Active Participation Of Students Research Articles

Moving Beyond Official Cultural Diplomacy: Unleashing the Potential of Moroccan Students as Unofficial Cultural Ambassadors

Cultural diplomacy plays a pivotal role in international relations, enabling states to project their soft power and shape their global image. This paper explores the current state of Moroccan cultural diplomacy, highlighting the need to go beyond official approaches and embrace unofficial cultural diplomacy. While extensive research exists on official cultural diplomacy, little attention has been given to the contribution of Moroccan study-abroad students in bolstering their country's cultural diplomacy and soft power. More specifically, this paper argues that Morocco's cultural diplomacy is primarily politically oriented and institutionally based, relying heavily on the monarchy and the Ministry of Foreign Affairs. The strategic utilization of Morocco's cultural and religious heritage and diaspora politics showcases the government's efforts to secure its regional and global influence. However, these initiatives are largely driven by official institutions and lack the involvement of ordinary citizens. By examining the limitations of official cultural diplomacy, this paper argues for the inclusion of Moroccan study-abroad students as unofficial ambassadors in the service of their country’s cultural diplomacy. Drawing inspiration from successful examples of unofficial diplomacy, this paper advocates for the active participation of Moroccan study-abroad students as unofficial cultural ambassadors. Their unique perspectives, connections, and grassroots status can offer valuable contributions that official diplomats may not possess. This research paper contends that Moroccan study-abroad students have many resources of power that qualify them to leverage their country’s cultural diplomacy. These resources are informality and grassroots engagement, volunteering and community service, and the power of the virtual sphere. By utilizing these power resources, these students have the potential to foster cross-cultural understanding, build relationships, and enhance Morocco's soft power. In conclusion, this paper highlights the need for a paradigm shift in Morocco's cultural diplomacy, advocating for a combination of both official and unofficial cultural diplomacies.

Integration of the Academic and Entrepreneurial Environments to Enhance Development Opportunities for Tourism Enterprises

The development of modern forms of interaction between science, education, and tourism business perfects the training of specialists who meet the requirements of the tourism market and support the development of the industry. The difficulty of integrating the academic and business environment to strengthen the development opportunities for tourism enterprises necessitates the search for ways to resolve this problem. The study aims to evaluate the integration of academic and entrepreneurial environments as a mechanism for enhancing the development opportunities for tourism enterprises. To achieve the goal, the study employs the qualitative research method of document analysis, as well as the method of expert survey, followed by statistical processing of the obtained data. The authors conclude that the integration of the academic and entrepreneurial environments in the tourism business has to be performed with due regard to the mutual interests of its participants. Key areas of cooperation are increasing the level of services and staff professionalism, improving the quality of training of young specialists through participation in research of tourism, the development of educational programs and improvement of specialists’ competence, the development of incubators and accelerators, and active participation of students in the development and commercialization of business projects.

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.

Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE

BackgroundMedical students view clinical workplace placements as an inspiring and motivating learning environment where active student participation is pivotal to development of students’ identity. The progress from pre-clerkship to clerkship education harbors many challenges which consist of experiential learning, adjusting to the clinical environment, and understanding roles & responsibilities. Workplace learning is underpinned by various adult learning theories including social theories,constructivism, supported participation and legitimate peripheral participation. Workplace learning course was recently initiated for pre-clerkship students at a medical university in UAE, which will enable their smooth entry into the clerkship phase of the curriculum.ObjectivesThe research aims to explore students’ perceptions of various domains of their clinical learning environment (CLE), highlight the challenges they face, and extract valuable feedback to improve their environment.MethodsThis study was conducted qualitatively by using focus groups method in order to explore students’ perceptions of the clinical learning environment. Two focus group discussions were conducted (n = 8 +/-10) to determine the common challenges of workplace learning and its potential solutions. Data were analyzed using thematic analysis. The approach used to carry out this study was phenomenology, as it helps to understand the learning and behavior of these students who are undergoing this pre-clerkship training in order to transition smoothly to the clerkship phase.ResultThe focus groups helped to deeply explore the perceptions of students about their clinical learning environment. It helped to reveal the challenges encountered by the students including the significance of proper orientation of staff and students, language barrier, availability of learning opportunities, and supervision quality. The focus groups provided worthwhile suggestions to improve the learning opportunities in the clinical learning environment which include orientation of the staff and students what to expect, improved supervision, mentoring and providing learning opportunities to encourage participation.ConclusionThis study attempted to identify the pre-clerkship students’ perception of their clinical learning environment and the challenges they face over there. Possible suggestions by the students included a formal orientation for the staff and students to be carried out at the beginning. Efforts should be made by clerkship directors to provide students with learning opportunities by increasing patient exposure, encouraging participation, and providing high-quality supervision.

