Cognitive Skill Development to Support Biculturalism and Entrepreneurial Innovation

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

The impact of timetable changes on student achievement and learning experiences

The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.

Examining the relation of open thinking, critical thinking, metacognitive skills and usage frequency of open educational resources among high school students

The purpose of this study is to determine if the introduction of game design has an impact on the learning of information literacy concepts among undergraduate students. The study proposes a descriptive case study which draws upon the theories of social constructivism and motivation to explore the phenomenon learning by game design. The study was conducted in an online one credit information literacy class. Preliminary findings offer insight into the use of game design in learning scenarios.

Critical thinking is a vital 21st-century graduate attribute that significantly enhances employability and adaptability. This study investigated the effectiveness of experiential learning in fostering students’ critical thinking skills within the context of Indonesian higher education. Using a quantitative pretest-posttest design, data were collected from 117 university students enrolled in a science course at Universitas Riau. A structured questionnaire assessing five levels of critical thinking was used to measure students’ skills before and after the intervention. The findings revealed a statistically significant improvement in students’ critical thinking after the intervention (p &lt; .001), with an average increase of 6.78 points and a 13.9% gain. Cohen’s d value of 0.84 indicated a large effect size. Post-intervention results showed a substantial shift in the distribution of critical thinking levels, with more students reaching the ‘superior’ and ‘exceptional’ categories. These results underscored the value of active, reflective, and real-world learning experiences in enhancing students’ cognitive skills. This study contributes to the growing body of evidence on pedagogical innovations in science education and offers practical implications for curriculum reform in developing countries.

This research examines the distribution of cognitive abilities within the interactive mathematics textbook designed for 10th-grade students. The study recognizes the significance of mathematics education in nurturing students' cognitive skills. However, it also acknowledges the presence of ineffective methods that impede students' grasp of concepts and their capacity to solve problems. Employing a qualitative research approach, the study identifies and resolves questions in the interactive mathematics book. It explains each cognitive skill used to solve these questions and categorizes these skills according to Bloom's taxonomy. The findings reveal an uneven allocation of cognitive skills in both chapters. Questions falling under the application category (C3) are predominant, while those demanding higher-order thinking, such as creation (C6), are limited in number. This lack of diversity and balance underscores the necessity for incorporating a broader array of questions spanning various cognitive levels. The interactive mathematics book for 10th-grade students enhances comprehension and reinforces core principles. Nevertheless, it necessitates refinement in cognitive skill distribution, especially by including more questions that require advanced thinking. Rectifying this disparity would empower the book to foster students' critical thinking and problem-solving skills.

Purpose: Credit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes. Design/methodology/approach: The approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: 'skill frameworks' AND 'higher education' OR 'skill frameworks' AND 'mobility exchange programs'. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.

Brain Mechanisms in Early Language Acquisition

This article analyzes the role of educational robots in enhancing cognitive skills and learning in children. Educational robots, as interactive and multi-sensory tools, have the potential to significantly improve children's cognitive skills, such as memory, critical thinking, and problem-solving. This study systematically reviews previous research and compares findings to highlight both the benefits and limitations of using these tools in educational settings. The research reveals that while educational robots can effectively increase children's motivation and attention, long-term impacts and individual differences among children require further investigation. Additionally, ethical and social concerns, such as the potential for reduced human interaction, must be considered. The study concludes with recommendations for future research to address these gaps and to explore the implications of educational robots in diverse learning environments. The findings underscore the potential of educational robots as valuable tools for enhancing cognitive development in children but also emphasize the need for balanced integration with traditional educational methods.

