Eleven high school students participated in a one-week STEM summer camp focused on designing and building parachutes to deliver fragile objects safely. Using the Engineering Design Process (EDP) as a framework, students explored how canopy size affects performance. They applied physics concepts such as terminal velocity, forces, and acceleration, alongside mathematical skills like diagram interpretation. The program incorporated innovative technologies, including 3D design and printing tools and the BBC micro:bit microcontroller. Students followed the EDP steps—designing, building, testing, and refining prototypes—while also discussing the nature of science and distinguishing it from engineering practices. The camp successfully met its objectives: students enhanced their understanding of physics concepts, grasped key aspects of the nature of science, and demonstrated the ability to follow the EDP. They designed and built two parachutes, collected and analyzed data from test falls, and drew meaningful conclusions. This study highlights the potential of integrating engineering, physics, mathematics, and the nature of science into STEM education. The findings suggest that guided use of the EDP and modern technologies can improve students' scientific knowledge and problem-solving skills, fostering a deeper engagement with STEM concepts.

The contemporary Lusheng, a reed instrument from the Miao ethnic group in Guangxi Zhuang Autonomous Region, China, has significantly transformed since the 1970s to expand its musical capabilities and adaptability in modern educational settings. This study explores the role of the contemporary Lusheng as an educational resource in teaching Chinese folk music. Conducted in Nanning City and Rongshui Miao Autonomous County, the research involves ethnographic fieldwork, interviews with three key informants, performers, educators, and instrument makers, and observations of educational practices. Data were analyzed using thematic analysis, focusing on how contemporary Lusheng is integrated into music education and its impact on cultural preservation and student engagement. The findings reveal that the contemporary Lusheng, with its expanded pitch range and improved design, is an effective tool for teaching Chinese folk music's technical and cultural aspects. It enhances student engagement and fosters a deeper appreciation for traditional music. However, challenges remain in integrating the instrument into urban education settings and addressing gaps in teacher training. The study suggests further developing specialized teacher training programs and exploring digital media to promote Lusheng in diverse educational contexts.

This study explores the role of social media platforms in facilitating both academic and social interactions among English as a Foreign Language (EFL) students at the College of Basic Education in Kuwait. The main aim of this study is to investigate EFL students’ perceptions of this use of social media and thus to determine how it can be used to facilitate language learning. A qualitative analysis approach was used, based on semi-structured interviews with 60 college students, to explore how these learners use platforms such as Facebook, X (formerly Twitter) Instagram, and WhatsApp as tools for language learning. Understanding the use of social media for language learning has relevance in the modern world in terms of it enriching EFL learners’ experiences by bridging the gap between formal education and practical language use, highlighting the need to integrate these digital tools into language learning. The findings in this case reveal that social media is a significant tool for facilitating language learning practice, peer collaboration, and access to educational resources, acting as a critical tool for language learning by offering students opportunities to engage in authentic communication, access to diverse linguistic resources, and chances to participate in online communities that foster collaborative learning.

The investigation of the current status of occupational stress and psychological problems among special post-teachers in Zunyi City is crucial. This study provides insights into improving their working environment and promoting their well-being. This study aimed to 1) assess the level of occupational stress among teachers in special post teachers in Zunyi City, 2) study the status of psychological problems among teachers in special post teachers in Zunyi City, and 3) analyze the influence of occupational stress on psychological problems. This study used questionnaire surveys and interviews. A total of 324 special post-teachers answered the questionnaires. It served as a valid sample for this study, using the "Special Post Teacher Occupational Stress Questionnaire" as the research tool and supplemented by the "Self-Psychological Harmony Scale" for psychological problems data collection. Statistical methods such as frequency, percentage, average, standard deviation, independent sample t-test, and multiple regression analysis were employed for data analysis. The results revealed a significant positive correlation between occupational stress and psychological problems among special post-teachers, indicating that higher levels of occupational stress are associated with an increased likelihood of psychological problems. Additionally, notable differences in occupational stress and psychological problems were observed among special post teachers from different backgrounds. This study provides valuable insights into the relationship between occupational stress and psychological problems among special post-teachers, offering important implications for improving their work environment, reducing occupational stress, and promoting mental health.

