Search Results (30)

Engineering education often struggles to connect academic content with the real-world skills demanded by industry. Despite the inclusion of teamwork, collaborative learning, and leadership training in engineering curricula, many graduates remain unprepared to deal with complex and professional challenges. This study presents a cross-curricular, practice-oriented methodology designed to strengthen the integration of theoretical knowledge and professional competencies among engineering students. The method has been implemented in the degree in Industrial Design and Product Development Engineering at the University of Cádiz. Students engaged in a realistic design task—developing an outdoor clothesline system—requiring the application of content from Materials Science, Structural Analysis, and Computer-Aided Design. Digital tools such as MILAGE LEARN+ (for gamified content review) and MindMeister (for concept mapping) have been integrated to promote autonomous learning and interdisciplinary thinking. The methodology has also been designed to improve transversal skills such as initiative, communication, and teamwork through collaborative and student-led project development. The approach has been evaluated through pre- and post-intervention surveys, informal feedback, and internship outcomes. The results showed a 40% reduction in students reporting difficulty retaining theoretical content (from 78% to 38%) and a 29% increase in self-perceived autonomous learning. The proportion of students feeling unprepared for professional environments dropped from 73% to 34%. Those experiencing anxiety when facing real-world problems has been reduced from 92% to 57%. Students have also reported greater motivation and a clearer understanding of the practical relevance of the academic content. These findings suggest that structured interdisciplinary challenges, when supported by blended learning tools and authentic design problems, can significantly improve student readiness for professional practice. The proposed methodology offers a replicable and adaptable model for other engineering programs seeking to modernize their curricula and foster transferable and real-world skills. Full article

Background/Objectives: Artificial intelligence (AI) is rapidly emerging as a transformative force in healthcare education, including orthodontics. This systematic review and meta-analysis aimed to evaluate the integration of AI into orthodontic training programs, focusing on its effectiveness in improving diagnostic accuracy, learner engagement, and the perceived quality of AI-generated educational content. Materials and Methods: A comprehensive literature search was conducted across PubMed, Scopus, Web of Science, and Embase through May 2025. Eligible studies involved AI-assisted educational interventions in orthodontics. A mixed-methods approach was applied, combining meta-analysis and narrative synthesis based on data availability and consistency. Results: Seven studies involving 1101 participants—including orthodontic students, clinicians, faculty, and program directors—were included. AI tools ranged from cephalometric landmarking platforms to ChatGPT-based learning modules. A fixed-effects meta-analysis using two studies yielded a pooled Global Quality Scale (GQS) score of 3.69 (95% CI: 3.58–3.80), indicating moderate perceived quality of AI-generated content (I² = 64.5%). Due to methodological heterogeneity and limited statistical reporting in most studies, a narrative synthesis was used to summarize additional outcomes. AI tools enhanced diagnostic skills, learner autonomy, and perceived satisfaction, particularly among students and junior faculty. However, barriers such as limited curricular integration, lack of training, and faculty skepticism were recurrent. Conclusions: AI technologies, especially ChatGPT and digital cephalometry tools, show promise in orthodontic education. While learners demonstrate high acceptance, full integration is hindered by institutional and perceptual challenges. Strategic curricular reforms and targeted faculty development are needed to optimize AI adoption in clinical training. Full article

This scoping review explores the integration of sustainability into design education within Taiwanese higher education institutions. Taiwan has implemented education reforms and national sustainability policies, yet their integration into creative disciplines like design remains limited. Guided by the PRISMA-ScR framework, this study systematically identified and analyzed sixteen peer-reviewed articles published over the past decade. Thematic analysis and co-occurrence keyword mapping using VOSviewer were used to examine how sustainability is reflected in design curricula. The findings reveal that, while sustainability is frequently addressed in project-based learning and material experimentation, its incorporation remains inconsistent and largely peripheral. Cluster analysis of the literature indicates that national sustainability policies and education initiatives are primarily concentrated in Science, Technology, Engineering, and Mathematics (STEM) fields and general education, with minimal connection to design departments. Design pedagogy in Taiwan emphasizes creativity, iteration, and localized engagement, yet these practices are rarely aligned with policy frameworks or systemic curricular strategies. Barriers include fragmented frameworks and the absence of interdisciplinary collaboration. Despite these limitations, the review identifies promising entry points—mainly through pedagogical innovation and community-based initiatives. This study concludes by calling for policy-aligned, curriculum-integrated approaches to strengthen the role of design in advancing Taiwan’s sustainable education agenda. Full article

