The rapid advancement of mobile technologies has reshaped global education, particularly language learning in higher education. The systematic literature review of mobile-assisted language learning in tertiary EFL contexts from 2015 to 2025 aims to synthesise empirical evidence on how mobile technologies have been implemented and examined in English learning, focusing on key trends, pedagogical strategies, and theoretical frameworks. The significance of this study lies in consolidating fragmented research to provide evidence-based insights for educators, researchers, and policymakers seeking to integrate mobile tools effectively into tertiary English education. Following the PRISMA guidelines, 42 empirical studies were analysed from major academic databases. Results show a clear shift from technology-focused studies to pedagogically and theoretically integrated approaches, indicating that MALL has become a learner-centred and context-sensitive practice that supports both language acquisition and instructional design in tertiary EFL education. Overall, the findings highlight the growing pedagogical potential of MALL in fostering active and autonomous learning, underscoring its impact on modernising tertiary EFL instruction and shaping future research and policy directions.

This qualitative, exploratory case study aims to discover preschool teachers’ understanding of the VAK (Visual, Auditory, Kinaesthetic) Learning Style in reading instruction in Malaysia. The sample consisted of four preschool teachers from the Klang Valley, Selangor. The research is based on the national education system's concern about the reading problems that students in primary and secondary schools still struggle with; this has led the Malaysian government to call for more effective interventions in early literacy. The VAK Learning Style is considered highly effective because it meets learners' varied preferences, and the engagement through multisensory stimulation can also be considered a facilitator. The teachers’ insights into VAK in reading classes comprised six major points. Three of them showed a basic conceptual understanding of VAK, while one needed further clarification. The teachers viewed VAK as: (1) a learning method that includes seeing, hearing, and movement; (2) an approach that recognizes students’ preferred learning styles; (3) a teaching strategy; (4) a technique for encouraging participation; (5) a way of providing an active and fun learning environment; and (6) a method that still needs to be developed in the cognitive domain, especially regarding phonemic awareness. Besides, they pointed out problems they face with timing and the organization of activities, particularly those related to moving about in the classroom. Among other things, the study recommends that future research should delve deeper into teachers’ views of the kinaesthetic learning style and its use in stimulating cognitive development during the initial stages of reading.

Accurately characterizing the temperature dependence of UO2 thermal conductivity is crucial for evaluating its performance under nuclear reactor operating conditions. However, experimental measurements are costly, density functional theory (DFT) calculations are constrained by small spatiotemporal scales, and traditional empirical potentials struggle to capture strong anharmonic effects. To this end, we developed a machine-learned neuroevolution potential (NEP) with near-DFT accuracy using an active learning strategy, and we systematically evaluated and cross-validated the thermal conductivity of UO2 using equilibrium molecular dynamics (EMD), homogeneous nonequilibrium molecular dynamics (HNEMD), and nonequilibrium molecular dynamics (NEMD). The results demonstrate that HNEMD delivers a high signal-to-noise ratio, low uncertainty, and rapid convergence, exhibiting superior computational efficiency and robustness. At 500 K, the spectral phonon mean free path spans approximately one order of magnitude, and heat-transport channel lengths exceeding about 5 µm approach the bulk thermal conductivity limit. In the 800-1500 K range, the NEP reproduces the experimental temperature dependence of UO2 thermal conductivity, while at lower temperatures (300-800 K), it achieves predictive accuracy comparable to that of DFT+U. Systematic validation of UO2 fundamental properties including the equation of state, phonon dispersion relations, elastic constants, heat capacity, and linear thermal expansion coefficient demonstrates that the constructed NEP is reliable and broadly applicable. This work provides methodological support for multiscale thermal transport modeling of nuclear fuels and reactor safety assessment.

