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Background: Transformative changes in nursing education are compelling nursing programs to transition to a backward design-driven competency- and clinical judgment-based curriculum design. Little guidance exists on backward design application in nursing. Purpose: This rapid review aims to identify what is known about the use, implementation, and outcomes of backward design (BWD) in healthcare professional education programs. Methods: A rapid review of the literature was conducted using the Interim Guidance for Rapid Reviews Methods in concert with the PRISMA-P protocol, the PRISMA 2020 explanation and elaboration, and the PRISMA 2020 reporting guidelines. Results: There was no empirical evidence of the efficacy of BWD in achieving competency-based outcomes. Results focused on strengths and benefits for students and faculty and provided implementation tips. BWD better assured the alignment of course learning outcomes, assessments, and learning activities. There was more student engagement and mastery of skills, and greater faculty effectiveness in the learner-centered BWD approach. Conclusions: Our findings show the utility of BWD in healthcare education and provide models for application of BWD as an effective curricular framework in nursing. Our review shows the importance of the adoption of a standardized curricular framework in nursing education. © 2025 Elsevier Inc.

Key concepts emerge in the field of teacher education, showcasing practices needed to keep pace with new evolutions across global societies. The first of these concepts is glocalization, interactions between the global and local spaces that emerge as third cultures, including K-12 and teacher education formal and informal learning spaces. Glocalization shapes discussions about diversity, including how it is experienced, understood, and conceptualized. It highlights the education practices, policies, and standards needed to support and sustain diversity. K-12 and teacher education spaces, and the practitioners therein, have key roles to play in helping students and societies build meaningful connections within global and local dynamics. Funds of Knowledge in Teacher Education: Sustaining Local Diversity Amidst Global Standards explores teacher education and professional development practices for glocal sustainability. It brings together key intersections of global-local diversity, such as culture, language, ecology, and highlights the interdependence of these intersections. Covering topics such as culturally responsive practices, co-learning, and intercultural communication, this book is an excellent resource for educators, sustainability practitioners, business owners, researchers, academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This chapter examines the potential of integrating artificial intelligence (AI) in higher education to enhance professional development, assessment, and teaching and learning practices while promoting education for sustainable development (ESD). It explores the latest research, policies, and initiatives that are shaping the future of higher education in the era of AI. The chapter highlights the need for continuous professional development of educators to keep pace with technological advancements and provides insights into the potential uses of AI in assessment and feedback processes to improve student learning outcomes. Additionally, it discusses the integration of AI into teaching and learning practices, including personalised learning, adaptive instruction, and interactive simulations. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Generative Artificial Intelligence (GAI) has emerged as a transformative force in higher education, offering both challenges and opportunities. The integration of AI with Education for Sustainable Development (ESD) in Higher Education has sparked a paradigm shift in teaching, learning and assessment offering both incredible opportunities and complex challenges. Using AI-generated content in educational activities has raised equity and accessibility concerns. As a result, research is needed to explore the various challenges with the global integration of ESD and AI, particularly in terms of social justice. Generative AI Approaches to Sustainable Development in Higher Education explores critical aspects of integrating AI and ESD in Higher Education classrooms to achieve educational goals. It provides a balanced perspective on the responsible and effective use of these technologies (AI) and ESD in education, highlighting the need for a thoughtful, ethical, and inclusive approach to their integration. Covering topics such as immersive educational pedagogy, learning development, and intercultural communication, this book is an excellent resource for teachers, school administrators, social justice advocates, policymakers, professionals, researchers, scholars, academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

In the era of rapidly evolving technology and digitalization, where everything is connected through the "Internet+", all aspects of people's lives and learning are being profoundly influenced, ushering in a new era of intelligent education in universities. Taking English Practical Writing course as an example, this study integrates the educational philosophy of "Harmony between Education, Practice and Students", leveraging the Unipus Intelligent Platform. Through project-based teaching methods, it activates the new forces in education and teaching in the era of digital intelligence, exploring a deeply integrated "Digital Intelligence + Teaching"model characterized by the "12345"framework. This approach aims to create an English Intelligent Classroom for "New Liberal Arts Engineering Training", cultivating students' talents who are proficient in both Chinese and foreign languages, skilled in English practical writing, imbued with a Chinese heart, brimming with Chinese sentiment, filled with Chinese flavor, and capable of creatively inheriting and promoting the cultural heritage of China. © 2024 Copyright held by the owner/author(s). Publication rights licensed to ACM.

