Search Results for
"learning"

This study investigates the impact of artificial intelligence (AI)-supported education in higher education, specifically examining its integration into a digital photography course and its effects on both students and instructors. A qualitative research methodology was employed, and participants were selected through purposive sampling. The study involved one instructor and 38 students, with data collected through semi-structured interviews and analyzed using content analysis within a qualitative case study design. The findings indicate that AI enhances educational processes by facilitating individualized learning, improving instructional effectiveness, supporting digital content development, and advancing academic language proficiency. Students demonstrated improvements in critical evaluation and technological adaptability. Additionally, the study revealed that AI-supported tools contributed to the development of students’ technical skills and promoted active engagement in learning processes. The immediate feedback provided by AI tools aided students’ understanding of fundamental photography principles. However, some students expressed concerns about potential risks associated with AI, including decreased engagement, learner passivity, and exposure to misinformation or contradictory content. The study highlights the importance of integrating AI within a sound pedagogical framework to ensure its effective application in educational contexts. Drawing on the experiences of both students and the instructor, the findings suggest that AI-supported educational models can enhance learning efficiency, while also emphasizing the need to bolster information reliability and foster critical thinking skills. © 2025 by authors; licensee CEDTECH by Bastas.

The rapid advancement of digital technology and industrial automation has compelled vocational education to undergo significant curriculum transformation to produce graduates equipped for the demands of the modern workforce. A persistent gap between educational content and industry requirements poses a critical challenge that must be addressed strategically. This study aims to examine the transformation of vocational curricula in preparing students with essential digital and automation related competencies, with a specific focus on the role of digital technopreneurship. The research employs a mixed-method approach, including literature reviews, curriculum analysis, and semi structured interviews with stakeholders from vocational institutions and automation driven industries. The findings highlight the urgent need to integrate emerging technologies such as automation systems, Artificial Intelligence (AI), the Internet of Things (IoT), and data analytics into vocational programs to enhance their alignment with industrial needs. Additionally, the development of cross functional skills, including communication, teamwork, critical thinking, and problem solving, is identified as crucial to graduates success in dynamic work environments. The study underscores the importance of collaborative partnerships between educational institutions and industry players in designing adaptive, future ready curriculum. Furthermore, sustained investment in educational infrastructure and continuous professional development for educators is essential to ensure effective delivery of technology oriented learning. Future research is recommended to explore scalable models of curriculum innovation and to evaluate the long term impacts of digital skill integration on workforce competitiveness in the Industry 4.0 era. © 2025, Pandawan Sejahtera. All rights reserved.

Objective To explore the effect of project-based learning on the training of sharp injury prevention skills in the pre-job training for nursing interns and its impact on the incidence of sharp injuries during internship. Methods Two classes ( class A and B), majoring in nursing at Medical College of Nanchang Institute of Technology in March 2023 were selected as the research subjects by convenience sampling method. Coin flipping method was used to designate class A as the routine group and class B as the intervention group. The routine group received routine pre-job training which mainly focused on retrospective intensive training on nursing operation skills. On this basis- the intervention group integrated project-based learning as compensation education on sharp injury prevention skills. Kirkpatrick's four level training evaluation model was adopted to comprehensively evaluate the educational effectiveness at the four progressive levels of "reaction, learning-behavior, and outcome" at corresponding stages. Results 56 nursing interns were included in the class A routine group and class B intervention group, respectively. The course evaluation score (128.67 ± 4.39 vs 117.28 ± 6.55), needlestick protection knowledge cognition score (109.11 ± 4.38 vs 96.44 ± 6.72), safe injection behavior score (38.45 ± 4.91 vs 32.30 ± 5.62), occupational identity score (58.02 ± 8.55 vs 51.77 ± 15.86), and job competency score (82.59 ± 13.35 vs 75.61 ± 15.09) of nursing interns in the intervention group were all higher than those in the routine group-differences were all statistically sig-nificant (all P<0.05). The incidence of sharp injuries ( 19.64% vs 57.14%) and the average frequency of occurrence (1.45 vs 2.13) in nursing interns in the intervention group were both lower than those in the control group. The case intervention rate (87.50% vs 45.59%) and case reporting rate (93.75% vs 32.35%) after sharp injury were both higher than those in the routine group, and the differences were both statistically significant (both P<0.05). Conclusion Introducing project-based learning in pre-job training for nursing interns can effectively improve their mastery of protection skills, reduce the incidence of sharp injuries during internships, and have important practical value in cultivating their occupational protection abilities. © 2025 Hunan Xiangya Medical Periodical Press Co.Ltd. All rights reserved.

High-order thinking skills are crucial in pursuing competency mastery within Islamic higher education. A viable approach to attain these educational goals is implementing the Peer Instruction strategy. Nevertheless, a comprehensive model for peer instruction in blended learning environments still needs to be developed. This research seeks to create a model for instructional system design that outlines learning procedures, integrating the Peer Instruction strategy within a blended learning framework informed by a just-in-time teaching methodology. The built model is intended to guide instructors in creating learning to stimulate learners’ higher-order thinking skills. The development process follows the formative evaluation procedure, consisting of several stages, such as selecting a design theory, designing an instance of the theory, collecting and analyzing formative data on the instance, revising the instance, repeating the data collection and revision cycle, and offer tentative revisions for the theory. The resulting product has also undergone several validity tests by experts, including instructional designers, blended learning experts, lecturers, and students. The product’s effectiveness in improving critical thinking and problem-solving was carried out through a test instrument for students. Validation and effectiveness tests showed that this product was valid, practical, and effective in improving critical thinking and problem-solving skills. © 2025, Anadolu Universitesi. All rigths reserved.