Editorial

The concept of method: help or hindrance

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

Aim/Purpose: The purpose of this paper is to address the challenges posed by disinformation in an educational context. The paper aims to review existing information assessment techniques, highlight their limitations, and propose a conceptual design for a multimodal, explainable information assessment system for higher education. The ultimate goal is to provide a roadmap for researchers that meets current requirements of information assessment in education. Background: The background of this paper is rooted in the growing concern over disinformation, especially in higher education, where it can impact critical thinking and decision-making. The issue is exacerbated by the rise of AI-based analytics on social media and their use in educational settings. Existing information assessment techniques have limitations, requiring a more comprehensive AI-based approach that considers a wide range of data types and multiple dimensions of disinformation. Methodology: Our approach involves an extensive literature review of current methods for information assessment, along with their limitations. We then establish theoretical foundations and design concepts for EMIAS based on AI techniques and knowledge graph theory. Contribution: We introduce a comprehensive theoretical framework for an AI-based multimodal information assessment system specifically designed for the education sector. It not only provides a novel approach to assessing information credibility but also proposes the use of explainable AI and a three-pronged approach to information evaluation, addressing a critical gap in the current literature. This research also serves as a guide for educational institutions considering the deployment of advanced AI-based systems for information evaluation. Findings: We uncover a critical need for robust information assessment systems in higher education to tackle disinformation. We propose an AI-based EMIAS system designed to evaluate the trustworthiness and quality of content while providing explanatory justifications. We underscore the challenges of integrating this system into educational infrastructures and emphasize its potential benefits, such as improved teaching quality and fostering critical thinking. Recommendations for Practitioners: Implement the proposed EMIAS system to enhance the credibility of information in educational settings and foster critical thinking among students and teachers. Recommendation for Researchers: Explore domain-specific adaptations of EMIAS, research on user feedback mechanisms, and investigate seamless integration techniques within existing academic infrastructure. Impact on Society: This paper’s findings could strengthen academic integrity and foster a more informed society by improving the quality of information in education. Future Research: Further research should investigate the practical implementation, effectiveness, and adaptation of EMIAS across various educational contexts.

Collaborative practice (CP) is integral in meeting the Quadruple Aim of healthcare, with effective team-based practice linked to improving all four components. Evidence of the validity of tools measuring collaborative practice competencies is lacking in educational and practice settings. The Jefferson Teamwork Observation Guide® (JTOG®), a real-time, 360-degree competency-based assessment tool administered via mobile app, provides formative feedback to learners in educational settings and helps practitioners develop and refine team-based behaviors in clinical settings. This study examines content validity evidence in terms of the linkage of JTOG items with the four Interprofessional Education Collaborative (IPEC) core competencies, along with two additional domains of leadership and patient-centeredness. Results provide content validity evidence to support use of the JTOG in interprofessional collaborative practice (IPCP) settings. The Teams and Teamwork competency was linked with every item, which is consistent with JTOG as a measure of teamwork. Aligning with the 2016 IPEC update, the JTOG items are all intercorrelated and together represent coverage across all competency areas. While items were typically linked to multiple competencies, each item only had one primary linkage. Analyses revealed that there is sufficient evidence of content validity relative to the intended IPCP competencies, and the JTOG tool is promising in its role to fill a gap in extant literature to measure collaborative practice behaviors.

