Promoting intercultural competence through SDGs-integrated PBL curriculum: A virtual exhibition peer feedback approach

PurposeThis study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.Design/methodology/approachEmploying SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.FindingsThe school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.Practical implicationsMapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.Originality/valueThrough the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

Background Integrating science, technology, engineering, arts, mathematics, and reading (STREAM) into rural education poses significant challenges, including limited resources and a lack of innovative pedagogical models. This study addresses these gaps by introducing international news events as the thematic core of an illustrated STREAM book combined with a problem-based learning (PBL) approach to foster STREAM literacy among rural seventh-grade students in Taiwan. Methods Using a mixed-methods design, this study engaged 13 rural students in an 8-week STREAM-PBL curriculum centered on real-world issues such as cave rescues and environmental conservation. Quantitative assessments – including pre- and posttests on STREAM attitudes and problem-solving ability – were complemented by qualitative data from student interviews, learning artifacts, classroom observations, and teacher reflections. Results Quantitative analyses revealed significant improvements in students’ STREAM attitudes, particularly in the interest, efficacy, and value dimensions, although no significant gains were observed in their pen-and-paper problem-solving abilities. The qualitative findings highlighted enhanced critical thinking, creativity, and collaborative learning, as well as increased engagement and a deeper understanding of scientific principles and real-world applications. Conclusions Integrating international news events into a STREAM-PBL curriculum effectively fosters positive attitudes and interdisciplinary learning among rural students, offering a promising model for addressing educational disparities. While improvements in problem-solving skills may require sustained exposure, this study underscores the importance of hands-on, inquiry-based, and culturally relevant STREAM education in preparing students for global challenges.

The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.

Objective: The aim of this study is to investigate how technological advancements in the banking sector, particularly artificial intelligence (AI) and automation, impact customer experience and loyalty. It aims to explore how these technology-driven improvements can enhance customer satisfaction while addressing the challenges faced by banks in Botswana with digital adoption and service quality. The study also seeks to align banking practices with Sustainable Development Goals (SDGs) to create sustainable competitive advantages. Theoretical Framework: This study is grounded in the Service-Dominant Logic (SDL) theory, which emphasizes the co-creation of value between service providers and customers. It applies this framework to understand how technology-driven improvements (e.g., AI and automation) facilitate better service interactions and enhance customer satisfaction. The research also draws on the Technology Acceptance Model (TAM) to analyze the factors influencing digital adoption and its impact on service quality. Methods: This research employs a mixed-methods approach, combining quantitative and qualitative techniques. Quantitative data were collected through surveys and customer feedback mechanisms to assess the impact of technology-driven changes on customer experience and loyalty. The study also involved a comparative analysis of banking practices in Botswana against global standards and SDGs to identify gaps and areas for improvement. Results: The study finds that technological advancements, including AI and automation, significantly enhance customer experience by reducing errors, delays, and operational costs. Improved digital solutions and e-banking services lead to higher customer satisfaction and loyalty. However, banks in Botswana continue to face challenges related to digital adoption and maintaining service quality. The integration of SDGs into banking practices is shown to contribute to creating sustainable competitive advantages and addressing these challenges effectively. Research Implications: The study underscores the need for banks in Botswana to prioritize AI and automation investments to enhance customer experience and loyalty, while aligning with Sustainable Development Goals (SDGs) for a competitive edge. It highlights the importance of training programs for both employees and customers to facilitate digital adoption, as well as the necessity for continuous improvement of digital tools and services. Banks are encouraged to develop customer-centric strategies and integrate sustainability into their practices to resonate with socially-conscious customers. Additionally, the comparative analysis offers a benchmark for local banks to adopt global best practices, and future research should explore the long-term effects of these technologies and emerging trends in banking. Originality/Value: The research contributes original insights into how technological advancements in the banking sector can enhance customer experience and loyalty while aligning with SDGs. It provides a comprehensive understanding of the specific challenges faced by banks in Botswana and offers practical recommendations for improving digital adoption and service quality. The study’s originality lies in its integration of global standards and SDGs with local banking practices, providing a unique perspective on achieving sustainable growth in a developing context.

