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Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good.

Quantitative microbial risk assessment (QMRA) is a growing interdisciplinary field addressing exposures to microbial pathogens and infectious disease processes. Risk science is inherently interdisciplinary, but few of the contributing disciplinary programs offer courses and training specifically in QMRA. To develop multidisciplinary training in QMRA, an annual 10-day long intensive workshop was conducted from 2015 to 2019--the Quantitative Microbial Risk Assessment Interdisciplinary Instructional Institute (QMRA III). National leaders in the fields of public health, engineering, microbiology, epidemiology, communications, public policy, and QMRA served as instructors and mentors over the course of the program. To provide cross-training, multidisciplinary teams of 5-6 trainees were created from the approximately 30 trainees each year. A formal assessment of the program was performed based on observations and surveys containing Likert-type scales and open-ended prompts. In addition, a longitudinal alumni survey was also disseminated to facilitate the future redevelopment of QMRA institutes and determine the impact of the program. Across all years, trainees experienced statistically significant increases (P < 0.05) in their perceptions of their QMRA abilities (e.g., use of specific computer programs) and knowledge of QMRA constructs (e.g., risk management). In addition, 12 publications, three conference presentations, and two research grants were derived from the QMRA III institute projects or tangential research. The success of QMRA III indicates that a short course format can effectively address many multidisciplinary training needs. Key features of QMRA III, including the inter-disciplinary training approach, hands-on exercises, real-world institute projects, and interaction through a mentoring process, were vital for training multidisciplinary teams housing multiple forms of expertise. Future QMRA institutes are being redeveloped to leverage hybrid learning formats that can further the multidisciplinary training and mentoring objectives.

The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.

The COVID-19 global pandemic has prompted educators in universities to reconsider their teaching methods, mainly due to the social distancing measures imposed within the classroom settings. On the other hand, the growing importance of continuing education opportunities for adult learners after graduation has seen the need to transform traditional teaching modes that primarily depend on face-to-face interaction into virtual modes, which are deemed more time- and cost-efficient. These major shifts in social and economic developments have a significant impact on the evolution of curriculum planning in higher education. Education that has scientific inquiry components inevitably comes into question, as conventional beliefs that experiments should be hands-on and will not be as effective if conducted virtually cast doubts on the move to the online space. This paper discusses the background of an impending shift in a university's approach to more online-based laboratory classes in an immunology course, as well as the exploration of the potential of conducting online laboratory experiments based on student perceptions.

This article highlights the nascent efforts between College Unbound, Brown University, and Providence College--three very different types of institutions in Providence, Rhode Island--to foster cross-institutional capacity for place-based community engagement. By collectively engaging our institutions, we experimented with what collaboration around community engagement might look like within our local context. In this article, we share our approach and reflections in working to cultivate a place-based collaboration that is community-centric and grounded in students' lived experiences, along with limitations, lessons learned, and next steps related to our collaborative work. Through our efforts, we situate cross-institutional collaborations as an opportunity for more sustained and transformative work within higher education community engagement.

This study aims to explore the impact of dual learning on preschool teachers' thriving at work and creative performance, and whether preschool teachers' thriving at work acts as a mediating factor in the relationship between dual learning and teachers' creative work. The participants were preschool teachers from Taiwan. Convenience sampling was used, resulting in a sample size of 388 people. The study results found that preschool teachers' dual learning, which includes both exploitative and exploratory learning, can improve the novelty and usefulness of their work and creativity. Furthermore, the study found that preschool teachers' thriving at work mediates the relationship between dual learning and creativity. This study also discovered that dual learning should combine and complement both exploitative and exploratory learning to achieve balance and the most significant effect. Therefore, it is essential to first help preschool teachers engage in both exploitative and exploratory learning. Schools and kindergartens can also provide relevant courses to help teachers combine these two learning methods. By integrating and complementing their advantages and disadvantages, a balance in learning can be achieved, thereby promoting teachers' creativity in their work.