This research aimed (1) to study the level of professional leadership characteristics among industrial teachers in the era of Industry 4.0, (2) to analyze key components of professional leadership, and (3) to propose guidelines for promoting leadership development among vocational instructors. A mixed-methods design was employed, collecting data from 150 industrial teachers under the Office of Vocational Education Commission in Bangkok and its vicinity. A Likert-scale questionnaire and in-depth interviews with five model teachers and two school administrators were used. Quantitative data were analyzed using descriptive statistics and Exploratory Variable Analysis (EFA), while qualitative data were analyzed through content analysis. The findings revealed that the teachers exhibited a high level of professional leadership. Major components included instructional leadership, transformational leadership, servant leadership, and coaching/mentoring roles, all positively correlated with the effectiveness of Active Learning and Project-based Learning approaches. It is recommended that leadership development programs for industrial teachers emphasize collaboration with industry partners, motivation building, and professional mentorship for learners.

This study investigated the impact of Indonesian language module utilization on vocabulary acquisition and speaking skills among Management Class A2 students at Serang Raya University, motivated by observed challenges in their verbal expression and communication benchmarks. Recognizing language's fundamental role in national development and effective communication, the research specifically aimed to ascertain the modules' influence on students' vocabulary acquisition. Utilizing a quantitative descriptive and correlational design, data were collected from 21 Management Class A2 students through Google Forms questionnaires, classroom observations, semi-structured interviews, and documentation analysis. The study assessed student perceptions of the Indonesian language module's effectiveness in improving vocabulary, its application, retention, and impact on writing skills, noting a majority of students actively used the module over extended periods. The study's findings unequivocally demonstrate a significant positive influence of Indonesian language modules on students' vocabulary acquisition. A robust correlation was established, indicating that enhanced vocabulary mastery directly improves speaking abilities and fosters more active learning participation. Quantitative analysis of questionnaire results, yielding an 18.97% score, categorized the module as "Very Helpful," thereby strongly supporting its perceived effectiveness. This direct correlation between higher vocabulary and more responsive speaking facilitates improved lecturer-student communication and overall academic engagement. Consequently, the study concludes that Indonesian language modules are highly effective in developing students' vocabulary, which in turn significantly boosts their speaking proficiency and academic communication, underscoring their critical role in fostering essential linguistic competencies for personal growth and national development.

Nurses play a pivotal role in healthcare delivery, and their involvement in policymaking is recognized as essential by various government agencies and health organizations. The authors aimed to describe and synthesize current literature on nurses' involvement in hospital health policy, as well as the perceived barriers and benefits of their participation. This integrative review followed Whittemore and Knafl's methodology. Studies were retrieved from PubMed, Embase, and CINAHL, and gray literature was included. The search was limited to publications from 2013 to 2024. Study quality was assessed using the Johns Hopkins Nursing Evidence-Based Practice Tool. Eight studies were analyzed, revealing themes such as health policy activities, level of nurse involvement, perceived barriers (eg, lack of time and resources), and benefits (eg, improving public health and resolving nursing challenges). Most nurses in the studies were not actively involved in health policy development. This review provides valuable insights for policymakers and administrators to offer institutional support, resources, and active learning opportunities regarding health policy involvement. Further in-depth studies are needed to better understand nurses' experiences with health policy involvement.

This paper presents a problem-based learning (PBL) framework designed to enhance sustainable chemistry education through a simulated student startup model. Implemented in the MSc Sustainable Chemistry programme at UCL, the activity uses polyethylene terephthalate (PET) as a case study to explore circular economy principles and green chemistry strategies. Students adopt professional roles within startup teams to collaboratively design sustainable production and recycling processes. Delivered in a flipped classroom format, the model promotes active learning, career awareness, and interdisciplinary skill development. Preliminary results from two pilot cohorts show high engagement and positive student feedback, with many graduates pursuing careers in sustainability-focused roles. While the sample size limits generalisation, the model demonstrates strong potential for broader application. Future directions include scaling to larger cohorts, adapting the framework to laboratory-based modules, and fostering cross-institutional collaboration. This approach offers a flexible and impactful template for embedding sustainability and circularity into chemical education.

