Academic Learning Research Articles

Global health care education that cultivates international orientation is important for providing medical care in consideration of diverse backgrounds and collaboration with foreign medical professionals. Virtual international exchange programs could be a new type of global education in the present postpandemic era. This study aimed to examine the effectiveness of a virtual international exchange program in fostering quality academic and professional learning and international orientation from student perspectives across 5 countries. This research is expected to contribute to education for the development of global human resources in the health professions. This quasi-experimental study used a before-and-after design using a convergent parallel mixed methods approach. In this study, a 5-day interactive virtual program was offered to occupational therapy students from Bangladesh, Indonesia, Japan, the Philippines, and Thailand. The students were asked about their expectations and international orientation before the program, and about their evaluation of the program and international orientation afterward. Numerical data from a questionnaire on program expectations and evaluations were analyzed using descriptive statistics. Data on international orientation were subjected to qualitative analysis using steps for coding and theorization. In total, 29 students participated in the program, out of which 12 students (response ratio 41.4%) answered the research questionnaires both before and after the program. Overall, the students' expectations of the program were met in terms of expertise, scientific learning skills, and group interactions. Comparing before and after the program, mean scores of how the program met expectations increased, and the mean scores after the program in all 12 items asking about program evaluation were from 3.8 (SD 1.19) to 4.9 (SD 0.67; range: score 1 [lowest]-5 [highest]). Even though their motivation for participating in the program was not specific before the program, after the program, they reported having a more concrete image and specific form of what they learned from an international perspective. The participants enjoyed communication with others from diverse backgrounds while recognizing the difficulty of understanding different values. They also expressed satisfaction with their understanding of occupational therapy professionals and diverse societies, including medical systems from other countries. Even though the analyzed sample data were small, these findings suggest that the program in this study may provide the participants with valuable opportunities. The virtual exchange program could foster students to cultivate qualities such as problem-finding or problem-solving and having interactions with groups from diverse backgrounds.

Modern academic learning environments, such as collegiate library spaces, attempt to maximize student learning opportunities. Considering this, we propose ZenFLOW Desk: a user-centric platform combining passive and active approaches to enhance learning, productivity, and well-being (LPW) in university library settings. Passive LPW strategies focus on optimizing the environment itself, incorporating attention restoration theory (ART) principles, proper lighting, ergonomic furniture, and peripheral interaction. Active LPW strategies address user-driven behaviors, such as time management and intentional work habits. Traditional approaches to enhancing student LPW consider either passive or active characteristics in isolation. The ZenFLOW Desk bridges this gap by seamlessly integrating both, creating a holistic platform designed to enhance student success. By embodying the ZenFLOW desk with passive and active approaches, we aim to maximize its effectiveness in enhancing learning, productivity, and well-being. Preliminary summative and formative evaluations from a participatory design study with 39 college students were highly encouraging, showcasing the desk's potential to create an engaging learning environment. The findings contribute to the broader understanding of enhanced learning spaces and their profound impact on users' well-being, productivity, and overall learning experience.

This study assessed the correlation between integration of artificial-intelligence tools and technophobia on learning outcomes among undergraduate students in University of Offa, Kwara State, Nigeria. This research work employed descriptive survey and correlational research design and sampled 300 undergraduate students of University of Offa, Offa, Kwara State, Nigeria. A structured questionnaire titled “Questionnaire on Integration of Artificial-Intelligence Tools and Technophobia on Learning Outcomes (QIAITTLO)” was used to collect data and measured technophobia to use artificial intelligence technology tools and academic learning outcomes. The instrument was validated and also a Cronbach's Alpha coefficient of 0.87 was obtained which was considered to be considered acceptable, indicating good internal consistency and reliability of the instrument. The results showed that there is a significant level of technophobia among students in respect to the using artificial intelligence tools. More critically, a significant negative relationship was found between technophobia in using artificial intelligence technology tools and students' academic learning outcomes (r = -0.592, p < 0.05). This means that the higher technophobia levels, the low academic performance. In conclusion, the findings indicated that technophobia creates a significant impediment towards efficient implementation of artificial intelligence in learning. It is suggested to have a comprehensive digital literacy programme, introduce proper student and teacher support and create a favourable ecosystem so that the motivational anxiety to artificial intelligence can be minimised that would increase the success of students in academic institutions within Nigeria.