In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

The limitations of traditional education models and the advancement of technology have revealed the need to transform the learning experience. The "Flipped Learning" approach, born out of this need, is a model where students study learning materials in advance and participate in more interactive and hands-on activities in the classroom. This research discusses how the Flipped Learning model can be combined with ChatGPT. ChatGPT is a language model developed by OpenAI, and it can interact with students thanks to its natural language processing capability. In this way, combined with the Flipped Learning model, it can provide students with a more individualized and interactive learning experience. From this viewpoint, in this research, a model called "ChatGPT Aided Flipped Learning Model (CAFLM)" has been developed, which enables ChatGPT to be used in the "Flipped Learning" learning environment. CAFLM has three main phases: 1) Preparation, 2) Outside classroom teaching, and 3) inside classroom teaching. At these phases, the tasks of the student and the teacher are explained in detail. Sample activities and use cases are provided on how ChatGPT can be integrated into the Flipped Learning model and help students. To experience the model, activities developed for mathematics and science lessons were carried out using ChatGPT. The experiences have shown that the Flipped Learning model can be combined with Chatbots such as ChatGPT to provide students with a more effective and personalized learning experience. CAFLM can enable students to be more active in the learning process and contribute to innovative approaches in education.

This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students' views of such strategies in different types of school (personalised learning--PL--and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies. We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning. The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire. In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.

After the pandemic, research on Artificial Intelligence (AI) in the field of education has seen a significant increase globally. However, a few studies conducted before the pandemic addressed the problem of supporting intrinsic motivation in students, crucial for the quality of learning and knowledge retention. This study explores how this topic is covered in recent research, by conducting a cross-disciplinary literature review and critical discourse analysis under the theoretical framework of Activity Theory (AT). It aims to identify the coverage extension of all types of relationships between nodes in the educational activity system, with special attention to Subject (students) and Object, as this central relationship embodies the motive-driven nature of human activity. The analysis incorporated 69 articles from Scopus published from 2020 until now. The results demonstrate the coverage about only some relationships like: Subject-Tools (students' interaction with AI technology), Tools-Object (AI technologies development), and Tools-Community (adapting AI within an educational community). The Subject-Object relationship remains unexplored. Practical implications include refocusing on intrinsic motivation, emphasising epistemological needs, meaning, and choice. This involves evaluating the benefits and risks of AI in specific educational cases. Theoretical implications involve exploring how to sustain students' intrinsic motivation in the context of AI implementation.

This paper presents the results of a multi-year effort to redesign the introduction to business course at Western Michigan University. ScrimmageSIM, a business simulation that emulates commercial ERP systems, provides the core experience in the course and is a mechanism for students to develop their understanding of business with a focus on quantitative analysis. The design and implementation of the simulation experience follows the experiential learning spiral, as students run the simulation five times with increasingly complex scenarios. The overall design of the course is competency-based, as students have the opportunity to redo many of the course assignments to earn a better grade. The simulation experience, combined with the competency-based design of the course, has resulted in a more rigorous course with students earning grades that are better than they were with the previous curriculum.

Computer quiz games are introduced to improve teaching and learning in a freshman engineering chemistry course in an English-as-a-second-language (ESL) environment. These quiz games are developed and implemented as supplemental and augmentative tools to enhance traditionally delivered lectures. The paper shows an increase in students' motivation and compares the performance among students who participated in computer quiz games, a paper-based quiz, or neither activity. An assessment of the effectiveness of quiz games in learning is conducted via a proposed novel chemistry achievement test, the Freshman Engineering Chemistry Aptitude Test, and an attitude questionnaire. The findings contribute to our understanding of the role of game-based learning in students' achievement in chemistry and their motivation and attitudes toward learning general chemistry at a university within an ESL environment, while the computer games developed are useful in all English-based chemistry classes.

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students' knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model's suitability, practicality, and beneficial impact on language proficiency. The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model's success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.

The power of sport to affect social change is widely acknowledged. However, little empirical research has explored the use of sport in engaging young people in global education. This article fills the gap by exploring the role of sport using experiential learning tools as delivery methodology for global education in the context of Central Europe (Czechia). The study focuses on the experiential learning process of the study participants, a mixed intercultural team of Czech and Kenyan youth ambassadors participating in a Football for Development project with the aim of engendering cultural understanding, respecting diversity as positive and valuing differences as beneficial to society. The study benefited from a newly developed non-conventional data collection tool enhancing the research methodology and allowing for the facilitation of the participants' ability to discover and process the experience-related learning through reflexivity. By showing the changes in knowledge, skills, values and attitudes, our findings indicate how the sport for development programme contributes to creating a semi-conscious learning environment for global education.

