Introduction: The study addressed self-efficacy as a personal belief that significantly influenced the thoughts, emotions, and behaviours of nursing students. According to Bandura and Resnick, self-efficacy was defined as the perception of one's own abilities to cope with situations and achieve goals, which proved to be a key factor in academic and clinical performance.Development: During the analysis, theories from psychology and nursing were considered that explained how self-efficacy impacted professional training. Bandura argued that individuals with high self-efficacy took on challenges with greater commitment and perseverance. Resnick's theory proposed that this perception was built through real experiences, observation of models, verbal persuasion, and physiological feedback. Research showed that students with higher self-efficacy performed better academically, experienced less fatigue, and were more willing to face complex clinical situations. It was also stated that the institutional context and pedagogical support influenced the development of this competence.Conclusion: It was concluded that self-efficacy was fundamental in the training of nursing students, as it strengthened their personal confidence, clinical judgement, and ability to provide quality care. Therefore, it was recommended that academic programmes integrate strategies that foster this belief from the teaching-learning processes, thus promoting more competent, confident, and committed professionals.

Research objectives (aims) and problem(s): This study promotes the use of the Service-Learning methodology to strengthen children’s and young people’s awareness in the face of social challenges and to foster Education for Resilience. It underscores the importance of involving students actively in their educational process to ensure responsible citizenship grounded in values that contribute to their holistic development. Research methods: In this regard, the Service-Learning methodology is used as an educational approach that integrates the development of academic competencies with meaningful community service. Process of argumentation: We present the theoretical framework underpinning the relationship between knowledge, social skills, and emotional competencies, which together activate mechanisms that foster resilience. In addition, we propose the design of a methodological approach and a Service-Learning project for Resilience Education, adaptable to various educational levels, from Primary Education to Higher Education. Research findings and their impact on the development of educational sciences: This proposal aims to enhance students’ ability to cope with academic and emotional challenges and to support the development of resilient educational and life trajectories. Conclusions and/or recommendations: The Service-Learning methodology provides a broad spectrum of psychological benefits aimed at safeguarding mental health aspects that may be at risk, while also fostering community resilience.

Effective communication skills constitute a crucial foundation for the development of children’s social and academic competencies, making it essential to cultivate these skills from an early age in elementary education. This study aims to enhance students’ effective communication skills through the implementation of the Quantum Teaching Model (QTM), which is believed to foster interactive learning and improve students’ communicative abilities. The research employed a qualitative descriptive approach, involving 20 students from SD Negeri 2 Tambun, selected through representative sampling. Students were presented with open-ended problems requiring multiple solutions, thereby stimulating critical thinking and creativity. Data analysis was integrated with triangulation techniques through stages of data collection, simplification, categorization, presentation, and conclusion drawing. The results indicate an improvement in students’ communication skills across the dimensions of curiosity (13.40%), attitude (8.25%), competitiveness (12.89%), and external motivation (14.44%). These findings affirm that the implementation of QTM promotes more active and participatory learning interactions, thereby enhancing students’ communication skills and supporting the development of 21st-century competencies, particularly critical thinking, collaboration, and interactive communication. This study provides significant contributions to the development of QTM-based instructional strategies oriented toward improving students’ communication competencies and classroom interactions.

The modern era is marked by the dynamics of rapid global change due to technological advances and the flow of information. In this context, Islamic religious education (PAI) is required to adapt to the needs of the times without abandoning spiritual values. This article aims to examine the strategy of forming a multi-talented generation as the key to success in facing the challenges of the modern era through an integrative approach in PAI. Using descriptive qualitative methods and literature reviews, this article finds that the integration of religious, academic, and skills competencies is an important foundation in building a generation that is not only intellectually intelligent, but also spiritually and socially mature. PAI has a strategic role in instilling universal Islamic values ​​that encourage creativity, work ethic, and cross-disciplinary collaboration. Therefore, the transformation of the curriculum and approach to PAI learning is urgent in order to be able to produce a generation that is characterful, adaptive, and multi-talented

