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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.

In recent years, virtual reality (VR) has emerged as a pivotal technology in the field of education, offering immersive and interactive experiences that have the potential to significantly enhance teaching and learning processes. However, for educational designers, teachers, and lecturers who lack advanced information technology skills, identifying and evaluating suitable VR applications can be a complex and labour-intensive endeavour. This article provides a non-technical, action-oriented overview of commercially available VR solutions designed for social skills training in education. To identify relevant providers, we conducted a four-phase snowball search from April to October 2024, combining academic literature reviews, expert interviews, web searches, and demo testing. This process led to the identification of ten VR providers suitable for social and communication skills development. The selected applications were analyzed across ten key criteria, including communication style, avatar design and customization, technological requirements, language support, and the availability of content libraries and authoring tools. The results reveal significant variation among providers in terms of pedagogical flexibility, technical accessibility, and degrees of user customization. By mapping these differences, the article offers a practical starting point for educational stakeholders seeking VR solutions that align with their instructional goals. Rather than offering an exhaustive review, the study presents a structured orientation to facilitate informed decision-making in selecting and implementing VR tools for social skills training. © 2025 by the authors.

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.

Professional education for licensed nurses in Australia is a complicated matter involving two education systems—vocational education and training, and higher education—each characterized by a different curriculum model. The contribution of the two systems follows a division of the workforce into Enrolled Nurses and Registered Nurses, with vocational education serving the first division and higher education the second. Although the systems are intended to provide connecting educational and career pathways, it results in a binary education landscape featuring two distinct forms of curriculum and contrasting assumptions about knowledge. This discursive discussion analyses the impact of the competency-based curriculum on Enrolled Nurses' education, entry to the profession of nursing, and their aspirational educational pathways towards registered nursing. Many Enrolled Nurses successfully articulate to become Registered Nurses; however, we argue that traversing between the two distinct curriculum approaches creates barriers to these transitions. We also argue that apart from undermining the learning trajectories of nurses, the influence of the competency-based curriculum model threatens the coherence of the profession at a time when conditions of work are both intensified and globalized, calling for a solution in the form of curriculum harmonization. Nursing Inquiry© 2025 The Author(s). Nursing Inquiry published by John Wiley & Sons Ltd.

Integrated learning has emerged as an approach to developing critical thinking and creativity skills. This meta-analysis synthesizes the effects of integrated learning on critical thinking and creativity, drawing from experimental studies published over the past decade. This study addresses the research question: What are the impacts and factors influencing integrated learning on students' critical thinking skills and creativity compared to conventional learning over the past decade? In the database, 403 articles were obtained, which were then supplemented by seven articles from manual searches, so that there were a total of 410 articles. After a strict inclusion process, 8 articles were selected for analysis. The inter-rater reliability test using Cohen's Kappa coefficient produced a value of 0.78, which indicates a substantial level of agreement. The analysis includes data from 497 participants for critical thinking and 266 for creativity. Heterogeneity in critical thinking skill data was 96%, and in creative skills, it was 86%; then, a subgroup analysis of education level was carried out to find out where the high heterogeneity was. The results show a significant positive effect of integrated learning, with an SMD of 1.48 (p = .004) for critical thinking and 1.60 (p = .0001) for creativity. Funnel plots and Egger's regression tests indicate no risk of publication bias. In addition, this study also synthesized the causal factors of how integrated learning affects critical thinking skills and creativity. Further research is recommended to explore its long-term impact and implementation strategies in various educational settings. © 2025 The Author(s).

With the higher education reform putting forward the professionalization of doctoral students, doctoral education has been strongly focused on generic transferable skills to ensure employability. However, doctoral training should not forget core skills of research and especially the ability to formulate research questions, which are the key to original research and difficult to develop at the same time. learning how to develop a research question is traditionally seen as a one-to-one learning process and an informal daily transmission between a novice and a senior researcher. The objective of this paper is to offer a framework to design doctoral programs aimed at supporting the process of development of research questions for doctoral candidates guided by their supervisors. We base our proposal on two doctoral training programs designed with a pedagogical strategy based on dialogs with peers, whether they be students, supervisors, or trainers from a diversity of scientific backgrounds. The resulting framework combines three learning challenges faced by doctoral students and their supervisors when developing their research question, as well as training objectives corresponding to what they should learn and that are illustrated by the scaffolds we have used in our training programs. Finally, we discuss the conditions and originality of our pedagogical strategy based on the acquisition of argumentation skills, taking both the subjective dimensions of PhD work and the added value of interactions with a diversity and heterogeneity of peers into account. © The Author(s) 2024.