Abstract In the context of globalization and university internationalization, sustainability can serve as both a pedagogical goal and course content that connects English language education with other disciplines. This study reports an initiative integrating the United Nations’ Sustainable Development Goals (SDGs) into an English for Global Citizenship (EGC) curriculum at an international liberal arts faculty in a private university in Tokyo. Drawing on the theoretical framework of Education for Sustainable Development (ESD) and Content and Language Integrated Learning (CLIL), the course design operationalized CLIL’s four dimensions—content, communication, cognition, and community—through six global issue modules. Using a repeated cross-sectional survey design, longitudinal student feedback collected across nine administrations from 1083 respondents was reanalyzed. Learners consistently valued SDG integration, reported perceived gains particularly in presentation, listening, and writing as well as in increased motivation and awareness of global issues, while also expressing a continuing need to strengthen speaking. Findings suggest that incorporating SDGs into university-level English for Academic Purposes (EAP) courses can foster learner engagement and autonomy and contribute to sustainable, well-coordinated curriculum management. The study concludes by highlighting the importance of systematic program evaluation and stronger articulation between English and related content courses to enhance the long-term sustainability of language programs.

Visual art education for students with gifts and talents is a topic rarely explored by researchers. Many researchers examined how giftedness is defined in different cultures, but few studied the differences in services provided for students identified with gifts and talents. A comparison of visual art education in China and the United States highlighted how different cultures emphasized different aspects of visual art ability and developed different systems to cultivate artistic talent. This study explored the differences and similarities in visual art teaching in both countries, focusing on key skills that Chinese art teachers prioritize, ways that Chinese high schools support talented students, and the roles of art teachers in both countries. Using content analysis, this study examined the art curriculum standards, national policy documents on visual arts, authoritative analyses, and the official websites of five representative art universities and high schools. The findings highlighted China's emphasis on technical proficiency in art education, contrasting with the United States' focus on self-awareness and creative expression. These differences shaped art education provided for students with gifts and talents in visual arts and the students’ development in both countries, offering valuable insights for educators and policymakers.

Aims: To synthesise and characterise silver nanoparticles (AgNPs) using Aegle marmelos leaf extract and evaluate their antibacterial efficacy against selected pathogenic bacteria. Study Design: Experimental laboratory-based comparative study. Place and Duration of Study: Department of Biotechnology, Dr D.Y. Patil College of Arts, Commerce and Science, Pimpri, Pune, India, conducted between January 2024 and June 2025. Methodology: AgNPs were synthesised via green synthesis using Aegle marmelos leaf extract, followed by electrolysis to enhance nanoparticle stability and antibacterial activity. Characterisation was performed using UV-Visible spectroscopy, Fourier-transform infrared spectroscopy (FTIR), and zeta potential analysis. Antibacterial efficacy was assessed using the disc diffusion method against Escherichia coli. The zone of inhibition was measured and compared across treatments, including AgNPs, electrolyzed AgNPs (E-AgNPs), silver nitrate (AgNO₃), and a standard antibiotic, such as Penicillin and Ampicillin. Results: Electrolyzed AgNPs (E-AgNPs) showed enhanced antibacterial activity compared to non-electrolyzed AgNPs and AgNO₃. The highest zone of inhibition was observed for the combination of ampicillin with E-AgNPs (29 mm), followed by standalone E-AgNPs (12 mm) and conventionally synthesized AgNPs (11 mm). Notably, electrolyzed AgNO₃ also exhibited comparable activity (11 mm), while non-electrolyzed AgNO₃ showed minimal inhibition (2 mm). UV-Visible spectra confirmed nanoparticle formation with a peak at 430 nm. FTIR analysis indicated the presence of functional groups responsible for reduction and stabilization. Zeta potential measurements revealed improved stability of E-AgNPs (−26 to −28 mV) compared to non-electrolyzed AgNPs (−20 to −25 mV), indicating enhanced electrostatic repulsion and reduced aggregation. In contrast, AgNO₃ exhibited a nearly neutral zeta potential (−7.4 mV), confirming its instability. Conclusion: Electrolysis enhanced the stability and antibacterial efficacy of green-synthesized AgNPs. Even electrolyzed AgNO₃ showed comparable activity. The strongest effect was seen with E-AgNPs combined with antibiotics, indicating synergy. This eco-friendly dual approach shows promise for future antimicrobial applications.