Recognizing that traditional science education materials often overlook students’ cultural and social contexts, this research examines the teacher-driven design of science teaching enactment—specifically, how teachers reflect on and adapt their science instruction to teach social justice through pursuits of identity and criticality using a framework rooted in cultural and historical responsive practices. The data for this study were collected from 14 online discussion sessions where three experienced science teachers engaged in adapting existing lessons, reflecting on their practice toward developing their own understandings of social justice. Through qualitative analysis of the teachers’ reflections, this study investigates how teachers think together about incorporating and nurturing students’ identities and criticality perspectives. The findings show themes related to challenges teachers faced, including parents’ concerns about addressing social justice topics in science class. Teachers also struggled with navigating discussions about identity, particularly when their race differed from that of their students. The teachers also reflected on aspects that promoted the work, such as students’ positive responses, and the deepening of their relationships with students. The teachers’ adaptations centered on students’ identities and the critical examination of societal issues, which were seen as accessible avenues for deepening scientific understanding and promoting engagement. Implications for teachers include using a reflective discussion approach for supporting curricular adaptations. There is a need for professional learning frameworks that empower teachers as agentive, intellectual actors to align science education with social justice principles. This will foster more inclusive and transformative learning experiences for diverse student populations. Full article

This study investigates the motivation of future primary education teachers when using virtual reality (VR) as a pedagogical tool for teaching Social Sciences and History. A total of 73 students participated, engaging with curricular content through an immersive experience designed to strengthen digital and methodological skills. Motivation was measured using a reduced version of the Instructional Material Motivational Survey (IMMS), assessing attention, relevance, confidence, and satisfaction. Additionally, an adaptation of the LOES-S questionnaire was used to analyze the perception of VR as a learning object in initial teacher training. On a Likert scale (1–5), the results showed a high overall motivation level ($M=4.56$, $SD=0.26$), with satisfaction ($M=4.92$, $SD=0.20$) being the most prominent factor. Relevance, however, received a lower score ($M=4.36$, $SD=0.44$), suggesting difficulty connecting immersive content with prior knowledge. In the LOES-S questionnaire, engagement ($M=4.88$, $SD=0.27$) was the highest-rated construct, indicating strong emotional and motivational involvement. No significant gender differences were found, emphasizing the inclusive nature of VR. This study highlights the potential of VR to enhance teacher training, motivation, digital competencies, and innovative methodologies, while underscoring the need for effective pedagogical design to optimize its educational impact. Full article

The development of existing technologies and the emergence of new technologies aiming at the total decarbonization of the buildings sector by 2050 requires and encourages upskilling and reskilling of existing professionals as well as the development of new subjects from higher education courses to be able to respond to the demands of these challenges. In responding to those challenges, the main objective of the research is to design, implement, and evaluate a novel, integrated, and transnational educational approach aimed at equipping professionals and students in the construction sector with the necessary skills to achieve sustainable and energy-efficient buildings. This study aligns with the European Union’s 2050 decarbonization goals by developing innovative methodologies that address the multidisciplinary challenges of sustainable building design, operation, and renovation. The proposed educational approach was developed in the framework of an Erasmus+ project entitled “Training for Sustainable and Healthy Building for 2050 (BUILD2050)”. Six higher education institutions from five European countries joined forces to create transversal skills in the building sector knowledge for emerging challenges through an integrated training composed of eight training courses for students and professionals of the construction area. In this work, the pedagogical approach used to develop the course contents, curricular development issues, technology, and infrastructure, as well as student support, the results obtained from the evaluation carried out after the pilot training of the eight training courses, and best practices and lessons learned, are presented and discussed. The courses’ learning objectives, the learning material, and the assessment activities were well-accomplished. However, based on the feedback of students and teachers, some improvements for future editions of the courses are required. Full article