In an age where student motivation in mathematics continues to decline, gamified learning emerges as a dynamic strategy to turn struggling learners into engaged problem-solvers. This study determined the effectiveness of gamified learning strategies in improving the mathematical problem-solving performance and engagement of first-year students who enrolled in mathematics-related subjects in the College of Education in one of the private institutions in Ozamiz City, Philippines, during the School Year 2024–2025. A one-group pretest-posttest design was used, involving 28 students who participated in eight instructional sessions using gamified elements such as points, leaderboards, and interactive tasks. Data were gathered using a researcher-made Gamified Problem-Solving Performance Test and a Student Engagement and Motivation Questionnaire. Findings revealed that students initially demonstrated very poor performance and low levels of engagement and motivation. After the intervention, significant improvements were observed in both problem-solving skills and learner engagement. Statistical analysis showed a significant difference between pretest and posttest results in terms of mathematical performance as well as engagement and motivation. These results affirm that gamified learning is an effective instructional strategy for enhancing students’ academic outcomes and motivational levels in mathematics. Integrating such strategies into classroom instruction is therefore recommended to foster more active, enjoyable, and effective learning experiences.

This study aims to analyze English vocabulary learning among Islamic middle school students particularly on their motivation and the learning strategies. A mixed methods approach was used, combining quantitative and qualitative approaches. Quantitatively, researchers used questionnaires to measure students' motivation in learning vocabulary. Qualitatively, in-depth interviews were conducted to understand students' experiences in learning English vocabulary. Quantitative data was collected through motivation and learning strategy questionnaires adapted from Tanaka's (2017) language learning model and distributed to 21 students. Qualitative data were gathered through semi-structured interviews with three students in the class. The results show that students with high intrinsic and extrinsic motivation tend to use more varied and active vocabulary learning strategies, such as intensive reading and using new vocabulary in conversational contexts. This finding is supported by data showing students' response percentages regarding their learning strategies. Generally, interactive and contextual learning strategies lead to better vocabulary mastery than passive strategies. This study suggests that further research should explore the relationship between learning motivation, learning strategies, and students' academic achievement in a broader context. Future studies are also recommended to involve entire classes without separating gender to achieve more representative results.

Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement. Educational strategies based on Self-Determination Theory (SDT) and active learning can help bridge this gap by promoting autonomy, competence and relatedness. We developed and implemented an experiential microbiology workshop focused on nitrate-reducing oral bacteria, selected for their direct relevance to oral and systemic health and their involvement in the well-characterised nitrate-nitrite-NO pathway. First-year dental students participated in a two-session intervention that included salivary nitrite measurements before and after beetroot juice intake, and culturing of oral bacteria using a colorimetric nitrate-reduction assay. A post-workshop survey assessed students' perceptions and motivation. Survey results indicated a significant increase in the students' perceived relevance (mean score from 3.66 to 4.15; p < 0.0001). Most students rated the activity as highly useful (73.4%) and interesting (77.5%), and 55.1% reported increased motivation to study microbiology. Qualitative feedback emphasized the value of applying theoretical knowledge in a clinically meaningful and personally relevant context. The hands-on workshop enhanced dental students' motivation and perception of microbiology's relevance by integrating active learning with clinically contextualized content. The direct connection between oral microbiota, biochemical processes and health outcomes supports the use of similar experiential strategies in early dental curricula to foster engagement and deepen conceptual understanding.

ABSTRACT The current study evaluates the secondary outcomes of the Active Learning in Physical Literacy (ALPHYL) randomized controlled trial; a classroom-based intervention aimed at enhancing children’s physical literacy through physically active learning (PAL) and quality physical education (PE). A total of 332 fifth-grade students (51.8% girls; mean age: 10.8 years) from six schools were randomly assigned to experimental or control groups. The 9–10-week intervention included daily PAL activities and quality PE lessons, guided by the SAAFE principles. Multilevel linear models assessed outcomes across four domains of physical literacy: physical, psychological, social, and cognitive. Significant group-by-time interaction effects were found for cardiovascular endurance, light PA, and task-involving climate. The experimental group showed improvements in cardiovascular endurance and maintained light PA levels, while a decline in perceived task-involving climate was observed. No significant effects were detected in psychological, or cognitive variables, although descriptive data indicated high enjoyment in school among the experimental group. The ALPHYL intervention improved physical and behavioural aspects of physical literacy, supporting its role in promoting cardiovascular fitness and active behaviours. The findings underscore the importance of long-term, comprehensive strategies to foster holistic child development through school-based PA.

