Drug-induced cardiac arrhythmias are central to physiology and pharmacology education, yet students often struggle to connect electrophysiological mechanisms with dynamic electrocardiographic (ECG) changes. We developed a mechanism-driven ECG simulation framework to model dose-dependent waveform alterations associated with drug-induced cardiac electrophysiological disturbances and to support structured classroom implementation. The platform integrates a parameter-controlled electrophysiological engine with deterministic waveform generation to simulate progressive ECG morphology changes across drug classes and exposure levels. Computational stability and reproducibility were evaluated with agreement and validation metrics across repeated simulations within predefined physiological bounds. The system demonstrated high reproducibility and narrow confidence intervals in waveform parameter estimation. Real-time manipulation of pharmacological variables enabled visualization of QT prolongation, conduction delay, and repolarization abnormalities in a dose-responsive manner. Designed for scaffolded, hypothesis-driven classroom use, the framework promotes mechanism-based reasoning rather than memorization of static ECG patterns and provides a reproducible, educator-focused platform for teaching drug-induced cardiac arrhythmias.NEW & NOTEWORTHY This study presents a mechanism-driven ECG simulation framework specifically designed for physiology education rather than diagnostic prediction. By integrating dose-dependent waveform modeling with structured classroom implementation, the platform enables learners to link pharmacological mechanisms to dynamic ECG changes through interactive, hypothesis-driven exploration.

ABSTRACT Inquiry-based instruction is widely regarded as a core feature of high-quality science teaching. This study provides the first empirical examination of its implementation in Austrian primary science classrooms. It aims to (i) assess the extent to which inquiry-based instructional strategies are enacted, (ii) identify distinct instructional profiles among teachers, and (iii) explore associations between these profiles and teacher characteristics, including professionalisation and gender. This study draws on secondary data from the 2019 TIMSS teacher survey in Austria (nstudents = 4,966; nteacher = 339). Latent Class Analysis was employed to identify underlying patterns of instructional practice based on teachers’ self-reports. The analysis revealed four distinct instructional profiles that differ significantly in their didactic design and instructional objectives. While approximately two-thirds of teachers reported combining inquiry-based strategies in various ways, only one profile reflects a comprehensive inquiry-oriented approach in which students are actively engaged throughout the inquiry cycle. The remaining profiles are characterised by differences in instructional goals and pedagogical beliefs. Moreover, multinomial logistic regression analyses revealed statistically significant associations between profile membership and teacher characteristics, particularly gender and engagement in professional development. The results underscore the need to strengthen deep instructional structures and reflective competencies in both initial teacher education and ongoing professional development.

Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes.

ABSTRACT Background Inquiry-based practical work is central to science education reform, yet implementation remains challenging in resource-constrained rural contexts. Purpose This study investigated rural primary school science teachers’ perceptions and classroom implementation of inquiry-based practical work, framed by the National Research Council’s essential features of inquiry and the four-level inquiry continuum. Sample Eleven primary school science teachers from a resource-constrained rural district. Design and method Qualitative case study using semi-structured interviews, classroom observations, and document analysis. Data were analysed using deductive thematic analysis. Results A consistent gap emerged between teachers’ positive attitudes toward inquiry and actual practices. While teachers endorsed hands-on, evidence-based learning, few facilitated student-generated inquiries or open-ended investigations. Practical work was predominantly confirmatory and structured, constrained by limited resources, large class sizes, and time pressure. Nevertheless, inquiry-oriented intent was observed through empirical observation and concept demonstration. Conclusion The study demonstrates how inquiry elements manifest in adapted forms within resource-limited contexts and provides contextually grounded guidelines to support authentic inquiry-based practical work.