The integration of Sustainable Development Goals (SDGs) into mathematics education has gained increasing attention in recent years. This study systematically reviews how mathematics contributes to sustainability and aligns with the SDGs. A systematic literature review (SLR) was conducted following the PRISMA guidelines, analysing 31 studies published between 2019 and 2024 from databases such as EBSCO, ERIC, ProQuest, and Taylor & Francis. Content analysis identified key themes, including the SDGs addressed, educational levels, and research methodologies. The findings indicate that most studies focus on SDG 4 (Quality Education) and SDG 13 (Climate Action), primarily in primary and secondary schools. Qualitative and mixed-methods approaches are commonly used, with project-based learning as a frequently applied instructional model. The review confirms that mathematics education plays a vital role in fostering critical thinking, problem-solving, and sustainability awareness. However, challenges persist in terms of curriculum development and teacher training. Future research should explore interdisciplinary approaches and expand the integration of diverse SDGs into mathematics education to strengthen its role in addressing global sustainability challenges.

This study proposes a conceptual framework that aims to gain insight into the integration of the sustainable development goals (SDG) within the Norwegian salmon value chain (NSVC). The proposed framework was developed by applying the systems engineering six-step method and validated through empirical findings from the NSVC. The framework’s application highlighted and analyzed the presence of the SDGs in corporate sustainability reports, academic curriculum, research, and governmental policies. This study uncovered the complexity-reduction elements within the system that drive SDG integration and assure their progress. The SDGs provide a global context for sustainability endeavors in the NSVC. A globally expanded value chain has an organic relationship with global sustainability terms and schemes. The existing practice of corporate sustainability annual reporting was found to be a significant channel for SDG communication. The novelty of this study was that it proposed a mind-map to understand SDG integration within an industrial value chain abstracted into three concepts: commitment, communication, and performance measurability.

This community service program aims to improve students’ writing literacy and verbal communication skills through short story writing mentorship at SMPN 3 Meurebo. The initiative was motivated by the low level of interest and creative writing ability among students, which limits their capacity to express ideas and imagination in written form. Activities were conducted face-to-face using a participatory approach and the fun learning method to create enjoyable, collaborative, and reflective learning experiences. The program was implemented in three stages: preparation, mentoring, and evaluation. Evaluation was carried out using pre-test and post-test assessments to measure participants’ progress. The results showed a significant improvement in students’ writing competence, with the average score increasing from 41% to 83%. The most notable improvement occurred in the understanding of intrinsic and extrinsic story elements, demonstrating the effectiveness of the mentoring model in strengthening conceptual comprehension and practical writing skills. The program also had a positive impact on students’ motivation, self-confidence, and creativity in writing. Overall, this activity successfully fostered literacy enthusiasm and supported the development of a creative learning ecosystem. The outcomes are expected to serve as a replicable model for writing literacy programs in other schools, particularly in regions with similar challenges in promoting a literacy culture.

This study aims to examine the effect of the Problem-Based Learning (PBL) model on the recount text writing skills of Grade X students at Muhammadiyah 1 Senior High School, Makassar. The study combined qualitative exploration with a quasi-experimental design to examine the impact of the Problem-Based Learning (PBL) model on students’ recount writing skills. Fifty Class X students participated, with data collected through writing tests and observations and analyzed using independent and paired samples t-tests. The results showed that PBL significantly improved students’ writing performance, as indicated by a p-value < 0.05. The study was conducted from January to June 2025, with fifty Grade X students selected through total sampling. Overall, this research seeks to determine whether PBL can significantly improve students’ ability to write recount texts within a real classroom setting. The results showed that the application of the Problem-Based Learning (PBL) model effectively improved the recount writing skills of grade X students at Muhammadiyah 1 Senior High School, Makassar. This model encourages active participation, critical thinking, and collaborative learning, resulting in significant improvements in students' writing skills, particularly in text organization, past tense usage, vocabulary selection, coherence, and idea development. Furthermore, PBL enhances students' motivation and engagement by connecting writing tasks to real-life contexts, making the learning experience more meaningful. Therefore, the PBL model can be considered an effective and innovative approach to improving students' writing competence and overall literacy skills.

