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With the deep penetration of artificial intelligence technology in the field of education, human-machine collaborative education models have gradually become a research hotspot. However, the inadequacy of technology application and educational scenario compatibility remains the core bottleneck restricting its development. Based on the theory of cognitive symbiosis, this article constructs a dynamic matching matrix as an intelligent decision-making model. By following the technical path of "dimension design-rule modeling-scenario validation", it achieves precise matching of three major mechanisms: coexistence of educational scene characteristics and knowledge network, dynamic transfer of control, and maintenance of emotional connections. Research shows that this matrix is compatible in liberal arts, science, and interdisciplinary educational scenarios, balancing technological possibilities with educational necessities, and providing a replicable technical paradigm for the deep integration of artificial intelligence and teaching and learning. © 2025 Copyright held by the owner/author(s).

Purpose: This study aimed to analyse the psychological and pedagogical aspects of online learning in Ukraine under conditions of digital transformation, the COVID-19 pandemic, and the ongoing war. It sought to identify the challenges teachers face and propose ways to improve distance education through competency development. Design/Methodology/Approach: The research employed comparative analysis, synthesis, systematisation, and generalisation. The study was conducted as a systematic literature review following the PRISMA 2020 guidelines. A total of 47 peer-reviewed articles published between 2018 and 2025 were analysed, retrieved from Scopus, Web of Science, and Google Scholar databases. The selection focused on empirical studies addressing teachers’ digital competence, psychological well-being, and pedagogical innovations in online education. Findings: Only 38% of teachers demonstrated high digital competence, while 76% lacked sufficient skills for effective online teaching. Emotional burnout (52%), overload (67%), and stress (62%) were prevalent, compounded by technical barriers such as blackouts and unstable Internet (79%). These issues resulted in incomplete courses in 31% of cases. Interventions, including targeted training modules, improved digital competence by 30% and raised average test scores from 45 to 75 points (p < 0.01). Institutions that provided systematic support achieved twice the effectiveness index (8.4 vs. 4.1). Research Limitation: The study was limited to Ukrainian educators, which may affect generalizability across different contexts. Practical Implication: The results highlight the urgent need for structured training in digital pedagogy and integration of online tools to enhance lesson design and learner motivation. Social Implication: Strengthening teachers’ digital skills and psychological resilience is crucial for sustaining education during crises. Originality/Value: This research provides empirical evidence on the intersection of digital competence, stress factors, and institutional support, offering pathways to improve the sustainability of online learning under challenging conditions. © African Journal of Applied Research.

This study presents the design, implementation, and evaluation of a sustainability-centered Course-Based Undergraduate Research Experience (CURE) embedded within a first-year engineering course at North Carolina State University. The goal of the intervention was to introduce authentic, project-based inquiry early in the engineering curriculum while aligning student work with the institutional carbon neutrality goals. Over 100 students participated in semester-long projects addressing campus sustainability challenges in energy efficiency, waste management, and biodiversity. A structured instructional framework guided students through each phase of the engineering design cycle, integrating a literature review, data analysis, iterative prototyping, and knowledge transfer. Instructional tools such as worksheets, templates, and design frameworks scaffolded student progress, while ensuring alignment with defined course competencies. To assess the impact of this approach, pre- and post course surveys were administered to measure changes in students’ self-reported confidence, interdisciplinary collaboration, and perceptions of sustainability in engineering. Statistically significant gains were observed in competencies related to research, design, and project planning. Students also reported increased recognition of sustainability’s relevance to engineering practice and a greater preference for hands-on, collaborative learning environments. By embedding sustainability as a central axis of inquiry and positioning students as contributors to real campus challenges, this course model offers a scalable framework for integrating systems thinking and research-based learning into early engineering education. The findings provide insight into how first-year CUREs can support the simultaneous development of technical competencies and environmentally conscious mindsets in future engineers. The approach may serve as a replicable model for embedding systems thinking and carbon neutrality into introductory STEM curricula. © 2025 American Chemical Society and Division of Chemical Education, Inc.

This paper explores innovative teaching approaches for mechatronics engineering courses in the AI era. It proposes an innovative teaching model encompassing the following aspects: First, leveraging AI-assisted personalized learning platforms to provide customized learning plans and resources for students with diverse backgrounds and abilities, thereby enhancing learning efficiency; Second, AI-driven intelligent design tools - such as computer-aided design software and structural optimization tools - are introduced to help students complete design tasks rapidly and accurately, thereby enhancing their design capabilities. Third, virtual simulation technology and online collaboration platforms provide hands-on practice opportunities, overcoming the limitations of insufficient practical training in traditional classrooms and strengthening students' practical skills. Fourth, interdisciplinary project collaboration encourages mechanical engineering students to work together on design tasks, fostering teamwork and innovation abilities. Research indicates that AI technology significantly enhances mechanical engineering students' learning engagement and practical abilities, particularly demonstrating notable progress in understanding and applying mechatronics engineering. This paper offers new perspectives and practical insights for teaching reform in mechatronics engineering courses within mechanical engineering programs, holding significant theoretical and practical value. © 2025 Copyright held by the owner/author(s).

