Search Results (6,280)

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning. Full article

The end of the conflict in Sierra Leone between 1991 and 2002 provided an important context for exploring the role of peace education in restoring governance, rebuilding institutions, and promoting socio-economic development. Following the civil war, a variety of externally designed peace education programmes were introduced across the country. These included formal programmes integrated into the school curriculum and non-formal initiatives led by stakeholders. This study evaluated these programmes by examining their goals, implementation approaches, and effectiveness in fostering sustainable peace alongside development. The evaluation employed a social constructionist framework, recognising that understandings of peace and education are shaped by historical, social, and cultural factors. Data were gathered through the analysis of documentary sources and semi-structured online interviews with 12 key informants involved in peace education. The findings reveal important insights regarding both the potential of peace education as a developmental tool and its limitations in achieving lasting peace. Key lessons emphasise the critical role of local ownership, cultural relevance, and ongoing support for post-conflict educational interventions. These insights offer valuable guidance for enhancing future peacebuilding and reconstruction efforts in Sierra Leone and other similar post-conflict settings. Full article

Background/Objectives: Although it is known that widespread online misinformation has negative consequences, there is no scale to measure susceptibility to online misinformation. Thus, our aim was to develop and validate a tool for measuring susceptibility to online misinformation: the Online Misinformation Susceptibility Scale (OMISS). Methods: A comprehensive literature review was conducted to generate a preliminary pool of items. Subsequently, a multidisciplinary panel of experts assessed the content validity of these items. To establish face validity, cognitive interviews were performed. Both exploratory and confirmatory factor analyses were performed to verify the underlying construct structure of the OMISS. We examined the concurrent validity of the OMISS by using a fake news detection scale, the Trust in Scientists Scale, a single-item trust in scientists scale, the Conspiracy Mentality Questionnaire, and a single-item conspiracy belief scale. Reliability was rigorously examined using multiple indices, including Cronbach’s alpha, McDonald’s Omega, Cohen’s kappa, and intraclass correlation coefficient. Results: The psychometric evaluation using both exploratory and confirmatory factor analyses supported a one-factor nine-item model for the OMISS. The OMISS demonstrated strong concurrent validity, evidenced by statistically significant correlations with the five scales mentioned above. Cronbach’s alpha and McDonald’s Omega were 0.920 and 0.921, respectively. The intraclass correlation coefficient for the OMISS was 0.994. Conclusions: Our comprehensive psychometric evaluations confirmed the OMISS as a valid tool for measuring online misinformation susceptibility. The OMISS holds promise as an effective tool for identifying susceptibility to misinformation and could support policymakers, health educators, healthcare professionals, and stakeholders in pinpointing high-risk groups. Full article

This systematic review investigates the integration of artificial intelligence (AI) and information and communication technologies (ICT) in physical education across all educational levels. Physical education is uniquely centered on motor skill development, physical activity engagement, and health promotion—outcomes that require tailored technological approaches. Through the analysis of recent empirical studies, the main areas where digital technologies contribute to pedagogical innovation are highlighted—such as personalized learning, real-time feedback, student motivation, and educational inclusion. The findings show that AI-assisted tools facilitate differentiated instruction and self-regulated learning by adapting to students’ individual performance levels. Technologies such as wearables and augmented reality (AR)/virtual reality (VR) systems increase engagement and support the participation of students with special educational needs. Furthermore, AI contributes to more efficient and objective assessment of motor performance, coordination, and movement quality. However, significant structural and ethical challenges persist, such as unequal access to digital infrastructure, lack of teacher training, and concerns related to personal data protection. Teachers’ perceptions reflect both openness to the educational potential of AI and caution regarding its practical implementation. The review concludes that AI and ICT can substantially transform physical education, provided that coherent policies, clear ethical frameworks, and investments in teachers’ professional development are in place. Full article

