Search Results (2,305)

This study aims to identify students’ perceptions of the teaching strategy employed by teachers during the Geography teaching–learning process, given that the experimental group used Google Earth Pro. The research sample consisted of 229 participants. The research methods were surveys and statistical analysis. The research hypotheses were based on the following premises: the use of Google Earth Pro software could influence students’ perceptions differently in terms of its impact on their personal learning experience and the teaching strategy applied in the classroom as a whole; there could be an association between how students perceived Google Earth Pro software and the benefits of this digital tool as a learning aid and as an integral part of the teaching strategy. The research hypotheses were statistically validated using the statistical test for comparing proportions and means and the chi-square test—Pearson’s correlation coefficient. The research results highlighted statistically significant differences between the experimental group (B) and the control group (A) in most components of the teaching–learning–assessment strategy (method, learning tools and teaching resources used, student organization) but also in terms of students’ interest and motivation for learning Geography, the content taught, the targeted skills, and the time allocated by students to preparing for Geography lessons. GEP brings numerous benefits to the teaching–learning process of Geography, having a positive impact on: understanding the content taught, applying what has been learned and transposing it into a new context, making connections with other disciplines, critical thinking, consolidating prior knowledge, and improving STEM knowledge. Full article

The content and career cluster of agriculture, food, and natural resources (AFNR) provides opportunities for K-12 teachers to engage students to solve complex authentic problems that blend science, technology, engineering, and mathematics (STEM), yet limited research has been conducted on how to effectively leverage teaching and learning to integrate STEM using the context of AFNR through the school-based agricultural education program. This conceptual paper was developed through a collaborative sensemaking process focused on systems thinking as a way of knowing to integrate STEM within the contexts of AFNR, utilizing the SBAE program in the United States. A comprehensive career and technical education (CTE) program model of SBAE develops secondary education students’ career readiness skills through classroom and laboratory instruction, leadership development, and supervised agricultural experiences. The literature was reviewed to describe the current status of integrated STEM in SBAE, including learning by doing, solving real-world problems, application of content knowledge in out-of-school and community-based settings, learner-centered pedagogies, and development of career readiness skills for the workforce. By employing systems thinking as the theoretical framework and integrated STEM as a conceptual framework, the authors engaged in collaborative sensemaking of their professional and scholarly experiences and proposed findings and discussion of a three-model framework (i.e., teacher, program, and learning approach) to support integrated STEM education through AFNR and SBAE. Limitations of the framework are also discussed. The AFNR career cluster was used as the context to discuss how the three-model framework (i.e., teacher, program, and learning approach) of integrated STEM through AFNR could be operationalized for SBAE. Discussion and implications of the three-model framework for other career clusters in career and technical education (CTE) and non-formal education in community settings are presented. Conclusions and recommendations are provided for advancing STEM integration in SBAE for teacher development, program development, and research. Full article

This paper presents the results of a two-year innovative teaching project in the Vehicle Theory course, a fourth-year Mechanical Engineering subject at Universidad Carlos III de Madrid. The project explored the integration of generative artificial intelligence (GenAI) tools, particularly ChatGPT, to enhance student engagement, support project work, and promote ethical academic use. Key strategies included a flipped classroom approach, where students summarized previous lessons with GenAI assistance, and the use of AI to aid in the design and optimization of a tubular chassis project. Survey results and course observations indicate high student adoption of GenAI, with positive impacts on understanding theoretical concepts, completing exercises, and generating project outputs. Students reported that GenAI facilitated idea generation, technical problem-solving, and the creation of more effective and visually appealing presentations. Limitations included information bias, overreliance on GenAI, and variability in response quality depending on prompt formulation. Overall, the project improved attendance, engagement, and academic performance, highlighting the potential of GenAI as a complementary educational tool. Additionally, by requiring students to critically evaluate the GenAI responses, the project encouraged the development of judgment and decision-making skills, which are essential competences for future engineers. Full article

