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This chapter explores the transformative role of technology in fostering student engagement in higher education. By leveraging innovative digital tools and platforms, institutions can create inclusive, interactive, and personalized learning experiences that address the evolving needs of 21st-century learners. The chapter examines the theoretical foundations of student engagement, the impact of emerging technologies, and practical strategies for implementing these tools in higher education. It also highlights best practices, and future trends to guide educators, administrators, and policymakers in creating technologically enriched environments that support academic and personal growth. © 2026, IGI Global Scientific Publishing. All rights reserved.

Introduction. The discussion about project-based learning centers on the challenges of interrelation between higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization. Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced Engineering Schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them. Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented. Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners. © Мельник А. Д., Меренков А. В., Сандлер Д. Г., 2025. The content is available under a Creative Commons Attribution 4.0 License.

This study explores the pedagogical competencies that Filipino in-service teachers need to possess to foster the implementation of inclusive education in the general education setting. Through a Delphi method, the research engaged 12 experts to achieve consensus on key competencies important for teachers to have to implement inclusion. The study employed three iterative rounds, ensuring a robust analysis of the identified technical skills, specific knowledge, and inclusionary attitudes required to implement inclusion. The findings revealed six critical domains, with 52 indicators, of the competency standards important in implementing inclusive education: understanding of inclusion, high regard for inclusion, pedagogy for inclusive classrooms, personal and professional development, and ethical and human rights issues. The areas highlighted by the experts contribute to the discourse on inclusive education through a framework that supports teachers in fostering equitable and inclusive learning environments. The framework also serves as a practical guide for teacher training and development. Equipping educators to create inclusive and equitable learning environments ensures the engagement, participation, and academic success of all learners. Ramifications for educational policies aligned with global goals of inclusion while addressing the unique context of the Philippines are also underscored. By identifying the gaps in teacher education and offering a structured approach, this study contributes to the enhancement of educational practice and teacher training. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education. © National Academy of Sciences. All rights reserved.

The uncertainty of global challenges demands that the education sector prepare human resources and equip them with higher-order thinking skills (HOTS). At the same time, the rapid advancement of technology requires education to manage classrooms effectively by integrating appropriate learning approaches, models, and media along with technological developments in the teaching and learning process. One of the approaches currently being developed is the deep learning approach, which emphasizes three main aspects: mindfulness, meaningfulness, and joy. However, this approach has not yet been widely implemented in classrooms. Therefore, this study aims to analyze the effect of the deep learning approach in the undergraduate Mechanical Engineering Education program at the State University of Surabaya, in combination with a project-based learning model supported by a STEM-based diesel engine trainer, to improve HOTS. The study involved 56 students divided into control and experimental classes. The results showed a significance value (Asymp. Sig. 2-tailed) of 0.002, which is less than p < 0.05, indicating a statistically significant difference. The experimental class achieved an average N-Gain score of 0.73 or 73.27%, which falls into the high category. Furthermore, the estimated effectiveness of the N-Gain score is categorized as moderately effective in improving HOTS. © The Authors, published by EDP Sciences, 2025.

Rapid technological developments require universities to produce graduates with employability skills according to the needs of the dynamic world of work. Unfortunately, there is a significant gap between graduate competencies and industry demands. This study systematically analyzes employability skills, the challenges of integrating them into the higher education curriculum, and strategies to bridge the gap. The PRISMA method selected 30 scientific articles from reputable databases for analysis. The results show that the most sought-after skills include communication, critical thinking, problem-solving, teamwork, integrity, and adaptability, especially post-pandemic. However, the integration of these skills into the curriculum is still partial and faces challenges in measurement and implementation. Therefore, curriculum revision, innovative learning approaches, and close collaboration between education and industry are needed. This study emphasizes the importance of higher education in producing graduates who are not only academically intelligent but also have practical skills and are ready to compete in the global market. © The Authors, published by EDP Sciences, 2025.