Background/Objectives: South Korea is rapidly transitioning into a super-aged society, increasing the importance of care services to ensure the health and quality of life of older adults. Although the number of professional caregivers has steadily grown, these workers face a high risk of depression due to the emotional labor inherent to their roles. This study aimed to analyze factors influencing depression among female professional caregivers by employment type (full-time and part-time) and to explore policy and practical intervention strategies to promote their mental health. Methods: Using data from the Korea Occupational Safety and Health Agency, we selected 223 professional caregivers with at least 1 year of work experience. After excluding insincere responses and male participants, 217 participants were included in the final analysis: 121 full-time and 96 part-time professional caregivers. Results: We found that full-time workers experienced higher levels of depression when they lacked access to health and safety education and could not use paid leave. Part-time workers experienced high levels of depression when engaging in physical activity <3 days per week and when exposed to violence. Conclusions: Based on these findings, the study recommends regular and systematic health and safety education, the establishment of substitute worker support to facilitate paid leave use, promotion of physical activity through education and community programs, regular violence prevention education, and comprehensive support systems for victims. This study is significant in empirically identifying depression risk factors by employment type among female professional caregivers. Future research should include male professional caregivers and employ more advanced measurement tools and longitudinal designs. Full article

Raising awareness and understanding of climate change among younger generations is crucial for building a sustainable future. The Laboratory of Atmospheric Physics (LAP) within the School of Physics of the Aristotle University of Thessaloniki (AUTh) supports this goal by developing innovative educational activities centered on atmospheric processes and climate science. Drawing on its expertise in atmospheric monitoring and remote sensing, LAP makes complex scientific concepts accessible to school students through interactive workshops, hands-on experiments, and data-driven projects using real-time environmental measurements. By integrating research-grade tools and open-access satellite data from ESA, NASA, and EUMETSAT, LAP bridges academic research and public understanding. These activities foster critical thinking, environmental responsibility, and student engagement with real-world climate monitoring practices. Moreover, LAP contributes to the ACTRIS network, offering high-quality data and expertise at both national and European levels. Through these efforts, LAP serves as a hub for climate education, turning awareness into action and inspiring future climate-conscious citizens. Full article

This study demonstrates how mathematical ideas can be developed through genuine applications to problems that are attractive to the learners of mathematics due to consistency with their life experiences. To this end, the paper provides several examples of digital instruments both commonly available and designed by the authors with the goal to prepare schoolchildren of different ages to mathematize basic models of computer science and engineering. The mathematization includes construction and optimization of the models by using big ideas of mathematics at the level of common sense alone as a grade-appropriate prerequisite to their formal description. Also, the paper examines computer systems that can be depicted as the prototypes of artificial intelligence since, in the context of education, they can be used as tools enabling both motivation and support of one’s conceptual development rather than simply a means to carry out thinking for the learners of mathematics. Finally, by referring to a few notable contributors to mathematical, educational, and psychological knowledgebase, this study argues for the merit of intuition in the digital age as a support system in the advancement of computational problem-solving techniques. Full article

Plants are crucial for sustaining community livelihood and should be thoroughly integrated into education; however, students often suffer from Plant Awareness Disparity (PAD). This phenomenon causes students to fail to appreciate the value of plants, often because they fail to notice or value them in their surroundings. Although numerous interventions have been suggested to address PAD, we still lack a comprehensive instrument with which to measure the interconnectedness of plant awareness knowledge and the effectiveness of such interventions. To address this gap, this study developed and validated a new scale to measure plant awareness knowledge in elementary school students. We used the Nipa palm (Nypa fruticans Wurmb) as a specific case study within the Pak Phanang Basin of Nakhon Si Thammarat Province, Thailand. This study was conducted in two phases, following the standards for education and psychology testing. In the first phase, a systematic literature review based on the Plants, People, and Planet (PPP) concept was used to identify the dimensions and components of the scale. In the second phase, the scale was developed, and its construct validity was analyzed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA and CFA provided evidence of a three-factor structure, confirming three distinct yet correlated dimensions of plant knowledge. The three subscales are as follows: Nature of Life, which focuses on students’ knowledge of the physical and biological characteristics of the plant; Interconnectedness of All Things, which measures knowledge of the plant’s relationship with its ecosystem and the community’s way of life; and Greatest Public Benefit, which assesses knowledge of the plant’s economic and cultural value to the community. The scale, comprising 13 items, demonstrated satisfactory internal consistency, with Cronbach’s alpha values above 0.75 across the three subscales. These findings provide educators with a valuable tool for assessing plant awareness and implementing interventions that foster ecological literacy and community sustainability. Full article

