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"Students"

Today’s students need to be prepared for hybrid working to thrive in the contemporary workplace, and traditional assessment methods need modification to remain fit for purpose. Framing this as our point of departure, we propose that synchronous, online presentations offer an authentic assessment method with significant potential for enhancing student employability. Our essay highlights the benefits of the approach for students, lecturers, and employers while acknowledging the challenges that play out through resistance from universities and students. We conclude with a call for empirical research and stakeholder engagement to facilitate the authentic and impactful deployment of synchronous, online presentations. © The Author(s) 2024.

Advancements in neurosciences and neurotechnologies pose various ethical and social challenges, warranting public/stakeholder engagement. Art, such as short films, can expose audiences to the social aspects of neuro-advancements. The 2019 BIO·FICTION Film Festival, for instance, examined how neurotechnologies shape society, the human body, and mind. students are one important group of stakeholders, as they are expected to be critical thinkers and change agents. The lived reality of disabled people is impacted by neuro-advancements in many ways. Critical disability studies students are therefore key stakeholders, as their programs and courses encourage them to identify and address social challenges faced by disabled individuals. Therefore, they need to be able to evaluate the social impacts of neuro-advancements. Few studies exist that ascertain the views of critical disability studies students on the social impact of neuro-advancements. Our study sought to amplify the voices of critical disability studies students by analyzing the responses of 89 undergraduates from three courses to six top films from the BIO·FICTION festival. Conducted asynchronously due to COVID restrictions, students watched the films independently and responded to four guiding questions about: a) general thoughts about the films, b) their perceived impact on those watching, c) implications for their anticipated careers involving disabled people, and d) the social impact of neuro-advancements on disabled people. Our findings indicated that the topical (non-)fictional short films effectively prompted students to reflect on the social aspects of neuro-advancements and were well received. However, responses also indicated a need for follow-up discussions – virtual or in-person – to address questions about film content and deepen the discussion and class engagement. Such discussion setups could also inform film festivals aiming to raise awareness about the societal implications of emerging technologies. © The Author(s) 2025.

Background: Since the introduction of active teaching methods, health science education has undergone considerable transformation. These methods help students become more motivated and develop communication, analytical and critical thinking skills, which influence students' learning practices. Aim: The objective of this study is to evaluate effects of role-play simulation-based case studies on motivation and learning strategies among health sciences. Methods: One hundred sixty-two students participated in this randomized trial. students in the control group (n = 86) attended traditional interactive lectures, whereas students in the experimental group (n = 76) participated in role-play simulation-based case studies. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered both before and after educational intervention for both groups. Results: Compared to the control group, the scores of the experimental group are higher for Intrinsic goal orientation, Task value, Self-efficacy for learning and performance, Metacognitive self-regulation, Elaboration and critical thinking, Peer learning and help seeking (p< 0,001). In addition, we observed a positive association between role-play simulation-based case studies and Post-test sore of MLSQ for Task value, Self-efficacy for learning and performance, and Peer learning and help seeking (p < 0.05). Conclusions: The study findings support the use of role-play simulation-based case studies in improving the motivation significantly and changing learning strategies for health care students. This active method can be recommended as a promising method for teaching health science. © The Author(s) 2024.

With the promotion of STEM education and active practice, experiential learning has become a crucial instructional design strategy. Experiential learning emphasizes a student-centered learning model, encouraging students to explore unknown fields through individual and team collaborative efforts. Through practical activities, it promotes active exploration and deep understanding, thereby stimulating students’ creativity and independent thinking abilities. However, there are still some challenges confronting the learners. However, due to the limitations of short-term memory and the ability to organize key information, students often struggle to recall all past dialogues during reflection and observation processes. This hinders effective discussions and communication, impacting the application of collaborative strategies. To address this challenge in STEM collaborative discussions, this study explores the application of generative AI technology in STEM education. By integrating experiential learning with collaborative strategies, the goal is to enhance students’ learning outcomes and reflective thinking. This research introduces a GPT-based large language model tool, the GPT-Assisted Summarization Aid (GASA), which is applied in collaborative learning activities within the framework of experiential learning. GASA supports learners in their reflective observation and conceptualization processes by providing feedback and assistance tailored to different phases of the experiential learning curriculum. The experimental results indicate significant differences in learning outcomes and reflective thinking between the experimental group using GASA and the control group. Furthermore, students in the experimental group were more effective in sharing information, establishing a common understanding, and solving problems during the collaborative learning process. This study provides empirical evidence for teaching strategies in STEM education and reveals the potential of generative AI technology in educational technology. Future research should explore larger sample sizes and long-term learning impacts to further validate the broad applicability of GASA in different educational contexts. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