This paper focuses on the teaching system of electrical "1+X"certificate based on blockchain. It introduces in detail the composition and training mode of the electrical "1+X"certificate system, including online and offline learning, practical operation, enterprise internship, and assessment and evaluation. The design and implementation of the teaching system are carried out, starting from the demand analysis, covering user support, information security, learning certification, certificate management, and data application. The functional modules including user management, course management, learning and certification, certificate management, and data analysis and report are designed. Through system testing and result analysis, the effectiveness of the system is verified from four dimensions: function, boundary value, security, and performance. © 2024 Copyright held by the owner/author(s).

This work presents the development of a comprehensive healthcare app designed to improve early disease detection and enhance healthcare accessibility. The application integrates cutting-edge yet lightweight machine learning (ML) algorithms like Multinomial Naive Bayes and Decision Tree for symptom analysis and incorporates a range of innovative healthcare APIs like Edamam and Exercise API by Ninjas. Its primary objectives include empowering users with proactive health insights, facilitating timely medical assistance, and promoting overall well-being through personalised health recommendations. Key features of the app include accurate disease prediction through ML-driven symptom analysis, healthy recipe recommendations, customised exercise plans, and a conversational chatbot for diagnosis and treatment suggestions. By leveraging these functionalities, the app aims to enable users to take control of their health effectively, promoting paperless transactions via digital appointment and prescriptions. It also reduces physical visits to healthcare facilities, lowering carbon emissions associated with travel, which eventually paves the way to reduce environmental impact. The database integration via Firebase Auth offers data accessibility and security to data via services like encryption and Cloud Store. The intuitive navigation through the chatbot makes it approachable for users, including those who are less tech-savvy. Dark mode support aligns with sustainability goals by reducing eye strain and energy consumption. Thus, the work adheres to material design principles. With a user-centric approach, this app combines innovative ML-driven features and healthcare APIs to set a new standard in the digital health space, paving the way for advancements in early detection, personalised care, accessible healthcare services and long-term societal impact. © 2025 by the authors of this article.

