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"Students"

Curriculum is the most direct way for international students to perceive China, and how the Chinese national image courses can help international students to form the ability of bicultural identity integration is an important issue to be solved in this study. Based on the bicultural identity integration theory, this study constructed a model of international students’ perceptions of the Chinese national image courses and explored the mechanisms of bicultural identity integration among international students, with the following conclusions: firstly, perceived usefulness had the greatest influence on international students’ attitudes toward learning the Chinese national image courses, followed by self-efficacy. Secondly, the three paths of perceived usefulness, perceived ease of use and self-efficacy can indirectly influence the bicultural identity integration of international students coming to China. Finally, perceived risk can moderate bicultural identity integration to some extent. Based on this, this study puts forward some suggestions for the construction of curriculum resources on China’s national image for international students, in order to help international students better develop intercultural cognition and communicative competence. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

This research aimed to explore students perceptions of playing Mobile Legends: Bang-Bang (MLBB) as a means to improve English vocabulary. students had a deficient English vocabulary, which negatively affected their learning, especially in imperative statements. This research utilized a qualitative approach based on the Miles and Huberman analytical framework. The data were gathered from 150 ninth-grade students at Junior High School 10 Pematangsiantar. Data were collected through closed questionnaires concerning content vocabulary and perceptions (auditory and visual). The collected data were checked according to the reactions from the 5 point Likert scale questionnaire, then inputted into Ms. Excel and tabulated; afterward, the data were described de-scriptively in a paragraph. This research discovered that a significant number of students had reported positive outcomes for MLBB influence on their vocabulary improvement. Specifically, 69.21% of students had responded positively, comprising 13.88% who strongly agreed and 55.33% who agreed. Neutral replies had constituted 19.38%, whereas negative comments had amounted to 11.42%, including 8.88% who disagreed and 2.54% who strongly disagreed. Regarding auditory and visual perception, 74.34% had exhibited a favorable response, 16.7% had maintained a neutral stance, and 9.6% had provided a negative response. The researcher concluded that most students at Junior High School 10 Pematangsiantar had regarded MLBB as an advantageous alternative for improving their English vocabulary, with a significant majority expressing favorable opinions of the game. © 2025, Pandawan Sejahtera. All rights reserved.

Computational thinking is an essential ability for students in the 21st century. Therefore, this study described students' mathematical computational thinking process in terms of self-efficacy of eighth graders, consisting of 32 students. The applied instruments were self-efficacy questionnaires, computational thinking ability tests, and interview guidelines. The results of the questionnaire were grouped into three categories, namely high, moderate, and low self-efficacy. A student was selected for each category as the respondent using the purposive sampling method. The data were analyzed with the Miles and Huberman model, starting from reduction, presentation, and conclusions. The computational thinking process is indicated by the stages of abstraction, representation, decomposition, algorithms, and evaluation. The results of the research analysis showed that the computational thinking process of students in the self-efficacy category was high and moderately fulfilling the five stages well and informatively. In addition, there needs to be an emphasis and increase in cognitive activity at the representation stage, especially in students with low self-efficacy. The representation stage helps students to get initial ideas for solving problems. This will have a further impact on the achievement of the algorithm stage in the computational thinking process. Based on these findings, the study is recommended to design five stages of the computational thinking process. Future research can develop the steps of the computational thinking process in solving contextual problems. © 2025 City University of New York. All rights reserved.