Media literacy encourages the construction of critical thinking and stimulates skills that foster a constructive attitude and use of media and information and communication technology. In recent years, programmes have been developed in educational contexts with the aim of promoting the construction of media literacy in adolescents. In the present study, a systematic review of the literature is carried out following the guidelines of the PRISMA method, with the aim of identifying and analysing interventions in educational contexts for building media literacy in teenagers. A search was conducted for records published in peer‐reviewed scientific journals between 2010 and 2024. Three electronic databases were consulted. In total, 13 studies were analysed that met the selected inclusion criteria. This review shows how to build media literacy and the potential effectiveness of interventions and programmes to this end. The results showed that the programmes evaluated provided educational context for the acquisition of skills for critical analysis and reflection, for decision‐making based on media literacy and critical thinking. Furthermore, this review can be of great use in the field of social sciences and education, as it aims to provide a vision of improvement on media literacy programmes and their correct implementation in secondary education. Context and implications Rationale for this study: The development of media literacy is increasingly becoming a necessity among adolescents, enabling them to effectively manage the information they encounter in the media across various contexts. Media literacy fosters critical thinking, as well as the skills and competencies that promote a constructive attitude towards and use of information. In this context, this study provides a review of programmes aimed at enhancing media literacy among adolescents in different countries, offering a comprehensive analysis that helps to understand how media literacy is constructed within educational settings. Why the new findings matter: The findings highlight the key characteristics of media literacy programmes in educational contexts, providing valuable insights into how media literacy is developed and the multiple benefits it offers adolescents. These benefits include fostering critical thinking, improving analytical skills, and enhancing the ability to evaluate information critically. Implications for researchers, policy makers, and practitioners: These conclusions open new avenues for research on literacy development, not only in media literacy but also in other domains such as digital literacy. It is crucial to continue exploring experiences across different countries regarding the construction of critical thinking, as well as the acquisition of skills and competencies among adolescents to ensure a responsible and constructive engagement with both the media and information and communication technologies.

In an era where technology facilitates both the generation of information and misinformation, it is crucial to equip students with critical thinking skills. This study aims to systematically review the role of artificial intelligence (AI) in fostering critical thinking, exploring its effectiveness, methodologies, and implications in educational contexts. A systematic literature review was conducted following PRISMA guidelines. Relevant peer-reviewed articles published in the last decade were sourced from databases such as Scopus, Web of Science, and IEEE Xplore. The inclusion criteria focused on studies that analyze AI-driven tools, techniques, and interventions designed to enhance critical thinking in students. The findings indicate that AI-based approaches, including machine learning algorithms, natural language processing, and intelligent tutoring systems, can support the development of critical thinking by providing personalized feedback, facilitating argument analysis, and detecting misinformation. However, challenges such as ethical concerns, biases in AI models, and accessibility issues remain significant barriers. The study provides insights for educators, policymakers, and AI developers on how to effectively integrate AI-driven tools into educational curricula. It also highlights the need for interdisciplinary collaboration to ensure that AI fosters rather than hinders critical thinking development. AI has the potential to enhance critical thinking skills in educational settings, but its implementation must be carefully designed to address ethical and technical challenges. Further research is needed to assess long-term impacts and to develop more inclusive and unbiased AI-based educational frameworks.

Objective: This research aims to determine the role of multiplayer online educational games in enhancing students' critical thinking skills. Method: This study utilizes a systematic review method guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. A comprehensive search was conducted using Scopus, PubMed, and Web of Science (WoS) databases, identifying studies that focused on multiplayer online educational games and their impact on critical thinking skills. Out of 910 studies identified, 20 met the inclusion criteria after a rigorous screening. Results: The results indicate a positive association between multiplayer educational games and enhancing critical thinking skills across various educational settings. Key aspects extracted include game design, educational context, participant demographics, and methodologies for assessing critical thinking outcomes. However, variability in game designs and measurement tools highlights a need for standardized assessment approaches in future research. Novelty: This review underscores the evolving potential of multiplayer online educational games as innovative tools for developing critical thinking skills. With the increasing integration of digital technologies in education, this study sheds light on how game-based learning can address 21st-century educational needs by fostering essential cognitive skills.

Critical Thinking encompasses a set of skills including the ability to assess reasons properly, probe into pertinent evidence and figure out fallacious arguments in educational settings. Developing critical thinking or promoting the ability to think critically is a prime goal of education (Birjandi and Bagherkazemi, 2010; Bailin et al., 1991a,). A key factor to improving educational standards is training teachers into employing classroom strategies that encourage critical thinking. This paper wishes to take a fundamental look at the application of critical thinking to education in an Iranian context through analyzing its scope, significance, the need for, and strategies employed to enhance critical thinking (CT) in educational contexts.