Parental involvement involves the participation of parents in regular, two ways, meaningful communication, involving student’s academic learning and other school activities. The purpose of this study was to find out the perceptions and role of parents in enhancing children academic achievement. This study explored the relationship between parental involvement in primary school level and student achievement. The objectives of the study were: to modernize and strengthen the system for parental involvement in school education, to engage parents meaningfully in the education of their children and in the school community. The study was descriptive in nature. The primary schools located in Rawalpindi region were participated for the population in this study. A total of 60 parents were chosen for the sample. Parents of primary level students filled the questionnaire. Convenient sampling techniques were used to select the sample of the study. Twelve primary schools were selected from the identified population. A close ended questionnaire was developed for collecting the data. Mean test was applied for getting responses from the participants. Results shows that Parental involvement has a positive role for students’ academic achievement at primary students. Highly engaged parents tend to achieve higher academically compared to those with less involved parents’ involvement level. This research recommended that for promoting parental involvement in school’s different activities and events were held.

This study aims to examine the effect of the Problem-Based Learning Model on mathematics learning outcomes in fourth-grade students at SD Negeri 39 Cakranegara. The method used was a quasi-experiment by dividing the sample into two groups, namely the control class (28 students) who received conventional learning and the experimental class (28 students) who were intervened using the PBL model. Data collection was conducted through cognitive written tests and analyzed using an independent sample t-test. The results showed that the application of PBL significantly improved student learning outcomes, as indicated by the higher posttest average score of the experimental class (82.28) compared to the control class (77.33). The statistical test also obtained a significance value of 0.039 ($< 0.05$), which reinforced the acceptance of the alternative hypothesis. The conclusion of this study is that the Problem-Based Learning Model is proven to be effective and significantly relevant in improving academic learning outcomes while fostering important skills such as critical thinking, creativity, and collaboration in elementary school students.

In an era defined by profound digital transformation, China's national strategy for vocational education reform calls for talent cultivation models that are not only deeply integrated with industry but are also inherently forward-looking. This paper presents a descriptive and theoretical case study of an evolved pedagogical framework for Business English majors: the Post-Course-Competition-Certificate-Intelligence (PCCCI) model. This five-dimensional, synergistic framework enhances the established four-pillar integration of Professional Posts, Competency-based Courses, Skills Competitions, and Industry Certificates with a crucial fifth element that serves as its core: Digital Intelligence. This new dimension represents the systematic infusion of digital literacy, data analysis capabilities, and intelligent technology application across the entire educational ecosystem, transforming it from a linear process into an adaptive, dynamic system. The study eschews empirical pedagogical data, focusing instead on a rigorous theoretical and structural analysis of the PCCCI model's design and conceptual underpinnings. We analyze its direct alignment with contemporary educational policies, such as the "1+X" certificate system, and its capacity to address the escalating demands of the global digital economy for multifaceted, tech-savvy, and application-oriented talent. The conceptual foundations of each of the five pillars and their dynamic interplay are explored in depth, arguing that the PCCCI model provides a holistic and replicable pathway for cultivating future-proof Business English professionals. A detailed narrative description of the model’s conceptual graph is provided to visually articulate the integrated workflow and the student's developmental trajectory within this enhanced framework. Ultimately, this case study contributes a detailed blueprint to the discourse on vocational education reform, offering a cohesive, competency-driven educational model that not only bridges the persistent gap between academic learning and professional practice but also strategically prepares students for the future of work in an age of intelligence.

Introduction. Technological innovations have introduced numerous changes to the education environment, providing scope for improved learning experiences and academic outcomes. The application of sophisticated tools, including artificial intelligence, virtual reality, and learning management systems in a classroom, can easily convert conventional teaching methods into dynamic and interactive ones. The purpose of this research is to examine the interplay of technological self-efficacy, chatbot acceptance, and task-technology fit, investigating their effects on students' academic performance and learning outcomes. Additionally, the study explores the mediating role of technology use in learning and the moderating effects of chatbot acceptance and task-technology fit on the relationship between technological self-efficacy and academic performance. Study participants and methods. A sample of 302 students from various Chinese schools participated in the study. Data were gathered using validated scales for technological self-efficacy, chatbot acceptance, task-technology fit, and learning outcomes. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships between these constructs. KEYWORDS The results. Technological self-efficacy did not significantly influence academic performance directly (T = 1.011, p = 0.156). However, technology use in learning significantly mediated this relationship (β = 0.170, T = 2.140, p = 0.016). Both chatbot acceptance (β = 0.161, T = 1.92, p = 0.028) and task-technology fit (β = 0.090, T = 1.748, p = 0.041) were significant moderators, highlighting their critical role in enhancing technology adoption and learning outcomes. Conclusions. This research highlights the significance of aligning technology with educational tasks and boosting students' confidence in technology use. The findings shows that technological self-efficacy, chatbot acceptance, and task-technology fit, significantly effects students' academic performance and learning outcomes. The findings offer valuable insights for educators and policymakers to design effective, technology-driven, student-centered learning environments.