Background: Cardiovascular surgery demands deep knowledge of the heart’s intricate three-dimensional (3D) anatomy, but current teaching methods do not adequately develop students’ spatial skills. Advances in precise imaging and 3D printing offer transformative potential for clinical education. In this study, taking the teaching of cardiovascular surgery as an example, we aimed to integrate precision imaging and 3D printing technologies with case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL). Our objective was to explore digital teaching approaches in clinical surgery and address the limitations of current learning models in spatial visualization training. Methods: This study employed a parallel design randomized controlled trial (RCT) methodology. A total of 80 clinical medicine students from the 2020 cohort, currently undertaking their practicum in the Department of Cardiac Great Vascular Surgery at The Second Hospital of Hebei Medical University, were randomly assigned into two groups: a digital teaching group and a case-, problem-, and team-based learning (C-P-TBL) teaching group, each comprising 40 students. The digital teaching group utilized an innovative digital teaching approach, enhanced by precision imaging and 3D printing technology. In contrast, the C-P-TBL teaching group employed an integrated teaching model combining CBL, PBL, and TBL. The two groups were compared via theoretical and skills assessment, along with the analysis of teaching quality questionnaires and teaching satisfaction metrics, so as to evaluate the incremental benefits conferred by digital tools within the existing teaching framework. Results: The digital teaching group demonstrated superior performance compared to the C-P-TBL teaching group, as evidenced by higher scores in theoretical knowledge (86.28±10.756 vs. 80.25±9.440), clinical skills (87.90±7.530 vs. 83.05±7.473), and overall assessment (86.93±8.131 vs. 81.37±7.716). Based on the results of the teaching quality questionnaires, the digital teaching group demonstrated a statistically significant superiority over the C-P-TBL teaching group in several areas: self-learning ability, comprehension and application of theoretical knowledge, problem discovery and analysis skills, spatial imagination capability, and overall self-comprehensive ability. Conclusions: The integration of digital technologies, exemplified by precision imaging and 3D printing, with CBL, PBL, and TBL methodologies, has been shown to significantly enhance the spatial visualization skills of medical students. This approach not only improves their theoretical understanding and technical proficiency, but also leads to higher self-assessment of abilities and increased satisfaction with the teaching process. Consequently, this pedagogical strategy merits consideration for widespread implementation in the clinical education of cardiovascular surgery. © AME Publishing Company.

This study aims to assess the acceptance of the implementation of STEM approaches in teaching and learning by secondary school teachers in the Federal Territory of Labuan. This study uses a quantitative assessment approach of a sample survey type. Data were collected through the STEM Implementation Acceptance Questionnaire involving 314 teachers who were randomly selected from nine secondary schools. Rasch model data analysis using WINSTEPS Version 3.69.1 software was applied to produce a Wright Map to measure the acceptance aspects of STEM implementation through the study questionnaire items. The results of the study showed that items that were difficult to accept included making quantitative predictions (measure > 1 logit), reducing exam stress, and developing a problem-solving model, while items that were easy to accept were fostering positive values, early planning, and various teaching and learning methods (measure <-1 logit). The component of teacher belief in STEM recorded the highest mean measure value (0.43 logit), followed by attitude (-0.30 logit) and teacher commitment (-0.11 logit). Teachers were more likely to accept the aspects of attitude and commitment than belief in the importance of STEM. The findings of this study provide an overview of the strengths and weaknesses of teachers' acceptance of STEM implementation in teaching and learning, which should be taken into account to increase teachers' confidence, attitude, and commitment towards the implementation of STEM in secondary schools. © 2025, PT Mattawang Mediatama Solution. All rights reserved.

Digital image processing is an integral part of the computer vision field. However, traditional digital image processing teaching methods mainly focus on theoretical knowledge, lacking practical teaching content. To address this issue, this article proposes a project-based learning (PBL) model that consists of four key stages: project proposal, implementation, summary, and evaluation. Instructors design one or more digital image processing projects in the project proposal stage with specific objectives, backgrounds, content, and deliverables. During the implementation stage, students work on the projects under close guidance, applying various teaching methods such as independent learning, teamwork, and academic exchange. The summary stage involves students reflecting on and evaluating their project outcomes, challenges, and potential improvements. Finally, the evaluation stage utilizes a comprehensive, operable, impartial, and traceable system to assess project completion quality and student performance. Through case studies, this project-based learning model demonstrates how it can help students better understand the theoretical knowledge of digital image processing, apply it to practical projects, and improve their ability to apply theoretical concepts to practical operations. Ultimately, this improves teaching quality and facilitates the achievement of teaching goals. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

The study aims to identify the profiles of university students regarding Artificial Intelligence Literacy, Lifelong learning, and Fear of Innovation using cluster analysis and to examine the relationships among these variables. Cluster analysis and structural equation modeling were conducted with valid responses from 402 university students. The cluster analysis identified three distinct student profiles: the highly adaptive group (Profile 1), the needs improvement group (Profile 2), and the high support required group (Profile 3). Structural equation modeling revealed that artificial intelligence literacy positively affects the tendency for lifelong learning and negatively impacts the fear of innovation. Lifelong learning Trends also negatively influences the fear of innovation. Furthermore, artificial intelligence literacy was found to indirectly reduce fear of innovation through lifelong learning tendencies. The findings from cluster analysis and structural equation modeling provide significant insights into understanding university students’ artificial intelligence literacy, lifelong learning tendencies, and fear of innovation. Developing customized education and support programs tailored to each profile’s characteristics and the relationships among the study variables can help students enhance their competencies in these areas. © The Author(s) 2025.