This study examines the integration of Education for Sustainable Development (ESD) within the Grade 11 Life Sciences curriculum in the Vhembe East District. Despite a growing emphasis on ESD, teachers encounter significant barriers that impede effective implementation. Using a qualitative exploratory case study approach, data were gathered through classroom observations and semi-structured interviews with four purposively selected Grade 11 Life Sciences teachers. Thematic analysis revealed varying degrees of ESD integration, with challenges such as inadequate training, resource limitations, and a lack of diverse instructional materials, restricting teachers’ ability to effectively communicate complex environmental concepts. The study emphasizes the need for stronger curricular alignment of ESD, greater resource accessibility, and focused professional development to support teachers. These findings provide valuable insights into the status of ESD integration, emphasizing the necessity for systemic improvements to cultivate environmental literacy and sustainable behaviors that can benefit both educational communities and broader society. Full article

Teaching computation in science courses can enhance science education, but doing so requires that teachers expand the vision of their discipline beyond the traditional view of science presented in most curricula. This article describes a design-based research (DBR) program that included collaboration among high school teachers and professional development leaders in physics and computer science education. Through three years of professional development and teacher-led development, field testing, and refinement of integrated curricular resources, we have combined instructional modeling practices, physical lab materials, and computer programming activities. One of the outcomes is a co-created framework for the integration of computational modeling into physics that is sensitive to teachers’ interests and expressed needs in addition to learning goals. This framework merges two evidence-based approaches to teaching: Bootstrap:Algebra, a web-based computing curriculum that emphasizes using multiple representations of functions and scaffolds that make the programming process explicit, and Modeling Instruction in physics, an approach that emphasizes the use of conceptual models, modeling practices and representational tools. In doing so, we uncover the need to balance teachers’ visions for integration opportunities with practical instructional needs and emphasize that frameworks for integration need to reflect teachers’ values and goals. Full article

This study analyses the relationship between the physical education (PE) curriculum in secondary education in Spain and the Sustainable Development Goals (SDGs). The Physical education curriculum of compulsory secondary education, as well as the complementary materials, were analysed through document analysis. Although there is no explicit relationship, the analysis reveals links between curricular elements and SDGs targets, particularly with SDG 4 (Quality Education), 3 (Health and Well-being), and 5 (Gender Equality). Other SDGs, such as 10 (Reducing Inequalities) and 12 (Responsible Consumption), are less related. The social dimension of sustainable development is most closely linked to PE. A historical analysis of the treatment of sustainable development in PE curricula in Spain is also presented, examining how they have evolved over time. The manuscript helps clarify how teachers and researchers can mobilize competencies to address global challenges in students’ lives as individuals and world citizens, fostering commitment and social responsibility. Furthermore, this work highlights the importance of integrating the SDGs into education and how PE can be a key tool in this process. Full article