Digital competence has become a key component of teaching excellence in higher education. This study, from a global framework, presents a bibliometric analysis of scientific production on digital competences in the university context to identify research trends, collaboration networks, and thematic evolution in Latin America. A total of 1985 papers published between 1993 and 2025 in the Web of Science Core Collection were analyzed using a PRISMA-based protocol. The results show exponential growth in publications since 2019, underscoring the global relevance of digital literacy in transforming teaching and learning processes. Spain stands out as a leading country in productivity and impact, supported by consolidated institutional frameworks such as DigComp and DigCompEdu. Keyword analysis reveals a transition from a tech-skills-focused approach to a more holistic perspective that incorporates critical thinking, ethics, and responsible use of emerging technologies, especially artificial intelligence. Although Latin America shows an increase in its contributions, its international visibility remains limited and requires strengthening scientific collaboration. This study provides a broad understanding of the field’s academic structure and outlines strategic directions to advance teachers’ digital competence and promote more inclusive, innovative, and sustainable university systems. Full article

Despite the growing adoption of generative artificial intelligence (GenAI) tools in higher education, limited research has examined how future educators perceive and use these technologies in their academic practices. This study investigates the practices, perceived benefits, and challenges associated with the use of GenAI tools—such as ChatGPT—among undergraduate students enrolled in programs that confer teaching qualifications. Using a mixed-methods design, data were collected from 314 students from the Early Childhood Education, Philosophy, and Philology departments. The findings indicate that the majority of students use GenAI tools primarily for academic purposes, most commonly for information searching, data analysis, study advice, and exam preparation. Students reported several perceived benefits, including rapid access to information, time efficiency, improved comprehension of complex concepts, enhanced study organization, and support with assignments and research-related tasks such as summarizing or translating academic texts. At the same time, participants expressed notable concerns, particularly regarding over-reliance on AI, reduced personal effort, risks to academic integrity, diminished critical thinking, and weakened research skills. Additional challenges included misinformation, reduced creativity, improper use of AI-generated content, skill underdevelopment, and potential technological dependence. The study concludes that teacher education programs should systematically integrate AI literacy and responsible-use training to prepare future educators to address the pedagogical and ethical implications of GenAI in educational settings. Full article

The rapid digital transformation of higher education institutions (HEIs) has created new opportunities to promote sustainability-focused teaching, learning, and assessment. At the same time, traditional assessment methods often fail to accurately measure complex skills needed for sustainability, such as systems thinking, critical reflection, and real-world problem-solving. This study examines the integration of adaptive learning platforms with performance-based assessment (PBA) as an innovative way to support inclusive, sustainability-oriented learning in higher education. Based on principles of Education for Sustainable Development (ESD), Universal Design for Learning (UDL), and constructivist learning theory, the study investigates how adaptive learning technologies tailor instruction for diverse learners while PBAs offer genuine measures of sustainability skills. Using a mixed-methods approach, data were gathered from forty-eight undergraduate students enrolled in an inclusive education course that used an adaptive learning module and PBA tasks. Learning analytics, rubric-based performance scores, and student perception surveys were analyzed to explore effects on engagement, accessibility, and skill development. The results show that this combined method enhances student inclusion, supports differentiated learning pathways, boosts engagement in sustainability tasks, and yields more complete evidence of sustainability competencies than traditional assessments. The study provides a framework for HEIs aiming to align digital transformation initiatives with sustainability objectives. It emphasizes the potential of integrating adaptive learning and PBA to promote innovative, inclusive, and sustainability-focused assessment practices. Implications for policy, curriculum design, and future digital sustainability efforts are also discussed. Full article

This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview designed to gain insight into the context and nature of the experiences. Results showed that activities involving facilitation, such as tutoring, camp counselling, and volunteering at museums, were perceived as significant influences on career choice more than participatory experiences. Facilitating roles allowed individuals to practice and develop leadership and teaching skills. Experiences such as museum volunteering were reported as particularly impactful. The results suggest that some types and contexts of experiences play differential roles in the development of science teachers’ career aspirations. The findings underscore the potential of informal, facilitation-based experiences as tools to cultivate future science educators. This study examined reported experiences that contribute to science teachers’ identity and career aspirations, and the results can inform our understanding of the teacher pipeline by supporting opportunities for youth to be engaged in experiences where they can facilitate learning for others. Full article