The purpose of this pilot study was to develop and evaluate the feasibility of an experiential teaching and learning initiative that trained undergraduate students studying speech-language pathology to serve as family navigators promoting social communication and language development in infants and toddlers from lower-income backgrounds. Three students completed one semester of training that included multiple interactive approaches to instruction. They subsequently implemented a nine-month, online prevention and outreach program to nine mothers of infants and toddlers to promote social communication and language development. Results of formative assessments were examined and affective outcomes were explored. The intervention was implemented as intended, and the experience was acceptable to both student and parent participants. Uncertainties with regard to feasibility emerged, including the integration of this program into undergraduate programs in communication sciences and disorders as well as variability in parent engagement related to the presence or absence of concerns about their child's development. This empirical inquiry adds to the limited research base on clinical prevention activities that take place beyond the classroom by critically analyzing the implementation and documenting the outcomes of this initiative.

The global talent gap is a consequence of skills mismatch among job seekers. Although micro-credentials appeared to be a potential solution to narrow the talent gap, it is unclear how they can be effectively implemented in a structured academic pathway. The purpose of this study is to explore the potential of a proposed micro-credential model for formal education via the Accreditation of Prior Experiential Learning Micro-credentials (APEL.M), to support the talent gap challenges faced by companies in Malaysia. The study used a qualitative case study method with data collected mainly from a focus group discussion among relevant faculty heads, administrators, and senior management team members. The findings indicated that despite potential challenges and issues towards implementing the new micro-credential model, the proposed model is significant for policymakers, higher education providers, and industry stakeholders interested in addressing the talent gap and creating alternative pathways to formal academic qualifications.

Academia, in its quest to attract and hire qualified faculty, can capitalize on recent trends as reflected in career trajectories. One such trend includes practicing professionals, who make the decision to engage in a career pivot from industry into academia. Two recent shifts in academia highlight the importance of attracting practicing professionals into higher education: faculty shortages and the demand for more experiential learning in programs. To understand why practicing professionals might engage in a career pivot from industry into academia, research was conducted through a survey with recruitment for respondents taking place within a leading online university, an on-ground state university, a community college, and a LinkedIn group focused on education. By concentrating on the reasons why professionals pivot into academia, institutions of higher education can restructure their recruitment strategies to more effectively target professionals to create a bigger source pool that should lead to a more successful search and, ultimately, filling the faculty position.

Satellite laboratories, designed to ignite interest in technical and computer science topics, employ cross-age peer tutoring and physical computing platforms. Catering to students from 5th grade onwards, these laboratories are led by tutors from 9th grade onwards. Employing a design-based research approach, the project aims to comprehensively understand teaching and learning dynamics and address well-founded problems. This study investigates the impact of satellite laboratories on (situational) interest and subsequent course choices, recognizing the decline in STEM interest as students age, particularly in computer science. To combat this trend, early stimulation of STEM interest is deemed crucial. Thirteen students were interviewed, revealing that many already held STEM interests before participating. The data, analyzed through structured content analysis, demonstrates alignment with the four-phase model of interest genesis, highlighting situational epistemic and emotional interest. Students view satellite laboratories as valuable introductions influencing future course selections. This research underscores the significance of initiatives fostering early STEM interest to sustain engagement and combat declining interest in computer science.

In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for its Electrical and Electronics Engineering (EEE) department. These courses aim to enhance soft skills, motivate students, foster positive relationships, and improve employability. Employing Positive Education approach, the PDP courses include hands-on learning, one-on-one meetings, exercises, interactions with professionals, and self-reflection. This study evaluates four PDP courses that are offered for first-, second-, and third-year EEE students. It explores how these courses, designed similarly but offered in different semesters, enhanced EEE students' soft skills and their understanding of course concepts. A questionnaire was administered to sixty-one students after four semesters of teaching. Data triangulation utilized journals, interviews, and reflections. Data showed increased motivation, improved interpersonal skills, and enhanced confidence in self-expression among students. Despite the collaborative effort and time required from instructors, these courses seem to provide valuable opportunities for students to enhance their competence and success in future careers.