Introduction: Over 500 interdisciplinary healthcare students from Bournemouth University’s Faculty of Health & Social Sciences took part in a two-day interprofessional simulation event, simulating a major incident: an alien invasion causing organised chaos in an underground car park. Students from multiple healthcare disciplines (Adult, Mental Health, and Children’s and Young People’s Nursing, Paramedic Science, Physician Associates, and Physiotherapy) collaborated with makeup artists from Arts University Bournemouth to create high-fidelity injuries, practicing triage, emergency care and teamwork in a controlled, immersive setting. The NHS Long Term Workforce Plan highlights simulation as a key strategy to modernize healthcare education, supporting interprofessional education (IPE) and exposure to rare and complex scenarios [1]. Higher Education Institutions (HEI) play a vital role in preparing students to deliver safe, effective and innovative care. Simulation fosters essential communication, collaboration and decision-making skills, while major incident simulations enhance both technical and non-technical abilities to improve emergency readiness [2]. By promoting IPE, these experiences help build a resilient healthcare workforce equipped to handle major incident events and deliver high-quality patient care [3]. Methods: Drawing on our faculty’s interprofessional expertise, we designed clear scenarios with learning objectives, intending to integrate students’ theoretical knowledge and practical skills. Recognizing the potential for emotional responses, we integrated wellbeing staff and hot and cold debriefings. Central to the design was the establishment of a formative, psychologically safe environment, prioritizing participant growth and emotional safety. Planning involved careful consideration of learning objectives and support structures to allow learners to engage fully. This comprehensive approach facilitated reflection, iterative improvements and a supportive environment for learning from challenging experiences (Figure 1). Results: An educational evaluation, using thematic analysis of student feedback, demonstrated that this major incident simulation offered valuable realism, hands-on experience and promoted teamwork. Identified challenges, including noise and equipment issues, will inform improvements centred on scenario variety, multidisciplinary collaboration, and optimised resources. The limitation of primarily discipline-specific teams will be addressed through future focus on experiential learning to underpin and fully integrate IPE with the inclusion of the remaining disciplines in our faculty, for a more holistic, collaborative educational experience. Discussion: This evaluation demonstrates that a major incident simulation effectively builds key skills for interprofessional healthcare students. Realism was valued; noise levels and equipment access were challenges. Future improvements developed with our interprofessional partners will optimize debriefing and IPE, aligning with the NHS Long Term Workforce Plan [1]. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

Proficiency in business letter writing is a critical component of English for Specific Purposes (ESP), directly influencing career advancement and organizational communication. This study examines the key factors affecting the business letter writing competence of undergraduate students in selected Indian colleges, emphasizing the ESP perspective. A quantitative, descriptive research design is employed to assess the current state of these factors among students in two institutions where business communication is part of the curriculum. The sample includes 217 undergraduates, among them, 100 from Nazareth Arts and Science College and 117 from Vel Tech Arts and Science College, selected through purposive and stratified sampling to ensure representation across different academic years. Data was collected via a structured questionnaire and analyzed using descriptive statistics in SPSS Version 28. The findings highlight major gaps in ESP-oriented instruction: limited curricular focus on workplace-relevant writing, insufficient exposure to authentic business communication models, generic feedback that lacks practical guidance, and over-reliance on traditional teaching methods rather than ESP-based, task-centered approaches. To bridge these gaps, reforms should prioritize context-specific curriculum design, authentic business writing tasks targeted feedback mechanisms, and technology integration that enhances rather than substitutes core writing skills. By aligning pedagogy with real-world business communication demands, educators can better equip students for professional success in ESP contexts.