Abstract The preservation of traditional ecological knowledge is increasingly challenged by globalization and widening intergenerational knowledge gaps, while its integration into contemporary digital science education remains limited. This study investigated the transformation of Bugis–Makassar wedding ceremony ethnobotany into interactive digital learning resources to support plant diversity conservation education. The research aimed to document ceremonial plant utilization patterns and to develop culturally responsive educational materials grounded in traditional ecological knowledge. A mixed methods design based research approach was employed, combining ethnobotanical documentation through semi structured interviews with 40 community informants and participant observation of wedding ceremonies, with educational product development using the ADDIE instructional design model. A student needs assessment involved 57 undergraduate biology education students to identify preferences and readiness for digital integration in ethnobotanical learning. The ethnobotanical survey documented 19 plant species from 12 botanical families used across five ceremonial stages, each associated with distinct symbolic meanings linking botanical characteristics to cultural values. The developed Problem Based Learning–Resitasi (PBL R) e module achieved a very high content validity score (99.17%) based on expert evaluation and demonstrated high practical usability (84.92%) based on student testing. These findings indicate that traditional ecological knowledge can be systematically transformed into pedagogically sound digital learning resources while maintaining cultural authenticity. However, this study was limited to the development and validation stages; classroom implementation and evaluation of learning effectiveness were not conducted. Overall, the study offers a replicable and culturally responsive framework for integrating ethnobotanical knowledge into digital science education to support biodiversity conservation and cultural preservation.

The persistence of early-grade illiteracy in remote areas of Southwest Papua highlights a significant gap in equitable access to educational resources, particularly in contexts with limited infrastructure, unstable electricity, and minimal Internet connectivity. Most technology-based learning approaches rely on digital access, making them less applicable in such environments. This study aimed to develop and evaluate an offline augmented reality (AR) learning medium to improve letter recognition skills among elementary school students in resource-constrained settings. This study employed a research and development approach based on the design-based research (DBR) framework, allowing for iterative refinement of the intervention through real classroom implementation. The study involved early-grade students from two remote schools, and data were collected using the Early Grade Reading Assessment (EGRA), System Usability Scale (SUS), classroom observations, and teacher interviews. Quantitative analysis was conducted using paired sample t-tests and effect size calculations. The findings indicated substantial improvement in students’ letter recognition abilities following the use of the offline AR media. Students with initially low literacy levels demonstrated notable progress, whereas usability results confirmed that the application was practical and accessible for use in low-resource classrooms. Statistical analysis further showed a strong positive effect of the intervention on learning outcomes.This study contributes to the field by demonstrating how AR can be adapted for offline use in remote educational contexts, providing an empirically grounded model for inclusive and scalable literacy interventions. The abstract clearly outlines the objectives, methods, instruments, and main results, but remains overly dense with percentage figures and result categories without adequate explanation of the methodological context. Claims of novelty ("never been applied before") are presented normatively without explicit comparisons with similar studies, making them appear excessive and lacking in critical thinking.

ABSTRACT This study investigates how preservice teachers observe and interpret multicultural education during their practicum, focusing on curriculum implementation in South Korean classrooms. Using a fidelity–adaptive–enactment framework, reflective papers from 31 preservice teachers were analysed. Findings reveal that curriculum implementation predominantly aligns with a fidelity perspective, with most teachers adhering strictly to standardized curriculum. Within these constraints, the most visible pedagogical interventions were adaptive strategies, such as providing translated materials or individualized scaffolding; yet, these efforts often fell short of fully culturally responsive ways. Notably, schools with high populations of students from migrant backgrounds demonstrate more systemic curriculum reconstruction through institutional enactment. These findings underscores the need for teacher education programs to cultivate preservice teachers’ ability to adapt and enact curriculum responsively for culturally and linguistically diverse learners.