This study analyzes the transition process from Early Childhood Education to Elementary Education, highlighting the complexity of this passage and its impacts on the comprehensive development of children. The transition involves pedagogical, emotional, social, and cognitive changes, requiring special attention from teachers, school managers, and families. The study discusses how inclusive pedagogical practices, such as playfulness, cultural contextualization, collaborative learning, and individualized support, can facilitate children’s adaptation and ensure the continuity of learning. The importance of continuous teacher training, careful pedagogical planning, and school-family collaboration is also emphasized to achieve a harmonious and meaningful transition. It is concluded that the passage from Early Childhood Education to Elementary Education goes beyond academic learning, constituting a process that promotes citizenship, social inclusion, respect for diversity, and comprehensive child development.

This review explored the evidence regarding the integration of gender and sexuality content in preregistration Mental Health Nursing (MHN) curriculum, and any factors influencing content inclusion or exclusion. A literature search between 2012 and 2025 was conducted across six databases including CINHAL Complete, COCHRANE, Google Scholar, LGBTQI+ Source, OVID and SCOPUS. Following PRISMA protocols, four relevant papers were identified from a total of 2240 initially retrieved. Gildberg and Wilson's (2023) Empirical Testing Thematic Analysis (ETTA) and Stronger Problem-Solving Knowledge (SPSK) method identified four themes. Theme one identified factors negatively impacting the health and wellbeing of LGBTQIA+ individuals. Theme two identified factors that inhibited curricular content despite institutions, academics and faculty generally having positive attitudes toward content integration. Theme three identified legislative, policy and sociocultural factors. Theme four identified theories and tools for curriculum development, academic and student learning assessment tools and theories that could support future research. The findings demonstrate a lack of pre-registration Mental Health Nursing (MHN) curricular content nationally or internationally despite universal agreement regarding the mental health burden on Sex and Gender Minorities (SGM): otherwise referred to as Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual (or Agender/Allies) and others beyond the named terms (+) (LGBTQIA+) that is significant. Research in the US and UK has evidenced attempts to propose curricular content, engage with academics, students, graduate registered nurses and consumers; however, these were not pursued long term. Attempts to involve MHN experts in directing MH content occurred in a minority of the eligible research.

Introduction Enhancing inclusion in engineering education is a growing priority, with increasing attention directed toward supporting neurodiversity. Universal Design for Learning (UDL) has been identified as a particularly promising framework for addressing the diverse needs of this population. In response, targeted programs have been developed to apply UDL principles and foster more inclusive learning environments for neurodiverse students in engineering. Methods To explore whether characteristics of two types of neurodiversity (i.e., ADHD and depression) predict changes in academic engagement, learning motivation, and self-efficacy in a UDL context, undergraduate students in eight UDL-based engineering courses (the INCLUDE program) completed self-report measures at the beginning and end of their course. Results Responses ( N = 563) were analyzed using latent change score modeling, which revealed different outcomes for ADHD and depression characteristics. Higher levels of ADHD characteristics predicted a small decrease in self-efficacy from the beginning of the course to the end, whereas higher levels of depression characteristics predicted moderate to large increases in learning motivation, self-efficacy, and academic engagement. Discussion These findings suggest that UDL-based interventions may differentially benefit students depending on neurodivergent characteristics, pointing to a need for more tailored support within inclusive frameworks.

A cross-group comparison study of the influences of basic psychological need satisfactions on digital literacy: the chain mediating role of academic motivation and learning engagement

With roots in social and environmental justice, the food justice movement seeks to ensure that all people, regardless of race, gender, or socioeconomic status, have access to safe, nutritious, and culturally appropriate food. Achieving food justice represents one of the world’s most complex challenges and persistent wicked problems, yet opportunities to learn about the topic and its many associated issues are relatively uncommon in agricultural curricula in higher education today. A collaborative of honors and agricultural educators at 14 institutions developed a year-long sequence of immersive, transformational academic and experiential learning opportunities aimed at educating and empowering students around the “What? Why? How?” of food justice. Program components included a transdisciplinary online colloquium featuring local and national content professionals examining a wide range of food justice perspectives and case studies. Grounded in systems thinking, the colloquium also included professional development activities, leadership capacity building, ethical considerations, and historical reflection and analysis. After the colloquium, program participants completed signature food justice experiences, including virtual hackathons, local design challenges, and a field course, and then capped the experience with a culminating virtual conference. This article describes the year-long program’s important components, learning outcomes, lessons learned, and implications for collegiate agricultural educators.

