Search Results (304)

In the era of digital intelligence, information literacy (IL) competency has become a critical indicator for measuring the comprehensive quality and sustainable development potential of university’s education. Using Yancheng Institute of Technology as a case study, this study systematically elucidates the connotation and current development status of college students’ IL within the framework of sustainable development. An evaluation index system is constructed, comprising four dimensions: information awareness and attitude, information ethics, law and security, information knowledge and skills, and information integration and innovation. The study employs the Analytic Hierarchy Process (AHP) to determine the weights of indicators at various levels and integrates the Fuzzy Comprehensive Evaluation Method (FCEM) to establish a quantitative assessment model for IL competency. Empirical research demonstrates that the proposed model effectively enables a multidimensional and quantitative evaluation of students’ IL, with results that exhibit sound scientific validity and applicability. Based on the analysis, specific strategies are proposed to enhance students’ IL from the perspectives of curriculum design, teaching models, and library services, thereby providing theoretical references and practical pathways for advancing informatization and sustainable development in higher education. Full article

Traditional teaching methods are often far from aligning with professional practice demands. Team-Based Learning (TBL), a variant of Problem-Based Learning, may foster motivation, autonomy, and deeper knowledge acquisition, especially in those educative contexts linked to practical knowledge. The objective of the present research was to explore the impact of a TBL program with digital support on Sport Sciences students’ psychological and learning outcomes. A quasi-experimental design with pre- and post-tests was applied to 68 fourth-year students (mean age = 21.45 ± 1.57 years). The intervention spanned 12 weeks, where the students had to solve specific case studies linked to the theoretical content of the subject and its applicability. Variables measured included motivational climate, satisfaction of basic psychological needs, intrinsic motivation, transversal competences, and academic performance. Significant improvements were observed in task- and ego-oriented climate, autonomy, competence, relatedness, knowledge scores, and competence in scientific searches and academic dissemination (p < 0.05). No significant changes were found in intrinsic motivation or audiovisual material competence. Sex influenced several outcomes, while project marks and prior transversal skills did not. TBL combined with digital tools enhanced learning outcomes and key psychological needs, though intrinsic motivation remained unchanged. Findings highlight the value of active methodologies in higher education, while underscoring the need for long-term, broader studies. Full article

The integration of emerging technologies is reshaping the teaching skills required in the 21st century, yet little evidence exists on how contextualized training supports rural teachers in adopting active methodologies and critically incorporating AI into entrepreneurship education. This study evaluated the impact of a 40-h professional development program implemented in Educational District 15D01 in the Ecuadorian Amazon. Thirty-nine secondary school teachers participated (mean age = 43.1 years); 36% lacked prior entrepreneurship training, and 44% had not recently mentored student projects. A sequential explanatory mixed-methods design was employed. The quantitative phase employed a 22-item questionnaire that addressed four dimensions: entrepreneurial knowledge, competencies, methodological strategies, and AI integration. Significant pre–post improvements were found (p < 0.001), with large effects for knowledge (d = 1.43), methodologies (d = 1.39), and AI integration (d = 1.30), and a moderate effect for competences (d = 0.66). The qualitative phase analyzed 312 open-ended responses, highlighting greater openness to innovation, enhanced teacher agency, and favorable perceptions of AI as a resource for ideation, prototyping, and evaluation. Overall, the findings suggest that situated, contextually aligned training can strengthen digital equity policies, foster pedagogical innovation, and empower educators in underserved rural communities, contributing to sustainable pathways for teacher professional development. Full article

The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes. Full article

Background/Objectives: In today’s society, the use of new technologies in education has become increasingly relevant. In the subject of Physical Education, these tools offer resources to increase motivation and allow for a better academic monitoring of students. However, their use has also generated academic debate. This systematic review aims to analyse the educational impact of the use of new technologies and their effect on mental health and academic performance in Physical Education students. Methods: The PRISMA Statement was used. A literature search was conducted from January 2020 to April 2025 in the databases Web of Science, Scopus, SPORTDiscus and Dialnet. To refine the search process, the following research question was posed, following the PICO model: in Physical Education students, what is the educational effect of the use of digital technology on mental health and academic performance in teaching practice? The Mixed Methods Appraisal Tool was used to assess the quality of the studies analysed. Results: From a total of 897 articles, 27 relevant papers were selected and classified according to: authors, manuscript title, year of publication, population, main objective, type of design, digital tool, results and conclusions. Conclusions: The findings of this systematic review underline the importance of adopting a constructivist approach to the use of technological resources in Physical Education classes, without losing sight of the motor component, competence learning and the mental well-being of students. Full article

Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model designed to measure TDC in relation to the educational use of AI. A quantitative methodology was applied using a validated questionnaire distributed through Google Forms between March and May 2024. The sample consisted of 368 university professors. The model examined relationships among key dimensions, including cognition, capacity, vision, ethics, perceived threats, ai-powered innovation, and job satisfaction. The results indicate that cognition is the strongest predictor of capacity, which in turn significantly influences vision and ethics. AI-powered innovation presented limited explained variance, while perceived threats from AI negatively affected capacity. Additionally, job satisfaction was mainly influenced by external factors beyond the model. The overall model fit confirmed its reliability in explaining the proposed relationships. This study highlights the critical role of cognitive training in AI for teachers and the importance of designing targeted professional development programs to enhance TDC. Although a generally positive attitude towards AI was identified, perceptions of threats remained low. Full article

This paper explores how primary school teachers integrate digital technologies into their classroom practice, with a particular focus on the extent to which their stated intentions align with what actually takes place during lessons. Drawing on data from the Bulgarian SUMMIT project on digital transformation in education, the study employed a mixed-methods design combining semi-structured interviews, structured lesson observations, and analysis of teaching materials. The sample included 44 teachers from 26 Bulgarian schools, representing a range of educational contexts. The analysis was guided by the Digital Technology Integration Framework (DTIF), which distinguishes between three modes of technology use—Support, Extend, and Transform—based on the depth of pedagogical change. The findings indicated a strong degree of consistency between teachers’ accounts and observed practices in areas such as the use of digital tools for content visualisation, lesson enrichment, and reinforcement of knowledge. At the same time, the study highlights important gaps between teachers’ aspirations and classroom realities. Although many spoke of wanting to promote independent exploration, creativity, collaboration, and digital citizenship, these ambitions were rarely realised in observed lessons. Pupil autonomy and opportunities for creative digital production were limited, with extended and transformative practices appearing only occasionally. No significant subject-specific differences were identified: teachers across disciplines tended to rely on the same set of familiar tools, while more advanced or innovative uses of technology remained rare. Rather than offering a definitive account of progress, the study raises critical questions about teachers’ digital pedagogical competencies, contextual constraints and the depth of technology integration in everyday classroom practice. While digital tools are increasingly present, their use often remains limited to supporting traditional instruction, with extended and transformative applications still aspirational rather than routine. The findings draw attention to context-specific challenges in the Bulgarian primary education system and the importance of aligning digital innovation with pedagogical intent. This highlights the need for sustained professional development focused on learner-centred digital pedagogies, along with stronger institutional support and equitable access to infrastructure. Full article

Teachers’ professional digital competence (PDC) refers to digital competence specific to the teaching profession. PDC serves a dual purpose: it encompasses a range of instrumental, professional, ethical, critical, and epistemic dimensions related to, on the one hand, teaching with digital tools and resources and, on the other hand, teaching pupils about digital technologies, digital skills, digital cultural expression, and broader digital and critical competences relevant to study, work, and everyday life. Teachers’ PDC is a dynamic concept that evolves in step with societal development and technological advancement. Full article

The integration of sustainability competences into education presents significant challenges, particularly in embedding Education for Sustainable Development (ESD) into contextually relevant learning experiences. This study presents the design and validation of the Art Nouveau Path, a Mobile Augmented Reality Game (MARG) developed within the EduCITY ecosystem to foster competences, such as sustainability values, systems thinking, and future literacy. Grounded in the GreenComp framework and employing a Design-based Research (DBR) approach, the intervention was validated with 33 in-service teachers through a simulation-based workshop and a curricular review and complemented by a diagnostic questionnaire was administered to 221 students. This questionnaire (S1-PRE) provided the baseline data on sustainability awareness, digital readiness, and heritage-related learning interest. The teachers confirmed the MARG’s curricular adequacy value and interdisciplinary potential, while the students’ diagnostics revealed mixed conceptions; although 73.30% considered sustainability competences important, only 61.10% expressed interest in learning more about them. Also, 72.40% showed interest in learning about sustainability through local Art Nouveau heritage, and 79.60% considered the theme attractive, indicating potential for emotional and cognitive engagement. The Art Nouveau Path provides an exploratory and replicable model of curriculum-integrated ESD, connecting cultural heritage with competence-based learning for the operationalization of the GreenComp framework in support of SDG 4.7. Full article