Recent advancements in technology have revolutionized various fields, including architecture education. However, studies exploring immersive realities in architectural design studios remain limited. This research addresses this gap by conducting a pilot study at the Architectural Engineering Intermediate Design Studio, which thoroughly explores the use of Virtual Reality (VR) to help architectural students enhance their design skills, detect design flaws and clashes between different systems, and provide valuable insights for the advancement of architectural education and practice. The study will adopt a qualitative methodology that utilizes in-depth interviews conducted with the students while they explore their designs using VR hardware. The research findings revealed the effectiveness of VR in identifying the following: Enhancing the visualization of design challenges, providing a comprehensive building assessment, and holistically detecting design qualities and system integration problems. The pilot study recommends integrating the use of VR into the curriculum of the intermediate design studio level at the University. The research findings will contribute to the current knowledge base and guide future advancements in immersive design technologies.

This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training, limited resources, and the influence of native language interference. It also examines the impact of large class sizes and the lack of individualized attention on learners' pronunciation skills. The CLT framework, while promoting communicative competence, sometimes overlooks the explicit teaching of pronunciation, further complicating the acquisition process. This study synthesizes findings from various research articles to provide a comprehensive understanding of these challenges. It underscores the need for targeted professional development for teachers, the integration of technology, and the inclusion of pronunciation-focused activities in the curriculum. By addressing these issues, the ESL curriculum in Bangladesh can better equip learners with the necessary pronunciation skills for effective communication.

This study aimed to 1) study the current situation of students’ career values in the higher vocational college in Hunan province, 2) study strategies for sustainable development of students’ career values in the higher vocational college in Hunan province, and 3) evaluate the feasibility of the strategies for sustainable development students' career values in the higher vocational college in Hunan province. This study employed a mixed methods research design, combining quantitative and qualitative research methods. According to the Krejcie and Morgan sampling table, the sample group of this research will consist of 384 students randomly selected from 6 higher vocational colleges in Hunan to study the current situation of students’ career values education in higher vocational colleges in Hunan province. The research instruments were 1) a questionnaire, 2) a structured interview, and 3) an evaluation form. Data analysis was used for percentage, M, and content analysis. The research findings revealed the following: 1) the current state of students' career values in higher vocational colleges in Hunan Province in four aspects was high (M =3.93). Considering the results of this research, aspects ranged from the highest to lowest level were as follows: the highest level was career skills (M =3.96), followed by career psychology (M= 3.94), career planning (M = 3.92), and career ethics was the lowest level (M = 3.89); 2) the strategies for improving the sustainable development of students' career values education in higher vocational colleges in Hunan Province divided into four aspects which contain 29 measures. There are 5 measures for enhancing career ethics, 6 measures for enhancing career skills, 9 measures for enhancing career psychology, and 9 measures for enhancing career planning; and 3) the adaptability and feasibility of strategies for improving the sustainable development of students' career values education in higher vocational colleges in Hunan Province in four aspects were at the highest level with the M=4.80 and M=4.80 which are adaptable and feasible.

This research aimed to study the current situation of sustainable professional competencies for university lecturers in the digital era in Sichuan Province, provide guidelines for improving these competencies, and evaluate the adaptability and feasibility of the guidelines. The research sample comprised 375 university lecturers in Sichuan Province, selected by systematic and random sampling, 10 expert interviewees, and 7 high-level administrators who evaluated the guidelines. Research instruments included questionnaires, structured interviews, and evaluation forms. Data analysis used percentage, mean standard deviation, and content analysis. The results showed that the overall level of sustainable professional competencies for university lecturers in the digital era is relatively high but unbalanced across different aspects. The implementation level of subject knowledge competencies is the highest, while sustainable learning competencies are the lowest. The guidelines for improvement are divided into four elements with 31 measures: 7 for subject knowledge, 5 for teaching ability, 8 for digital skills, and 6 for sustainable learning. The adaptability and feasibility of the guidelines were evaluated at the highest level.

This research is a Research and Development (R&D) study aimed at developing educational innovation entitled "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom", and implemented in schools. The online self-training program consists of 2 projects 1) a Development project for teacher learning which includes 7 self-training modules, and 2) the implementation of an online self-training program project which includes 1 self-training module to be used as a teaching guideline. The research consists of 4 steps. The final step was an experimental study. The results of the first project found that 12 participating teachers achieved post-test scores that met the standard of 90/90. The average post-test score was statistically significantly higher than the average pre-test score. Additionally, results from the second project found that, according to students’ perception scores, the average post-test score was statistically significantly higher than the average pre-test score among 500 students. The results confirm that the "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom," is an effective educational innovation for teachers. Therefore, it can be disseminated for the benefit of teachers in schools on a broader scale in the future. Additionally, results from the second project found that, according to students' perception scores, the average post-test score was statistically significantly higher than the average pre-test score among 500 students. The results confirm that the "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom" is an effective education innovation for teachers. Therefore, it can be disseminated for the benefit of teachers in schools on a broader scale in the future.