BackgroundMedical education continues to favor didactic lectures as the predominant method of instruction. However, in recent years, there has been a shift toward active learning methodologies such as gamification.ObjectiveThis study aimed to describe the implementation of 3 open-access, web-based pharmacology games tailored for medical students: Cross DRUGs, Find the DRUG, and DRUGs Escape Room. The study also evaluated the impact of gamification on knowledge retention, student engagement, and learning experience in pharmacology education.MethodsWe used a quasi-experimental design to examine the effects of gamification on knowledge retention by comparing pretest and posttest scores between the gamer and control groups. Each week, students self-selected into either the gamer group or the control group based on personal preference. All students were provided with online access to the same lecture slides. Students in the control group completed both the pretest and posttest but did not play any of the games. A survey was administered to assess students’ perceptions of gamification as a learning tool.ResultsOf the 72 students enrolled in the course, 49 (68%) agreed to participate, with 40 (56%) students completing both the pretest and posttest and being included in our analysis. As participation could vary weekly, an individual student might have appeared in both groups across different weeks, resulting in 59 gamer sessions and 20 control sessions. The mean pretest scores were 6.05 (SD 2.31) for the control group and 6.20 (SD 2.13) for the gamer group. The mean posttest scores were 6.90 (SD 2.02) for the control group and 8.47 (SD 1.30) for the gamer group. The gamer group exhibited significantly improved posttest scores (P=.006), while the control group did not (P=.21). Most respondents (25/30, 83%) found the games enjoyable and agreed that the games effectively helped them understand pharmacological concepts (24/30, 80%). Additionally, 70% (21/30) of students believed they learned better from the gaming format than from didactic lectures. Most favored a blended approach that combines lectures with games or case studies.ConclusionsGamification can serve as an effective complementary teaching tool for helping medical students learn pharmacological concepts.

Artificial Intelligence (AI) and generative learning technologies are transforming the landscape of higher education. With tools capable of producing essays/reports, solving complex problems, and simulating critical thought, traditional assessment practices are becoming increasingly vulnerable. The rapid, widespread, and easy accessibility of generative AI raises concerns about academic dishonesty, plagiarism, and the erosion of original thought. This disruption calls for a reimagining of assessment models that are not only robust in the face of AI but also pedagogically sound. Active Learning Strategies (ALS) offer a pathway forward. Rooted in constructivist and experiential learning theories, ALS emphasizes student participation, collaboration, and real-world application. By shifting from passive learning methods to active learning engagement, these strategies promote higher-order thinking and personal investment in learning, qualities that AI cannot easily replicate. This paper aims to analyze how ALS can underpin AI-resilient assessment design, drawing insights from a scoping literature review, an applied case study from the UNESCO-ESCS Chair in Portugal and results from inquiries to students.

The study evaluates whether and to what extent the Teaching at the Right Level (TaRL) intervention improves students’ learning in mathematics across cognitive, affective, and psychomotor domains. This study employed a pre-experimental one-group pre-test/post-test design, in which a single cohort of 35 Grade XI students at Senior High School I, Takalar, South Sulawesi, Indonesia, was assessed before and after the implementation of the TaRL approach. Data were gathered using pre- and post-tests to measure cognitive improvement. The cognitive, affective, and psychomotor domains were assessed with structured observation sheets using a five-point Likert scale, which were then transformed to a 0-100 scale for clarity of interpretation. The result showed a significant increase in students’ cognitive achievement, with the pre-test and post-test means of 83.42 and 93.22, respectively. Although the initial score was relatively high due to students’ prior exposure to similar mathematical content, the statistical results confirmed a meaningful improvement beyond the baseline understanding. Observations of the affective domain revealed notable positive shifts; students demonstrated higher motivation, increased confidence in problem-solving, and more active participation during class activities, as reflected in an average converted score of 95.31. In the psychomotor domain, the mean score of 93.21 demonstrated students’ enhanced ability to apply mathematical concepts in practical contexts through active engagement. These findings suggest that the Teaching at the Right Level (TaRL) approach effectively enhances students’ learning outcomes within the studied context by promoting active, differentiated, and student-centered learning experiences. Since the study was conducted at a single institution with a small sample, additional research with larger populations and diverse educational contexts is necessary to substantiate and generalize these findings. Keywords: affective, cognitive, mathematics, psychomotor, teaching at the right level (TaRL).