This paper analyses the pedagogical and identity-based motivation for code-switching (CS) among Pakistani university students, with a specific focus on gender-based variation. Though it is true that CS has been recognised as a prevalent communicative approach across multiple language (multilingual) contexts, little research has been conducted on how pedagogical needs are derived to be integrated with identity performance in Pakistani tertiary education. It employs a mixed-methods design, with data collected through surveys, classroom observations, and semi-structured interviews with 120 undergraduate students. The quantitative findings demonstrate that the primary reasons for CS, according to the pedagogical sources, of making the matter easier to comprehend and filling lexical blanks and conceptual cognition, are the driving forces of CS. Qualitative results also indicate that identity-based motivations play an important role, though in a secondary sense, as students use English to indicate academic competence and prestige, and Urdu to indicate solidarity and cultural belonging. Gender analysis shows that female students rely more on CS as an act of supportive academic support, whereas their male counterparts have more switching behaviour in identity-oriented aspects. The paper finds that CS has woven both the pedagogical and symbolic roles, which are the strategies of learning and its sociocultural positioning. The findings have importance in the area of applied linguistics by further expounding on the multifunctional character of the bilingual practices, and have implications for bilingual pedagogy and the development of an inclusive language policy in Pakistani universities.

This study aims to describe the implementation of collaborative-based innovative learning in improving students’ social skills at MA Muhammadiyah Limbung, Gowa Regency. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation involving teachers and students. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the application of collaborative-based innovative learning fosters an active, inclusive, and participatory learning environment. Students demonstrated improvements in communication, cooperation, empathy, and problem-solving skills. Through problem-based learning and project-based learning, students were trained to collaboratively address social issues relevant to their daily lives while internalizing the values of ukhuwah (brotherhood), ta’awun (mutual assistance), and ihsan (excellence). Teachers acted as facilitators who motivated and guided students to interact positively throughout the learning process. Theoretically, these findings reinforce the theories of social interdependence (Johnson & Johnson, 2009), constructivist learning (Vygotsky, 1978), and experiential learning (Kolb, 2015), all of which emphasize that social interaction and meaningful experiences serve as foundational elements in developing students’ social skills and character. Hence, collaborative-based innovative learning in Islamic educational settings not only enhances academic competence but also cultivates students’ social and spiritual character holistically.

Purpose - This research aims to evaluate the effectiveness of the Arabic Language Development Program at the University of Darussalam Gontor by reviewing the alignment between institutional objectives, program planning, field implementation, and achieved outcomes within the context of pesantren-based Islamic higher education.Methodology - This research uses a Sequential Explanatory Mixed-Method design, beginning with the quantitative stage through the use of a structured evaluation checklist to assess four components of the CSE-UCLA model (Need Assessment, Planning, Implementation, and Outcomes), then continuing with the qualitative stage through semi-structured interviews, observation, and document analysis to explain and validate the quantitative results. The research participants consist of relevant stakeholders in the management and implementation of the Arabic language program, with qualitative data analysis conducted using a thematic approach.Findings - The findings show that the Need Assessment and Planning aspects are in the category of very good, with strong alignment between the institutional vision, program rationale, and curriculum design. However, there is a gap in the Implementation stage, which is influenced by variations in student abilities, the dynamics of academic–pesantren activities, and the limitations of productive assessment instruments. Nevertheless, the summative evaluation indicates that the program has a significant impact on improving students’ academic competence and strengthening the institution's scientific identity.Contribution - This research contributes to the expansion of the application of the CSE-UCLA evaluation model in the context of Islamic higher education, and provides policy recommendations for strengthening performance-based assessment, harmonizing academic–pesantren environments, and improving program quality in a sustainable manner.