It is important to note from the outset that the duty of preparing students for careers rests with the educational community. Internship before graduation appears to offer students experiential learning, better opportunities for employment and better knowledge of real work environments. The institutions benefit by obtaining more resources at a lower expense as well as a chance to assess whether the intern will fit in well with the team and the role. The majority of students graduate from university or college and struggle to find jobs due to lack of experience and exposure to the working environment. The study sought to assess the effect of internship on students in public institutions. The study used a qualitative research approach, through semi-structured interviews, and respondents were approached through purposive sampling technique. The results of the study show that internships are favourable to students, universities, organisations and result in more job offers and quicker employability of interns. It further states that internships involve some investigation into the characteristics of students who will be employed by institutions in future through internship programmes. Finally, the study revealed that internships provide better opportunities for graduates and unemployed students by exposing them to their chosen field, either in unpaid or paid internship programmes. The study recommends that universities must create more internships to ensure that students are equipped with skills and gain positive and required experience in field work.

Continuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge's qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.

A mediated field experience (MFE) mathematics methods course increased both pre-service elementary teachers' (PSTs) self-efficacy for teaching mathematics and mathematical dispositions. The semester-long MFE with significant, structured teaching experiences was conducted onsite at an elementary school. Quantitative, pre- and post-surveys of mathematics teaching efficacy revealed statistically significant increases over the semester. A qualitative analysis of PSTs as sophomores and seniors further explored and supported this increase in PSTs' self-efficacy for teaching mathematics. Qualitative data also revealed interesting changes in mathematical dispositions and a shift in PSTs from a self-as-student perspective to a self-as-teacher focus.

An interactive multimedia-based e-module is an enhanced version of conventional modules incorporating information technology. It integrates navigation buttons and user instructions, enabling independent use by those at any location and time. This phenomenon facilitates the optimal implementation of learning in the digital literacy era. This study employed a quantitative design utilizing the pre-experimental design research method. It specifically utilized a one-shot case study research form to examine the effectiveness of learning. Additionally, it employed the correlation analysis method to investigate the relationship between student responses and learning outcomes. This effort is achieved by utilizing interactive multimedia-based e-modules focused on the topic of building space in elementary school. A total of 24 fifth-grade students were included as research subjects. Moreover, the employed instruments consisted of tests of learning outcomes and questionnaires. The research data were evaluated using descriptive statistics, the N-Gain, and the correlation test. The findings indicated that using interactive multimedia-based e-modules for teaching space-related content yielded significant positive effects on learning outcomes. The research data were analyzed using descriptive statistics, N-Gain, and correlation tests. The findings revealed that: (1) the utilization of interactive multimedia-based E-Modules for teaching space-related content is quite effective, resulting in significant improvements in learning outcomes falling within the medium category; and (2) there exists a strong and close relationship between student responses to the implementation of interactive multimedia-based E-Modules and their learning outcomes in mathematics learning at the elementary school level.

Interprofessional education (IPE) is essential to prepare healthcare students to work collaboratively once they enter the mental health workforce. However, there is limited research exploring IPE for students in a mental health service context. This study aimed to explore stakeholder experiences of a work-integrated learning (WIL) placement model with embedded IPE opportunities for clinical psychology and occupational therapy students in a youth mental health service in Australia. Students (n=9), staff (n=12) and clients (n=10) involved in the model participated in semi-structured interviews. A template thematic analysis derived five themes from the data: placement model valuable for all stakeholders, students' interprofessional learning, the role of the clinical educators, contrasting expectations of students' workload, and challenges of piloting new models of care. The findings from this research highlight the value and challenges of WIL placements featuring IPE in mental health settings, providing useful future directions to organizations hoping to implement similar models.

Social skills play a central role in shaping individuals who are able to adapt and contribute to society. This article analyzes the comparative social studies curriculum in Scandinavian countries (Denmark, Norway and Sweden), focusing on how students' social skills are developed through their approach to learning. The research method used is a qualitative approach with an emphasis on document analysis and uses a horizontal descriptive approach in the context of comparative education. The results of the comparison found that Denmark emphasizes the integration of social skills in practical learning and research projects, Norway through an integrated approach with its contemporary issues while Sweden applies innovation through technology and community involvement. The comparison between the three countries revealed similarities, differences, as well as challenges and successes in the development of students' social skills. The conclusions of this analysis provide a foundation for recommending best practices and improvements in social studies curriculum, which can be applied globally to enhance students' social skills development in this modern era.

