This reflection on practice study explores the critical role of constructive alignment (CA) in the successful implementation of corpus-based data-driven learning (DDL) in secondary education, focusing on two interventions conducted at an Australian secondary school. While DDL offers potential for enhancing language learning through corpus consultation, its integration into secondary school contexts remains hindered by limited teacher training, administrative support, or alignment with pedagogical goals. In this exploratory study, one DDL intervention targeting passive voice use in science writing succeeded, yielding learning gains and positive feedback. However, a parallel intervention for English as an Additional Language/Dialect (EAL/D) students, which aimed at mastering cognitive verbs, failed despite identical resources and the assistance of an experienced DDL practitioner. Qualitative data from students’ discussion forum responses, written assignments and revisions, and post-intervention group interviews suggest the failure stemmed from a lack of CA, as materials designed for one cohort were misaligned with the EAL/D learners’ needs, prioritising discrete linguistic items over functional understanding. Student feedback highlighted a preference for simpler tools like Google, reflecting poor engagement with DDL. Our findings suggest that without aligning DDL activities, learning outcomes, and assessments to the teachers’ and learners’ contexts, interventions risk failure. We therefore advocate for increased backward design, teacher-researcher collaboration, and ongoing evaluation to ensure DDL’s efficacy, offering a cautionary tale for future implementations.

This quantitative study investigated the integration of Lean Six Sigma (LSS), artificial intelligence (AI), and digital twin (DT) technologies as a unified framework for achieving measurable performance improvement in smart manufacturing systems. The research aimed to evaluate the extent to which AI-enabled digital twins could enhance Lean Six Sigma’s analytical and process control capabilities and to determine the quantitative impact of this integration on operational efficiency, defect reduction, and production reliability. Data were collected from 150 participants across 20 manufacturing organizations that had implemented digital transformation initiatives involving LSS, AI, and DT frameworks. Using descriptive, correlational, and multiple regression analyses, the study examined how these independent variables jointly influenced key performance indicators, including mean time between failures (MTBF), overall equipment effectiveness (OEE), and defect rate. The results indicated that the integration model was statistically significant, with an adjusted R² of 0.719, confirming that approximately 72% of the variance in performance outcomes could be explained by the combined influence of LSS, AI, and DT. Correlation analysis revealed strong positive associations between AI integration and OEE (r = 0.816) and between DT utilization and MTBF (r = 0.802), while defect rate demonstrated significant negative correlations with all three predictors. Reliability testing produced Cronbach’s alpha values exceeding 0.85 for all constructs, confirming instrument consistency, while validity testing established clear construct alignment through factor analysis. Regression coefficients demonstrated that AI integration had the highest predictive strength (β = 0.447, p < 0.001), followed by digital twin synchronization (β = 0.389, p < 0.001) and Lean Six Sigma implementation (β = 0.312, p < 0.001). These findings provided empirical evidence that combining process improvement methodologies with intelligent simulation and predictive analytics produced significant, quantifiable enhancements in manufacturing performance.

ABSTRACT Transnational education (TNE) and the accelerating internationalisation of higher education demand pedagogical approaches that support deep learning across diverse contexts. Constructive alignment (CA) is widely adopted to align learning outcomes, teaching and assessment; however, its underlying constructivist rationale has weakened, creating a gap in effective curriculum design. Without its constructivist foundations, alignment risks being applied superficially, undermining deep learning potential. This study examines how emphasis on alignment affects the incorporation of constructivist theory in higher education institutions (HEIs) curricula. Adopting a qualitative cross‐institutional approach, we conducted 47 interviews across multiple UK and international HEIs and disciplines. Findings reveal diminished integration of constructivist principles, with CA often implemented as a linear process. Crucially, we identify a symbiotic relationship between learning outcomes and learning objectives, both essential for authentic CA design. We conceptualise CA as a dynamic, cyclical model for sense‐making, challenging purely linear interpretations. Theoretically, our study extends CA theory by proposing a novel cyclical constructivist model (with five interrelated elements) and articulating the mutual interplay of CA components. Practically, these results carry implications for policy and curriculum design in HEIs globally, urging institutions to reintegrate constructivist pedagogy to realise CA's full potential and enhance deep learning, thereby emphasising the importance of continuous knowledge sharing and iterative evaluation in effective CA design.