The universal challenge for clinicians worldwide is to provide safe and quality patient care that is based on the best available evidence. Despite current studies indicating that patients who receive evidence-based care have better outcomes, it is well documented that current care performed at the bedside is not based on the best current available evidence because of the delay from "bench to bedside."1 Clinical inquiry aims to improve patient safety and quality of care through methodical exploration of a clinically significant phenomenon. So why are advanced practice nurses (APNs) not routinely formulating clinical inquiries in their daily clinical practice?Advanced practice nurses play a critical role in clinical inquiry, as we are able to identify local gaps in practice, processes, or systems that have the potential to negatively affect patient outcomes. Through curiosity about best available evidence, APNs can effectively guide clinical decision-making. Advanced practice nurses also have a perspective from patients about best care given their position at the bedside, bringing the literature and the patient perspective into alignment. Accordingly, a wide range of literature documents improvements in patient care and safety using quality improvement (QI) initiatives that have been developed and implemented by APNs. Therefore, with access to the right tools and education on how to best engage in and perform QI, APNs are poised to improve the quality of care and safety of patients. Despite adequate education, most APNs remain inexperienced in executing clinical inquiry independently in the clinical practice setting. Literature is still lacking on how to most effectively teach APNs in the clinical practice setting about clinical inquiry, specifically QI. Project-based learning (PjBL) is one teaching methodology, based in experiential adult learning theory and grounded in the notion that we as APNs learn better by doing; seeing and participating as a case unfolds in the form of PjBL provides important insights and demonstrates how to succeed in conducting a QI.The purpose of this column is to provide evidence for teaching QI to APNs in the clinical practice setting through the use of PjBL as a teaching methodology for facilitating more effective QI education.Quality improvement uses a systematic approach to distinguishing current practice from best practice and evidence-based practice (EBP). Quality improvement is about identifying gaps in performance in practice, process, or systems within an organization and implementing strategies to improve outcomes related to cost and productivity of work and care, quality of care, patient satisfaction, provider satisfaction, and ultimately patient outcomes. Advanced practice nurses are vital to QI given their presence at the bedside within the clinical practice setting. Regardless of widespread acknowledgement of the importance of QI in the clinical practice setting, it is likely not being used as effectively as possible. The Essentials: Core Competencies for Professional Nursing Education cite necessary competencies related to QI in the nursing scope of practice within broader domains at each education level.2 Among entry-level and advanced-level nursing education, nurses are prepared to participate in and develop initiatives that are aimed at quality and safety. If nurses have the knowledge and skills to participate in and develop QI, why is it not being done or done better?Despite their educational preparation, most APNs are unclear on how to successfully take a QI project from an idea to implementation. Education beyond the academic setting is needed even among doctor of nursing practice (DNP)-prepared nurses.3 To carefully construct a QI project, APNs must accurately identify a gap in their practice, engage with members of the interdisciplinary team and key stakeholders, evaluate the literature to determine best practice, develop a well-constructed plan, implement their plan, evaluate outcomes, and disseminate their findings internally to the organization and externally. Little guidance can be found in the literature on how to teach APNs about QI, particularly in the context of their clinical practice. Studies have shown that a lack of available continuing education and on-the-ground training about QI processes and a lack of mentorship within the practice setting remain barriers to nurses commencing projects.4-6Other barriers to QI exist at the provider and health-system levels; therefore, it is imperative that barriers to engagement in QI be addressed and overcome. Within the literature, barriers to engagement at the provider and health-system levels have included time constraints, heavy workload, lack of educational opportunities and mentorship, and the unique hospital or clinic-based culture.6-8 In addition, there is a notable lack of knowledge and skills among those who are practicing.9 