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"Students"

Communication skills are one of the abilities required for 21st-century learning. students must consider communication skills in learning because they can guide students in conveying ideas effectively and interacting and collaborating with others. This study aimed to investigate the online reading-concept mapping-reciprocal teaching (REMAP-RT) learning model on students' oral and writing communication skills. The pretest-posttest control group design was employed in this study with three Biology Education Study Program classes at the State Islamic University in Tulungagung, Indonesia. This study included 89 students separated into three classrooms, each learning using one of three methods: i) REMAP-RT, ii) reciprocal teaching (RT), and iii) discussion-presentation. A questionnaire was used to assess students' oral and written communication skills. Analysis of covariance (ANCOVA) was used to compare differences in communication skills among the three treatment groups based on the questionnaire responses. The research findings revealed that students' oral and writing communication abilities improved across the board, with students in the REMAP-RT class showing the most substantial increase. This result of the research suggests that REMAP-RT improves students' oral and written communication skills in online learning. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

There is a well recognised desire to encourage enterprise and entrepreneurial thinking in university students, however core or mandatory provision has the potential to dilute the enthusiasm or engagement in enterprise. This paper reflects on the choice to offer optional (elective) enterprise modules to STEM students at Undergraduate (level 6) and Masters level (level 7). In STEM programmes, enterprise or entrepreneurship subjects are often elective options alongside their core academic studies, with much variability in delivery methods and source materials used throughout undergraduate and postgraduate education. This means appealing to a self-selecting cohort with either interest in an alternative direction to ‘pure-science’, or individuals with an aim of creating an impact. With high levels of interaction between educators, industry case studies and learners, a dynamic learning environment is created, with positive outcomes for satisfaction and employability. A qualitative longitudinal study and ethnographic consideration of the individuals who have chosen to engage in enterprise-based elements indicates that initial exposure to curriculum-based enterprise can deepen their understanding of ideation, commercial bioscience, and innovation, leading to discipline-based recognition of value. Although a limited proportion of students go on to be entrepreneurs in the form of company founders, they often cite their enterprise education experience as impactful and frequently allude to skills or experience as intrinsic to their intrapreneurial activities and roles with the organisations they end up working with. © The Author(s) 2024.

Background: Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives: This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM. Methods: A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (n = 31) using PA-GPT or the control group (n = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, α = 0.85); a HOTS scale (α = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (α >0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances. Results and Conclusions: ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (F = 9.89, p = 0.002), critical thinking (F = 37.00, p < 0.001), problem-solving (F = 9.40, p = 0.003), creativity (F = 7.22, p = 0.009), and attitudes towards mathematics (F = 25.52, p < 0.001), engineering/technology (F = 16.06, p < 0.001), and 21st-century learning (F = 26.38, p < 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration. © 2024 John Wiley & Sons Ltd.

Background: Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic. Aim: To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership. Design: A reflective discussion following the six stages of the Gibbs' Reflective Cycle. Settings: A two-month research internship at an Australian University was held over the summer. Participants: Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program. Methods: Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed. Results: The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement. Conclusions: Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities. © 2024 The Authors

The National Education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century © 2024 Elsevier Ltd

This article studied the integration of gamification in work-based learning within vocational education as a means to support students' coding abilities. By applying game mechanics such as points, badges, leaderboards, and challenges, we aimed to motivate and engage students in coding activities that mirror real-world industry practices. The inclusion of gamified elements into the curriculum was designed to make the learning process more interactive, fostering a competitive yet collaborative environment that enhances students' interest and perseverance in coding tasks. This research employed a quasi-experimental design with pre-test and post-test measures to assess the impact of gamification on coding proficiency, comparing the outcomes of students participating in gamified learning environments with those in traditional settings. The findings indicate a significant improvement in the coding skills of students exposed to gamified work-based learning, suggesting that gamification can serve as an effective pedagogical tool in vocational education, better preparing students for industry demands. © 2025 Institute of Advanced Engineering and Science. All rights reserved.

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs. © 2025, STKIP Siliwangi Bandung (IKIP Siliwangi). All rights reserved.

Background: Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes. Methods: Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria. Findings: The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level. Discussion: Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care. Conclusion: Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students. © 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.

Aim: To determine the effects of a developed interactive e-book featuring various clinical scenarios based on the ARCS (attention, relevance, confidence and satisfaction) model of motivation on the learning motivation, self-efficacy and FHR interpretation skills of nursing students. Background: This study fills the digital gap in teaching foetal heart rate interpretation and will help expand obstetric nursing education for on-site and distance education. Design: A randomised controlled trial was conducted of nursing students assigned to the experimental group (n = 41) and control group (n = 39). Methods: The experimental group used the developed e-book to learn about FHR interpretation, while those in the control group watched an instructional video and their learning outcomes were measured at baseline, immediately after the intervention and two weeks after the intervention. Results: Generalised estimating equations were applied to conduct the analyses revealing that the experimental group scored significantly higher than the control group in the immediate and two-week post-intervention tests on average regarding learning motivation and self-efficacy (p < .01). The experimental group also scored significantly higher in the immediate post-test for FHR interpretation skills (p < .001) and the significance lasted for two weeks after the intervention (p < .01). Conclusions: The developed interactive e-book can effectively improve the learning motivation, self-efficacy and FHR interpretation skills of nursing students, confirming the potential of multimedia and interactive elements in digital learning, particularly regarding complex obstetric nursing concepts. This study provided empirical support for the use of interactive e-books in nursing education. © 2025 Elsevier Ltd

Background: This study examines the effects of physical education on the social capital of university students, focusing on improving family, neighborhood, and academic relationships through group exercise. Methods: In Zagreb, Croatia, 976 participants aged 19–20 years participated in a randomized controlled trial. The intervention group (n = 472) engaged in teamwork exercises, and the control group (n = 504) completed individual exercises. The social capital measured in 6 areas was analyzed using linear regression and variance modeling. Results: Significant improvements in trust and collaboration within the university environment were found in the intervention group. Adjusted analyses showed positive correlations between the physical education intervention and increased trust between teachers and students (β = 0.118, P = .01), among students (β = 0.246, P = .01), and in total social capital (β = 0.617, P = .01). Residence in the parental home was associated with higher social capital. Notably, male and older students reported lower levels of trust and cooperation. Conclusions: Physical activity significantly improves the social capital of university students, suggesting the inclusion of group-based physical activities in higher education curricula to promote social inclusion and well-being. This underscores the importance of such interventions for educational policy and program development. © 2025 Human Kinetics, Inc.