The development of digital technology in education has encouraged the birth of learning innovations that are more interactive, contextual, and meaningful. A professional teacher is required to have four competencies, namely pedagogical, professional, social, and personality. Of the four competencies, personality competencies occupy a central position because they are the foundation for building character, integrity, and role models for students. This research aims to 1) develop an experiential learning–storytelling-based e-module for social-emotional strengthening and 2) test the feasibility of an experiential learning–storytelling-based e-module for social-emotional strengthening. The research method used is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The validation results showed that the e-module was appropriate (80%) and practical (83.5%). This e-module is effective in fostering social sensitivity, communication skills, self-reflection, as well as emotional and collaborative skills. Thus, it serves as a more meaningful and interactive learning innovation, while strengthening the balance between academic competence and the personality of prospective professional teachers. With this approach, prospective teachers are not only equipped with theoretical knowledge, but also reflective skills and empathy that are essential in building humanistic educational relationships. Storytelling as a learning method also encourages the creation of a learning atmosphere that is fun, communicative, and relevant to the context of students' lives.

This study focused on elementary school teachers in rural area in Hubei Province, aiming to study the key components of academic leadership, to investigate the current state, ideal state, and the needs of academic leadership, to develop and verify the effectiveness of the model for enhancing academic leadership, and to investigate the results of implementing the model for enhancing academic leadership. The research was divided into four phases. The first phase examined key components of performance indicators of elementary school teachers in rural area in Hubei Province through a literature review and conducted semi-structured interviews with experts. The second phase investigated the current state, the ideal state, and the needs of academic leadership. The samples consisted of 320 teachers from elementary school in rural area in Hubei Province, selected through stratified random sampling. In the third phase, the model for enhancing academic leadership was developed through best practice interviews, and the manual was written. This model and manual were verified by nine experts in terms of possibility, appropriacy, accuracy, comprehensiveness, and usability. Moreover, the fourth phase implemented the model for enhancing academic leadership of elementary school teachers in rural area in Hubei Province with 30 teachers, selected through purposive sampling. The assessment of academic leadership of teachers was conducted using a pre-test and a post-test for assessing knowledge, and using evaluation forms for assessing the skill of the academic leadership and satisfaction. The results were as follows: 1) The results identified three key components of academic leadership which consisted of teaching leadership, charismatic leadership, and team leadership. 2) The overall current state was at a moderate level; the ideal state was at a high level. The needs analysis highlighted teaching leadership as the most needed, while the analysis indicated that charismatic leadership was the least needed. 3) The development of the model for enhancing academic leadership included five parts: Part 1 was the lead section; Part 2 was structural drafting; Part 3 was experimental implementation to compare implementation results; Part 4 was evaluation; and Part 5 was success conditions. The overall quality assessment of the model was at a high level. 4) The results of implementation of the model for enhancing academic leadership indicated that there was a statistically significant difference in terms of knowledge. A comparison of pre-test and post-test scores revealed a higher average score after the training. In terms of the skills of the academic leadership, teachers self-assessed their skills at a high level, while their administrator assessed the teachers’ skills at the highest level. Regarding satisfaction, teachers expressed the highest level of satisfaction towards the training.

This study examines the manifestation of credentialism within mainland China’s education system and labour market, tracing its historical, institutional and cultural origins while assessing its contemporary impact. Integrating theories of social closure and reproduction with a human capital perspective, the study analyses ‘degree inflation’, ‘discrimination based on first degree’ and the Gaokao-centred selection mechanism, revealing how academic credentials have become a dominant and exclusionary signal of capability. Through literature review and Sino-British comparative analysis, this study finds that the expansion of Chinese higher education has reinforced the screening function of academic credentials while exacerbating educational stratification, social anxiety, and resource competition—particularly when degree requirements exceed practical skill demands. In contrast, the UK’s adoption of diversified assessment and competency-based practices in admissions and recruitment partially mitigates excessive reliance on academic qualifications. This study argues that China urgently requires dual reforms in both institutional frameworks and prevailing attitudes: on the one hand, broadening admission and employment criteria while elevating the status of vocational education; on the other, rebalancing the relationship between academic credentials and practical competencies. Only through such measures can the legitimate screening function of academic qualifications be preserved while mitigating their exclusionary effects, thereby advancing educational equity and social mobility.