Purpose: The purpose of this study is to assess the effectiveness of integrating the Sustainable Development Goals (SDGs) into pedagogical practices for teaching English as a foreign language in educational institutions at the national level in Colombia. Through a qualitative approach, the study aims to analyze methodological strategies implemented in these institutions, examining their efficacy and compliance in promoting English language education while addressing broader global sustainability objectives outlined in the SDGs. By conducting a thorough analysis of pedagogical practices, the study seeks to identify successful approaches and areas for improvement, ultimately aiming to contribute to the enhancement of English language teaching methodologies within the context of sustainable development in Colombia. Theoretical framework: The study explores the impact of Dynamic Assessment (DA) on teachers' practices in a Colombian sixth-grade classroom. It uses a mixed-methods approach, examining changes in discourse, interaction patterns, and instructional strategies before and after DA implementation. The research identifies challenges and offers practical implications for educators, emphasizing scaffolding techniques and personalized feedback. It contributes to educational theory and practice by expanding understanding of DA's influence on teaching practices. Design/Methodology/Approach: This study uses a qualitative research approach to analyze the integration of Sustainable Development Goals (SDGs) into English language teaching in Colombian educational institutions. Using a case study design, it focuses on specific institutions, conducting observations, interviews, content analysis, and longitudinal perspectives. Ethical considerations are carefully considered throughout the research process. Findings: The study explores the integration of Sustainable Development Goals (SDGs) into English language teaching in Colombian educational institutions. It identifies various strategies, including project-based learning and experiential activities, and highlights diverse stakeholder perspectives. The findings suggest positive outcomes, policy implications, and the need for continuous improvement in sustainability-focused language education initiatives. Research, Practical & Social Implications: This study contributes to literature on sustainability-focused language education by providing empirical insights into the integration of Sustainable Development Goals (SDGs) into pedagogical practices. It suggests future research directions and practical implications for curriculum development, professional development, institutional policies, and social issues. It emphasizes the importance of community engagement and environmental stewardship in promoting sustainability education and global citizenship. Originality/value: This study explores the integration of Sustainable Development Goals (SDGs) into English language teaching in Colombian educational institutions. It uses a novel approach, contextual specificity, qualitative methodology, and longitudinal perspective to provide insights into the integration of SDGs into language education. The findings offer practical implications for curriculum development, policymaking, and advancing sustainability education.

Background: Teaching and learning are fundamentally different between conventional and problem based learning (PBL) curricula. There is a transformation in the College of Medicine, Taibah University, Saudi Arabia (CMTU) from the conventional to a PBL curriculum. Aim: To compare students’ approaches to learning and their perception of learning environment between conventional and PBL curricula at CMTU. Method: A cross sectional study was conducted through a self-administered questionnaire on a convenience sample from the third year undergraduate male and female medical students enrolled in both PBL and conventional curricula during the academic year 2015- 2016. Students' approaches to learning and perception of learning environment were measured using the “Approaches and Study Skills Inventory for Students (ASSIST)” and the “Dundee Ready Education Environment Measure (DREEM)” instruments, respectively. Results: A total of 101 questionnaires (49 (48.5%) and 52 (51.5%) from traditional and PBL curricula, respectively) were analyzed. When compared to conventional curriculum students, PBL curriculum students showed a significantly higher overall DREEM (136.98 ±21.45 vs. 111.59 ±27.93; p <0.001) as well as all its subscales. Significantly higher ratings for strategic approach towards learning (60.77 ±9.12 vs. 56.35 ±9.93; p=0.02) and net learning orientation (deep approach + strategic approach - surface apathetic approach; 85.60 ±17.32 vs. 77.76 ±20.63; p=0.04) were seen in PBL curriculum students. Conclusion: The transformation to a PBL curriculum at CMTU was accompanied by a tilt in the learning style towards a desired deep and strategic learning styles and a definite improvement in the perception of learning environment among students.

