Search Results (320)

Problem-based learning (PBL) is a student-centered instruction approach focused on skills development in problem-solving, interaction, autonomy, and critical thinking to learn and act to co-create new knowledge and solutions. Rarely, but authors sometimes identify the benefits of PBL for educators, for example, by allocating instructional time more flexibly for monitoring student performance and discussing issues. However, in the era where collaboration among universities and industries is emphasized, the authors pay little attention to contextualizing PBL in a broader context, such as bringing benefits for relationship management with the industry and alumni, promoting regional development, corporate and social responsibility, marketing of educational organizations, and talent development to create a mutual benefit-based ecosystem. Academic discussions about PBL planning and implementation also neglect the needs and motivation of industry stakeholders to get involved, thus narrowing not only the possibilities for cooperation between both parties but also negatively affecting student learning outcomes, which also directly depend on industry partners. Full article

(1) Background: Data literacy is becoming increasingly important for healthcare professionals in both outpatient care and research. Since healthcare data and the possibilities for its use and misuse are increasing in these areas, healthcare professionals need diverse knowledge regarding the collection, use and evaluation of data. A core component of this is an understanding of the ethical, legal, and social implications (ELSI) of working with health data. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional use of Health Data in the Ruhr Metropolis), the challenge of training in data literacy for different healthcare professionals is addressed. Based on a learning objectives matrix for interprofessional data literacy education, an ELSI concept was developed through collaboration with interprofessional project partners. The study was conducted between December 2024 and April 2025. (3) Results: The foundational structure of the ELSI concept was based on the learning objectives matrix and an unstructured literacy search for ELSI concepts in similar contexts. Using an iterative design-based research approach, a group of experts from different fields (didactics, applied ethics, health sciences, law, sociology, informatics, and psychology) developed an ELSI concept for healthcare professionals. The following categories were identified as crucial: 1. philosophy of science: a basic understanding of science and the hurdles and opportunities; 2. ethics: an overview of the biomedical principles and a technological assessment; 3. law: an overview of the reservation of permission and self-determination; 4. social aspects: an overview of health inequalities and different forms of power relations and imbalances. (4) Conclusions: The ELSI concept can be used in the orientation of healthcare professionals in outpatient care and research—regardless of their profession—to develop data competencies, with the aim of providing a holistic view of the challenges and potential in the collection, use, and evaluation of healthcare data. The DIM.RUHR project’s approach is to develop open educational resources that build on the ELSI concept to teach specific skills at different competence levels. Full article

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the growing importance of STEM disciplines and careers worldwide in recent decades, ensuring a long-term supply of skilled workers. A vital tool for this is the development of curricula that meet the needs of the 21st century, as well as the innovation of teaching methods in science subjects. The research involves a review of the literature on experiential science teaching and subject attitudes, the role of science centers, and relevant project documents. The present research, involving 592 students, focused on attitudes toward technology and science, openness to STEM careers, and the experiences and memories of participants in the student lab theme days. The results of the statistical data analyses confirm the effectiveness of the experiential education methods used in the theme day sessions, as the students’ openness to STEM careers is higher for those who participated in the sessions compared to the non-participants. There are significant differences in the attitudes of girls and boys participating in the program toward science subjects. The results suggest that the success in stimulating interest in science was mainly due to the experiential nature of the sessions. Moreover, the research found that the project led to the strengthening of the participants’ personal and social skills. This study is the first to look at the impact of the project. The results shed light on how teaching STEM subjects using experiential pedagogical methods can contribute to the long-term effectiveness of Széchenyi István University’s enrollment efforts and lead to the economic success of companies in a region facing a significant labor shortage in STEM careers. Full article

Regular classes in outdoor education are gaining popularity worldwide, driven by their potential to enhance a wide range of educational outcomes. The aim of this scoping review is to establish the current state of knowledge about the effects of this form of teaching on academic achievement and its associated factors. Of the 2362 articles included in the corpus, 41 studies involving 10,453 students from preschool to college were analyzed to identify provenance, type of interventions, research design and outcomes. The analyses suggest that outdoor teaching appears to improve learning in sciences, reading, writing, social studies and mathematics. Outdoor teaching seems to support the development of various factors associated with academic achievement, including self-awareness, school climate, motivation and well-being. This leads us to conclude that, in the current state of knowledge, outdoor teaching is a promising pedagogical approach. However, further research is needed to identify and understand its long-term effects across a broader range of disciplines and for a broader range of competences. Full article