Continuing education and training have been identified as facilitators of QI,4,8,10 and yet, these resources can be difficult to find. Education about QI has been associated with increased knowledge, skills, competency, and QI implementation and is urged by leading professional nursing organizations including the American Nurses Association and its subsidiaries.11Over the past decade, the number of APNs pursuing DNP degrees has grown exponentially. In a recent publication by the American Association of Colleges of Nursing, DNP graduates endorsed applying requisite skills in QI improvement to improve practice, processes, and systems in the clinical practice setting.12 All APNs, regardless of degree, can benefit from continuing to build skills and confidence for executing QI studies. The clinical practice arena provides an opportune setting to support APNs in pursuing advanced skills for improvement science through continuing education—education that provides APNs in the practice setting with the tools necessary to succeed. There is a need to promote the development, engagement, and mentorship of APNs interested in engaging in QI.6Quality improvement education with APNs new to QI at the bedside needs to be fostered, using teaching methodologies that encourage participation in existing projects in collaboration with mentorship with experienced colleagues.3,13 Several methods for teaching QI have been explored in the literature.14 Most methodologies for teaching QI have been explored in the academic setting with little evidence for teaching methodologies that can be applied in the clinical practice setting. Methodologies range from simple to complex, isolated to blended. Those that use active learning have been found to be more effective than traditional teaching methods such as didactic lectures.15Project-based learning is one teaching approach that has the potential to be used in the clinical practice setting to allow APNs to develop the knowledge and skills to execute QI more effectively, thus improving the development, design, and rigor of QI initiatives (Figure). Project-based learning encourages APNs who are novices in QI to collaborate with colleagues who have expertise in the clinical problem of interest. Through a standardized process, APNs obtain guidance and feedback on how to best facilitate nurse-led, evidence-based best practice initiatives. Rooted in constructivism, PjBL is a learner-focused teaching methodology that uses active learning and immersion to convey new knowledge (Figure). Project-based learning challenges the learner to apply theoretical knowledge and skills to real-world experiences in collaboration with faculty and others with expertise in the clinical problem.18 Through experiential learning, students engage in "learning by doing," using an approach that is hands-on, clinically relevant, and culturally meaningful in the hospital setting.Advanced practice nurses curious about how to successfully develop, implement, and evaluate a QI project using PjBL can adopt a mentor-APN and learner-APN relationship through a professional nursing organization or several practice-based national networks (eg, the American Association of Critical-Care Nurses or the American Association of Nurse Practitioners). Project-based learning in the context of a QI project follows the EBP model with the intention of targeting specific learning goals through formal teaching principles and methods. The 7 steps for implementing PjBL can be sequentially followed, as depicted in the Figure. Through the steps, the mentor-APN provides support and guidance to accomplish successful transfer of knowledge, understanding, and skills while promoting learner-APN independence.19 Operationalization of learning goals for PjBL in QI projects can be found in the Table.Defining the problem is the foundation upon which to develop the QI project. The problem should be an important practice, process, or system issue that is identified, through discussion with other APNs and organizational leadership at different levels, as relevant within the context of the organization. After identification of the problem to be addressed, a broad clinical question should be developed that the learner-APN intends to answer. The initial clinical question will help drive subsequent steps.Sustained inquiry entails a deeper dive into the problem through the discovery and interpretation of relevant literature and iterative revision of the initial clinical question based on the literature.19 The learner-APN should appraise and synthesize the body of evidence related to the identified clinical problem. Accordingly, the learner-APN will formulate substantial conclusions of the most effective approaches to address the clinical problem that is based on the best evidence available. The learner-APN may propose alternative or complementary clinical questions.Quality improvement