The increasing demand for twenty-first-century competencies requires mathematics learning environments that not only support conceptual understanding but also foster students' broader competencies, such as critical thinking, creativity, communication, collaboration, character, and citizenship (6C). However, classroom practices in geometry often emphasize procedural knowledge, limiting students' opportunities to construct mathematical meaning through exploration and contextual reasoning. This study aimed to develop an inquiry–realistic digital module, namely E-Miracle, using Scratch to support the development of students' 6C competencies in learning about quadrilaterals. The study employed an educational design research approach consisting of three iterative phases: preliminary design, teaching experiment, and retrospective analysis. During the preliminary phase, the structure of the digital module and the learning trajectory were designed by integrating inquiry-based learning principles with contextual problems inspired by Realistic Mathematics Education. The prototype was subsequently refined through expert validation and small-scale implementation. The results indicate that the developed module achieved high validity according to expert judgment. Furthermore, the module's practicality was demonstrated through classroom implementation, where both teachers and students used it effectively during learning activities. Students actively engaged in collaborative exploration and contextual problem solving through Scratch-assisted tasks. The findings suggest that the E-Miracle module provides a learning environment that supports the development of students' 6C competencies, particularly in collaborative exploration, the communication of ideas, and creative problem-solving. These results imply that integrating inquiry-based learning, realistic mathematical contexts, and digital technology can provide meaningful learning experiences that foster deeper mathematical understanding.

The integration of 21st-century skills and educational technology has become a critical issue in improving the quality of Islamic Education (PAI) and supporting teacher career development in the digital era. This study aims to analyze how the integration of the Four Cs critical thinking, creativity, collaboration, and communication and educational technology contributes to the professional growth of PAI teachers and the transformation of learning practices. This research employs a qualitative approach using a systematic literature review method, analyzing selected scholarly articles published between 2020 and 2025. Data were collected through structured searches in academic databases and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of 21st-century skills and educational technology enhances teachers’ pedagogical competence, promotes innovative and student-centered learning, and expands professional opportunities through digital engagement and scholarly activities. However, critical reflection reveals inconsistencies in previous studies, particularly in the gap between theoretical frameworks and classroom implementation, as well as the uneven impact of technology integration due to variations in teacher readiness and institutional support. Additionally, most studies focus on short-term outcomes, leaving a gap in understanding long-term career development. This study concludes that the integration of 21st-century skills and educational technology is essential but requires comprehensive and systemic support to be effectively implemented. The research contributes by providing an integrative framework that links competencies, technology, and career development, offering both theoretical insights and practical implications for advancing PAI education in the digital era.

The implementation of IPAS (Integrated Natural and Social Sciences) within the Merdeka Curriculum has transformed learning practices in Indonesian elementary schools by requiring teachers to integrate scientific and social concepts through contextual and student-centered learning activities. However, the transition to this curriculum presents various challenges for teachers, particularly related to limited learning resources, instructional facilities, and the diverse learning characteristics of students. This study aimed to identify the challenges encountered by elementary school teachers and to describe the instructional approaches applied in delivering IPAS learning under the Merdeka Curriculum. The research employed a descriptive qualitative design. Data were collected through classroom observations, in-depth interviews with fourth-grade teachers at UPT SP SDN Bendo 1, Blitar City, and document analysis of lesson plans, teaching materials, and assessment instruments. The document analysis was conducted using content analysis to examine alignment with IPAS learning objectives and the Merdeka Curriculum guidelines. The findings reveal that teachers faced several obstacles, including limited learning media, inconsistencies in learning resources, and variations in students’ learning abilities that influenced classroom implementation. To overcome these challenges, teachers utilized the surrounding environment as a learning resource, implemented experiential learning approaches, strengthened collaboration with parents, and participated in professional discussions with fellow teachers. The study highlights that sustained institutional support, adequate learning facilities, targeted teacher training, and continuous professional development activities—such as workshops, teacher working group forums, and collaborative lesson planning—are key factors in enhancing the quality and effectiveness of IPAS learning in elementary schools implementing the Merdeka Curriculum.