This research aims to develop a model for cultivating talents in sustainable food literacy education in Taiwan. The project adopts the professional and theoretical axes of the food industry, sustainable development, and food literacy. The research employs a mixed-method approach, combining qualitative and quantitative techniques, to construct sustainable food literacy assessment indicators for Taiwan. In the first year, through literature analysis and qualitative research, the core content of “sustainable food literacy” in Taiwan was extracted, resulting in four major dimensions with 24 indicator items. Then, using the Fuzzy Delphi method, the indicators were constructed, defining the core content and dimension indicators of sustainable food literacy, which include “sustainable agriculture and production”, “healthy diet and culture”, “green environmental protection and consumption”, and “food social responsibility and ethics”, encompassing a total of 20 indicators. In the second year, based on the dimensions identified in the first year, a sustainable food literacy curriculum was developed. A 10-week quasi-experimental teaching curriculum was conducted for students enrolled in the “Vegetable and Fruit Carving” elective course in two classes of the Department of Food and Beverage Management at Jingwen University of Science and Technology. By comparing the pre-test and post-test scores of students’ sustainable food literacy and their sustainable food works, as well as analyzing student learning portfolios and teacher reflections, it was shown that the curriculum developed in this research significantly enhanced students’ sustainable food literacy and their performance. The results of this two-year study can be used for the assessment of sustainable food literacy talents in Taiwan, contributing both academically and practically. Full article

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application of the knowledge acquired to develop cognitive, social, and emotional competences. These methodologies are of particular interest in STEM disciplines and vocational education, where practice is a key element in the assimilation of theoretical concepts. In this line, a case study is presented where active methodologies have been applied to two groups of Vocational Education and Training in the area of Computer Science to improve interest and commitment. The present study focuses on two groups of first-year students enrolled in the Web Application Design course, one in the Programming subject and the other in the Markup Language subject. Both groups are heterogeneous, composed of young adults with significantly different backgrounds, skills, and motivation. The teaching–learning process is based on active methodologies, such as Project-Based Learning, Design Thinking, Flipped Classroom, or gamification, which are adapted for different subjects in the field of Computer Science. These methodologies facilitate the experimental design and testing of diverse solutions for programming problems, thereby enhancing students’ motivation and interest, while promoting creativity and reflection. The results show an improvement in the interest and commitment of the students in both groups. Despite the fact that less than 50% of students successfully passed in the initial examination, more than 75% students passed after the second-chance examination. The findings have consistently suggested that the implementation of active methodologies leads to significant enhancements in the proficiency, development, motivation, and self-learning capabilities of students, and that these methodologies make students more aware of their learning process. Full article

(1) Deficits in adaptive behavior significantly hinder individuals with intellectual disabilities from performing essential daily tasks and participating in community life. Although virtual reality shows promise for supporting adaptive behavior in this population, systematic reviews on this topic remain scarce. (2) Methods: Twenty-five experimental studies from the databases Web of Science, PubMed, Scopus, and ERIC, published between 2005 and 2024, were analyzed in the context of a systematic review. (3) Results: The studies revealed a significant surge in research on VR interventions for adaptive behavior in individuals with intellectual disabilities, particularly after 2021. The most frequently applied domain was practical skills, while social and conceptual skills received relatively less attention. Most studies employed high-immersion head-mounted displays as the primary technology type and adopted controller-based unimodal interaction as the dominant interaction mode. Pedagogical strategies such as ABA, structured teaching, and contextual learning are favored in interventions. (4) Conclusions: VR interventions have been increasingly applied to support adaptive behavior development in this population. However, further exploration is needed to tailor VR designs to better accommodate the individual differences and specific needs. This review synthesizes current evidence, identifies key trends and limitations, and offers guidance for future research. Full article

