes and behaviors and changes in others. Arab students consistently reported higher levels of willingness for academic, friendship, and acquaintanceship relations, as well as more frequent intergroup interactions. In contrast, Jewish students demonstrated a significant decline in both willingness and engagement, particularly following the 7 October 2023 attacks and ensuing war between Hamas and Israel. The study highlights the gap between expressed willingness and actual behavior, emphasizing the need for structured institutional interventions to foster meaningful intergroup contact. Differences were also observed across gender and friendship status, with Arab students showing increased openness over time. The findings underscore the critical role of higher education institutions in promoting intercultural competence and suggest practical recommendations for enhancing intergroup relations in conflict-affected societies. Full article

As schools take on more responsibility for promoting student mental health, there is an increasing focus on how educational policies and practices enhance psychological well-being. However, research has yet to fully examine how alternative school environments support student mental health, especially for those facing structural inequities related to exclusionary discipline and system involvement. This exploratory qualitative case study examined how an urban intensive, asset-based alternative high school supports the mental health of formerly incarcerated transition-age (18–25) Black male students during reentry. Drawing on interviews (n = 12), observations (n = 33), a focus group (n = 4), and document review, analyzed using thematic analysis with the Radical Healing Framework as an interpretive lens, four interconnected themes emerged: academic engagement and high school completion as sources of future orientation; employment preparation as a pathway to economic stability and purpose; social-emotional stability fostered through relational support and collective care; and liberation from system involvement as relief from racialized surveillance. These mechanisms were perceived as reducing psychological distress, supporting emotional regulation, and promoting a sense of belonging and agency within and outside the alternative school context. Implications for healing-centered, culturally responsive educational policy, practice, and future research are discussed. Full article

Generative artificial intelligence (AI) is increasingly used in higher education as an interactive tutoring partner rather than a passive information tool. While AI offers opportunities to support learning, concerns remain regarding cognitive offloading, reduced engagement, and unreflective use. Although instructional scaffolding is a well-established design principle for supporting complex learning, its role in shaping cognitive and metacognitive processes in AI-supported settings remains underexplored. This quasi-experimental pre–post study examined how varying levels of scaffolding influence learning outcomes and motivational, cognitive and metacognitive processes during AI-tutored learning. A total of 175 first-semester students from two faculties and diverse academic backgrounds completed the same academic task within a four-hour university session under one of three conditions: (1) full scaffolding, including a structured prompting template based on the Goal–Context–Constraints (GCC) strategy, iterative refinement, and reflective guidance; (2) light scaffolding, including the GCC prompting template; or (3) no scaffolding template as the control condition. Measures included knowledge gain, motivation, cognitive load, critical thinking, and reflective use. Data were analysed using ANOVAs, ANCOVAs, regression models, and PROCESS moderation and mediation analyses. Across the conditions, students showed significant gains in knowledge, critical thinking, and reflective use, while motivation remained stable and intrinsic and extraneous cognitive load decreased; no significant differences between scaffolding conditions were observed. The scaffolding conditions did not produce significant interaction effects, although descriptive trends suggested higher gains in higher-order knowledge under scaffolded conditions. Overall, the findings suggest that short-term learning gains in AI-supported settings may not depend on scaffolding intensity alone, but rather on how learners engage with AI during the learning process. Full article

Educational trajectories developed by students throughout their schooling are shaped by experiences across multiple domains, where learning opportunities coexist with factors that may hinder academic achievement and the development of successful trajectories. The aim of this study was to analyze the personal, family, school, and contextual factors associated with educational trajectories and academic achievement among primary and secondary school students. A systematic review of the literature was conducted based on quantitative longitudinal studies published between 2022 and 2025 and identified through the Web of Science, Scopus, and Education Resources Information Center databases. The results indicate that educational trajectories linked to academic achievement tend to begin in primary education and show relative stability throughout secondary education, with variations over time associated with the interaction of individual, family, school, and contextual factors. These findings have practical implications for behaviorally informed interventions aimed at strengthening self-regulation, teacher support, socioemotional competencies, and family engagement to promote more equitable academic pathways. Overall, the evidence underscores the need to implement comprehensive and differentiated educational interventions articulated across multiple levels to reduce inequalities and foster sustainable academic development. Full article

Generative AI (GenAI) is transforming higher education assessments, yet empirical research on students’ lived experiences with GenAI during graded, time-constrained classroom assessments remains scarce. This study investigates how direct experience with GenAI in examinations shapes student perceptions of learning, metacognition, and engagement. Drawing on self-regulated learning research and cognitive load theory, we employed a retrospective pre–post design to analyze qualitative reflections and quantitative data from 90 undergraduate computer science and engineering students. Our qualitative analysis suggests a complex recalibration from idealized expectations of efficiency toward what may be described as a state of measured pragmatism. Interpretive analysis of Post-experience reflections indicates that direct practical engagement appeared to make students more conscious of the need for metacognitive engagement, with a focus on real-time output verification and the restrictive role of time pressure. Concerns regarding assessment authenticity and fairness emerged only after direct engagement. Quantitative results show that although 68.5% preferred the GenAI format, this preference did not correlate significantly with academic performance (r = 0.014, p = 0.89). Those findings suggest that student engagement is driven by pedagogical and professional relevance rather than grade improvement alone. Overall, the findings underscore the need for assessment designs that balance cognitive support with active student monitoring and responsibility. Full article

In recent years, Visual Education has emerged as an innovative and interdisciplinary teaching approach aimed at promoting meaningful learning through the conscious use of visual tools and languages. This educational paradigm helps to facilitate the understanding of complex concepts, translating them into clear and intuitive visual representations, while enhancing memorisation skills, critical information processing and the practical application of acquired knowledge. This systematic review, conducted according to the PRISMA (2020) protocol, analyses the most recent empirical evidence on the effectiveness of Visual Education in educational contexts. The main objective is to assess how the intentional use of visual tools—images, concept maps, educational videos, interactive digital materials, and virtual manipulatives—contributes to enhancing learning processes and developing transversal skills. Through a comparative analysis of fourteen international contributions published between 2020 and 2025, selected from the Scopus, Web of Science and EBSCO databases, the research highlights how Visual Education significantly influences the improvement of academic performance, motivation and cognitive and emotional engagement of students. The results also confirm the inclusive function of visual teaching, which can encourage participation, self-esteem and cooperation even in individuals with special educational needs. The discussion emphasises the need for the systematic integration of Visual Education into school curricula as a strategy to enhance soft skills and promote more equitable, effective learning geared towards the integral development of the individual. Full article