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences (IPAS). The research sample involved elementary school students from selected schools, utilizing quantitative methods to measure the module's effectiveness. Validation results showed high scores in content, media, language, and pedagogy, indicating a highly valid module. Practicality tests revealed high practicality from both learners' and educators' perspectives, with average scores above 90. The findings indicate a significant increase in students' critical thinking abilities post-module learning, as measured by pre-test and post-test instruments. Implications of these findings suggest that integrating SETS concepts into IPAS learning can be an effective strategy in enhancing elementary students' critical thinking skills. These findings also offer insights for educational practitioners in designing more interactive and environmentally relevant learning materials.

This research aimed to conduct a study to develop an educational innovation called "Online Self-Training Program to Empower Teachers' Learning into Practice: The Case of Flipped Classroom Learning Management," efficiently using the Research and Development (R&D) methodology. This online self-training program consists of two projects: (1) A Teacher Development Project: It includes self-training modules for teacher learning, comprising 10 modules. (2) A Teacher Implementation Project: It involves a self-training module for teachers to use as a practical guideline, consisting of 1 module. The results of the experimental research in the first project revealed that among the experimental group of 16 teachers, their post-test scores met the standardized criteria of 90/90, and they had statistically significantly higher scores compared to their pretest scores. In the second project's experimental research, it was found that the post-test scores of 640 students showed a statistically significant increase in their perception of flipped classroom learning management when compared to their pre-test scores. The research results were consistent with the predefined research hypotheses, indicating that the educational innovation produced by this research has been confirmed to be effective. It can be beneficially applied to teachers and students in schools that are the target population for disseminating the research findings in the future.

Vocabulary acquisition is a fundamental element of mastering the English language, necessitating a comprehensive lexicon that evolves through experiential learning to facilitate accurate comprehension and production of language. The current study examined the impact of Total Physical Response (TPR) tasks on the vocabulary acquisition of Thai primary school students, with a particular focus on the definition of words. It also explored the students' attitudes towards using TPR tasks for vocabulary learning. The TPR tasks were designed to engage three of the human senses--visual, auditory, and tactile--by incorporating multisensory tasks. Employing a mixed-methods research design, the study involved 27 second graders from a primary school in northeastern Thailand. The research methodology utilized three instruments. From a quantitative perspective, the Receptive Word Knowledge Test (RWKT) and the Productive Word Knowledge Test (PWKT) were administered to assess the students' vocabulary knowledge before and after the intervention within a single-group pretest-posttest framework. Qualitatively, a focus group interview was conducted to gain deeper insight into the students' attitudes towards participation in TPR activities. The quantitative data indicated a significant enhancement in both receptive and productive vocabulary knowledge among the participants. Furthermore, the qualitative findings highlighted the advantages of TPR tasks, with students expressing increased enthusiasm and competitive spirit and a shared willingness and pleasure in vocabulary learning through interactive tasks and peer interaction. In conclusion, this study corroborates the efficacy of TPR tasks in significantly advancing Thai primary school students' receptive and productive vocabulary knowledge.

Several health experts have strongly recommended spending time outdoors for physical and mental well-being. As students progress through the schooling system, they spend less time outdoors. There is an insufficient amount of research on how outdoor learning can benefit students at the university level. There is a consistent stream of research looking at methods of learning and how to create better environments for learning. However, studies on outdoor learning have been few. Outdoor learning, in general, and at the university level, in particular, has numerous advantages for learners when conditions are taken into consideration. In this review, 20 studies were selected. They discuss ways in which outdoor learning in universities can benefit both students and teachers alike. The review concludes that outdoor learning can have various advantages if properly taught.