This study aims to describe how technology-enhanced learning with an English as a Medium of Instruction (EMI) approach is implemented at an Islamis school and to explore how teachers respond to the program. In Indonesian Islamic schools, EMI is seen as a strategic effort to strengthen students’ global readiness; therefore, integrating EMI with technology supports modernization. Using a qualitative participatory design, the research involved around 50 teachers from various subjects and was carried out in three stages: training, classroom implementation, and reflection. Data were collected through observations, interviews, and documentation, then analyzed thematically using NVivo 14 with EMI, TPACK, and SWOT as analytical lenses. The findings show that technology-based EMI is progressing but still not fully effective; teachers use technology mainly for visual support and basic English exposure, but EMI practices remain limited because of frequent code-switching, technical problems, time constraints, and minimal use of interactive digital tools. Interviews reveal that teachers respond positively yet realistically: they appreciate the increased student engagement, modernized learning atmosphere, and growing professional confidence, but also acknowledge challenges such as low digital skills, limited English proficiency, and insufficient structured training. The SWOT mapping shows opportunities in institutional branding and global readiness, and threats in inadequate infrastructure, inconsistent policies, and low parental digital literacy. The study concludes that technology-based EMI in MTs Cijangkar has strong potential but is still in transition, requiring sustained professional development, better facilities, and consistent institutional support for EMI to become a stable and effective instructional practice.

ABSTRACT Teacher professional development in multilingual contexts requires approaches that move beyond short-term training and externally imposed curricula. Collaborative Action Research (CAR) provides a framework for professional learning situated in teachers’ own classrooms through cycles of inquiry, action, and reflection. While CAR has been widely applied in English and other world language education, its potential for Arabic language teachers is underexplored. This study examines how CAR supported professional learning among 12 Arabic teachers in multilingual secondary schools in East Java, Indonesia. Over one semester, teachers participated in three CAR cycles involving problem identification, intervention design, classroom implementation, and reflection. Data from observations, reflective journals, focus groups, interviews, and digital artifacts were analyzed thematically. Findings highlight four themes: (1) pedagogical innovation through technology and translanguaging; (2) deepening reflective practice from technical to critical inquiry; (3) evolving teacher identity and agency; and (4) building a professional learning community that reduced isolation and fostered collaboration. The study demonstrates CAR’s value as a transformative, teacher-led model for sustainable professional development.

Purpose Developmental Dyscalculia (DD) is a specific neurodevelopmental learning disability that significantly impairs an individual’s ability to learn and process mathematical concepts. Given that preschool and primary school years represent critical windows for early intervention, this article aims to provide a comprehensive, state-of-the-art review of current assistive technology applications designed to support children with DD during this foundational educational period. Materials and Methods The study systematically examines the landscape of current technological interventions and classifies them into four primary categories: (1) Mobile technology, (2) Digital-physical interaction technology, (3) Artificial intelligence (AI), and (4) Eye-tracking technology. The review evaluates the pedagogical mechanisms of these tools to understand how they address specific neurocognitive deficits. Results The analysis reveals that these technologies offer substantial core benefits for early intervention, specifically by enabling highly personalized learning pathways, enhancing student motivation, delivering instant feedback, and providing multisensory learning support. Conversely, the review identifies significant practical barriers to classroom implementation, including high deployment costs, the necessity for specialized teacher training, and the variable educational quality of existing applications. Conclusions Assistive technologies demonstrate profound potential in building more inclusive, effective, and responsive learning environments for children with DD. Addressing the identified implementation challenges provides a clear roadmap for future interdisciplinary research, ensuring that these technological advances can be successfully and sustainably integrated into early childhood mathematics education.