Aim/Purpose: The purpose of this paper is to explore the integration of Design Thinking (DT) into a philosophy course and its impact on student learning and engagement. The problem addressed is the traditional approach to philosophical education, which often lacks practical relevance and fails to engage students in meaningful ways. Background: This paper addresses the problem by introducing DT as a pedagogical tool in philosophy education, aiming to bridge the gap between abstract philosophical concepts and practical applications. It explores how DT can transform traditional philosophical inquiry into an experiential learning process that is engaging and relevant to contemporary challenges. Methodology: The study employs a hybrid methodology combining case study research and narrative inquiry. It focuses on a philosophy course at a Manila higher education institution involving eight students who experienced the DT-integrated curriculum. Data were collected through surveys, in-depth interviews, and analysis of course documents. Contribution: This paper contributes to the body of knowledge by providing qualitative evidence on the effectiveness of DT in enhancing philosophical education. It highlights the potential of DT to foster empathy, enhance creative and critical thinking, promote collaborative learning, and address practical challenges in educational settings. Findings: DT fosters empathy-driven engagement with philosophical problems. It enhances students’ creative and critical thinking abilities. DT promotes collaborative and interdisciplinary learning. The study identifies implementation pathways and necessary adaptations for educational transformation. Recommendations for Practitioners: Practitioners are advised to adopt a phased approach to implementing DT in educational settings, develop comprehensive faculty training programs, and establish partnerships with industries to provide students with real-world challenges. Recommendation for Researchers: Researchers should explore the broader applicability of DT across different academic disciplines and investigate the long-term impacts of DT on student learning outcomes and skill development. Impact on Society: The integration of DT in philosophy education can prepare students to address complex societal issues, fostering a generation of innovative problem-solvers. This approach can contribute to societal well-being by promoting empathetic and inclusive solutions to real-world challenges. Future Research: Future research should focus on the scalability of DT integration across various educational contexts and its impact on diverse student populations. Studies could also explore the integration of DT with digital technologies to enhance remote learning experiences.

This research-based on the findings that elementary school students already have mathematical critical thinking skills but have not reached the whole stage of the skills. Critical thinking skills of mathematics is essential for students because critical mathematical thinking can solve the problems and as a consideration to make decisions. This research aims to: (1) explore the critical thinking skills of mathematics of the subject of the volume of cubes and beams; (2) to determine student's difficulties in solving mathematical critical thinking skills test questions on the subject of the volume of cubes and beams. The research used a case study method of 28 students in one of the Islamic elementary schools in Bandung Regency. The data collected in the form of qualitative data obtained through tests of mathematical critical thinking skills, interviews, and document analysis. Data analysis techniques used thematic analysis by analyzing students' learning trajectory. The results showed that most students were still in the low category in the ability of critical thinking. As for the difficulties experienced by students, namely in providing simple explanations and working on problems that are not systematic. For this reason, the improving of students' mathematical critical thinking skills need further research.

Introduction

Public reporting and transparency of patient experience is an emerging national healthcare priority. The objectives of this report are to describe patient satisfaction scores in ambulatory otolaryngology and examine the association of teaching status across multiple service domains. Cross-sectional patient-level analysis of Press Ganey outpatient medical practice surveys completed by otolaryngology patients in fiscal year 2010. The survey contains 29 Likert-scaled items that comprise an overall score and scores in six service domains: access, visit, nursing, care provider, personal issues, and assessment. The item "likelihood-to-recommend practice" was measured as an indicator of patient loyalty. Surveys were grouped according to teaching or nonteaching setting. Mean scores were compared by Kruskal-Wallis rank test for nonparametric data with Bonferroni's correction for multiple comparisons. A dichotomous variable (ALL-5s) was created to measure percentages of surveys with highest scores in each domain. Multivariate logistic regression adjusting for sex, age, geographical region, urban-rural status, and first visit was performed to evaluate the association of teaching status with ALL-5s in each domain. Pearson correlation (r) was used to evaluate correlation of individual survey items to the "likelihood-to-recommend practice" question. A total of 36,089 surveys were included, of which 16,057 (44%) were from a teaching setting. The mean age of respondents was 54.1 years (range, 0-90 years), and 52.7% were female. Patients seen in the teaching setting had lower mean scores overall and in domains of access, visit, and personal issues (P = .004) but had higher mean scores for likelihood-to-recommend practice (P = .007). No differences were identified between groups in domains of nursing, care provider, and assessment. Multivariate analysis of association of teaching setting with ALL-5s demonstrated that patients in a teaching setting were more likely to have the highest scores (ALL-5s) in the domain of nursing (OR, 1.09; 95% confidence interval [CI], 1.03-1.16; P = .002) and for the loyalty question of "likelihood-to-recommend practice" (OR, 1.12; 95% CI, 1.05-1.19; P = .001), and less likely to have highest scores for the overall survey (OR, 0.88; 95% CI, 0.83-0.93; P < .001) and domains of access (OR, 0.89; 95% CI, 0.84-0.94;P < .001) and visit (OR, 0.89; 95% CI, 0.85-0.94; P < .001). No association was identified between teaching status and domains of care provider, personal issues, and assessment. Survey items correlated with likelihood-to-recommend practice were similar between groups. Items most closely correlated with loyalty were all within the care provider domain consisting of "likelihood-to-recommend care provider" (r = 0.839), "confidence in care provider" (r = 0.785), and "concern care provider showed" (r = 0.733; P < .001). Items least closely correlated were within the visit domain related to waiting room comfort (r = 0.467), registration speed (r = 0.447), and wait time (r = 0.432; P < .001). Otolaryngology patients evaluated in the teaching setting report lower patient satisfaction overall, primarily related to access to care and visit-specific processes; however, they are more likely to display loyalty and recommend their practice and care provider. The teaching setting does not influence care provider satisfaction scores. Because practice loyalty is most closely correlated to provider-specific behaviors, otolaryngologists may consider enhancement of provider-patient communication to improve patient satisfaction regardless of the practice setting. Academic otolaryngology practices should consider focusing on access systems and process improvement to enhance the overall patient experience.