DISSERTATION AND ALTERNATIVE POSSIBILITIES OF RESEARCH RESULTS PRESENTATION OF BACHELORS IN GREAT BRITAIN

Dissertations have always been seen as an effective means of scientific training and encouraging a research-based approach to learning. Considerable attention is paid to the growing role of a dissertation, which students perform during the completion of bachelor studies in Great Britain, as a key way of forming and developing research abilities and skills, achieving learning outcomes under the educational program. Researchers indicate the need to offer alternative options for presenting the results of students' research activities. They may differ in their concept, functions, organization, and nature of results. The article`s purpose: to consider the growing role of dissertations, which students in Great Britain perform during the completion of bachelor studies, as a key way of forming and developing research skills, and achieving learning outcomes according to the educational program. Research methods: analysis and generalization of pedagogical literature (to find out: the connections between «research» and «teaching and learning» in the light of the formation of research skills of future specialists; the growing role of dissertations and alternative opportunities for presenting the results of bachelor's research activities in Great Britain); theoretical generalization (for the formulation of author's conclusions). Understanding the levels of student participation in research activities, as well as four approaches to the organization and implementation of an educational program, allows educators to plan work with students, support students in their development in research activities from the moment of admission to a higher education institution to the completion of bachelor studies and the preparation of dissertation research. Dissertations are an example of a wider set of activities in which students are producers of knowledge and not just consumers.

Perceptions of Tay and Nung ethnic teachers and students regarding the importance of creative experiential activities in developing communication skills

Understanding the nuances of creative experiential activities and their impact on communication skill development is paramount in tailoring education to meet the specific needs and expectations of ethnic communities. The research conducted in this study involved 300 students and 150 teachers from several different areas and schools within Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. The research methodology employed was structured around two distinct sets of questions, each serving a specific purpose. These sets of questions were meticulously designed to gather valuable information from the study participants, namely teachers and Tay and Nung secondary school students. The study revealed that both teachers and students prioritize holistic communication skills, and students highly value communication skills. Teachers emphasize student participation in experiential activities. Experiential activities, preferred by teachers and positively evaluated by students, hold the potential to enrich communication skills by offering opportunities for authentic, context-based learning. The detailed self-assessments of students and teachers’ assessments of communication skills contribute to personalized and targeted communication skill development. This study highlights the value of recognizing the perspectives of both educators and students and tailoring communication skills education to address specific areas of improvement while building on existing strengths. The implications of this study extend to curriculum design, pedagogical strategies, and policy decisions that can enrich the communication skills of students, thereby enhancing their academic, personal, and professional capabilities.

Peran dan Tantangan Tenaga Pendidik dalam Menghadapi Kurikulum Merdeka di SMP Negeri 2 Sipoholon

The role and challenges faced by teaching staff in implementing the independent curriculum at Sipoholon State Middle School. In the learning process using the independent curriculum, teaching staff at SMP Negeri 2 Sipoholon have challenges, including: making clear and flexible schedules for teachers, holding regular training and workshops, forming teams or working groups of teachers, and encouraging active participation of students in the learning process. Solutions to face these challenges include increasing supervision and support from schools, regular training and workshops, as well as providing ongoing professional training and development. In this way, educators are expected to be able to overcome these challenges and improve student performance significantly. This research was conducted using qualitative methods, namely field observations and interviews. The results of the research show that the implementation of the independent curriculum at SMP Negeri 2 Sipoholon. The results of the research show that the implementation of the independent curriculum is less effective at SMP Negeri 2 Sipoholon because it causes many problems. The aim of this research is to identify the roles and challenges faced by teaching staff in implementing the independent curriculum at SMP Negeri 2 Sipoholon and to develop effective solutions to overcome these challenges. This research aims to provide an in-depth understanding of the important role of teaching staff in designing and implementing an independent curriculum, as well as to identify concrete obstacles that may hinder effective implementation.