The Construction Industry-related degree programs in higher education institutions are substantially significant platforms for mandating the excellence of Construction Management Education (CME). The quality enhancement in the built environment is achieved through CME, where contemporary education and research yield advanced construction methods for Industry. The education delivery in Building Construction Science/Technology/Management disciplines is planned through the designated policies of the State and regulatory authorities in the United States of America, in addition to the individual vision and mission of the institutions. With the advent of Artificial Intelligence, the rubrics and teaching methodologies have shifted to an advanced mechanism in higher education. In this research, concentrating on the same aspect of transformations in Construction Education allied with the use of modern tools, various undergraduate programs like Building Construction Science or Construction Management, use of modern education has been focused on; thereby concentrating on ‘Studio’ education as the key objective of this research. The continuing education goal in CME is to deliver life-long learning skills to students, so that they achieve sustainable development as qualified professionals later on. Henceforth, Studio teaching is discussed in this research for its impact on students’ expertise, knowledge development and life-long learning. Studio education is a unique dimension in technical disciplines such as Architecture and Construction Science, and, therefore, to achieve the essential objectives of ‘Studio Instructional Technology’, the students are introduced to real-world challenges, so that they can visualize and ultimately innovate solutions for the industry. This paper determines the effectiveness of teaching practices that instructors are expected to utilize while formulating the concepts and skills in students during Design or Structural Studios at the undergraduate level. Utilizing a structured and methodologically robust analytical research, the study formulates evidence-based recommendations for optimizing Studio-instruction pedagogies within undergraduate degree programs of CME. Full article

The integration of sustainable development into biology education has been a growing area of interest. Biology education for sustainability is considered through competencies and skills, taking different dimensions of knowledge into account. Solving problems requires not only knowledge but also communicative and strategic activity. Thus, biology education must emphasize the main visions of scientific literacy proposed in the literature, supporting students to understand society and everyday socioscientific challenges at the local as well as at the global level, and to deal with differing scientific results and uncertain information. However, there are very few studies from a holistic didactic viewpoint on the implementation of sustainable education (SE) in biology education in the context of teacher education and school education for promoting a sustainable future. This study addresses this gap via a bibliometric and content analysis of the literature (n = 165 and 131, respectively) based on the categories of the sustainable development goals (SDGs), subject aims, learning objectives, content knowledge, teaching methods, competencies and skills, and assessment methods. The literature analyzed emphasizes the environmental and social SDGs, the development of students’ factual and conceptual knowledge and learning, interactive teaching and learning methods, critical thinking and reflection, and summative and formative assessment methods. There is much less attention on economic and institutional SDGs, scientific skills, environmental attitudes, knowledge creation, strategic thinking and empathy, and diagnostic assessment methods. Compared to earlier studies performed in the 2010s, teaching and learning methods have become more diverse in contrast to the earlier focus on teacher-centered methods. Overall, the conclusion is that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with quality education (SDG 4), good health and well-being (SDG 3), and life on land (SDG 15). The findings also suggest that powerful knowledge needs to be emphasized for providing essential insights into ecosystems, biodiversity, and the processes that sustain life on Earth. They also highlight the importance of regular evaluations of teaching and learning for detecting how pedagogical and didactic approaches and strategies have supported students’ learning focused on sustainable development. Full article