should be based on conclusive evidence. A key characteristic of authenticity is ensuring applicability within the real-world context.19 Real-world context can be related to quality and safety standards as deemed by regulatory or quality agencies, significance within the organization, relevance to current clinical practice, and vested interest in the clinical problem by the learner-APN.Integration of learner-APN input in the QI project is the basis for voice and choice.19 Development and implementation of the QI project should be based on the ideas of the learner-APN with guidance from the mentor-APN. Voice and choice fosters better learner-APN engagement and accountability within the QI project.Reflection involves learner-APN and mentor-APN self-evaluation of their role and performance within the QI project and evaluation of the outcomes associated with the QI project.19 Self-evaluation may involve specific knowledge and skill attained, quality of work, and barriers encountered with interventions implemented. Analysis of outcome data to determine the effectiveness of the practice, process, or system improvement should also be reflected upon.Methodical assessment of the learning process and the QI project is necessary to evaluate initial goals. Critique allows learner-APN views to be shared and acknowledged.19 Subsequently, the learner-APN is able to apply learned views to the revision of the QI project, resulting in an iterative process of improvement to both the learning process and the QI project.Dissemination of the QI project findings should take place within the organization and externally to achieve learner-APN knowledge translation and practice change. Internally, dissemination of the findings to organizational stakeholders, from unit leadership to hospital leadership, should take place. Externally, dissemination of outcomes can take place through presentation at professional meetings or publication within peer-reviewed journals to contribute to the current literature.Project-based learning is an innovative, evidence-based strategy by which learners are exposed to opportunities and challenges in the health care environment that may not be appreciated using other teaching methodologies. Project-based learning has been associated with improved learning outcomes, critical thinking and problem-solving skills, and competence by solving actual problems in an educational environment using dialogue between faculty and nursing students.20-25 Although little evidence exists regarding its use in the clinical practice setting in the nursing profession, PjBL specifically for QI has been shown to be an effective teaching strategy and increases knowledge and confidence in the academic setting.16,26 Current literature has demonstrated positive effects for PjBL on knowledge, critical thinking, problem-solving, and teamwork, among others.Project-based learning has been used infrequently by APNs in the clinical practice setting. Most QI learning tools offered in the clinical practice setting are executed through isolated didactic lecture rather than "learn by doing." In contrast to the project-based, layered learning that takes place with PjBL, other QI tools for use in the clinical setting offer "micro-learning" in small, app-based segments.21 One example, BiteSizedQI, a mobile application developed for use by both clinicians and patients, offers small "sound bites" to provide the language and skills necessary for QI in clinical settings.27 Based on principles of Lean Six Sigma, the app shows a series of videos that build low-literacy, user-friendly questions and answers to reinforce content and evaluate learning. Similarly, the Institute for Healthcare Improvement web-based tools offer web-based skills development and online certification using learning modules and post-test quizzes.28 Unlike PjBL, these web-based programs deliver content and validate knowledge achievement without the added benefit of clinical context. Providing the clinical context adds meaningful learning and insight for APNs practicing in the clinical setting. Integration of PjBL into the clinical practice setting for APNs learning about QI should be a considered procedure to ensure accurate and standardized execution of QI can be achieved.Substantial evidence exists for the use of PjBL in the academic setting for teaching QI to nursing students; this experience may be applied in the clinical practice setting when teaching QI to APNs. Project-based learning is an effective teaching methodology for practicing APNs, in that it promotes the transfer of knowledge into clinical practice in a contextually and culturally meaningful way, addressing both the cognitive and psychomotor domains. Successful implementation of PjBL in the clinical practice setting engages the novice and expert APN together in QI and may be particularly advantageous for APNs pursuing clinical inquiry.