BackgroundMost multiple sequence alignment and string-graph alignment algorithms focus on global alignment, but many applications exist for semi-global and local string-graph alignment. Long reads require enormous amounts of memory and runtime to fill out large dynamic programming tables. Effective algorithms for finding the backbone and thus defining a band of an alignment such as the longest common subsequence with kmer matches (LCSk++) exist but do not work with graphs. This study introduces an adaptation of the Longest Common Subsequence with kmer matches (LCSk++) algorithm tailored for graph structures, particularly focusing on Partial Order Alignment (POA) graphs. POA graphs, which are directed acyclic graphs, represent multiple sequence alignments and effectively capture the relationships between sequences. State-of-the-art methods like ABPOA and SPOA improve upon POA, while ABPOA incorporates banding, SPOA does not; however, neither utilizes parallel processing despite leveraging SIMD for faster matrix calculations. Our approach addresses these limitations by extending the LCSk++ algorithm to handle the complexities of graph-based alignment while incorporating SIMD, banding, and parallel processing for enhanced efficiency.ResultsOur extended LCSk++ algorithm integrates dynamic programming and graph traversal techniques to detect conserved regions within POA graphs, termed the LCSk++ backbone. This backbone enables precise banding of the POA matrix for all alignment modes (global, semi-global, and local). Unlike ABPOA, which only allows banded global alignment, our approach enables broader flexibility and significantly improves consensus sequence construction. While supporting more alignment modes than ABPOA, it also outperforms SPOA’s global alignment, with substantial memory savings (up to 98%) and significant run-time reductions (up to 25x), particularly for long sequences (> 30,000 bp). Our method maintains high alignment accuracy and proves effective across various string lengths and datasets, including synthetic and PacBio HiFi reads. Parallel processing further enhances runtime efficiency, achieving up to 150x speed improvements on conventional PCs.ConclusionThe extended LCSk++ algorithm for graph structures offers a substantial advancement in sequence alignment technology. It effectively reduces memory consumption and optimizes run times without compromising alignment quality, thus providing a robust solution for all alignment modes (global, local, and semi-global) in POA. This method enhances the utility of POA in critical applications such as multiple sequence alignment for phylogeny construction and graph-based reference alignment.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12859-025-06293-z.

ABSTRACT This study examines how New Zealand higher education institutions (HEIs) strategically integrate sustainable development in teaching and learning, and to what extent commitments are reflected in organisational components. We identify five distinct forms of sustainable development misalignment based on an analysis of 171 strategic documents from all eight New Zealand universities and 17,401 course outlines offered in 2022. Structural misalignment arises when structural changes, such as tailored policies or formal responsibilities, do not align with strategic priorities. Capacity misalignment occurs when sufficient resources and capabilities do not accompany changes in formal structures. Scope and scale misalignments signify cases where comprehensive commitments to a broad range of Sustainable Development Goals (SDGs) at the organisational level are not reflected at the instructional level, such as in programme and course descriptions. Instructional SDG misalignment occurs when instructional‐level goals captured in course descriptions are disconnected from key course design components (e.g., learning outcomes) that drive day‐to‐day learning. By integrating literature on decoupling and constructive alignment theory, we theorise how these misalignments resemble various forms of ‘SDG‐washing’ and undermine organisational contributions to sustainable development. We advance research at the intersection of strategy and corporate sustainability by providing a nuanced understanding of different manifestations of SDG‐washing and their implications.