This article addresses public concerns about students' low academic competence. Academic competence encompasses the knowledge, skills, and abilities necessary for academic success. Academic resilience is a student's capacity to overcome acute or chronic difficulties in the academic environment that can be a significant obstacle to their academic success. The ability to overcome difficulties, challenges, and failures in the academic environment is hypothesized to have a significant impact on academic competence. Researchers investigated the relationship between academic resilience and academic competence in Muhammadiyah Senior High School students in East Jakarta. The number of respondents from 4 schools was 400 students. After testing for normality, homogeneity, and linearity. The results showed a positive correlation between academic resilience and students' academic competence. With a correlation coefficient of 0.480, a significance value of 0.000 (p <0.05 p <0.05 p <0.05). This indicates a fairly strong and significant positive relationship between Academic Resilience and Academic Competence. This means that the higher the Academic Resilience, the higher the Academic Competence. Academically resilient students tend to be more persistent in the face of learning obstacles, more proactive in seeking solutions, and more adaptable to changes in curriculum or learning methods. These characteristics are believed to contribute to the development of stronger academic competencies, enabling them to master subject matter, solve problems, and apply knowledge more effectively. The results of this study are expected to provide valuable insights for educational institutions in developing interventions that support increased student resilience and academic competency.

Although higher education branding strategies have been widely examined in previous studies, research that specifically discusses the role of branding in shaping the academic identity and digital image of Islamic Religious Education study programs remains relatively limited. This study aimed to explore the branding strategies of the Islamic Religious Education Study Program in constructing its academic identity and strengthening the digital image of the university. The research employed a qualitative approach with a case study design, involving program leaders, lecturers, and students selected through purposive sampling. Data were collected through in-depth interviews, observations of academic activities and the study program’s digital media, and analysis of institutional documents, then analyzed using thematic analysis to identify emerging patterns and key themes. The findings show that the academic identity of the Islamic Religious Education Study Program is constructed through the integration of Islamic values with academic and professional competencies, as reflected in the curriculum, the implementation of the tridharma of higher education, and institutional narratives on digital media. Digital media, particularly the website and social media, play a strategic role in communicating academic identity and building institutional image, although challenges remain in maintaining message consistency and managing content. These findings underscore the importance of a clear academic identity, the active involvement of internal actors, and integrated digital branding management in enhancing the competitiveness and image of the Islamic Religious Education Study Program, while also offering theoretical contributions to the study of value-based higher education branding and practical implications for study program managers in designing sustainable branding strategies.

This study aims to analyze the influence of soft skills, internship experience, and social support on the work readiness of students in the Faculty of Economics and Business at the Islamic University of Riau. The background of this research is driven by the increasing challenges of the modern labor market, which requires graduates to possess not only academic competence but also non-technical skills and relevant practical experience. The study employs a quantitative approach using a survey method conducted on 40 respondents selected through purposive sampling. The research instrument consists of a Likert-scale questionnaire, and the data were analyzed using multiple linear regression with SPSS version 25. The results indicate that internship experience has a positive and significant effect on students’ work readiness, suggesting that the more internship experience students gain, the higher their level of readiness for employment. Conversely, soft skills and social support were found to have no significant effect on work readiness. This finding implies that interpersonal skills and social support have not yet become dominant factors in enhancing students’ preparedness to enter the workforce.