This study investigates the impact of project-based learning (PBL) on student employability within the domain of digital cultural and creative disciplines in higher vocational education. Drawing upon data collected from 169 students across six PBL modules, the study assesses three fundamental dimensions of PBL - Inquiry learning (IL), Reflective learning (RL), and Teamwork (TE) - and their effects on four critical employability domains: General Ability for Work (GA), Professional Ability (PA), Attitude at Work (AA), and Career Planning and Confidence (CP). Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) and Importance-Performance Map Analysis (IPMA), the results indicate that TE exerts a substantial and consistent influence across all four employability dimensions, whereas RL only affects CP, and IL demonstrates no statistically significant impact. The IPMA findings further confirm that both TE and RL are identified as high-importance, high-performance components. This study offers empirical validation for embedding TE and RL practices within PBL-integrated curricula to strengthen employability outcomes in educational programs oriented toward the creative industries. © 2025 Copyright held by the owner/author(s).

Because of the difference between the virtual simulation environment and the real working environment, when designing the virtual simulation teaching method, there is usually a problem that the teaching performance of the method is poor due to unreasonable data mapping rules. In this regard, a virtual simulation teaching method of deep integration of production and teaching under digital mode is proposed. According to the types of existing teaching resources, firstly, the data is cleaned, and then the teaching resources are integrated and standardized. By obtaining the relevant data of the real teaching environment, the corresponding data mapping rules are formulated, and the obtained data are mapped into the digital space to build a virtual simulation teaching environment, thus designing a virtual simulation teaching scheme. Through the above design, the design of virtual simulation teaching method is completed. The experimental results show that the designed virtual simulation teaching method with deep integration of production and teaching in digital mode has good teaching performance in practical application. © 2025 Copyright held by the owner/author(s).

Aim/Purpose To identify where Malta’s ICT C3 curriculum aligns with and diverges from leading international ICT education models, and what this reveals about how small states can balance curricular innovation with structural coherence and international recognition. Background As digital competence becomes central to 21st-century education, small states face particular challenges in developing ICT education curricula that balance local innovation with international portability. Malta’s transition from the European Computer Driving License (ECDL) to the ICT C3 curriculum represents an ambitious policy reform; however, recent empirical research has identified tensions between the progressive curriculum content and the structural implementation capacity. Methodology Using Goodlad’s curriculum theory and Phillips and Ochs’ policy borrowing framework, this study conducts a systematic document analysis of eight national ICT curricula. Thematic coding across seven digital competence domains enables cross-policy comparison, with findings contextualised against empirical evidence from Malta’s implementation experience. Contribution This paper contributes to comparative curriculum literature by developing an analytical framework for evaluating digital education policies across contexts and identifying the specific structural challenges small states face when adapting global ICT education trends while maintaining local relevance. Overall, the study reveals that while Malta’s ICT C3 curriculum is content-innovative, sustained structural alignment and implementation capacity remain critical for small states seeking to translate policy ambition into educational impact. Findings While Malta’s curriculum aligns well with international trends in content innovation, particularly in emerging technologies such as AI and blockchain, a comparative analysis reveals weaknesses in progression tracking, credentialing pathways, and international qualification alignment that distinguish it from more established systems. These policy-level gaps correlate with implementation challenges identified in recent empirical research. Recommendations Small states should prioritise strengthening structural supports, including evolvfor Practitioners ing moderation systems, clearer progression frameworks, and international alignment mechanisms, alongside innovative content. A dual-pathway approach is recommended, retaining curricular breadth in lower years while strengthening nationally certified pathways in the upper secondary years through more consistent external moderation and clearer alignment with international benchmarks. Recommendations The analytical framework developed here should be tested across additional for Researchers small-state contexts and extended to include systematic implementation and outcome studies. Future research should examine the relationship between policy design features and actual learning outcomes. Impact on Society Understanding how small states can effectively adapt global educational trends while maintaining structural coherence is crucial for educational equity and national development in an increasingly connected world. This study identifies policy-level factors that may determine whether ambitious curriculum reforms translate into meaningful student outcomes. Future Research Applying this comparative framework to implementation studies, investigating student progression trajectories under different policy models, and exploring hybrid certification approaches that balance national innovation with international portability. © (2025), (Informing Science Institute). All rights reserved.