This Community Service Program aims to improve the pedagogical competence of elementary school teachers in Batam City through deep learning-based teaching training. The background of this activity is the limited ability of teachers to apply instructional strategies that foster critical, collaborative, and reflective thinking in accordance with the demands of the Merdeka Curriculum. The training focused on strengthening teachers’ skills in three main areas: planning deep learning-based lessons, implementing active learning strategies in the classroom, and conducting authentic project-based assessments.The method used was Participatory Action Research (PAR), involving teachers actively in the processes of training, mentoring, and reflection on learning outcomes. The program was conducted in three stages: needs analysis, a three-day intensive training session, and a four-week classroom mentoring period. Data were collected through observation and questionnaires, then analyzed using descriptive quantitative methods.The results showed an increase in teachers’ competence from 63.2% (fair category) to 87.6% (excellent category). The highest improvement occurred in lesson planning skills (29%), followed by learning reflection (22%) and authentic assessment (18%). Furthermore, 94% of participants stated that the training was highly relevant to 21st-century learning needs. In conclusion, this community service activity successfully enhanced the pedagogical competence of elementary school teachers and can serve as a replicable training model to support the implementation of the Merdeka Curriculum in Batam City.

BackgroundAs a form of active learning, educational campaigns enhance student engagement, critical thinking, and professionalism. However, their impact on knowledge and learning outcomes among pharmacy students remains limited. Accordingly, this study evaluates the effects of a medication safety campaign on students’ perceptions of the campaign and learning outcome achievements.MethodsWe conducted a cross-sectional survey among fourth-year pharmacy students enrolled in the course ‘Principles of Medication Safety’ during the academic years 2023 and 2024. A 20-item online survey was used to capture students’ perceptions of the educational campaign and their perceived achievement of course learning outcomes using a 5-point Likert scale. Descriptive statistics were employed to summarize responses, and categorical data were analyzed using Chi-square and Fisher’s exact tests, with a significance threshold of p < 0.05.ResultsA total of 100 pharmacy students participated in the study, most of whom reported positive perceptions of the campaign (78%) and 82% believed they had achieved high learning outcomes, particularly in communication skills, critical thinking, and problem-solving. Students with prior campaign experience (24%) reported higher overall perceptions and learning outcome scores, while first-time participants (76%) reported slightly better learning outcome scores.ConclusionsThe medication safety awareness campaign resulted in improved students’ perceptions and self-reported learning outcomes, suggesting its potential as a useful active learning strategy in pharmacy education. These findings support the inclusion of similar campaigns in pharmacy curricula and indicate the need for further research to ascertain their long-term impact on professional preparedness.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08265-6.

Online Active Learning (OAL) is a powerful tool for classifying evolving data streams using limited annotations from a human operator who is a domain expert. The objective of the OAL learning paradigm is to minimize jointly the classification error rate and the annotation cost across the data stream by posing periodic Active Learning (AL) queries. In this paper, this objective is extended to include identification of classifier errors by the expert during the typical workflow. To this end, Corrective Feedback (CF) is introduced as a second channel of interaction between the expert and the learning algorithm, complementary to the AL channel, that allows the algorithm to obtain additional training labels without disrupting the expert's workflow. Online Active Learning with Corrective Feedback (OAL-CF) is formally defined as a paradigm, and its efficacy is proven through experimental application to two binary classification tasks, Spoken Language Verification and Voice-Type Discrimination. Finally, the effects of adding CF to the OAL paradigm are analyzed in terms of classification performance, annotation cost, trends over time, and class balance of the collected training data. Overall, the addition of CF results in a 53% relative reduction in cost compared to OAL without CF.