The demographic cliff, the effects of COVID-19, and shifts in regional preferences for higher education pose an important threat to Liberal Arts Colleges (LACs). While other studies have examined the efficiency of top-ranked LACs, this paper examines the colleges most challenged by the current environment. Using Data Envelopment Analysis (DEA) and 6-year graduation rate as the outcome of interest, our results show that the average LAC outside the top 100 ranked schools (according to U.S. News & World Report) operates at about 74 percent efficiency. Many schools within the sample score closer to 50 percent. These rankings are then evaluated as a function of school factors such as location, religious affiliation, varsity sports activity, and enrollment. Results show that suburban LACs with more majors offered, and lower enrollment are more efficient.

In recent years, the number of museums in China has shown a rising trend, but fewer colleges and universities have developed and utilised museums and integrated them into their art courses. Contemporary digital technology has emerged as an essential and vital instrument in art instruction. Adding digital technology to the curriculum can help students understand works of art better, learn more about how artists work, and use virtual reality to fully engage themselves in the stories and histories of museum collections. Simultaneously, virtual museums provide essential resources for promoting cultural and artistic advancement. These priceless assets become accessible to individuals from all over the world and also allow them to share their cultural legacy that transcends time and location. Consequently, in contemporary society, digital technologies and virtual museums have emerged as pivotal platforms for promoting cultural exchange and advancing artistic endeavors. The purpose of this study is to explore how to expand the teaching space and promote the upgrading of educational technology in colleges and universities by enriching the course content of virtual museums and developing and utilizing museum resources. This study focuses on the need for the integration of art curriculum and digital museums in higher education and explores the potential application of virtual museums in higher art teaching. Based on background research and a review of existing literature, this paper examines the limitations of virtual museum education, examines the practical implementation of virtual museums in Chinese higher education institutions, examines how these virtual museums are integrated with virtual museum courses through specific cases, and concludes by summarizing the need for virtual museum integration in higher education art education. The article also compares and analyses the differences between traditional and digital museums with case studies. This study aims to explore how to expand the teaching space and promote the upgrading of educational technology in colleges and universities by enriching the course content of virtual museums and developing and utilising museum resources.

Over the course of time, scholars have engaged in multifaceted inquiries into the realm of language, in order to explain its origin, describe its development and changes, analyze its relationship with other sciences and recognize its importance to daily activities. Within linguistic discourse and documentation, a notable focus emerges on the nuanced levels of language usage, particularly the informal expressions that permeate everyday conversations. This study explored the colloquial verbal expressions of Meranaw teenagers in the contemporary era, employing a descriptive research design focused on junior high school students from Mindanao State University (MSU) - Marawi City, specifically MSU-ILS (Integrated Laboratory School), MSU-UTC (University Training Center), and MSU-LNCAT (Lanao National College of Arts and Trades). Through self-made structured questionnaire and interview, the findings reveal that teenagers, as observed, adeptly wield words through various processes like coinage, compounding, blending, and more. Their dynamic use of language reflects a rapidly evolving linguistic landscape, driven by innovation and usage. The creation of colloquial expressions, often originating playfully, contributes to the formation of colloquialisms. Notably, slang terms either fade or endure, influencing mainstream lexicons. Additionally, the study underscores the significance of multilingualism among young Meranaw speakers. They seamlessly navigate between Meranaw, English, and Tagalog, even incorporating Arabic, Korean, and Japanese. This linguistic flexibility, expressed through code-switching within sentences, reflects the diverse linguistic environment shaped by both community ties and peer influences. With all these recurring dynamism, the study recommends efforts to strengthen the Meranaw language, addressing language moribundity concerns for the new generation. Further research on grammar, orthography, and linguistic features is suggested for comprehensive language planning and development, contributing to a deeper understanding of Meranaw teenagers' discourse and recent language developments.

<i>The Colonial and National Formations of the National College of Arts, Lahore, circa 1870s to 1960s: De-scripting the Archive</i> By Nadeem Omar Tarar. 238 pp. London, Anthem Press, 2025.