This book embarks on an in-depth exploration of Problem-Based learning (PBL) in the context of engineering education. Its overarching goal is to provide a comprehensive understanding of the genesis, potential, challenges, contemporary relevance, and methodological approaches of PBL. The impetus behind this undertaking arises from the acknowledged challenges within engineering education, necessitating a fundamental paradigm shift. The study's justification lies in the imperative adoption of innovative teaching methodologies for student performance improvement and fostering competency among engineering graduates. The narrative unfolds across four distinct sections: Background and Theoretical Perspectives; Methodological Aspects of PBL; Implications of PBL in Engineering Education and Case Studies; and Plausible Examples and Reflections and Future Direction. Part I establishes a robust foundation by defining PBL, tracing its historical roots, and weighing its potential against challenges. A critical examination of PBL's relevance underscores the urgent need for a paradigm shift in engineering education. The part weaves a "golden thread" that permeates subsequent explorations. A theoretical perspective of PBL follows, exploring its underpinnings and theoretical frameworks. This is complemented by a comparative analysis, offering insights into PBL's efficacy compared to traditional learning methods. The second part examines the alignment of PBL with Outcomes-Based Education, lays the groundwork for a coherent and practical integration of these educational approaches within the Engineering curriculum, and also offers methodological approaches to deliver and practice PBL. Part III explores PBL's application for reinforcing engineering education, emphasising its tangible impact. It probes into PBL as a means to instil entrepreneurial attributes in students and further expands to encompass the decolonisation and internationalisation of engineering education through PBL. The final part provides case studies, offer plausible examples, reflects on the lessons learned and draws insightful conclusions, synthesising the findings into a cohesive whole. Overall, this book seeks to make a substantial contribution to the ongoing discourse on innovative teaching methodologies, particularly within the context of engineering education. Through a meticulous examination of theoretical foundations, comparative analyses, and the provision of practical methodologies, it aims to serve as a valuable resource for educators, researchers, and policymakers who seek to enhance the effectiveness and relevance of engineering education in our ever-evolving world.. © 2026 Dillip K. Das. All rights reserved.

This paper presents a brand-new pedagogical framework for teaching Virtual Reality (VR) development to undergraduate students with no prior programming experience through an intensive 24-hour, narrative-driven curriculum. We demonstrate that combining story-centered learning with multi-instructor support enables novice learners to create sophisticated Unity-based VR applications addressing complex social challenges. Our approach integrates academic guidance, industry mentorship, and technical laboratory support to bridge the gap between creative vision and technical implementation. Results show the following four distinct application categories that emerged organically: student projects spanning healthcare interventions (MindEye), cultural preservation (Fire·Blessing), social justice awareness (Invisible Chain, OpenFashion VR), psychological narratives (Mindscape), and empathy-building experiences (Through Their Eyes). These demonstrate the effectiveness of this rapid prototyping methodology. Our findings indicate that narrative-driven, project-based learning can successfully democratize access to VR development education while maintaining high standards for technical achievement and social impact. This pedagogical workflow offers a replicable framework for institutions seeking to implement accessible, immersive technology curricula in resource-constrained environments, challenging traditional assumptions about technical education prerequisites and demonstrating VR's potential to address societal challenges through empathy-building, immersive experiences. © 2025 Copyright held by the owner/author(s).

Purpose – This study investigated the ineffectiveness of public speaking competence (PSC) in fostering employability. By analyzing the competency–training gap, it offers insights into vocational education and training (VET) concerning market-related generic skills. Design/methodology/approach – An integrative review was conducted, qualitatively comparing 23 studies to identify themes, analyze gaps, synthesize recommendations and outline future research directions. Findings – The employability framework of PSC was established, identifying generic skills for vocational diploma students as a developmental priority and graduate attributes for employability (GA-EM) – including career building, self-management and personal traits – as key intervention elements. The role of PSC as a generic skill was clarified through three core components related to GA-EM: (1) self-promotion in job-seeking through public expression, (2) objective self-awareness of disciplinary-specific skill acquisition during speech preparation and (3) mitigating excessive public self-consciousness in job interviews through speech confidence. These findings were re-conceptualized as public speaking competency tailored for employability (PSC-EM), with defined goals, intervention measures and target populations. The PSC-EM developmental gap in VET was refined, and a PSC-training pedagogical framework integrating PSC-EM implementation was proposed. Research limitations/implications – Given the conceptual nature of PSC-EM, VET institutions should corroborate these findings through empirical research. Addressing equity and promoting self-directed learning in PSC training, especially in crowded classrooms in highly populated countries, requires further design-based research. Originality/value – PSC-EM distinguishes PSC from oral communication, assigns it unique generic skill functions and enhances its status in VET. It introduces an innovative approach to employability cultivation, offering both a theoretical framework and a practical guide for VET stakeholders. © 2025 Xiaojian Zheng, Mohd Hazwan Mohd Puad, Habibah Ab Jalil, Gao Zhendong and Wang Wei