Purpose: This review aims to synthesize current knowledge of anatomical variations of the popliteofibular ligament (PFL) and evaluate the clinical relevance of the classification system proposed by Olewnik et al. in the context of the diagnosis, surgical treatment, and rehabilitation of posterolateral corner (PLC) injuries. Methods: A comprehensive analysis of anatomical, surgical, and radiological studies concerning the PFL was conducted. The implications of PFL morphological variants were examined across clinical applications, with an emphasis on reconstructive strategies, imaging interpretation, and rehabilitation planning. Emerging research directions, including AI-supported imaging and personalized algorithms, were also explored. Results: Olewnik’s classification identifies three distinct types of PFL, each with unique structural and biomechanical properties. Recognizing these variants enhances intraoperative orientation, facilitates tailored surgical techniques, and supports individualized rehabilitation protocols. Variant-specific biomechanics, identified via cadaveric studies and imaging, are essential for optimizing functional outcomes and minimizing postoperative instability. Furthermore, the classification offers a platform for developing future diagnostic and decision-support tools using artificial intelligence. Conclusions: The Olewnik et al. classification system should be adopted as a modern anatomical standard for the PFL. Its integration into clinical practice has the potential to improve surgical precision, reduce complication rates, and enhance patient-specific treatment planning. This framework also supports future advancements in orthopedic imaging, education, and AI-driven diagnostics. Beyond descriptive anatomy, we provide a pragmatic surgical algorithm for PLC repair/reconstruction that accounts for scar- and fibrosis-dominated fields and the limited bone stock of the fibular head. Full article

Emotional intelligence (EI) is increasingly recognised as being essential for effective school leadership. However, the direct and cascading effects of school leaders’ EI on teachers and students remain underexplored, particularly in diverse global contexts. This systematic review examined how school leaders’ EI competencies impact teachers’ performance and students’ learning outcomes across contexts. This study synthesised 28 studies published between 2011 and 2024, following the PRISMA guidelines. The findings revealed that self-awareness, empathy, and relationship management emerged as core EI competencies for school leaders across contexts, and principals with high EI positively impacted teachers’ emotional reframing, instructional delivery, and collective efficacy. This study also shows that teacher well-being, instructional leadership practices, and school climate mediated the cascading effects on student outcomes. In addition, this study revealed that cultural and contextual factors modulate EI expression in leadership and that EI metrics showed limitations in cross-cultural applicability. While school leaders’ EI enhances teacher performance and student outcomes through direct and indirect pathways, this review highlights that EI manifestation and efficacy depend on alignment with cultural norms and systemic priorities. Based on these findings, we propose the development of culturally responsive EI frameworks and assessment tools for cultivating emotionally intelligent leadership across global educational contexts. Full article

In the current era of rapid technological change, where artificial intelligence and quantum computing are reshaping knowledge, quantum literacy in high schools is becoming increasingly relevant. An understanding of quantum science is now important for fostering future readiness to prepare students for the future, as it directly affects research, technology and innovation. Introducing quantum computing through educational tools and interactive platforms in schools will make quantum science accessible, equipping students with the necessary skills to understand and participate in future developments. This work investigates the necessity of quantum literacy among secondary education students, as well as their perceptions and understanding of basic concepts of quantum physics. Prior to data collection, students participated in two 90 min educational presentations that introduced fundamental principles of quantum physics through quantum computing and its applications, with an emphasis on cryptography and key distribution. Then, through the application of a specially designed questionnaire, data were collected from 78 students of different kind of schools and background and analyzed quantitatively and qualitatively. The results showed positive trends in students’ responses regarding their familiarity with quantum literacy and their understanding of fundamental principles such as superposition and entanglement. In addition, the analysis highlighted students’ interest in quantum computing and technology and its potential applications. This study highlights the need to integrate quantum literacy into the secondary education curriculum in order to foster scientific thinking and prepare students for the challenges of the quantum era. The educational intervention with the two presentations seemed to contribute positively to the development of students’ quantum literacy. Full article