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role. Full article

Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article

Racket sports are very popular not only in professional sports but also among recreational players. As a result, their impact on the field of education has grown significantly in recent years. Table tennis (TT) offers significant advantages in terms of skill acquisition and health improvement. Nevertheless, its application within physical education (PE) curricula remains undetermined. The aim of this systematic review was to analyze the use of TT as educational content in the subject of PE in primary school. The PRISMA 2020 methodology was used to conduct the systematic review. Six databases (ERIC, Pubmed, ScienceDirect, Scopus, Sport Discus, and Web of Science) were used during the search process. The search cutoff date was December 31, 2024. After applying the eligibility criteria, 3595 articles were found. Only seven studies were selected for the final analysis and the data included 1526 students from primary school. The results indicate that TT is rarely used in primary education during PE classes. Research indicates interest among teachers and students in playing it during PE. Furthermore, due to the benefits, motivation, and interest this sport generates, educational experiences have been developed, such as roundtable discussions, table top tennis, balloon TT, and TT triathlon. A lack of materials, facilities, and teacher training for teaching this sport is notable. The teaching experiences analyzed in this review confirm that TT is a highly versatile and interesting sport as a subject matter in school PE. The use of TT allows for innovative, comprehensive, and inclusive PE, thanks to the sport’s multiple possibilities. Given its adaptability and low entry barrier, TT could serve as an effective tool for increasing children’s physical activity levels, improving motor skills, and fostering social–emotional development. However further research is needed to quantify its impact on health outcomes such as cardiovascular fitness or obesity prevention. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

When designing, implementing and assessing public policies, and, in particular, those affecting the public management of religious diversity, it is increasingly common to include ethnographic approaches from the field of social anthropology and the broader social sciences. Ethnographic practice can provide more representative and accurate perspectives on the actors, settings, and social phenomena subject to regulation. This article presents the findings of an ethnographic study on two minority religious communities, conducted by a team of anthropologists within the framework of a broader research project on religious freedom in Spain, led by jurists. Based on two case studies—the teaching of Evangelical religion in state schools and Islamic burial practices—our study analyses the implications of the varying degrees of public recognition, as well as how this recognition actually manifests in the everyday practice of religious groups within a context of religious diversity. The study also examines the barriers to the full participation of these communities in public institutions and civil society, as well as the discourses, strategies, and practices they develop to overcome these challenges. Full article

The use of AI-generated content in education is significantly increasing, but its reliability for teaching natural sciences and, more specifically, biodiversity-related contents still remains understudied. The need to address this question is substantial, considering the relevance that biodiversity conservation has on human sustainability, and the recurrent presence of these topics in the educational curriculum, at least in Spain. The present article tests the existence of biases in some of the most widely used AI tools (ChatGPT-4.5, DeepSeek-V3, Gemini) when asked a relevant and objective research question related to biodiversity. The results revealed both taxonomic and geographic biases in all the lists of endangered species provided by these tools when compared to IUCN Red List data. These imbalances may contribute to the perpetuation of plant blindness, zoocentrism, and Western centrism in classrooms, especially at levels where educators lack specialized training. In summary, the present study highlights the potential harmful impact that AI’s cultural and social biases may have on biodiversity education and Sustainable Development Goals-aligned learning and appeals to an urgent need for model refinement (using scientific datasets) and teacher AI literacy to mitigate misinformation. Full article

Higher education in tourism plays a pivotal role in the development of the tourism sector in Portugal—one of the country’s most vital economic pillars. In recent years, there has been growing interest in the adoption of innovative teaching methodologies by higher education institutions, aiming to foster more dynamic and student-centered learning environments. This article analyzes, through a qualitative approach grounded in educational and social science research, the main pedagogical and didactic strategies employed in leading tourism programs across Portugal. Drawing on a content analysis of curricular unit descriptions and all relevant public pedagogical information available on official institutional websites, this study provides a critical overview of current didactic practices. Finally, the research reflects on the degree to which innovative teaching and research practices are integrated and discusses their alignment with recognized international standards and best practices. This study contributes to bridging a significant research gap by systematically linking pedagogical practice in Portuguese tourism programs with global educational standards. Full article

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article