This study aims to analyze the extent to which the intertextual reading method is incorporated into the updated 2024 Turkish Language Teaching Curriculum within the framework of the Türkiye Century Maarif Model, as well as the perspectives of pre-service primary school teachers on this method. Intertextual reading is a cognitive and critical approach that enables individuals to construct meaning by establishing connections between texts. In the study, a basic qualitative research design was adopted; the data sources included the Elementary School Turkish Language Teaching Program and semi-structured interviews. Content analysis was conducted. The study group consists of 17 pre-service primary school teachers who have completed the Turkish language teaching course. Findings indicate that while the 2024 Turkish Language Teaching Curriculum does not explicitly include the intertextual reading concept, it incorporates various instructional activities that encourage students to establish connections between different texts. Pre-service teachers acknowledge the method's contribution to reading comprehension and critical thinking skills, yet emphasize the lack of explicit guidelines in the curriculum to facilitate its classroom implementation. Challenges such as time management issues, lack of instructional materials, and insufficient pedagogical guidance were identified during the application process. In conclusion, the findings highlight the need for enhanced practical content in teacher education programs and the development of more structured guidelines within the curriculum to support the effective implementation of the intertextual reading method at the primary school level.

The purpose of the research is to analyze the implementation of the Deep learning approach in history learning at SMA Negeri 4 Semarang, including aspects of lesson planning, classroom implementation, the challenges encountered, and the efforts made to optimize its application. This research employs a qualitative method with a case study approach conducted at SMA Negeri 4 Semarang during the even semester of the 2025/2026 academic year. The research subjects consist of history teachers and students involved in the learning process. Data collection techniques include observation, in-depth interviews, and document analysis. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing, with source and technique triangulation applied to ensure the validity of the data. The results show that the implementation of Deep learning has been integrated into lesson planning through learning objectives based on higher order thinking skills, the selection of contextual learning materials, the use of active learning models such as Project-Based Learning, Problem-Based Learning, and Discovery Learning, as well as the application of authentic assessment. The implementation of learning demonstrates active student engagement through discussions, analysis of historical sources, presentations, and project-based activities. However, the implementation of this approach still faces challenges, including differences in students’ critical thinking abilities and teachers’ adaptation to the new approach. Overall, the Deep learning approach at SMA Negeri 4 Semarang contributes to creating history learning that is joyful, meaningful, and mindful for students.This implies that the application of the Deep Learning approach in history learning promotes a more student-centered learning process. Therefore, this research contributes to the body of knowledge on the implementation of Deep Learning in history education at the senior high school level, as well as providing practical contributions for teachers and educational institutions in developing more innovative, contextual, and student-centred learning strategies.

21st century education requires learning that not only transfers knowledge, but also develops critical thinking skills, creativity, collaboration, and digital literacy. The flipped classroom model has emerged as an effective pedagogical innovation to support these goals, especially in science learning. This study aims to identify the research methods and types of technology used in the flipped classroom, how technology is integrated into each phase of learning, and its impact on science learning. This study uses the Systematic Literature Review (SLR) method to analyze articles sourced from the Scopus database from 20216-2025. There are 16 articles that examine the results of research using the flipped classroom. The results show that there was a trend of diverse methods in the application of the flipped classroom in 2019-2020 due to the Covid-19 pandemic. The integration of technology such as learning videos, Learning Management Systems (LMS), gamification, and online-based assessment platforms played a significant role in the implementation of the flipped classroom. The impact of the flipped classroom on science learning can increase student engagement, intrinsic motivation, and understanding of science concepts. Thus, the application of technology in the flipped classroom has proven to be effective in supporting more interactive, flexible, and in-depth learning.

Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical findings of emotional design in multimedia learning, and is informed by research in ELT materials, language education and applied linguistics. The framework outlines three levels of emotional design: visceral, behavioral, and reflective, to guide the development of ELT materials that stimulate the senses, promote meaningful and interactive language learning, and encourage personal reflection. To support implementation, a triadic model of teacher–student–material interaction is introduced alongside three key dimensions for teacher practices: mastering emotional design principles for materials development, developing emotional intelligence for effective classroom implementation, and cultivating teacher–student partnerships for continuous materials improvement. The study offers theoretical insight and practical guidance for designing emotionally engaging materials that promote more humanistic and meaningful language learning experiences.