Teacher identity stems from personal identity and one's desires relative to their professional goals as a teacher. Understanding one's personal motivation to teach is a first step towards establishing a sense of teacher self while beginning to craft a personal identity as a teacher and a teacher identity in the classroom. The purpose of this study is to explore pre-service teachers' initial thoughts surrounding their teacher identity. This study looks at pre- and post-survey data collected during the first and last days of their first introduction to teaching course. Fifty-three pre-service teachers were asked the same survey questions on the first and last days of their first introductory STEM teaching course through which they planned and taught their first lesson. Findings suggest students gained significant insight into the role of the teacher in the classroom while also gaining greater understanding of how they see their personality aligning to the role of a classroom teacher. The results of this study indicate a recommendation to provide early field experience in teacher education curriculums.

Integrating Artificial Intelligence-Powered Personalized Learning (AI-PPL) in special education teacher preparation represents a shift toward tailoring educational experiences to meet the unique needs of preservice teachers and students with disabilities. This article explores the implementation of AI-PPL tools in teacher preparation programs, highlighting their potential to customize learning experiences, provide adaptive feedback, and enhance engagement through interactive content. This review of current AI-PPL functionalities, such as adaptive learning environments and customized feedback mechanisms, demonstrates how AI-PPL can impact teaching practices and student learning outcomes. The article introduces critical attributes for successful AI-PPL integration, such as ensuring accessibility and inclusivity. It calls for further professional development to enhance educator competency and skills. By presenting real-world examples and guiding questions for special education faculty, the authors offer practical insights for educators and faculty members to effectively navigate the complexities of adopting AI technologies in teacher preparation programs.

In the professional education of mental health practitioners, including occupational therapists, there has been a lack of meaningful inclusion of people labeled with mental illness into curricula, beyond guest speaker panels and presentations. This study explored the experiences of students, faculty, and 'Experts by Experience' within a mental health occupational therapy course that incorporated Experts with lived experience as co-facilitators of weekly fieldwork debriefs. The study utilized focus groups and interviews to understand the experiences of students, mental health faculty, and 'Experts by Experience'. Key themes that emerged from the qualitative data analysis were organized under three broad categories: 1) Students experienced powerful insights, 2) Experts conveyed the complexity of the work, and 3) Faculty grew from co-creating learning experiences with the Experts. This research makes a significant contribution to occupational therapy education by shifting the Expert's role beyond traditional speaker panels or storytelling. This broader responsibility elevated experiential knowledge into the realm of practice in clinical reasoning by shifting the context of the knowledge from storytelling to support practice reasoning. While this created significant learning opportunities for the students, it also did appear to cause emotional risk for the 'Experts by Experience'. It is important that efforts to include 'Experts by Experience' in curriculum also include sources of support and financial remuneration.

Purpose: This study investigates the role of the engineering education environment created by the implementation of the "Plan for Educating and Training Outstanding Engineers" (PETOE) on the professional capability development of engineering students from the perspective of students' experience. Design/Approach/Methods: This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings: The opportunities for on-campus practical activities provided by the institution, content of the teachers' teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students' engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an "unexpected" manner. Originality/Value: Focusing on students' experiences of engineering education reform, this study comprehensively evaluates the implementation of there form measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students' professional capability development. Thus, this study addresses an important research gap in educational reform--the lack of domestic empirical studies in China.

As the demand for opportunities to learn English grows throughout the world, parents and educators are looking for innovative ways to engage students in English-learning opportunities. Perhaps your school or municipality will seek to initiate an English Camp to be on trend with this growing need. Or perhaps, like many go-getter teachers, you wish to initiate such a program on your own. This article explains the basics of designing and organizing a themed English Camp. The process is illustrated by examples from camp programs that were designed as Open Educational Resources (OERs) by English teachers in Belarus, beginning in 2021. The programs are the product of a course organized and facilitated by the authors of this article.

Bullying is a widespread issue in higher education, notably in healthcare disciplines like nursing, medicine, and physical therapy. However, there is a paucity of research addressing bullying within occupational therapy, which is a relational healthcare discipline emphasizing meaningful relationships, mutual trust, and respect. This study investigated the experiences of student occupational therapists in Canada regarding bullying during their fieldwork placements through exploratory phenomenology. Data from nine former occupational therapy students were collected via focus groups and interviews. Thematic analysis unveiled common experiences including passive aggression, demeaning comments, and a lack of support. Three key themes emerged: the impact of power dynamics between students and preceptors, reduced learning opportunities and emotional distress, and the necessity for coping strategies. Participants highlighted the detrimental effects of bullying in learning and well-being. We advocate for developing processes to address bullying in placement settings and creating educational resources for students and preceptors to ensure the establishment of safe and conducive learning environments.