This mixed-method study explores the impact of the Raising Climate Heroes: Ecological Game Camp on climate change knowledge, awareness, behavior, and emotional engagement among primary school students and adult participants. Designed with experiential and game-based learning approaches, the program aimed to enhance environmental literacy through interactive, nature-centered activities. The quantitative findings from pre- and post-tests revealed significant increases in climate-related knowledge, awareness, climate-friendly behavior, hope, and reductions in climate anxiety. All measurement tools demonstrated high internal consistency (α = 0.809–0.914), indicating strong reliability across both age groups. Qualitative data, analyzed using descriptive thematic analysis, showed high levels of participant satisfaction. The adults emphasized educational gains, professional relevance, and appreciation of academic facilitation. The children focused on enjoyment, outdoor experiences, and social interaction. Activities such as ecological experiments, composting, and collaborative cooking were most favored. The results suggest that combining cognitive and emotional elements through play and hands-on learning can effectively promote pro-environmental attitudes. This study contributes to the literature by demonstrating how climate education can be both engaging and transformative for diverse learner groups. Full article

This study examines the transformative role of educational technologies in higher education, with a focus on their impact on student engagement and collaboration in online and hybrid learning environments. It draws on data from 11 educators at an Australian university across Education, Health Sciences, and Humanities disciplines. Utilising the online tool Padlet, these educators facilitated interactive activities that enhanced teaching and learning. This article analyses Padlet’s unique features and how they were employed to optimise student engagement and learning outcomes. Semi-structured interviews reveal how Padlet supported multimedia presentations, group work, and discussions. The findings underscore the versatility of Padlet in promoting critical thinking and knowledge sharing, ultimately enhancing the student experience in both online and hybrid learning settings. This study encourages educators to adopt innovative strategies that incorporate Padlet and similar technologies to enhance their teaching practices. Full article

The rapid advancement of technology in our era has brought significant changes to various fields of human activity, including education. As a key pillar of intellectual and social development, education integrates innovative tools to enrich learning experiences. One such tool is Augmented Reality (AR), which enables dynamic interaction between physical and digital environments. This systematic review, following PRISMA guidelines, examines AR’s use in education, with a focus on enhancing collaborative learning across various educational levels. A total of 29 peer-reviewed studies published between 2010 and 2024 were selected based on defined inclusion criteria, retrieved from major databases such as Scopus, Web of Science, IEEE Xplore, and ScienceDirect. The findings suggest that AR can improve student engagement and foster collaboration through interactive, immersive methods. However, the review also identifies methodological gaps in current research, such as inconsistent sample size reporting, limited information on questionnaires, and the absence of standardized evaluation approaches. This review contributes to the field by offering a structured synthesis of current research, highlighting critical gaps, and proposing directions for more rigorous, transparent, and pedagogically grounded studies on the integration of AR in collaborative learning environments. Full article

This work presents the development of a web system using deep learning (DL) neural networks to solve the inverse kinematics problem of the Quetzal robotic arm, designed for academic and research purposes. Two architectures, LSTM and CNN, were designed, trained, and evaluated using data generated through the Denavit–Hartenberg (D-H) model, considering the robot’s workspace. The evaluation employed the mean squared error (MSE) as the loss metric and mean absolute error (MAE) and accuracy as performance metrics. The CNN model, featuring four convolutional layers and an input of 4 timesteps, achieved the best overall performance (95.9% accuracy, MSE of 0.003, and MAE of 0.040), significantly outperforming the LSTM model in training time. A hybrid web application was implemented, allowing offline training and real-time online inference under one second via an interactive interface developed with Streamlit 1.16. The solution integrates tools such as TensorFlow™ 2.15, Python 3.10, and Anaconda Distribution 2023.03-1, ensuring portability to fog or cloud computing environments. The proposed system stands out for its fast response times (1 s), low computational cost, and high scalability to collaborative robotics environments. It is a viable alternative for applications in educational or research settings, particularly in projects focused on industrial automation. Full article