The purpose of this study was to explore the psychological development of the learning difficulties of elite sports students in Chinese universities, and to identify learning strategies to address these difficulties. By using the snowball sampling method, 15 elite sports students from Chinese universities were selected as research participants. Semi-structured interviews and thematic analysis were used to collect and analyze relevant data. Results showed that the learning difficulties of elite university sports students can be divided into personal factors, school factors, family factors and career factors. In order to help these students better adapt to the combination of learning and training and to overcome their learning difficulties, this study puts forward a set of positive guidance strategies. These strategies include establishing individualized learning programs, providing academic support and guidance, strengthening communication and collaboration between school and family, and providing career planning and development support. Therefore, it is hoped to provide some reference and guidance for the cultivation of elite sports students with personalized comprehensive quality and ability, and to promote the achievement of a better balance in their academic and sports development.

Introduction Academic performance (AP) serves as a comprehensive measure of students’ academic proficiency and learning status, while dormitory atmosphere plays a significant role in shaping students’ daily lives. This study investigated the impact of dormitory atmosphere on the AP of college students. Methods A questionnaire-based survey was conducted at Zhejiang Chinese Medical University, incorporating the grade point average (GPA) of each participant as part of the research data. The study included 601 participants. Results The study found that dormitory hygiene and dormitory interpersonal atmosphere were significantly correlated with AP (OR = 0.54, 95% CI [0.36, 0.83], p = 0.004; OR = 1.60, 95% CI [1.10, 2.31], p = 0.014), whereas the dormitory academic atmosphere within the dormitory showed no significant association (OR = 0.91, 95% CI [0.62, 1.33], p = 0.624). Subgroup analysis revealed that dormitory hygiene (OR = 2.86, 95% CI [1.70, 4.82], p < 0.001) and dormitory interpersonal atmosphere (OR = 0.41, 95% CI [0.25, 0.66], p < 0.001) significantly influenced AP among female students, whereas no significant effects were observed in male students. Discussion These findings provide valuable insights into factors influencing AP and offer guidance for creating a supportive dormitory environment for college students.

Global crises such as pandemics, full-scale invasions, and economic instability have intensified educational losses, requiring effective strategies to restore learning. This study aimed to develop and evaluate pedagogical strategies with practical potential for overcoming these challenges. Key approaches include using information and communication technologies, fostering resilience, applying problem-based and interactive learning, intensifying educational processes, developing individual learning trajectories, strengthening psychological, pedagogical, and social support, and providing teacher support and professional development programs. The research employed surveys, experimental methods, and comparative analysis of survey results using defined evaluation criteria. Conducted between 2020 and 2024, the experiment measured progress in addressing educational losses every six months. Evaluation criteria included academic achievement, learning engagement, psychological well-being, and sustainability of the educational process, with specific indicators identified for each. Questionnaires for students, teachers, and parents incorporated these criteria and indicators to assess strategy effectiveness. Findings identified the most effective strategies and analyzed their long-term impact on restoring learning continuity and improving educational outcomes. Results confirmed that sustained application of these strategies ensures greater learning efficiency, equal access to education, and enhanced resilience within educational systems. The study highlights the importance of systematic, evidence-based pedagogical interventions to address educational losses and sustain progress amid ongoing global challenges.

This study aims to determine the effect of the application of the Project Based Learning (PjBL) model on the learning outcomes and critical thinking skills of grade V elementary school students on the intrinsic elements of the story. The study used a pseudo-experiment method with a fixed group design and involved 90 students of SD Khadijah 3 Surabaya who were proportionally divided into experimental and control groups. The research instruments include multiple-choice tests, essays, documentation, and questionnaires. The results showed that the application of PjBL could significantly improve students' critical thinking skills, with the N-gain score of the experimental group reaching 57.6% (the category of quite effective), compared to the control group of 15.46%. However, the effectiveness of PjBL on academic learning outcomes based on conventional tests is still low, with the average N-gain of the experimental group of 12.49% and the control group of 18.58%. Thus, PjBL is recommended to improve students' critical thinking skills, but it is still necessary to develop assessment strategies so that academic learning outcomes can also be optimal.