Gamification as a Didactic Motivator in Low-Resource Public English as a Foreign Language (EFL) Classrooms in Ecuador

The present article explores the feasibility and impacts of Gamification as a motivational tool in classrooms within low-resource public institutions in Ecuador, particularly in teaching English as a Foreign Language. By integrating game design elements into the educational process, teachers tend to enhance student motivation, thus creating a more effective environment for language learning. Traditionally, educators in Ecuadorian public institutions face challenges in engaging students in their classes, often due to outdated teaching methodologies and limited access to educational and technological resources. This study focuses on how gamification can increase student motivation and foster a more stimulating and enjoyable learning environment in low-resource settings concerning English as a Foreign Language instruction. Through the incorporation of gaming elements, teachers can improve language acquisition, student engagement, and encourage collaborative learning, as evidenced by previous studies. The utilization of a qualitative-deductive approach allowed for data collection through an extensive literature review across various educational contexts. Results suggest that Gamification offers a promising perspective for overcoming challenges in traditional education, promoting active student participation. Additionally, the findings highlight the potential of Gamification to revolutionize teaching practice and enrich the entire educational experience.

Implementation of Archery Class Management at the Pre-Extracurricular Program Stage To Increase Elementary School Students' Interest

One of the non-academic extracurricular activities that can be developed in elementary schools is archery, because it has many benefits at the stage of student growth and development. This research is quantitative with a one group pretest-posttest pre-experimental design. The research was carried out at SD Muhammadiyah Jogokaryan with subjects aged 10-12 years. The sample was taken using a simple random sampling method in classes IV - VI totaling 15 students. The interest data collection technique is by giving a questionnaire before and after the implementation of the archery extracurricular pre-program. The implementation of the extracurricular archery pre-program is carried out by students practicing archery at a distance of 4-8 meters by shooting 6 arrows in each session and carried out in 12 sessions. The results of the Wilcoxon test on the output ranks have a negative rank value between the pre-test and post-test at a value (n) of 2, a mean rank of 3.50 and a sum rank of 7.00, meaning there is no decrease from the pre-test value to the post-test value. The positive rank value between the pre-test and post-test is a value (n) of 13, meaning that 13 students experienced an increase in interest scores from the pre-test score to the post-test score. The mean rank increase in value is 8.69 and the sum of ranks is 113.00. Meanwhile, the tie value is 0, meaning that there are no pairs of data that remain the same between the pre-test and post-test. Apart from that, it is known that the significance value is 0.003 <0.05, meaning that there is a significant increase in the results of student interest scores between the pretest and posttest. Furthermore, based on the results of the n-gain score test, the average value is 0.58, so it is considered moderate effectiveness. The conclusion is that the implementation of archery class management at the pre-extracurricular program stage has a significant effect on increasing students' interest in participating in archery extracurriculars. However, the effectiveness of implementing archery training at the pre-extracurricular program stage in increasing interest is included in the moderate effectiveness category which is allegedly due to limited socialization and facilities and infrastructure for archery sports. The factors that influence archery performance include practice management, teaching methods, class management, and student interest. Meanwhile, teacher professionalism in classroom management also contributes significantly to the effectiveness of learning and increasing student interest. External support such as the school environment and parents also have a significant influence on student participation in extracurricular activities. Keywords: Class management, Pre-extracurricular program, Interest in archery, students.

PENGARUH KEIKUTSERTAAN DALAM KEGIATAN EKSTRAKURIKULER TERHADAP PRESTASI BELAJAR MELALUI KEDISIPLINAN BELAJAR SISWA SEKOLAH MENENGAH ATAS

This study explores the impact of student participation in extracurricular activities on learning achievement mediated by learning discipline. This research was conducted at SMA Negeri 1 Seberida, Indragiri Hulu Regency, with a sample of 30 students in class XI IPS. This research uses a quantitative approach with descriptive quantitative research type, the data analysis used to test the hypothesis is path analysis. The results showed that extracurricular activities have a positive but insignificant direct and indirect effect on learning achievement mediated by student discipline. The results of this study confirm previous research which states that there is a positive and significant effect of participation in extracurricular activities on discipline and learning achievement. However, this study was able to show that discipline and learning achievement can be controlled by school management policies in maintaining student discipline and achievement.

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

This integrative literature review analyzes how AI, specifically Machine Learning (ML) and Large Language Models (LLMs), is used in Moroccan education. The study emphasizes the significance of modernizing traditional educational techniques. It investigates how artificial intelligence may personalize learning experiences, minimize educational disparities, and foster a culturally diverse and technologically sophisticated learning environment. The ILR uses a conceptual framework that highlights customized learning, equitable education, technological innovation, and a systematic methodology that incorporates extensive literature synthesis. The research process thoroughly examines multiple academic sources, including peer-reviewed articles, books, conference papers, and reports. The ILR identifies relevant patterns, barriers, and opportunities associated with integrating AI in Moroccan education by carefully studying and synthesizing data. The findings demonstrate the enormous potential of ML and LLMs in revolutionizing teaching methods, encouraging active student participation, and closing educational inequalities across Morocco. The paper finishes by underlining the need to incorporate AI into educational practice and identifying areas for future research. It emphasizes investigating how AI may help Morocco and other countries modernize their education systems.