Aim/Purpose The purpose of this paper is to (1) examine if higher education institutions’ (HEIs) generative artificial intelligence (Gen AI) literacy policy will impact educators’ and students’ attitudes and actions in educational settings and (2) explore educators and students’ attitudes towards Gen AI and academic behavior with or without institutional support. Background Since OpenAI launched ChatGPT in November 2022, AI has attracted significant attention in both research and practice across various institutions. Although the use of Gen AI is still in the preliminary phase, it has been adopted in educational contexts, including administrative tasks, instructions, and learning (e.g., Chen, Chen &amp; Lin, 2020; Popenici &amp; Kerr, 2017). However, considerable debates remain in the use of the Gen AI in teaching and learning, with the major concerns of academic integrity (Territory Education Quality and Standards Agency of Australian Government, 2024). In June 2024, the Australian Territory Education Quality and Standards Agency (TEQSA) asked all registered HEI providers for an institutional action plan addressing the challenges gen AI poses to the integrity of their awards. TEQSA received a 100% response rate, revealing notable distinction across HEIs in Australia. These differences emerged across three key areas: process (including strategic planning, risk management, and quality assurance measures), people (involving staff, students, and external partners), and practice (covering teaching, learning, and assessment approaches) (Territory Education Quality and Standards Agency of Australian Government, 2024). Methodology A qualitative approach is adopted to examine institutional Gen AI literacy policy, educators (i.e., lecturers) and students’ attitudes and behaviours towards Gen AI in educational settings. We start by content analysis via QSR NVIVO 15 of Gen AI literacy policies published on the websites of three Australian HEIs. Using NVivo, we will examine the language used in these policies to (1) generate school’s AI literacy policy in teaching and learning respectively and to (2) know their attitudes towards Gen AI in educational settings – support or restrain? We will then interview three lecturers in each institute and nine coursework students who enrolled in their subjects. Thematic analysis (Braun &amp; Clarke, 2006) is employed to analyse and interpret the interview transcripts. Contribution Prior research predominantly used a singular perspective, focusing either on students, educators or HEI policies. The study incorporates three key stake-holders (i.e., policy documents, educators and students) in examining the application of Gen AI in educational settings. Findings The study explores how educators and their students use Gen AI in teaching and learning. This study also explores whether educators and students are aware of Gen AI literacy policies when such policies exist in schools, and how they implement them. The study further examines if institutional attitudes (i.e., support or restrain) the use of Gen AI will influence educators and students’ attitudes (i.e., optimism and pessimism). Recommendations for Practitioners (1) For policymakers: The study highlights the need for HEIs to provide clear guidance on responsible and ethical use of Gen AI within educational contexts and communicate the institutional policies to key stakeholders (e.g., educators and students). (2) For educators: The study will inform educators an approach to design their educational activities in accordance with schools’ AI literacy policy while addressing the major concerns, such as security and ethical consideration and academic integrity. Recommendations for Researchers The study encourages future researchers to view the application of Gen AI in a more holistic approach rather than viewing it in an isolated manner. For example, several researchers examined the application of Gen AI from a singular perspective – either from the perspectives of educators or students. Besides, the discussion of Gen AI in educational settings should incorporate the relevant policies implemented in the institutions. Impact on Society HEIs’ AI literacy policy will potentially influence both educators and students’ attitudes and behaviour towards Gen AI in professional settings. The responsible and ethical use of Gen AI is likely to be reflected in students’ work values once they step outside the schools. More importantly, HEIs’ AI literacy policy should align with societal progress, not lag behind it. Future Research We pinpoint some challenges of inconsistent institutional Gen AI policy implementation and encourage further researchers to incorporate multiple perspectives from key stakeholders, including policymakers, professional staff, academic staff, educators, research students and coursework students, to the study.