Objective: This article analyzed, in a systematic and critical way, the gap between the discourse of inclusive education and its implementation in the regular classroom, with special attention to the pedagogical, institutional and policy factors shaping that process. Methodology: A descriptive-analytical systematic literature review was conducted following the PRISMA 2020 statement. The search was carried out between January and March 2024 in seven academic databases and repositories. A total of 847 records were identified, and, after duplicate removal and the application of inclusion and exclusion criteria, the final corpus comprised 87 documents published between 2019 and 2024. Data were examined through reflexive thematic analysis. Results: The findings showed a persistent gap between inclusive regulations and actual classroom practices. Recurring problems included impoverished curricular adaptations, delegation of responsibility to support teachers, insufficient teacher preparation, curricular rigidity, and material and attitudinal barriers. The review also revealed a recent increase in scientific production, although Latin American evidence remained underrepresented. Conclusions: Effective inclusive education did not depend solely on the existence of formal regulations, but on sustained changes in school culture, teacher education, institutional management and the availability of support systems. This evidence highlighted the need to strengthen classroom-oriented policies, foster professional learning communities and expand context-sensitive research in Latin America.

ABSTRACT The modules on “System Stability Criteria” and “Frequency Domain Characteristics” within the “Fundamentals of Mechanical Engineering Control” course constitute essential theoretical components. However, their highly abstract mathematical nature and disconnect from physical intuition present considerable teaching challenges. This study examines the potential of Generative Artificial Intelligence (GAI) to facilitate concrete representation of abstract theories in engineering education. Grounded in cognitive load theory and the SAMR model, this research systematically analyzes key pedagogical obstacles—including the separation between mathematical derivations and physical significance, the abstraction of graphical logic, and insufficient engineering case studies—and harnesses GAI's capabilities in text analysis, dynamic visualization, and case generation to develop an innovative pedagogical framework. Using “System Stability Criteria” and “Frequency Domain Characteristics” as primary examples, this paper demonstrates the integration of text generation models (such as ChatGPT), image and dynamic visualization tools (including Midjourney and Stable Diffusion), and code generation models (like GitHub Copilot) to transform abstract theories into intuitive, interactive learning experiences. Through the design and classroom implementation of this GAI‐enhanced pedagogical framework, its feasibility and perceived utility are evaluated. Qualitative feedback from students and instructor observations indicate that the framework aids in reducing cognitive barriers, strengthening connections between theoretical concepts and engineering applications, and fostering more engaging learning experiences. This study offers a proof‐of‐concept, theoretical insights and practical guidance for reforming the teaching of “Fundamentals of Mechanical Engineering Control” while contributing novel perspectives on GAI's role in the digital transformation of engineering education.

Introduction: Post-classroom questionnaires (PCQ) in graduate medical education may serve as more than satisfaction surveys; when grounded in educational theory and analyzed semiquantitatively, they can be interpreted as tools for reflective practice, Continuous Quality Improvement (CQI), and Outcome-Based Education (OBE). Material and Methods: This study employed a descriptive semiquantitative program evaluation design within a Master Medical Education Program, analyzing routinely collected, anonymized learner feedback across multiple classroom sessions. Items addressed domains including program identity, onboarding, pedagogy, assessment, institutional support, and perceived value. Results: A 51% response rate yielded patterns of consistently high endorsement for program mission, orientation, student-centered learning, and assessment-as-learning, while flipped classroom implementation, holistic competency development, and research/publication support received comparatively lower ratings. Institutional support was positively perceived, though tuition value was rated less favorably. These contrasts may suggest interpretive hypotheses of systemic misalignment, such as a potential resource–expectation gap in scholarly mentorship, or a pedagogical implementation trap in innovative teaching strategies. By emphasizing pattern recognition and relative contrasts rather than inferential claims, this evaluation generates hypotheses that warrant further exploration and can inform curricular refinement, faculty development, and policy adjustment. Conclusion: Post-classroom questionnaires, when systematically embedded within CQI–OBE frameworks, may thus function as low-burden, high-impact instruments that foster reflective professionalism, evidence-informed decision-making, and sustainable excellence in postgraduate medical education.