This article proposes the Reflexive-Integrative Paradigm (RIP) as a holistic theoretical framework for bilingual education in contexts of high linguistic and cultural diversity. The primary goal is to facilitate a successful transition from subtractive to additive bilingualism, leveraging the cognitive and linguistic resources of the first language (L1) for the effective acquisition of the second language (L2). The model is structured around three core axes: functional, metacognitive, and sociocultural. At the functional level, it prioritizes oral competence to prevent the development of a limited Cognitive Academic Language Proficiency (CALP), and directs instruction toward academic competence. Pedagogically, the paradigm relies on scaffolding (as proposed by Bruner) and learning self-regulation (metacognition), thereby promoting the structural transfer and explicitization of knowledge. Finally, the model implements Intercultural Reflection to foster the student's "third culture of the personality," guaranteeing educational equity. The RIP represents a theoretical synthesis pending empirical validation through the proposed Reflective Transfer Index (RTI).

The rapid development of digital technology has increased the demand for students to demonstrate their competencies through professional digital portfolios, particularly in Information Systems programs where analytical, design, and visual communication skills are essential. This study aims to analyze the effectiveness of using Canva as a digital portfolio development tool in the Portfolio Development course at ITB STIKOM Bali. The research employed a descriptive quantitative approach, using a four-point Likert-scale questionnaire distributed to 30 students enrolled in the course. The collected data were analyzed using descriptive statistics to measure students’ perceptions regarding ease of use, learning effectiveness, visual creativity, digital literacy, and learning motivation. The findings indicate that Canva is perceived as very easy to use due to its intuitive interface and accessible design features. Canva is also considered effective in helping students present system analysis results and project documentation in a more structured and visually appealing manner. Moreover, the use of Canva enhances students’ visual creativity and digital literacy skills while increasing their motivation and confidence in completing portfolio assignments. These results suggest that Canva functions not only as a design tool but also as an educational medium that supports the academic and professional competencies required in the digital era. Therefore, integrating Canva into project-based and visually oriented courses is strongly recommended to improve the quality of student learning outcomes.

This study constructs and evaluates a blended teaching model for college English reading based on project-based learning. By analyzing the theoretical foundations for integrating project-based learning with blended teaching models within the constructivist framework, the study systematically develops a teaching model centered around driving questions, with seamless connections between online and offline activities, and elaborates on its structural components and implementation procedures. Simultaneously, it designs a multi-dimensional assessment framework covering reading proficiency development, collaborative inquiry effectiveness, higher-order thinking skills, and learning engagement, establishing a data-driven mechanism for teaching improvement. This model effectively integrates teaching resources, promotes the synergistic development of students' academic English reading literacy and comprehensive competencies, and provides a new pathway for the reform of college English teaching.

Medical education is undergoing significant transformations to better align with evolving healthcare needs. In 2015, the Pontificia Universidad Católica de Chile implemented a major curricular reform in its School of Medicine, shifting from a traditional 7-year program to an integrated, competency-based 6-year curriculum. This study aimed to assess the academic outcomes, clinical competencies, and differences in student well-being between both curricula. Methods: We conducted a prospective, longitudinal, comparative study of two cohorts: the last cohort under the traditional curriculum and the first cohort under the new curriculum. Three measurements were carried out along the study program: at the beginning, at the middle and at the last year of the program. Academic performance, professionalism, and clinical competencies were evaluated using standardized written tests, OSCEs and the National Medical Exam (EUNACOM). In addition, we compared the courses grades and attrition statistics along the studies. At these three points, students also answered a range of self-reporting instruments regarding distress, burnout, wellbeing, mindfulness, empathy and the educational environment. Results: Both cohorts achieved similar average grades and EUNACOM scores. The new curriculum cohort had a significantly lower course failure rate (7.6% vs 13%, p<0.01) and better outcomes in professionalism and communication. Final OSCE scores were slightly higher in Obstetrics/Gynecology and Family Medicine. Despite these improvements, both cohorts showed high and increasing levels of stress, burnout, and declining empathy, particularly in the final years. While the elevated levels of stress and anxiety observed among medical students are extensively documented in the literature, the COVID-19 pandemic may have exerted an additional influence on these outcomes. Conclusion: The new curriculum maintained academic performance while enhancing professionalism and reducing failure rates and training time. However, persistent mental health challenges underscore the need for stronger and more effective support systems. These findings reveal the value of competency-based education while highlighting the importance of holistic curricular evaluation.