With the rapid shift to online learning, mastering effective online pedagogy has become essential for educators. A number of studies in Kenya indicate most members of faculty lack skills in online pedagogy. This study explores faculty perceptions in Kenya following a webinar designed to enhance online teaching practices, attended by 138 faculty members. The webinar covered three main objectives: evaluation of perceptions of faculty members on effective pedagogical approaches suitable for virtual teaching environs, exploring the understanding of faculty members on application of constructive alignment to online courses, and assessing faculty perspectives on areas requiring further professional development on Online Pedagogy. Feedback from a post-webinar survey (n = 100) indicated that 60% rated the webinar as excellent, while 40% rated it as very good. Faculty members noted that the webinar significantly enriched their understanding of online pedagogy, particularly in relation to engagement techniques and collaborative tools that foster interaction in virtual classrooms. They highlighted constructive alignment as a valuable framework for aligning learning objectives, teaching methods, and assessments, emphasizing its importance in online course design. Respondents expressed a need for further training on advanced topics such as online assessment strategies, instructional design, practical applications of constructive alignment, and interactive tools like gamification, quizzes, and collaborative platforms . This feedback highlights the growing demand for professional development opportunities that equip educators with the skills to create more interactive, aligned, and effective online courses. The study concludes that while webinars provide a strong foundation in online pedagogy, continued training in these specialized areas is crucial for meeting the evolving needs of faculty and enhancing student engagement and success in virtual learning settings

This study critically reviews recent evidence on the development of cross-cutting skills in technical education students through active methodologies, addressing the gap between the discourse on skills and their effective implementation. A literature review (2015–2025) was conducted in indexed databases, with predefined eligibility criteria, independent screening by two reviewers (estimated agreement), standardized extraction, quality assessment, and narrative synthesis with light quantitative elements. The findings indicate that project- and problem-based learning, the flipped classroom, and teamwork consistently improve collaboration, communication, and self-regulation when authentic tasks are designed, rubrics with explicit criteria are used, and feedback is sustained. The effects on critical thinking and problem solving are more contingent and depend on constructive alignment, task complexity, metacognitive scaffolding, and the duration of interventions. It is concluded that coherence between learning outcomes, activities, and assessment—reinforced by co-design with students and performance-focused assessment ecosystems—is a condition for sustainable impacts; rubrics and performance evidence should prevail over self-reports for valid inferences, while programmatic evaluation provides traceability and more defensible collegial decisions.

This study seeks to evaluate the efficacy of a massive open online course (MOOC) in promoting Education for Sustainable Development (ESD) competences among university teachers. An exploratory study was conducted using mixed methods under the constructive alignment approach. This involved the creation and delivery of a free MOOC focusing on ESD and offered to educators within Latin American higher education institutions. The constructive alignment approach and the CoDesignS ESD framework, supplemented with theoretical sustainability and ESD knowledge, guided the course. Data from 306 participants were collected and analysed, including pre–post surveys with follow-up assessment and participants’ feedback. The study revealed that university teachers exhibit substantial enthusiasm and motivation to engage with ESD concepts. A MOOC strategy shows promise in strengthening the cultivation of ESD competences among university teachers, especially when combined with hands-on practical components. Despite the need for training educators in ESD and the potential of online platforms to reach diverse audiences, the impact of digital education initiatives for ESD educator training remains largely unexplored. The study is also distinct in its focus on the Latin American context.

Abstract Embedding employability skills within university courses remains a significant challenge for educators, particularly in fields where professional readiness must complement rigorous academic training. This study presented a practical, theory‐driven curriculum intervention to redesign a final‐year Bachelor of Property course at a research‐leading university in New Zealand. Guided by constructive alignment principles, course learning outcomes were aligned with institutional graduate attributes and property industry standards, employing backward design to create assessments and activities that foster real‐world skills alongside disciplinary knowledge. Over a 3‐year period, the intervention was evaluated using pre‐ and post‐redesign data, revealing significant improvements in student performance, engagement and satisfaction. The findings demonstrated that integrating employability capabilities into curriculum design enhances student achievement and enriches the learning experience, making it relevant, engaging and professionally meaningful. Students responded to the redesigned course with increased motivation and perceived value, often attributing the course's structure to the instructor's organisation and relevance—evidence of the impact of alignment on learning efficiency. This study underscored the potential of constructive alignment as a strategic approach for embedding employability within university programmes, offering insights for educators seeking to balance academic rigour with practical applicability. Our results offered valuable implications for higher education professionals dedicated to bridging the gap between academic outcomes and real‐world professionalism, and they highlighted promising avenues for future research in curriculum development and employability.