Dementia is a major global concern, with 50 million people already affected worldwide in 2018, and this number is expected to triple by 2050. Healthcare practitioners, specifically occupational therapists, are responsible for providing care and ensuring the well-being of people with dementia. However, occupational therapy students may not always have the necessary knowledge and skills to effectively communicate and support dementia patients, which could negatively impact the quality of care they provide. To explore this issue, a study was conducted with final-year pre-registration occupational therapy students at a public university in England. The study used a qualitative methodology, with semi-structured interviews of students. The objective was to understand the perspective of their learning experiences about communicating with dementia patients. The analysis revealed three main themes: dementia content and teaching methods, gaps in learning about communication with people with dementia, and limited placement opportunities. The study also encouraged occupational therapy students' suggestions for improving the curriculum for future students. The findings also contributed to existing literature in the field and suggested areas for further research.

Health professions students, including occupational therapy students, often have limited exposure to unhoused populations, which may alter their attitudes and self-efficacy to participate in their care. In turn, this could reduce access and quality of care for these marginalized groups. The purpose of this study was to evaluate the impact of a phased multimodal learning approach on interprofessional health sciences students' attitudes and self-efficacy in providing care to unhoused individuals. A pre-posttest single group design was used to evaluate a didactic presentation, poverty simulation, and street-based experiential learning experience. Findings revealed significant differences in students' (N=257) attitudes and self-efficacy in providing care, and many students reported this as an "eye-opening experience." This learning approach evoked a strong emotional response, improved attitudes and self-efficacy, and has implications for future advocacy efforts related to caring for unhoused populations.

The number of dementia diagnoses is ever-increasing in the aging population, meaning that healthcare staff need to be equipped with the appropriate knowledge, attitudes, and skills to care for people with dementia. However, recent research suggests that globally, both healthcare workers and students require greater dementia education opportunities to meet the needs of people with dementia. There seems to be limited research exploring dementia education opportunities within occupational therapy (OT) and physiotherapy (PT) programs. A scoping review methodology was chosen to explore the literature about dementia education in global OT and PT programs. There was limited literature in this area and only four articles were found after an intensive search through databases. Three overarching themes were developed: 'Attitudes, knowledge, and confidence', 'Benefits of experiential learning', and 'Experience and working with people with dementia'. Further, the benefits of virtual learning interventions, peer support, and communication strategies were explored. All experiential learning interventions had a positive impact on student's knowledge, confidence, and attitudes toward dementia. However, students need to be prepared with adequate knowledge prior to engaging in experiential learning interventions. Results from this study recommend the use of didactic teaching in conjunction with experiential learning within the healthcare curriculum. Peer support, communication strategies, and virtual dementia learning may be beneficial methods for educators to use and need to be explored in further detail concerning OT and PT curricula.

Universal design for learning (UDL) is a pedagogical framework that utilizes the principles of equal access, flexibility, simplicity, perceptibility, and efficiency in the process of teaching and learning. This multi-institutional cross-sectional study examined instructional methods and designs that occupational therapy students identified to be useful or not useful for their diverse learning needs based on principles of UDL. The study also sought to determine if select methods or designs were perceived to enhance learning for those who are neurodivergent in contrast to other students. An online survey was distributed to students across four occupational therapy programs. The survey consisted of demographic questions, lists of instructional methods and designs framed by the Center for Applied Technology (CAST) domains, and two general questions about overall learning and self-efficacy. Data were analyzed using descriptive statistics and non-parametric comparison. Of the 81 participants, results indicated that nearly all perceived an instructor who is approachable, learning through real world activities, and practicing hands-on skills in the classroom to be useful for their learning. Students with neurodivergence identified six learning methods significantly less useful than not neurodivergent students including doing first with discussion to follow, being preassigned group membership by the instructor, flexible seating and classroom arrangement, and course requirements with flexible due dates. The CAST domain of engagement had the strongest impact on student preferences. This indicates that attention to engaging students and methods that draw students into the why of learning may meet all student needs in graduate occupational therapy education.