Virtual Reality (VR) has emerged as a transformative tool in higher education, enabling immersive and interactive learning environments that support the assimilation of complex concepts, hands-on training, and innovative pedagogical practices. This systematic literature review analyzes studies published between 2020 and 2025 that examined the integration of VR in higher education and its connection with the United Nations Sustainable Development Goals (SDGs). Following the PRISMA guidelines, twelve studies were selected from the Web of Science and Scopus databases and assessed using predefined quality criteria. The findings highlight the predominance of mixed-methods approaches, with applications spanning diverse disciplines such as engineering, medical sciences, architecture, teacher training, and sustainability. The results emphasize VR’s potential to enhance student motivation, engagement, and digital competencies, while also contributing to Quality Education (SDG 4), along with other SDGs such as Good Health and Well-Being (SDG 3), Affordable and Clean Energy (SDG 7), Decent Work and Economic Growth (SDG 8), Reducing Inequalities (SDG 10), Sustainable Cities and Communities (SDG 11), and Climate Action (SDG 13). However, persistent challenges include high implementation costs, limited accessibility and teacher training, lack of standardization, and small short-term study designs. This review underscores the need for broader, longitudinal, and interdisciplinary research that integrates underrepresented SDGs and addresses inclusivity, equity, and long-term effectiveness, consolidating VR as a catalyst for innovation and sustainable development in higher education. Full article

This study aimed to characterize students from the Instituto Tecnológico del Valle de Etla (ITVE), located in Oaxaca, Mexico, within the virtual learning environment (VLE) and to identify the main technological challenges affecting their learning experience. The research adopted a descriptive quantitative approach, using a self-administered questionnaire applied to a sample of 71 students enrolled in distance education programs. The instrument made it possible to analyze variables such as online instructional design, teaching experience, and information technologies. The results evidenced four distinct student profiles identified as follows: demanding, digitally competent, dependent on didactic material, and with technological barriers. These profiles reflect disparities in connectivity conditions, digital competencies, and expectations toward instructional design. The evidence generated by this research contributes to the formulation of more inclusive and resilient educational policies, in line with Sustainable Development Goal 4 (SDG 4), which promotes inclusive, equitable, and quality education for all. Full article

In light of Industry 5.0’s emphasis on human-centric approaches, future engineering education should prioritise the development of soft skills to complement students’ digital and technological competencies. This paper investigates the in-demand skills for Industry 5.0 and explores pedagogical approaches to foster these skills in engineering students. The identified skill categories include digital and technological proficiency, analytical and critical thinking, creativity and innovation, and communication and interpersonal skills. However, to date, no universal teaching model exists that holistically imparts all these skills. To address this gap, the paper introduces a new universal pedagogical model: the EPIC framework, which integrates Experiential, Paired, Inquiry-based, and Collective learning principles and provides examples of how this framework can be incorporated into engineering curricula to simultaneously cultivate all Industry 5.0 skills. Successfully implemented in engineering courses spanning different academic levels (Year 1 to Year 4), EPIC offers a promising framework for equipping students with the skills essential for thriving in the Industry 5.0 era. Full article

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural intelligence (CQ) among American and Korean teacher candidates. Over six weeks, participants engaged in synchronous workshops, virtual cultural exchanges, and collaborative STEM lesson design integrating Korean cultural contexts. Quantitative analysis of pre- and post-program surveys using the STEM Affinity Test and Cultural Intelligence Scale revealed statistically significant improvements across all subdomains of STEM affinity (identity, interest, self-concept, value, and attitudes) and in most dimensions of CQ (metacognitive, cognitive, and behavioral). However, motivational CQ did not show significant gains, likely due to limited student interaction time during the event. Qualitative data from written reflections and focus group discussions supported these findings, indicating increased instructional adaptability, cultural awareness, and confidence in designing inclusive STEM lessons. These results demonstrate the transformative potential of interdisciplinary, culturally immersive programs in teacher education. The CSN model, supported by digital collaboration tools, offers a scalable and effective approach to preparing educators for diverse classrooms. Findings underscore the importance of integrating culturally responsive teaching into STEM education to promote equity, engagement, and global competence. Full article

The integration of gamification into digital learning environments is reshaping educational models, advancing towards more adaptive and personalized teaching evolution. However, within large Chinese corpora, the transition mechanism from passive participation to adaptive gamified learning remains underexplored in a systematic manner. This study fills this gap by utilizing LDA topic modeling and sentiment analysis techniques to delve into user comment data on the Bilibili platform. The results extract five major themes, which include multilingual task-driven learning, early-age programming thinking cultivation, modular English competency certification, cross-domain cognitive integration and psychological safety, as well as ubiquitous intelligent educational environments. The analysis reveals that most themes exhibit highly positive emotions, particularly in applications for early childhood education, while learning models that involve certification mechanisms and technological dependencies tend to provoke emotional fluctuations. Nevertheless, learners still experience certain challenges and pressures when faced with frequent cognitive tasks. In an innovative manner, this study proposes a theoretical framework based on Self-Determination Theory and Connectivism to analyze how motivation satisfaction drives cognitive restructuring, thereby facilitating the process of adaptive learning. This model demonstrates the evolutionary logic of learners’ cross-disciplinary knowledge integration and metacognitive strategy optimization, providing empirical support for the gamification learning transformation mechanism in China’s digital education sector and extending the research framework for personalized teaching and self-regulation in educational technology. Full article