The integration of artificial intelligence (AI) in education rapidly transforms the teaching and learning process. Recent systematic reviews have shown an increase in research studying the opportunities and challenges associated with AI in education. This trend reflects a growing recognition of its potential to revolutionize educational practices. However, there are also growing concerns and issues with skill obsolescence leading to job displacement, algorithm bias, and misuse of AI for academic dishonesty. As educational institutions increasingly rely on AI to enhance academic outcomes, proactively addressing these challenges ensures the ethical and responsible use of AI in education. Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and Bias offers a targeted exploration of the critical challenges and concerns that arise as AI becomes more embedded in educational systems. Focusing on emerging issues, it addresses the gaps in current research and practice, shedding light on the ethical, practical, and pedagogical dilemmas that educators, students, and institutions face. Covering topics such as school infrastructure, critical academic skills, and intellectual property protection, this book is an excellent resource for educators, school administrators, policymakers, professionals, researchers, academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This book chapter has two purposes. The first part of the chapter adopts a narrative approach (Glibkowski et al., 2014) to review the "what," "why," and "who" of the persistent gap between HRD research and practice. The second part focuses on "how." We propose a strategy to bridge the research-practice gap by developing scholar- practitioners via curriculum development using four curriculum development approaches: 1) fostering grounded and relevant learning; 2) transforming the classroom into a safe lab for testing and applying HRD theories and research findings; 3) building an inclusive and interactive social learning community; and 4) redefining the roles of the instructor and students. These strategies draw upon the authors' academic backgrounds as faculty members in the Master of Human Resource Development Program at a Research 1 university in the United States, industry experience including as a corporate trainer, and practical experience with over 15 years of combined curriculum development expertise. Human Resource Development (HRD) is a multidisciplinary field that combines scholarly research and professional practice (Kormanik & Shindell, 2014; Swanson & Chermack, 2013). Despite various definitions, the field of HRD "encompasses processes, activities or interventions" which "enhance organizational and individual learning, develop human potential, improve or maximize effectiveness and performance at either the individual, group/team and/or organizational level, and/ or bring about effective, beneficial personal or organizational behavior change and improvement" (Hamlin & Stewart, 2011, p. 213). Traditionally, HRD's role centered on driving people-focused initiatives like learning and development, organization development, and career development within formal structures (Lundgren & Poell, 2022). However, more recent literature has emphasized a shared responsibility among HRD professionals, managers, and employees in promoting learning and development, reflecting a broader, more inclusive approach to HRD (e.g., Lundgren et al., 2024). Others have argued that the role of HRD has shifted from an operational and tactical focus to a more strategic one (Hamlin, 2019). This transition has expanded HRD's responsibilities beyond promoting learning and development to include aligning people, strategy, and performance. A prominent theme in HRD literature is the ongoing discussion of the research- practice gap, often depicted as a divide or tension between theoretical research and practical application (Lundgren et al., 2024; Short, 2006). This concern has been a recurring topic of debate since the early 1970s, with Campbell (1971) being among the first scholars to highlight the lack of sound theoretical application in training and development practices. Over time, observations of the HRD research-practice gap have extended and fueled broader concerns. Recent discussions on the HRD research-practice gap have focused on diverse aspects such as the causes and impact of this gap (e.g., Moats & McLean, 2009), maintaining rigor and relevance (e.g., Brown & Latham, 2018), the roles of different stakeholders (e.g., Jacobs, 2014), the notion of the gap as unbridgeable (e.g., Kieser & Leiner, 2009), and strategies to bridge the gap (e.g., Bartlett, 2003). From a practitioner's perspective, while academic research could potentially offer valuable insights, the difficulty in accessing and translating research into actionable strategies diminishes its utility in their day-to-day operations (Moore & Cho, 2024). This book chapter has two purposes. The first part of the chapter adopts a narrative approach (Glibkowski et al., 2014) to review the "what," "why," and "who" of the persistent gap between HRD research and practice. Echoing the editors' themes of discovery, translation, dissemination, and change, the first part of the chapter expands on the discussions of the knowledge divide, knowledge transfer, and knowledge production (Van de Ven & Johnson, 2006). The second part focuses on "how." We propose a strategy to bridge the rsearch-practice gap by developing scholar-practitioners via curriculum development using four curriculum development approaches: 1) fostering grounded and relevant learning; 2) transforming the classroom into a safe lab for testing and applying HRD theories and research findings; 3) building an inclusive and interactive social learning community; and 4) redefining the roles of the instructor and students. These strategies draw upon the authors' academic backgrounds as faculty members in the Master of Human Resource Development Program at a Research 1 university in the United States, industry experience including as a corporate trainer, and practical experience with over 15 years of combined curriculum development expertise. © 2025, IGI Global Scientific Publishing. All rights reserved.

The wrong use of learning models in the robotics learning process can cause students to not understand how to build a robotic system step by step. Likewise, the use of irrelevant technology in the learning process can result in low graduate competence, as the competen-cies possessed are not in accordance with industry needs. So, this study aims to assess the impact and how robotic technology is applied in vocational education. This study employs a systematic literature review methodology, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The review includes articles published between 2018 and 2024, focusing on the use of robotic technology in vocational education. A total of 26 relevant research studies were selected for analysis. The results of this study show that universities, vocational high schools, and robotics training institutions use robotics technology. The types of robots used include mobile robots, ARM robots, humanoid robots, animal robots, training kits, and robotics system simulator applications. learning models integrated with this technology include project-based learning (PjBL), the most widely used, problem-based learning (PBL), computer-based robotics, hands-on learning, CPLM, pair learning, and EL-CP. Robotic technology impacts almost all knowledge domains, including cognitive, psychomotor, and affective. © 2025 by the authors of this article. Published under CC-BY.