BackgroundThe rapid advancement of technology and expansion of online learning environments require innovative educational methods tailored to digital contexts. Team-based learning (TBL) has shown promise in promoting engagement and collaborative problem solving; however, its long-term effectiveness in relation to online platforms, especially in emergency nursing education, remains underexplored. This study aimed to evaluate the effects of online TBL on academic self-efficacy, learning immersion, and learning interest among nursing students.MethodsA total of 91 nursing students were randomly assigned to either an experimental group (n = 46), which participated in TBL via an online collaboration platform, or a control group (n = 45), which used traditional paper-based TBL. Data were collected at three time points—baseline (pre-test), four weeks, and eight weeks post-intervention—using validated structured questionnaires. Repeated measures analysis of variance (ANOVA) was used to analyze changes over time.ResultsNo statistically significant differences were observed between the groups at baseline and after four weeks. However, at eight weeks, the experimental group showed significantly higher scores for academic self-efficacy (t = 2.09, p = 0.039), learning immersion (t = 2.30, p = 0.024), and learning interest (t = 2.85, p = 0.006) than the control group. These findings indicate that the benefits of digital TBL emerge over time.ConclusionsOnline TBL effectively enhances the academic self-efficacy, engagement, and motivation of nursing students. The use of digital platforms enables real-time collaboration regardless of geographic location. Future strategies should incorporate peer interaction and scaffolded tasks to promote active learning in healthcare education.

Purpose By exploring the responsibilities, challenges and best practices of liaison librarians, the study sought to identify effective strategies for embedding Education 5.0 into state university libraries in the country. Design/methodology/approach This study employed a mixed sequential methodology, combining observations and questionnaires to investigate the perceived roles of academic liaison librarians within the context of Education 5.0 in public universities in Zimbabwe. Participant observation was done at three public university libraries, followed by semi-structured questionnaires distributed to 53 academic liaison librarians and learning support librarians, purposively selected from several public universities’ websites and acquaintances. Findings The study findings revealed that academic liaison librarians were engaged in various tasks, including information literacy instruction, research support, faculty liaison, collection development and marketing. Additionally, the study highlighted that the transition to Education 5.0 has presented librarians with new challenges, necessitating the redefinition of their roles and the acquisition of updated skills to demonstrate value to stakeholders. Practical implications By shedding light on the roles and challenges faced by academic liaison librarians within the context of Education 5.0, this study contributes to the growing body of literature in library and information science. The findings offer valuable insights for librarians, educators and policymakers seeking to enhance the effectiveness and impact of academic libraries in the era of Education 5.0. Originality/value No research has been done on Education 5.0 and librarianship in Zimbabwe. Such research would enable librarians to adapt effectively to the changing educational environment and contribute optimally to their institutions’ success.

ABSTRACT To better support teachers and reduce attrition, it is important to examine the complex and evolving relationship between the teaching tasks and teacher performance in Physical Education. Guided by self-efficacy theory and a model of career progression, this longitudinal study aimed to analyze the teaching performance and efficacy of early-career physical educators over their first 5 years of teaching. Teaching performance was measured through direct classroom observation using Academic Learning Time in Physical Education (ALT-PE) and Qualitative Measures of Teaching Performance Scale (QMTPS). Teacher efficacy was assessed using validated self-report instruments, the Physical Education Teaching Efficacy Scale (PETES) and the Self-Evaluation of Teacher Effectiveness Questionnaire in PE (SETEQ-PE), alongside a demographic survey. Data collection occurred two to three times annually. Participants included five to ten teachers from two states. PETES visual analyses of descriptive graphs showed positive trends with RM-ANOVA confirming statistically significant growth over time. SETEQ-PE scores also improved, though not significantly. Similarly, ALT-PE data trended in a positive direction for motor-appropriate student engagement and demonstrated significant improvements over time. However, QMTPS scores indicated a downward trend with no significant changes. Interobserver agreement exceeded 90% across observations. Over a 5-year period, teachers exhibited minor improvements in teaching efficacy and the amount of motor appropriate student engagement. Teachers who feel empowered are likely to maintain higher levels of teaching efficacy, and positive career cycle progression requires effective mentoring and relevant professional development to minimize the factors leading to teacher attrition and drop out.

Academic libraries are vital to higher education, supporting critical thinking, information literacy, and lifelong learning. The mergers with Academic Learning Centers, tutoring services, or other departments have created confusion for students and marginalized librarians. This paper examines these changes, highlighting the essential role of librarians in research, source evaluation, citation, and ethical information use. Drawing on the ACRL Framework and recent studies, it shows how diminished librarian roles can compromise intellectual growth and civic engagement. Recommendations include clarifying roles, promoting librarian-led services, and integrating information literacy into curricula, ensuring libraries fulfill the broader purpose of education.