Arranging the Future: Engaging Students in a Mixed Instrumental Ensemble at a Liberal Arts College

ABSTRACT The purpose of this study was to describe a college identity using faculty learning objectives and skills they teach that are valued by both the liberal arts and employers. Hypotheses predicted that faculty within the College of Arts and Sciences (CAS) would emphasize higher-level learning objectives and consistently use collaborative pedagogical strategies to meet them compared to strategies used to meet lower objectives. A total of 103 faculty volunteered to complete the survey, and 14 volunteered for follow-up qualitative interviews. Results suggested CAS faculty collectively include application and analysis learning objectives as frequently as lower-level Bloom objectives and use collaborative strategies to meet those objectives. This article finds that, compared to national norms, liberal arts faculty uniquely relied on these strategies compared to other disciplines. This study offers an empirical framework for disseminating college-wide assessments to summarize unique college-level educational objectives and pedagogical strategies compared to other disciplines.

«Müllers» are: Rosalin Birnstiel, Nils Fischer, Romina Peter, Nicole Zgraggen, Michèle Fella and Marion Bolfing. «Bei Müllers» was their graduation project from Bachelor of Arts in Music and Movement 2020 at Lucerne University of Applied Sciences and Arts. The text was written by Marion Bolfing and adapted by Nils Fischer.

To further improve the level and quality of art design education in colleges and universities and promote the reform and innovation of higher education, this paper conducts research from the perspective of intangible cultural heritage (ICH) knowledge graph empowering education, aiming to break through the current bottlenecks in the integration of ICH and art education and advance the innovative reform of art design education in colleges and universities. Firstly, it analyzes and interprets the significance of ICH knowledge graph empowering college art design education. Then, it elaborates on the challenges faced in this process. Finally, it proposes multiple educational measures, including optimizing graph construction, strengthening literacy education, deepening curriculum integration, and improving the support system, so as to effectively promote the innovative reform of college art design education and enhance the level and quality of talent cultivation in colleges and universities.

ABSTRACT This article explores the relationship between higher education in the arts and the policies of democratization and cultural democracy, using the University of the Arts of Ecuador as a case study. The historical and political background that led to the creation of educational projects in Latin America was analyzed, with an emphasis on breaking away from the hegemonic models of European Fine Arts schools and questioning the division between high and low culture. The trajectory of UArtes was reviewed ten years after its creation to evaluate its contribution to democratizing access to culture and its impact on shaping a situated cultural democracy. Finally, the challenges faced by public arts universities in the Latin American region in the face of global trends were discussed, highlighting their educational model and its positive relationship with the exercise of cultural democracy.

This study presents an overview of the phenomenon of Experimental Art through the example of the Experimental Sculpture Studio, as an alternative to the Wood, Stone, Metal and Jewelry workshops within the Mimar Sinan Fine Arts University Faculty of Fine Arts, Department of Sculpture. At the beginning of the 21st century, many universities gathered their education under the title of ‘Visual Arts’ instead of providing education for a single discipline. A transformation has become inevitable regarding sculpture education during this period when vertical and disciplinary education models around the world have been replaced by horizontal and interdisciplinary education. In this context, the idea that a new model is needed for art education constitutes the main axis of this study. In the study, firstly, the term ‘experimental art’ was clarified and then the importance of experimentality in the context of art education was emphasized by, starting from Kubler’s idea of open and closed sequences. In the fourth part of the study, the education programme of Black Mountain College, one of the first institutions associated with Experimental Art, is examined, followed by an explanation of the working principles of Experimental Sculpture Studio, along with an evaluation of selected student works.

College websites are a primary source of information for prospective students. As increasing numbers of autistic students head to college, we wanted to capture whether and how college websites were presenting themselves as autism-friendly or autism-aware environments. This is a descriptive study of how college websites from liberal arts institutions in the U.S. talk about autism. The top 50 liberal arts schools, as ranked by the US World and News Report from 2023, were searched for the following terms: “autism”, “autistic”, “ASD”, “neurodiversity”, “neurodivergent”, and “neurodivergence.” Five website areas where these terms may appear, or where prospective students may look for them, were identified: admissions, accessibility, counseling/mental health, faculty resources, and student life. Overall, the occurrence of any searched terms was extremely low across all areas. This lack of terminology representation likely reflects the reality of autism-related services on these campuses. On some websites, mentions of autism did not reflect a deeper cultural understanding of the term. The lack of representation of and information about autism and neurodiversity on college websites should be a call to these types of institutions that there are a number of students whose identities are not being recognized by these academic spaces.