This study was aimed at assessing the effectiveness of Project-Based Learning (PjBL)-based analytical chemistry flipbooks in improving students’ critical thinking skills and scientific literacy, and linking the results to the achievement of Sustainable Development Goals (SDG-4), namely quality education. This study used a quantitative approach with a quasi-experimental design, involving two groups: an experimental group (n = 250) using PjBL-based flipbooks, and a control group (n = 250) using conventional textbooks. The projects in PjBL were designed to challenge students to apply critical thinking skills in solving real problems in analytical chemistry. Scientific literacy was measured based on students’ ability to understand, evaluate, and apply chemical concepts in the context of the project. Critical thinking skills and scientific literacy tests were used to measure learning outcomes before and after the intervention. The instrument in this study was a test of critical thinking skills and scientific literacy. Statistical tests showed that the data were normally distributed (significance value 0.216), homogeneous variance (0.074), and significant differences between the experimental and control groups (t = 0.038, p < 0.05). The increase in n-gain in the experimental group reached 0.9 (high category), compared to 0.63 (moderate category) in the control group. This study concluded that Project-Based Learning-based flipbooks were significantly more effective than conventional textbooks in improving students’ critical thinking skills and scientific literacy. The results of this study confirmed the superiority of PjBL-based flipbooks in significantly improving students’ critical thinking skills and scientific literacy compared to conventional textbooks. Statistical data support (normal distribution, homogeneous variance, significant differences between groups, and high n-gain in the experimental group) encourages the adoption of PjBL-based flipbooks as an effective learning strategy to achieve quality education according to SDG-4. © 2025 Science Education Study Program FMIPA UNNES Semarang.

Virtual Reality (VR) technology has the potential to provide end-user teachers with highly engaging and immersive experiences that reflect real-life classroom challenges and, at the same time, offer a safe space for hands-on practice and experimentation, allowing mistakes without potential consequences to the class or the fear of affecting actual students. The appearance of the virtual environment is a significant component of user experience, and a carefully designed virtual environment customized to meet the needs of end-users can considerably enhance their experience. This paper aims to reflect on the co-design journey of a VR-based teacher training solution designed by teachers, for teachers. Teachers were actively engaged as co-designers throughout all phases of design—conceptualization, development, testing, and iteration—to ensure that the final VR training tool is aligned with their actual needs and preferences, maximizing the added value and acceptance of the virtual solution. The paper presents findings from a series of user engagement activities, highlighting the diverse perspectives of teachers and the design insights gained from their involvement. Teachers who spend a significant amount of time in classrooms may benefit more from an imaginative space rather than a standard classroom environment. The findings indicate that imaginary virtual classroom settings generate high levels of presence, indicating that users may look for experiences that break from the ordinary. © 2025 by the authors.

Education is one of the most important tools to form citizens with human and professional values. Currently, educational systems around the world have programs based on traditional and technological perspectives that allow students to achieve career and money goals. However, many of these systems neglect important aspects such as emotions, individual desires, motivation, attitude, courage, self-respect, self-control, creativity, mental health, among others. These aspects can be developed by applying a humanistic curriculum, so their adoption is essential to have the possibility of achieving a more complete and meaningful learning in each student. The objective of this study was to update the evidence on the effectiveness of humanistic education in teaching programs. A systematic review of the literature was carried out, as well as a search process supported by the Prisma methodology. The Scopus, SciELO and WoS databases were selected to carry out the search. A total of 1136 studies were identified, and only 25 were reviewed and analyzed in depth, after applying the inclusion criteria. Multiple key themes were evident with relevant metaphors associated with virtue ethics and care, curricula and humanistic education. It is concluded that the humanistic approach, present in the teaching programs, prioritizes the individual student's life and allows students to increase their emotional and cognitive potential. © 2025, CONICET - Emiliano Aldegani. All rights reserved.