Background: Nurses’ teaching skills in the clinical setting are crucial to ensuring that students receive high-quality training. Despite the growing importance of competency frameworks, there is little research on the relationship between nurses’ teaching competence and sociodemographic, professional, training, and research variables. Methods: This was a cross-sectional, descriptive, and correlational study conducted at nine hospitals linked to the clinical placement subjects of the Bachelor of Nursing of the University of Barcelona. The study population comprised all nurses directly involved in clinical teaching. Participants’ level of self-reported teaching competence was evaluated using the Spanish version of the Capabilities of Nurse Educators (S-CONE) questionnaire, and the sociodemographic, professional, and academic variables were collected in an ad hoc questionnaire. Descriptive statistics, non-parametric tests, and linear and logistic regression models were used to analyse the associations between the S-CONE total score and the variables collected. Results: The mean age of the participants (n = 596) was 41.9 years (standard deviation: 8.82), and 85.6% of them were women (n = 510). The overall mean S-CONE score was 3.81 (SD: 0.73). Higher scores were observed in those with advanced academic degrees, formal teacher training, and participation in academic activities. Professionals with mixed roles (clinical mentor and academic tutor) self-reported significantly higher competence levels. Multivariate analyses identified participation in conferences, tutoring of undergraduate theses, and involvement in research or development projects as the main predictors of higher teaching competence as measured by the S-CONE questionnaire. The lowest-scoring factor was research and evidence, which points to a potential area for improvement. No significant associations were found with age, sex, or years of clinical experience. Conclusions: Participants had a high self-reported level of teaching competence and rated themselves as competent overall, especially in professional practice and curriculum design. However, we identified areas for improvement related to pedagogical innovation and the use of evidence. The findings reinforce the importance of professional development and academic involvement to strengthen teacher competence. Full article

This study examines how psychological safety (PS) relates to employees’ innovation commitment (IC) in private higher education institutions (HEIs) in Egypt by specifying a learning-based mechanism and two enabling boundary conditions. Drawing on organizational learning theory and commitment research, we surveyed 405 academic and administrative staff (faculty members, teaching assistants, and administrators) across six private universities using validated multi-item measures and analyzed the proposed moderated-mediation model using PLS-SEM (SmartPLS 4), alongside procedural checks to mitigate common method bias. Results indicate that psychological safety is positively associated with knowledge sharing (KS) and innovation commitment, and that knowledge sharing partially mediates the relationship between psychological safety and innovation commitment. The findings further show that transformational leadership (TL) strengthens the positive association between psychological safety and knowledge sharing, while digital readiness (DR) strengthens the positive association between knowledge sharing and innovation commitment. The study contributes by clarifying when psychologically safe climates are most likely to be linked to innovation commitment through day-to-day exchange behaviors and by identifying leadership and digital capability conditions that amplify these relationships in private HEIs. Practically, the results underscore the value of institutionalizing psychologically safe dialog, developing transformational leadership behaviors, and investing in digital infrastructure and skills to make knowledge flows more actionable for innovation-related persistence. Full article

Education in entrepreneurship offers university students the opportunity to develop sound problem-solving and critical-thinking dexterity, which are crucial for navigating contemporary higher education. This research explores the opportunities and challenges of education in entrepreneurship within universities based in Lebanon, focusing on the role of fostering entrepreneurial alertness/awareness. This paper further examines how emerging technologies—specifically Generative Artificial Intelligence (Gen-AI)—impact these relationships. In spite of the increasing relevance of entrepreneurship, the results reveal constant limitations in students’ innovation and creativity, together with a lack of mentorship and training prospects for teachers. The study underlines the importance of integrating innovative systems, digital technological means, and sustainable education values to support SDG 4 (Quality Education) and reinforce learning quality environments. To empirically explore the relationships between the variables, the research uses a quantitative research design, using SmartPLS4 to investigate the structural paths between entrepreneurship education, student innovative behavior, entrepreneurial alertness, and the use of Gen-AI. Our data was collected from 197 participants through a validated survey scheme, together with insights received from instructors and students. The results indicate that instructors consider entrepreneurship education positively and recognize the potential of Gen-AI to improve teaching quality, encourage entrepreneurial alertness, and strengthen quality learning practices. Students also highlighted their requirement to acquire new skills and access new opportunities to enhance their decision-making abilities. Generally, the results/findings suggest that entrepreneurship education—emboldened by entrepreneurial alertness and moderated by Gen-AI—plays a vital role in improving students’ innovative behaviors and progressing SDG 4 through high-quality, inclusive, and transformative higher education. Full article