BackgroundArtificial intelligence (AI) is increasingly used in medical education to support academic learning, clinical competence, and efficiency. However, the extent and impact of AI usage among medical interns, particularly in Palestine, remain underexplored.ObjectiveThis study aimed to assess the prevalence of AI usage among internship doctors in Palestine and evaluate its perceived impact on their academic performance, clinical competence, time management, and research skills.MethodsA cross-sectional survey was conducted with 307 internship doctors in Palestine. The survey collected data on the frequency and types of AI tools used, including ChatGPT, and interns’ perceptions of AI’s impact on their training. Demographic information, such as age, gender, and university affiliation, was also gathered to explore potential associations with AI usage patterns.ResultsThe study found that 76.9% of interns used AI regularly, with ChatGPT being the most popular tool (76.2%). Despite frequent use, only 3.3% reported formal AI training. The majority of interns perceived AI as beneficial in improving academic performance (61%), clinical competence (67%), and time management (74%). Notably, time management showed the highest perceived improvement. However, 75.9% expressed concerns about becoming overly reliant on AI, fearing it could diminish critical thinking and clinical judgment. Age and university affiliation were associated with differences in AI usage patterns and perceived benefits, with older interns and those from international universities reporting greater perceived improvements.ConclusionThis cross-sectional study highlights the widespread use of AI among internship doctors in Palestine and generally positive perceptions of its educational value, particularly for academic performance and clinical competence. However, it also reveals a substantial gap in formal AI training, suggesting a need for structured, ethically grounded AI education in medical curricula. Because the study is exploratory and cross-sectional, these findings should be interpreted as perceived associations rather than evidence that AI use or training causes improved outcomes; future longitudinal and interventional studies are needed to clarify long term effects.

Student performance assessment is a crucial component in strengthening the quality of vocational education. At SMK Muhammadiyah 2 Jogoroto, Kab. Jombang, the evaluation process is still conducted manually and relies primarily on report card scores, leading to subjectivity, inconsistency, and a limited representation of students’ competencies. This study develops a Decision Support System (DSS) by integrating the Rank Order Centroid (ROC) weighting technique and the Additive Ratio Assessment (ARAS) method to provide a clearer and more systematic multicriteria evaluation framework. The analysis involves ten student alternatives evaluated using six criteria: average report card score, attitude, absenteeism, extracurricular activities, achievements, and industrial internship performance. ROC is applied to generate proportional criterion weights based on ranked priority, while ARAS is used to execute the core computational stages, including normalization of each criterion, application of weighted values, calculation of the optimal function score (Si), and determination of utility values (Ui) to rank student performance. The results indicate that the system yields consistent outcomes, with Nikmatuz achieving the highest utility value of 2.65224526 and identified as the top-performing student. These findings show that combining ROC and ARAS enhances assessment accuracy, reduces evaluator bias, and improves transparency in the ranking process. Beyond this case study, the proposed model demonstrates potential for broader application in vocational institutions seeking structured, data-driven mechanisms to evaluate academic and non-academic competencies more comprehensively.

Abstract: In this study, we evaluate the psychometric properties of the Future Expectation Task ( Bamford & Lagattuta, 2020 ) with two samples of 5-year-olds ( N = 336, N = 789) in Norway. Factor analysis revealed a two-factor structure – General and Achievement-Specific Optimism – showing acceptable reliability. Measurement invariance was established across age, sex, and maternal education, and results showed that the two factors related differently to these demographic variables. Validity was partly supported; while the task did not correlate with a teacher-rated optimism measure, both factors correlated with self-reported well-being and growth mindset. Achievement-specific optimism was also strongly correlated with perceived academic competence. The findings support the task as a reliable measure of optimism in young children and highlight how its two distinct factors may relate to children’s well-being and school experiences differently.