This qualitative study explored how higher education TVET students and instructors engage during pre-laboratory idle time, a phase often overlooked in laboratory-based instruction. Guided by Engagement Theory and Self-Determination Theory, data were gathered through semi-structured interviews, non-participant observations, and institutional documents in two Philippine state universities. Interview protocols were pre-tested through cognitive interviews to ensure clarity, construct alignment, and contextual fit. Thematic analysis revealed four themes: proactive behavior and routine, instructor presence, emotional and motivational tensions, and environmental and institutional influences. Results show that idle time can foster readiness, self-regulation, and collaboration when supported by clear expectations, instructor visibility, and enabling environments. The study highlights the value of structuring idle time as a vital component of TVET pedagogy.

Traditional assessment in international sports communication is often fragmented and subjective, limiting timely, learner-centered feedback. This study presents a curriculum framework enhanced by generative artificial intelligence, coupled with a deep learning (DL) model for instructional effectiveness assessment in international sports communication. The pipeline integrates de-identified learning analytics—learning management system clickstreams, interaction networks, and rubric-scored artifacts—into engineered features for DL training with parameter search and cross-validation. A 16-week field study across three undergraduate sections at a Chinese comprehensive university (N = 60; two involving generative artificial intelligence, one comparison) benchmarked DL against linear regression and decision tree baselines and against expert ratings on intercultural communication competence, framing diversity, and production quality. Results show that DL converged faster and yielded lower prediction error than the baselines, while closely aligning with expert scores, enabling actionable, personalized feedback and course tuning driven by constructive alignment.

Artificial intelligence (AI) is reshaping higher education and potentially the recognition of prior learning (RPL) by enhancing assessment processes, ensuring fairness and expanding access to adult learners. This study explored a new and fairly under-researched area that focuses on AI’s role in supporting adult learners, who enter higher education through alternative pathways, by automating the evaluation of portfolios and improving the accuracy of assessments. It also focused on AI’s role in supporting personalised learning pathways. It examined key digital approaches, ethical considerations and the challenges of integrating AI-driven tools in the RPL and adult learner context. The study, framed within constructivist learning theory, highlighted AI’s potential to tailor learning experiences based on prior knowledge. The constructive alignment of adult learning principles and AI was explored. Reflective thematic analysis was used to identify transformative tools, digital support, student empowerment and academic upskilling as key themes throughout this study. The findings indicate that AI, with ethical safeguards in place, could streamline and enhance RPL processes and render assessments more efficient, transparent and equitable.

BackgroundThe study seeks to provide a self-reflection on experiences of administering student assessment activities to students within a health programme at the University of Namibia. The paper covers these objectives: (1) to investigate the role of assessment methods in promoting learning among students at the University of Namibia, (2) to employ Bernstein’s knowledge structures in assessment practices among nursing students at the University of Namibia, and (3) to assess the effectiveness of quality assurance initiatives on differentiated assessment for nursing students at the University of Namibia.MethodsThe study used an autoethnographic qualitative design to get data from documents and contextual reflections. The data was analysed thematically using a priori from the literature.ResultsThis paper revealed that the university priorities the principles of quality assessment practices, and different assessment methods appear to be used. It promotes a decolonised assessment to ensure inclusivity; however, improvement is needed on indigenous knowledge inclusion. The study revealed that both formative and summative assessments are essential. Furthermore, assessment tasks seem to be constructively aligned with the learning outcomes and instructional activities. Lastly, assessments were structured according to knowledge structures, and quality assurance was conducted; students received feedback after each assessment task.ConclusionsThe institution is adhering to assessment principles such as utilizing different assessment methods, utilizing constructive alignment, and decolonizing the assessment. Quality is ensured by adhering to the legislation and providing in-service training to the lecturer. It is recommended that the institution integrate an indigenous knowledge structure in the nursing curriculum.