Researching teachers’ 21st-century competences is critical for developing a sustainable, quality educational environment and accomplishing the objective of quality education. A lifelong learning philosophy ensures teacher development, paving the way for quality education (SDG4). In this study, a valid and reliable scale was established to provide the target group of middle school teachers with 21st-century abilities to enhance their quality teaching process and long-term professional growth. In this context, the developed scale has 33 items. The factor analysis results revealed that the scale is three-dimensional and accounts for 63.66% of the overall variation. Furthermore, second-order confirmatory factor analysis confirmed that the proposed model satisfied the acceptable fit criteria. Positive correlations between factors were observed, and reliability analysis revealed a high internal consistency (α = 0.947), thereby validating the scale’s reliability, validity, and practical utility. In conclusion, the scale developed is a valuable assessment tool for assessing teachers’ 21st-century skills, and the data gathered from it can help improve secondary teacher quality and create professional development programs. In this regard, contributions will be made to the development of long-term policies. Teacher development should be considered critical to achieving “quality education”, which is one of the Sustainable Development Goals. Full article

The rapid advancement of Artificial Intelligence (AI) technologies has significantly transformed teaching, learning, and research practices within higher education institutions (HEIs). Although a growing body of literature has examined the application of AI in higher education, existing studies remain fragmented, often focusing on isolated tools or outcomes, with limited synthesis of best practices, core functionalities, and implementation challenges across diverse contexts. To address this gap, this systematic review aims to comprehensively examine the best practices, functionalities, and challenges associated with the integration of AI in HEIs. A comprehensive literature search was conducted across major academic databases, including Google Scholar, Scopus, Taylor & Francis, and Web of Science, resulting in the inclusion of 35 peer-reviewed studies published between 2014 and 2024. The findings suggest that effective AI integration is supported by best practices, including promoting student engagement and interaction, providing language support, facilitating collaborative projects, and fostering creativity and idea generation. Key AI functionalities identified include adaptive learning systems that personalize educational experiences, predictive analytics for identifying at-risk students, and automated grading tools that improve assessment efficiency and accuracy. Despite these benefits, significant challenges persist, including limited knowledge and skills, ethical concerns, inadequate infrastructure, insufficient institutional and management support, data privacy risks, inequitable access to technology, and the absence of standardized evaluation metrics. This review provides evidence-based insights to inform educators, institutional leaders, and policymakers on strategies for leveraging AI to enhance teaching, learning, and research in higher education. Full article

Clinical rotations are an integral part of the veterinary curriculum. Their effect on knowledge, skills and self-perception, however, has been poorly investigated. The aim of this study was to evaluate the effect of a structured small animal clinical rotation on veterinary students in these three areas. Participating students were asked to complete an online questionnaire with questions assessing knowledge, skills and self-perception before and after their clinical rotation. A total of 61 students completed the questionnaire before and 43 after the clinical rotation, leading to 41 pre-post matches for self-assessment of skills and self-perception and 39 pairs for knowledge-based questions. The percentage of correctly answered knowledge-based questions increased statistically significantly but only by one correct answer on average. Participants rated their skills in performing specific tasks significantly higher after the clinical rotation compared to before. All participants assessed themselves as competent at history taking, performing a general examination and endotracheal intubation after the clinical rotation. However, 30–40% of participants disagreed at least partly with the sentence that they can perform neurological and ophthalmological examinations as well as interpret blood results on their own after the clinical rotation. Participants rated themselves significantly higher regarding their self-perception in the role of small animal practitioner after the clinical rotation than at the start of the rotation. The study indicated that the clinical rotation improved students’ self-assessment of their skills and attitude but did not lead to a significant improvement in knowledge. Full article