O'Neill, Cognition, and the Common Core Standards

This article critically examines the scope and implementation of Bloom's Taxonomy in the assessment and teachinglearning process. Bloom's revised taxonomy consists of six categories: remember, understand, apply, analyze, evaluate, and create. The objective of this article is to explore the extent to which the application of Bloom's Taxonomy categories in English literature students helps develop their cognitive and knowledge skills. This outcome-based literature teaching-learning process aims to enhance their analyzing skills, allowing them to evaluate literature and generate their ideas, which can be implemented in various ways. Additionally, this article seeks to promote outcome-based higher education in language and literature. While it is relatively easy to achieve this in language education through exercises and grammar topics, it becomes more challenging when it comes to literature. However, by applying Bloom's Taxonomy categories in the literature teaching-learning process, outcome-based education can be effectively implemented. The process of teaching literature is a crucial aspect of education. It involves analyzing and interpreting various literary works to help students develop critical thinking skills and a deeper understanding of the human experience. The taxonomy consists of six levels: remembering, understanding, applying, analyzing, evaluating, and creating. Each level builds upon the previous one, with the goal of promoting higher-order thinking skills in students. By using Bloom's Taxonomy, educators can design more effective lesson plans and assessments that encourage critical thinking and problem-solving abilities in their students.

This quantitative research paper demonstrates the potential of flipped classroom models as an effective approach in English language teaching. The study's findings highlight the significant impact of flipped classroom strategies on student motivation, engagement, and the development of crucial language skills, including critical thinking, reading, and writing. By fostering an environment that encourages autonomy, self-directed learning, collaboration, and active learning, flipped classrooms can greatly enhance the overall learning experience and outcomes for English language learners. The comparison between the experimental and control groups reveals the advantages of implementing flipped classroom models over traditional lecture-based approaches. These advantages not only contribute to academic success but also facilitate effective communication in various contexts. As a result, educators and institutions should consider adopting flipped classroom strategies to optimize English language teaching and learning. However, it is important to recognize the need for further research to explore the long-term effects and applicability of flipped classrooms across diverse learning environments and subject areas, ensuring the continued improvement and evolution of education.

In contemporary education, there is a growing recognition of the importance of preparing learners with essential soft skills and the ability to engage in safe-to-fail tasks. Introducing the concept of failing safely and practising complex conversational skills in a controlled, virtual environment is crucial for students to effectively apply these skills in real-world situations (Korhonen et al., 2023). Our project, titled Metahuman, introduces an AI-powered simulation-based learning experience where learners interact with 3D virtual humans in real time. These virtual humans serve as guides and facilitators, simulating diverse interpersonal scenarios encountered in professional settings. This approach is rooted in simulation-based learning, where learners can explore and engage in various scenarios without the risk of real-world consequences (Chen &amp; Lu, 2022). The Metahuman is designed with dynamic personalities that emotionally respond to learner input and feature realistic voices; these adaptive, simulated environments have been shown to foster critical thinking and professional conversation skills (Ruokamo et al., 2023). One application of Metahuman is within the healthcare sector, where nurses (learners) can practise screening a patient (Metahuman) for Tuberculosis in a virtual clinic. Nurses learn to navigate complex patient scenarios, building their skills and confidence in a controlled setting. This experience highlights how simulation-based learning can enhance competence and preparedness for real-world challenges, as discussed by Wu and Yu (2023). Central to the Metahuman experience is an AI-driven mentor that delivers contextual feedback in real time, aligned with specific learning objectives and competency frameworks. These frameworks and objectives provide safeguards for how the Metahuman interacts with learners, ensuring that the scenarios presented are both relevant and educationally sound. Robust prompts designed by educators and learning designers govern the interactions between learners, the Metahuman, and the AI mentor. This structured interaction enables learners to receive personalised guidance, enhancing skill acquisition and reflective practice. Automated transcripts of these interactions capture learning outcomes, providing evidence of learner progress and foster continuous improvement (Niu et al., 2023). These transcripts serve as valuable resources for self-reflection and feedback for both learners and educators, and allow learners to deepen their understanding of the skills practised in the scenarios (Wu &amp; Yu, 2023). To further support the educational process, Metahuman includes prompt and virtual human templates that allow for rapid development of diverse scenarios. This flexibility enables educators to tailor learning experiences to specific needs, making it easier to integrate Metahuman into various educational contexts. The platform’s accessibility through web browsers, without requiring additional installations, supports cost-effective scalability and broad adoption across different settings. This ease of access ensures that Metahuman can be integrated into diverse learning environments without significant technical barriers (Chen &amp; Lu, 2022). This poster presentation will showcase Metahumans key features and functions, emphasising its potential to revolutionise soft skills education through safe-to-fail learning environments. The presentation will also provide insights from current implementations across the health, business, and marketing sectors, highlighting user feedback and outcomes. By aligning with well-established concepts such as simulation-based learning, Metahuman positions itself as a pivotal tool in the future of education, contributing to the ongoing discourse on educational transformation and digital innovation.