The global shortage of skilled programmers remains a persistent challenge. High dropout rates in introductory programming courses pose a significant obstacle to graduation. Previous studies highlighted learning difficulties in programming students, but their specific weaknesses remained unclear. This gap exists due to the predominant focus on the overall academic performance evaluation. To address this gap, this study employed cognitive diagnostic modeling (CDM) to profile the skill mastery of programming students. An empirical analysis was conducted to select the most appropriate model for the data, and the linear logistic model (LLM) was determined to be the best fit. Final examination results from 308 information technology (IT) and 279 computer science (CS) students were analyzed using the LLM. Unfortunately, findings revealed that programming students exhibited proficiency primarily in code tracing and language proficiency but displayed deficits in theoretical understanding, logical reasoning, and algorithmic thinking. From a practical standpoint, this deficiency in fundamental skills sheds light on the factors contributing to academic failures and potentially eventual dropout in programming education. When comparing the student population by academic program, CS students demonstrated superior mastery compared to their IT counterparts, although both groups exhibited a lack of mastery in code tracing. These deviations underscore the pressing need for tailored educational strategies that address the unique strengths and weaknesses of each student group. Overall, this study offers valuable insights into programming education literature and contributes to the expanding application of CDM in educational research. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

This study highlights the significance of understanding how diversity experiences and innovative learning environments contribute to the personal development of international students in Higher Education Institutions (HEIs) in Shaanxi, China. Despite existing studies, there remains a notable gap in exploring their combined effects specifically within Chinese HEIs. This research aims to address this gap by analyzing the relationships among diversity experiences, language proficiency, and personal development, thereby offering valuable insights for educators and policymakers to enhance institutional support for international students. To achieve this, we conducted a quantitative survey involving 364 international students, utilizing a structured questionnaire and employing Structural Equation Modeling (SEM) for data analysis. The results reveal a positive relationship between diversity experiences and personal development. However, no direct relationship was found between innovative learning environments and personal development. Furthermore, language proficiency mediates the relationship between diversity experiences and personal development. Moreover, innovative learning environments were positively associated with both acculturation stress and language proficiency, which in turn were related to personal development. The findings underscore the vital role of institutional support in enhancing international students' personal development through improved diversity experiences and language proficiency. To achieve this, educators and policymakers should integrate diversity initiatives and create adaptable learning environments that specifically address the needs of international students. © 2025 Azram et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

This research developed interactive media equipped with artificial intelligence (AI) chatbot features using the principles of cognitive load theory (CLT). The development method employed in this study consisted of several stages: analysis, design, development, and evaluation. The result of this development activity was an interactive medium that applied the principles of CLT and included a chatbot feature to assist students in learning adaptively and independently. The interactive medium was deemed feasible for use because the validation test results in the material aspect, language aspect, presentation aspect, and overall display aspect exhibited very good characteristics. Interactive media with AI chatbot features was expected to be an innovative solution for improving the quality of education and the student learning experience in the digital era. © School of Engineering, Taylor's University.

During the digital age, self-directed learning has emerged as an effective teaching strategy in designing class activities within the educational sphere, prompting an investigation into its impact on the effectiveness of instruction in the K-12 context. This article presents a meta-analysis aimed at examining the efficacy of self-directed learning in enhancing the learning performance of K-12 students. A comprehensive review of English-language publications up to December 2023 was conducted, drawing from major databases such as Embase, Scopus, PubMed, CINAHL, and the Web of Science. This rigorous selection process resulted in the identification of 17 studies, encompassing a total of 2,725 students who met the exacting inclusion criteria. Analysis of the data, facilitated by the use of Comprehensive Meta Analysis software, demonstrated that self-directed learning significantly improves students’ learning outcomes when compared with traditional teaching methods. This improvement is quantitatively supported by a standardized mean difference of 0.366 (95% CI [0.295, 0.438], p <.000). The findings from this meta-analysis advocate for the adoption of self-directed learning as an integral pedagogical approach in K-12 education, highlighting its potent ability to substantially elevate learning performance. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

Teacher entrepreneurship is a fundamental aspect of today’s education. Entrepreneurial Competence (EC), as established in Organic Law 3/2020, which amends Organic Law 2/2006, on Education, and reinforced by Law 14/2013, on Support for Entrepreneurs and Their Internationalization, is key to preparing students for the challenges of the 21st century. This study follows a quantitative observational design, with data collected through a questionnaire administered to over 600 education professionals, structured into three blocks and fourteen dimensions. The research is divided into three parts, corresponding to the three blocks of the questionnaire. This article focuses on the first block, which aims to evaluate teachers’ assessment of EC and to analyse their perception of the most accessible and effective options for adequately developing this competence in educational centres. Results show that all participant groups generally rated EC highly, but perceptions differ based on gender, age, and training. Teachers with EC training express greater confidence, while those without training report more challenges. School leaders rate EC more favourably, likely due to their involvement in institutional policies. The main obstacles identified are insufficient teacher training and inadequate resources. The study emphasises the importance of enhancing teacher training and adopting active methodologies to integrate entrepreneurship into education. It also underscores practical implications for educational policy, emphasising curriculum reforms, resource allocation, and stronger school–business collaboration to foster an entrepreneurial mindset. © 2025 by the authors.