TEACHER PERCEPTIONS AND IMPLEMENTATION OF A DEMOCRATIC CLASSROOM ATMOSPHERE IN ELEMENTARY SCHOOLS

The implementation of a democratic classroom atmosphere in elementary schools is still very rare because most of them are still authoritarian and focus on the teacher, even though a democratic classroom atmosphere is very important because it can foster students' enthusiasm for learning, increase student participation in learning, teach democratic values, and create a classroom culture that reflects democratic character. Therefore, this research is important to find out the strategies and ways that teachers can create a democratic classroom atmosphere by recognizing the diverse characteristics of their students. Part of the purpose of this research is to find out teachers' understanding of a democratic classroom atmosphere, efforts, forms of implementation, and evaluations made by teachers in implementing a democratic classroom atmosphere in elementary schools. This study used a sample of 30 students from grades V and VI of SD Muhammadiyah 1 Ketelan Surakarta. This research is a type of descriptive qualitative research by describing the data that has been obtained and analyzing the results of the research. Data were collected through classroom observation, interviews, questionnaires, and documentation. Data analysis of research results using transcription and classification. The results in this study show that teachers have successfully implemented a democratic classroom atmosphere. Teacher perceptions are in accordance with the concept of a democratic classroom atmosphere, teacher efforts and implementation are carried out by fostering active participation of students in discussion activities, providing equal access and facilities, appreciation, interpreting diversity, and giving students freedom to express and speak without fear of being punished. Teacher evaluation uses reflection and direct observation during learning.

PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA DENGAN METODE TEAM QUIZ DAN METODE INDIVIDUAL QUIZ PADA MATERI BARISAN DAN DERET DI KELAS

This research was motivated by the team quiz method and the individual student quiz method being less effective. The purpose of this research is to find out whether there is a difference in students' mathematical problem solving abilities using the Team Quiz and Individual Quiz methods on sequence and series material in Class X of SMK Negeri 1 Lolowa'u. The type of research used is quantitative research. The population in this study was class X with a total of 55 students. The research instrument used was a test of mathematical problem solving abilities using the team quiz method and the individual quiz method. The results of the research stated that in experimental class 1, by carrying out the initial test, the average learning outcome was 52.33 and in experimental class 2, the average learning outcome was 50.01. Meanwhile, in the final test in experimental class 1, the average learning result was 72.94 and in experimental class 2, the average learning result was 71.01. So, there are differences in students' mathematical problem solving abilities using the Team Quiz and Individual Quiz methods. So it can be concluded that applying the Team Quiz and Individual Quiz methods has a great influence on the learning outcomes of class X students at SMK Negeri 1 Lolowa'u. The suggestion put forward by researchers is that teachers should use team quiz and individual quiz methods in learning in order to increase active student participation in learning that takes place in class, as well as serve as a guide or reference for every reader or future researcher, but pay attention to weaknesses in order to obtain appropriate solutions. even better.

Enhancing engagement and learning in advanced biochemistry through the application of flow theory.

This study identified a lackluster classroom atmosphere in advanced biochemistry, characterized by low levels of active student participation in interactive communication and subpar quality of after-class learning tasks. The issues stemmed not only from students' learning attitudes, such as insufficient attention to the curriculum, but also from the course's inherent lack of challenge. Employing flow theory, we optimized teaching content, enhanced course difficulty, reformed assessment methods, and incorporated information-based teaching tools to redesign the instructional process. Through a questionnaire survey, students evaluated teaching effectiveness after implementation of the changes: a majority expressed satisfaction with the moderate difficulty of the course and enjoyment of the classroom instruction, and reported experiencing positive emotional flow. Peer experts commended the course, noting its lively atmosphere and the students' acquisition of both basic research methods and foundational knowledge. The findings will be used to continually enhance graduate students' innovation abilities and sense of achievement through ongoing reforms.