Introduction: Let’s Tell Me Game is an active learning method designed to enhance student learning and make the subject matter more engaging. This study was conducted to determine the effect of the Let’s Tell Me Game on students’ learning of nursing history, as well as their perceptions and experiences. Method: It is a randomised controlled study conducted from March to June 2024. The study was conducted on 126 second-year nursing students who were enrolled in the History and Deontology of Nursing course at the Faculty of Nursing of a state university in Turkey. The students were randomly divided into two groups: control (n=63) and experimental (n=63). Data were collected using a descriptive characteristics form, a nursing history knowledge test, and a nursing history teaching evaluation form. After the theoretical education, all students answered the nursing history knowledge test (pretest). After the pretest, the subject was repeated for four weeks, using question-and-answer and discussion methods with the students in the control group. Students in the intervention group played the Let’s Tell Me Game for four weeks. After four weeks, all students answered the nursing history knowledge test again (posttest). Then, the perceptions and experiences of all students were taken to evaluate the teaching of nursing history. Results: The posttest knowledge score median of the intervention group was found to be statistically significantly higher than that of the control group (p = 0.025). It was determined that there was a statistically significant increase in the posttest knowledge score medians of the control and intervention groups compared to the pretest knowledge score medians (p = 0.0001). The majority of students in the control group reported that subject review helped them prepare for exams, whereas the majority of students in the intervention group stated that the Let’s Tell Me Game helped them reinforce the information learned.

Active learning can contribute to greater student performance in undergraduate STEM. However, students sometimes resist active learning techniques when classroom norms do not align with their learning expectations. Student buy-in to active learning is necessary for it to be an effective instructional practice, yet few examples exist of how instructors can support buy-in. This study showcases four assignments used in an undergraduate inquiry-based calculus course designed to foster student buy-in. After incorporating these assignments into the course, students reported greater appreciation of the inquiry structure, value of their peers, and affective gains.

Thalassemia is a major global health concern, as declared by the World Health Organization (WHO). Accurate screening of heterozygotes is of paramount importance for diagnostic guidance and disease mitigation. Multiclass machine-learning (ML) models were developed to classify alpha, beta, and delta/beta-thalassemia heterozygotes, individuals with iron deficiency microcytic anemia and healthy individuals. Complete blood count (CBC) data were derived from 1518 individuals, simultaneously measured in four different hematological analyzers [Sysmex K-1000 (Sysmex), Cell-Dyn Sapphire (Abbott), ADVIA 2120 (Siemens), BC-6800 (Mindray)]. The Recursive Feature Elimination (RFE) method was applied to investigate the optimal number and combination of hematological parameters required for adequate model training, and their importance was determined using the SHAP method. Random Forest classifier and Active Learning (AL) method were used to evaluate diagnostic accuracy and enhance the model's performance, respectively. Dimensionality reduction techniques were applied for visualization purposes. Additionally, the existence of subclusters within each class was investigated using unsupervised techniques. Four hematological parameters (MCH, MCV, HGB, and RDW) are sufficient to classify basic types of microcytosis, achieving an accuracy of over 80%. Adding further parameters to the training process can improve the stability and reliability of the model when applied to unseen data, but does not increase test accuracy beyond 90%. Each microcytosis cluster is discriminated by assigning different weights to selected hematological parameters, forming five distinct clusters in the 2D plane (heterozygous alpha-, beta-, and delta/beta-thalassemia, iron deficiency anemia, and normal individuals). The greatest overlap between clusters occurs between alpha- and beta-thalassemia. The alpha-thalassemia cluster appears to have a more diffuse scatter on the 2D plane, but two distinct subclusters are identified within this class, characterized by the differential expression of specific parameters (PCT, MPV, P-LCR, PDW, MCV, MCH, and RBC). The developed model can estimate the probabilities of classifying a new case into the core established clusters and, in the case of alpha-thalassemia, the possible subcluster. The application of ML models for the automated differential diagnosis of microcytosis, using CBC data, revealed that the diagnostic accuracy is not proportionally dependent on the use of an increasing number of hematological parameters. A developed model is proposed which can correctly classify a new case in the core clusters or subclusters of patients with microcytosis.