BackgroundIn medicine, critical thinking is required for managing and tolerating medical uncertainty, as well as solving professional problems and treating diseases. However, the core of Confucianism, teacher-centered and exam-oriented settings in middle and high school education may pose challenges to developing critical thinking in Han Chinese or Taiwanese students. Students may be adversely affected by these pedagogies since student-centered settings were more effective in stimulating their critical and reflective thinking, as well as a sense of responsibility, in the ever-changing world. Therefore, guiding students with less stable foundations of critical thinking might require a different approach. A review article highlighted the potential utility of the Socratic method as a tool for teaching critical thinking in the healthcare field. The method involves posing a series of questions to students. More importantly, medical students and residents in clinical teaching are familiar with the method. Almost all healthcare students must complete a biochemistry laboratory course as part of their basic science training. Thus, we aimed to train students to develop critical thinking in the biochemistry laboratory course by using learning sheets and teacher guidance based on the Socratic method and questioning.MethodWe recruited second-year students from a medical school, of whom 32 had medical science and biotechnology majors (MSB), 27 had pharmaceutical science majors (PS), and 85 were medical undergraduate (MU) students. An exercise in critical thinking was conducted during a biochemistry laboratory course, which consisted of five different biochemical experiments, along with learning sheets that contained three or four critical thinking questions. Then, the teacher evaluated the students’ ability to think critically based on nine intellectual dimensions (clarity, accuracy, precision, relevance, depth, breadth, logic, fairness, and significance) based on the universal intellectual standards developed by Prof. Linda Elder and Richard Paul. In the following analysis, regression models and multivariate analysis were used to determine how students improved over time, and trajectory analysis were carried out in order to observe the trends in students’ critical thinking skills construction.ResultsClarity and logic dimensions were identified as the key elements to facilitate the development of critical thinking skills through learning sheets and teacher guidance in students across all three different healthcare majors. The results showed that metacognitive monitoring via Socratic questioning learning sheets have demonstrated potential encourage students to develop critical thinking skills in all dimensions. Another unique contribution of current study was present the heterogeneous learning patterns and progress trajectories of clarity and logic dimensions within classes.ConclusionUsing the Socratic learning model could effectively develop students’ critical thinking skills so they can more effectively care for their patients.

Interdisciplinary teams consisting of a variety of health professionals working toward common patient goals have become an important innovation in clinical practice. In many parts of the world interdisciplinary teams have become part of practice, including in geriatrics. However, many gaps and the need for further empirical research and translation into practice remain. This is particularly true for the discipline of psychology, as much of the extant literature in engagement, training and practice in geriatric settings or educational settings does not include psychologists. Many advances in interprofessional teams, in acute settings in particular, do not include psychologists as part of the team. With respect to training, educating trainee health professionals, including psychologists, in interdisciplinary practice has still not become a standard part of training curricula internationally. Several excellent models of interprofessional and interdisciplinary training, including international models of interdisciplinary team competencies, have been developed. However, both the empirical testing of these models and their implementation in educational and practice settings is lacking. Within the geriatric healthcare context, the evidence base for both interprofessional care and the need for enhanced training models incorporating interprofessional skills is evolving, and further research on efficacy in evolving clinical contexts and translation into educational contexts worldwide is required. Ultimately, psychology must increase its presence within both interprofessional research and applied contexts.