Enhancing Science Learning Activities through the Implementation of Discovery Learning and Teaching at the Right Level Method

Education plays a vital role in cultivating qualified future generations, with active student participation serving as an indicator of effective learning processes. Preliminary observations at SMP Negeri 32 Padang revealed low engagement levels in science classes, prompting the need for interventions to boost students' involvement. The primary objective of this classroom action research was to enhance student engagement in science learning activities through implementing the Discovery Learning model and Teaching at the Right Level approach in a Grade 8 classroom at SMP Negeri 32 Padang. The study was conducted over three cycles, each consisting of planning, acting, observing, and reflecting phases. Data on student engagement in science learning activities was collected through observations using a rubric. The initial data in Cycle I revealed low engagement at 36.72%. After implementing interventions integrating Discovery Learning activities and personalized scaffolding based on students' ability levels in Cycles II and III, student engagement progressively increased to 45.76% and 62.28% respectively. Surveys and interviews indicated students found the learner-centered, inquiry-based activities more enjoyable and effective for understanding compared to traditional instruction. The findings demonstrate the potential of combining Discovery Learning and Teaching at the Right Level methods to significantly improve learning participation by stimulating intrinsic motivation through autonomous exploration while providing individualized support. The research offers practical strategies for enhancing science education engagement and contributes to the Kurikulum Merdeka goals of fostering participatory, flexible learning environments tailored to students' unique needs

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Development and application of a learning enjoyment scale for pedagogical activities

The impact of learning enjoyment on motivation, enthusiasm, and overall learning experiences is significant. Previous studies, lacking an unbiased tool for measuring enjoyment and confronting various influencing factors, produced conflicting results regarding enjoyment levels in different instructional methods. Hence, we developed a learning enjoyment scale for evaluating both active and passive educational activities. We applied the developed scale to 112 first-year medical and dental students to assess their enjoyment during didactic physiology lectures and explored possible associated factors. Within this data note, we present students’ responses to the developed LES. The LES encompasses six dimensions: knowledge, comprehension, application, analysis, concentration, and enjoyment. Students provided ratings for each dimension on a five-point Likert scale, spanning from 1 (strongly disagree) to 5 (strongly agree). The cumulative scores across the six dimensions range from a minimum of 6 to a maximum of 30. These total scores can be categorized as excellent (> 24), acceptable (18-24), or low (< 18). The second section of the dataset examines specific factors influencing overall enjoyment, such as teacher proficiency, topic difficulty, active student participation, objectives fulfillment, low stress levels, and self-perceived acquisition of skills. In addition to objective measurement of students’ enjoyment level, the LES can be utilized for quantitative cross-comparisons between different teaching activities. By employing this dataset, we will undertake an analysis to determine the internal consistency of the Learning Enjoyment Scale (LES), with the anticipation that the outcomes will be published in another venue.

The Developing a Fiqh Student Worksheet Based on Problem-Based Learning to Improving Critical Thinking Skills

The urgency of this research is developing (Problem Based Learning) PBL Student Worksheets to improve fiqh learning in schools, improve students' critical thinking skills and reduce the gap between theory and practice. This research aims to develop a PBL-based Student Worksheet to enhance students' critical thinking skills in fiqh, focusing on design, implementation and evaluation of its impact. This research is R&D research that develops a PBL-based fiqh Worksheet by adopting the Four-D Model, which includes the define, design, develop, and disseminate stages, to ensure a systematic and practical instructional development process. The development of PBL-based student worksheets that consider learning needs and PBL syntax and are validated by experts has improved student learning outcomes, as evidenced by increased N-Gain scores and more active student participation in learning. The limitations of this research include the focus on one school as a sample, as well as limited time for implementing PBL-based Student Worksheets, while the implications emphasise the importance of developing innovative learning methods and continuous support from educational stakeholders to expand the application of PBL-based learning models in learning fiqh. This research proposes a systematic approach to developing Fiqh Worksheets with PBL, starting from identifying challenges to testing and increasing their effectiveness, which contributes to increasing student engagement and learning outcomes, as well as critical thinking skills through proven PBL-based Student Worksheets in the N-Gain test results.

Enhancing ASEAN Students’ Cross-Cultural Adaptability in Higher Education: Exploring the Issues of Applying Bilingual Education in China Panorama Curriculum

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

The Impact of the Flipped Classroom on the Development of Radiology Students’ Soft Skills

ObjectiveThis study aims to investigate the flipped classroom's (FC) impact on the development of radiology students' soft skills (SS). MethodThirty students participated a quasi-experimental study with a pre-test and post-test for a single group while taking the visceral imaging module in the third semester of the 2022 to 2023 academic year. ResultsAfter the FC was implemented, adaptability, continuous learning, communication, creativity, stress management, initiative, decision-making, reasoning, concern for results, teamwork and the average SS score significantly increased, along with student satisfaction and participation in learning activities. Furthermore, online resources, online quizzes before the session, and the generalization of FC to other training institutes were useful according to 90%, 80%, and 77% of participants, respectively. ConclusionThe FC had a positive effect on SS development and on satisfaction and participation. Further studies may investigate this impact in other nursing, health technology, medical, and nonmedical courses.