Currently, in Ireland, there is a high rate of attrition among newly qualified student nurses. This paper specifically seeks to provide insights into this issue through an exploration of the experiences and perceptions of clinical placement from a sample of student nurses and preceptors in Ireland through the conceptual lenses of both incidental learning and liminality. We conclude that the power of incidental learning on students transversing a liminal space should not be underestimated and that in our study the surrounding context of support (particularly from preceptors) was critical. Incidental learning around aspects of organization culture and hierarchy that caused dissonance for students emerged as a consistent outcome. So too did time and resource pressure on preceptors due to staffing shortages which, in turn, impacted negatively on workplace learning opportunities beyond routine incidental learning and support available to students to constructively make sense of their experiences. We argue that results from this study can inform not just nurse education but may also give pause for thought to those responsible for professions which have substantial work placement aspects as part of their qualifying route such as apprenticeships. © 2024 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Background: In nursing education, greater emphasis should be placed on stakeholder perspectives, and these perspectives should be integrated into the educational process. Stakeholder perspectives are of great importance in determining the extent to which graduates achieve program competencies, and if necessary, in revising these competencies based on the relevant feedback. Objective: This study aimed to determine stakeholder perspectives on the acquisition of nursing program competencies by graduates of undergraduate nursing programs. Design: Exploratory qualitative research design. Participants and setting: The study was conducted in June 2024 through focus group interviews with a total of 20 internal and external stakeholders. Methods: The data were collected using Semi-Structured Focus Group Interview Forms. The data were organized according to common/similar categories by content analysis. Results: The data obtained based on the views of the participants on the acquisition of nursing program competencies by graduates of nursing education programs were divided into three categories: Competencies Acquired from Nursing Education (professional knowledge and skills, lifelong learning), Competencies That Need Improvement (critical thinking/problem-solving skills, communication skills, foreign language proficiency, professional values, and managerial skills), and Suggestions to Improve Competencies Acquired from Nursing Education (suggestions related to education, the profession, and institutional/administrative matters). Additionally, 10 subcategories associated with these categories were identified. Conclusion: Competencies expected in members of the profession of nursing are a global topic of discussion, and the findings of study provide important insights for future studies. In line with these results, it is recommended to enhance collaboration with stakeholders and conduct regular meetings involving all stakeholders. The outcomes of these meetings should guide the structuring of educational programs to ensure the acquisition of competencies, and relevant activities should be planned and implemented accordingly. © 2024 Elsevier Ltd

Work-based learning (WBL) is a critical approach in nursing education that emphasizes experiential learning. However, qualitative studies frequently report challenges nursing students face in WBL settings. This study aims to systematically analyze qualitative evidence on nursing students’ experiences in work-based learning within healthcare organizations, highlighting key challenges and areas for improvement. A systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines. Literature searches were performed using Medline, Embase, CINAHL, and JSTOR databases. Quality appraisal was conducted using the JBI-QARI framework. The initial search yielded 311 studies, seven of which were deemed eligible based on inclusion criteria that focused on qualitative English-language studies involving nursing students. The review identified three major challenges in WBL: (1) time constraints limiting learning opportunities, (2) workplace environmental factors such as lack of mentorship and high-pressure conditions, and (3) unclear benefits perceived by students in WBL programs. These factors contribute to varying levels of engagement and satisfaction among nursing students. This study is the first systematic review to evaluate nursing students’ perceptions of WBL, offering a comprehensive analysis of recurring issues. The findings provide valuable insights for educational institutions and healthcare organizations to enhance WBL effectiveness through structured mentorship, improved scheduling, and targeted support strategies, ultimately bridging the gap between theoretical knowledge and practical experience in nursing education. © 2025 by the author(s).

In this article, a new pedagogical model of the Flipped Classroom (FC) and problem-based learning (PBL) is developed for teaching hydrology to civil engineering students. The research was applied with a quasi-experimental design. The pedagogical methods were applied for a period of 10 years in a public university in Cuba (UC) and Mozambique (UM), and a private one in Peru (UP). The applied instrument proved to be reliable and valid, and the normality tests showed that there are significant differences in the new FC-PBL model compared to the traditional one. Greater satisfaction was demonstrated in the generic skills and degree of learning acquired in the students of UP, UC, UM of 89.92, 80.12 and 46.14 %, respectively. It was concluded that the new FC-PBL pedagogical model provides greater strengths for the training of civil engineers in higher education in the 21st century. © 2025 Instituto Mexicano de Tecnologia del Agua. All rights reserved.