Co-authored by University of North Texas students and faculty in the Colleges of Information and Visual Arts and Design, this autoethnographic paper reports on the Latino Art, Museums, and Preservation fellowship—an initiative to strengthen the creation, production, and access to history and cultural activities of Latino communities in the US. Using an experiential learning approach, the fellowship serves the needs of graduate students through adaptive curriculum design, relationality through mentorship and cohort building, on-site learning at the Mexican American Civil Rights Institute (MACRI), tuition support, internship stipends, as well as funding for lodging, travel, and sustenance. Beyond supporting individual fellows, the fellowship catalyzed a graduate certificate program in cultural heritage stewardship. Preliminary results include growing interdisciplinarity and collaboration between students, faculty, and cultural heritage stewards outside of academia, as well as an increased educational capacity that is sustainable for future cultural heritage training efforts—even in the absence of federal funding.

With the rapid development of digital education technology, interactive electronic whiteboards have become important tools in college art design classes. They combine image display, touch operation, and multimodal interaction, offering new teaching possibilities. However, their actual impact on learning remains debated. This study explores the practical effectiveness of interactive whiteboards in art teaching, focusing on classroom organization, teaching strategies, and student participation. Using experiments, interviews, and evaluations, it finds that these boards enhance creativity, interaction, and feedback. Yet, they also pose challenges like over-reliance and technical complexity. This paper aims to provide theoretical and practical support for using digital tools effectively in art education, emphasizing the need to align technology with subject-specific teaching needs.

Abstract This research examines the adoption of Mobile-Assisted Language Learning (MALL) applications by university EFL learners, responding to the increasing use of mobile technologies for language learning. Although several MALL applications claim to facilitate language learning, their real-world adoption and impact on university learners are yet to be examined, especially in non-English major settings. The study was intended to explore how students from the Wasit University, College of Arts, Department of Philosophy utilize MALL apps in support of learning the English language. A pre-fixed set questionnaire was used to gather quantitative and qualitative data on usage patterns, perceived advantages, and disadvantages from a purposive sample of 30 university students. Findings confirmed that learners use MALL apps primarily for vocabulary acquisition and listening practice, citing flexibility and accessibility as the primary advantages but reporting limitations in app content and lack of interaction as difficulties. The study highlights the potential of MALL to complement formal language instruction, but with the need for more effective app design and deliberate integration into curricula

Underpinned by the principles of ‘discovery learning’ (Bruner, 1961) and inspired by study trips/tours/visits in architectural education (Ewing, 2011), I included off-campus visits as part of my academic support provision from 2022. In September 2024, the Academic Support team at Camberwell College of Arts launched the OFF-SITE programme, offering visits to public spaces, museums, collections, archives, and architectural sites throughout the year, with the aims to allow cross-course student networking to happen, to orient students to London where they were studying and living, and to develop students’ awareness of art and design contexts and academic skills by using London as a resource. In this presentation, I shared the experience of planning, promoting, and implementing the programme with a focus on my visits to places such as Barbican Centre, Victoria and Albert Museum, King’s Cross redevelopment, and Canada Water Masterplan. I also reported on students’ participation in and feedback from these trips. The value of OFF-SITE was multifaceted. These visits were aligned with art and design education, allowing students to reflect in meaningful contexts and develop their critical thinking and research skills in places showcasing creative practice. It has thus provided ‘“curriculum-adjacent” spaces for exploring, planning and reflecting’ (Maxwell and McVitty, 2024), enhancing students’ learning development and engagement with creative scenes in London. These events have also contributed to ‘community-building’, one benefit of teaching outside classroom (Clarke, 2022), through cross-course student communication and networking observed in the trips. Through the implementation of OFF-SITE, valuable insights and learning have been gained into the logistical and pedagogical considerations of off-campus learning initiatives. The success of the programme further demonstrated its potential to be replicated or tailored locally to enhance student experience.