School readiness can be used as a key target to support children’s social, emotional, language, and a wide range of communication skills, particularly to promote equity for children in a democratic society. This is especially important for Portuguese children attending early years foundation settings, as considering “school readiness” creates a much broader educational base for school subjects to subsequently build upon and, in particular, nurturing early years foundation stage Portuguese children’s literacy development in English, the privileged language of international communication. However, little is known about how the English language can be best taught at such young ages, as well as the unique outcomes from such an early exposure, at least in the Portuguese context. Language play has been argued to be a “universal” feature common to all human beings, regardless of their age. This study set out to prepare young preschool children with an English language background for the primary school years. As such, this study examined the impact of exposing children to classroom-based storybook reading sessions and original cartoon-based created materials, hence creating a print-referencing-style environment carried out during an academic year. The impacts on preschoolers’ early literacy development were examined, focusing specifically on the domain of print knowledge. The study reported here set out to determine to what extent a play-based, cross-curricular pedagogic programme for learning English, fastened in CLIL principles (English across the curriculum), could be effective in promoting early literacy development within an early years setting in Portugal, thus preparing children for the formal years of primary school to come. Fifteen native Portuguese preschool children (3–5 years old) were the focus of this study. Their engagement in English lessons was investigated through audio recordings of peer and group conversations. Cross-reference content analyses were carried out separately, with audio recordings of lessons and researcher’s field notes as part of triangulation of the data. Full article

Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers’ Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content. Full article

The smoking prevalence among vocational education and training (VET) students is high. This paper describes the development and feasibility test of a multicomponent intervention designed to promote non-smoking behaviour at VET schools. We applied the Behaviour Change Wheel (BCW) stages and the capability, opportunity, and motivation for behaviour (COM-B) model to develop the intervention components based on theory, evidence, and a thorough needs-assessment study. Moreover, we feasibility-tested the preliminary ideas. All in all, our study was based on the literature, survey data, fieldwork, workshops, and expert and stakeholder involvement. The final intervention programme targets VET students’ smoking behaviour at the school, class, and individual levels through (a) a comprehensive tobacco policy to limit the physical and social opportunities to smoke, supplemented with a two-day staff course in conversations about smoking and an edutainment session (a lecture that both educates and entertains) to support a smoke-free environment; (b) classroom curricular with teaching materials to increase knowledge and social support, along with a quit-and-win competition to increase motivation; and (c) the national Quitline adapted to VET students to increase access to cessation support. The BCW model enabled a systematic and comprehensive development of an intervention, which demonstrates relevant techniques and delivery options to have the potential to reduce smoking in VET schools. Full article

This study deals with the concept of the observer in science education, which is currently significantly diminished at school. In the first part, we review the theoretical perspective of the concept, regarding its historical role in physics knowledge, cognitive aspects of learning and the relevant curricular situation. The second part of the study was devoted to the experiment, which included constructing new materials to facilitate interpretation of physical situations by inertial and non-inertial observers in teaching students in middle schools. The impact of the experimental teaching was assessed by an open questionnaire addressing content knowledge and affective perception of the new material. The significant positive results obtained testify to the feasibility of such innovative teaching. It has a strong advantage in comparison with the regular teaching in the control group. The implication of the study could be significant changes which would upgrade school physics curricula. The explicit inclusion of the inertial forces—instead of banning them, as currently practised—maturates the physics knowledge of school students while resonating with their naive views on the subject. Full article

The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools. Full article

Historically, STEM learning spaces and curriculum have overlooked the strengths and agency of students, teachers, and their communities. Project-based STEM units about environmental issues like water quality offer the possibility to create more expansive, equitable learning experiences. These units can leverage local problems and resources while also including the global dimensions of the issue to provide meaningful opportunities for diverse student sensemaking. However, even project-based STEM learning requires explicit attention to the agency of teachers, students, and place. In order to identify a set of design principles for supporting equitable learning in a project-based STEM curriculum, this manuscript brings together a set of empirical and theoretical frameworks including teacher participatory relationship with the curriculum, culturally sustaining pedagogy, critical pedagogy of place, and equitable sensemaking. The authors use these frameworks to describe a conceptual model of Participatory Relationship of Students, Communities, Teachers, Curriculum and Place. Then, the manuscript outlines a set of seven design principles that connect to the theoretical frameworks to the conceptual model and provide implementation strategies with examples of how we apply these design principles to a project-based STEM unit for 4–8 grade students. The design principles have implications for design of future project-based units and learning opportunities for teachers and students. Full article