Background: Teaching and learning are fundamentally different between conventional and problem based learning (PBL) curricula. There is a transformation in the College of Medicine, Taibah University, Saudi Arabia (CMTU) from the conventional to a PBL curriculum. Aim: To compare students’ approaches to learning and their perception of learning environment between conventional and PBL curricula at CMTU. Method: A cross sectional study was conducted through a self-administered questionnaire on a convenience sample from the third year undergraduate male and female medical students enrolled in both PBL and conventional curricula during the academic year 2015- 2016. Students' approaches to learning and perception of learning environment were measured using the “Approaches and Study Skills Inventory for Students (ASSIST)” and the “Dundee Ready Education Environment Measure (DREEM)” instruments, respectively. Results: A total of 101 questionnaires (49 (48.5%) and 52 (51.5%) from traditional and PBL curricula, respectively) were analyzed. When compared to conventional curriculum students, PBL curriculum students showed a significantly higher overall DREEM (136.98 ±21.45 vs. 111.59 ±27.93; p <0.001) as well as all its subscales. Significantly higher ratings for strategic approach towards learning (60.77 ±9.12 vs. 56.35 ±9.93; p=0.02) and net learning orientation (deep approach + strategic approach - surface apathetic approach; 85.60 ±17.32 vs. 77.76 ±20.63; p=0.04) were seen in PBL curriculum students. Conclusion: The transformation to a PBL curriculum at CMTU was accompanied by a tilt in the learning style towards a desired deep and strategic learning styles and a definite improvement in the perception of learning environment among students.

This study aims to enhance students' critical thinking skills through the implementation of Problem-Based Learning (PBL) on the Ten Commandments material for 4th-grade students in phase B at SD N 3 Sijambur. PBL encourages students to explore and solve contextual problems related to the understanding and application of the Ten Commandments in daily life. This method promotes critical thinking, collaborative learning, and the development of analytical and reflective skills. The results of the study show a significant improvement in students' critical thinking abilities, particularly in identifying problems, formulating relevant solutions, and evaluating information logically. Thus, the application of PBL in this material contributes positively to the development of students' critical thinking skills

Intercultural competence has become an essential skill for effective global communication, particularly for English as a Foreign Language (EFL) learners. The integration of artificial intelligence (AI) into educational practices presents significant potential for enhancing both linguistic proficiency and intercultural capabilities. However, there remains a gap in understanding how AI technologies can specifically facilitate the development of intercultural competence among EFL learners. This study adopts a mixed-methods approach to examine the impact of AI technologies on intercultural competence development among 120 Chinese undergraduate EFL students. Quantitative analysis of pre-and post-test data revealed significant improvements in students' cultural knowledge, attitudinal openness, communication skills, and cultural awareness, with paired t-tests confirming the statistical significance of these gains. Qualitative data, collected through interviews, classroom observations, and platform usage records, further supported these findings, highlighting enhanced emotional engagement, practical application of skills, and immersive learning experiences facilitated by AI tools. The results indicate that integrating AI technologies into language curricula can effectively foster intercultural understanding and communication abilities. This study contributes to the existing literature by providing empirical evidence on the efficacy of AI-based interventions in promoting intercultural competence, offering practical implications for educators and policymakers seeking to leverage AI in language teaching and learning contexts.

University of Hawaii at Mãnoa John A. Burns School of Medicine

This study aims to improve the argumentative text writing skills of Grade XII B3 students at SMA Negeri 15 Semarang through Collaborative Learning using the Jigsaw model and Peer Feedback. The research adopts a Classroom Action Research (CAR) approach. The subjects of the study were 33 regular students in the first semester of the 2024/2025 academic year. The results indicate a significant improvement in students' writing skills. The initial average score was 60.9, with a mastery level of 39.39% (13 students achieving mastery). After the first cycle, the average score increased to 79.8, with a mastery level of 63.63% (21 students achieving mastery). By the second cycle, the average score reached 84.8, with a mastery level of 78.79% (26 students achieving mastery). These improvements reflect the effectiveness of the Jigsaw model in fostering collaboration and the role of Peer Feedback in providing constructive responses. The findings suggest that collaborative learning enhances critical thinking, self-confidence, and writing skills among students. This model also strengthens interactions among students through group collaboration and intensive discussions. The study recommends the application of Collaborative Learning models in other subjects to promote the development of 21st-century skills, such as critical thinking, communication, collaboration, and creativity.