ABSTRACTIn today's research landscape, which is ever more dependent on external funding, early career researchers (ECRs) urgently need competence in idea development and proposal writing. However, generalized lectures provided by many higher education and research institutions lack practical elements such as hands‐on skill training and support measures to coach the ECRs through the process of developing their own proposal. This limited support often leads to proposals of low quality, low success rates, and low motivation to engage further in proposal writing. To move away from this “learning‐by‐failure,” we developed a novel concept for training in proposal writing, constructively aligning learning outcomes with students' needs, co‐creating course content with teachers and students, and using active learning strategies. The main novelty of this concept lies in students iteratively and interactively developing their own research ideas into project proposals while learning how to write proposals. Over the past 10 years, we have successfully run this concept as a 2‐day workshop and as a 5‐month class for ECRs in climate sciences.Most of the proposals developed during our courses were submitted, and the application success rate of 15%–30% is well above the average for the targeted funding schemes. Participants whose proposals were rejected nevertheless appreciate the high learning outcome and the peer support and are motivated to revise and re‐submit their proposals. We see that increasing numbers of our ECRs are eager to develop and submit their own research ideas, which, considering the high success rates, brings both scientific and economic benefits to our institutions. We hope other research and higher education institutions will adopt our course concept, allowing more ECRs to benefit from co‐created proposal writing training which directly aligns learning outcomes with students' immediate needs.

The study addresses the problem of modernizing instructional practices in higher education by focusing on how instructors understand and apply pedagogical design in course and syllabus development. It emphasizes the shift from traditional approaches to innovative methods that incorporate digital resources, interactive strategies, and student-centered learning. Methodology and Methods. A mixed methodological framework was applied, combining surveys, semi-structured interviews, and content analysis of syllabi. Data were collected from instructors with diverse disciplinary backgrounds and teaching experience. The analysis focused on the formulation of learning outcomes, assessment strategies, and the integration of digital technologies. Results. The findings revealed that although instructors recognize the value of pedagogical design, they often lack systematic training and institutional support. Many syllabi displayed unclear or unmeasurable learning outcomes, limited use of varied assessment methods, and inconsistent incorporation of digital tools. These shortcomings indicate weak constructive alignment between objectives, teaching activities, and evaluation criteria. Scientific novelty. The study contributes new insights into the state of pedagogical design practices in higher education, particularly in relation to the integration of digital and interactive methods. It highlights the structural misalignments that hinder effective curriculum development and advances the understanding of pedagogical design as both a theoretical and practical framework. Practical significance. The research provides recommendations for improving professional development, strengthening methodological support, and investing in infrastructural resources. These measures can enhance the quality of course design, promote innovative teaching practices, and ensure greater coherence in aligning learning outcomes with instructional strategies.

Profession-oriented and discipline-based higher education programs differ significantly in implementing work-integrated learning (WIL). Discipline-based programs in fields like mathematics, biological and social sciences have only recently begun to integrate WIL and often lack comprehensive development. This umbrella review examines pedagogical strategies and key stages for advancing WIL in discipline-based curricula. Systematic searches across several databases yielded 1,651 abstracts published January 2000 to November 2023. These were screened, focusing on WIL in discipline-based programs. An in-depth review and thematic analysis of 11 selected reviews revealed an underrepresentation of discipline-based programs in WIL literature. Themes include curriculum design, assessment, learning outcomes, employability, satisfaction, internship stakeholders, international placements, and Indigenous students. The findings address barriers and promotors to WIL and can be used to support educators, practitioners, leaders, and researchers in enhancing WIL. Specifically, WIL should be integrated, relevant, and authentic, and it should involve all stakeholders, focus on pedagogics through constructive alignment, and emphasize learning as crucial for success.

Assessing information literacy is key to understanding students’ ability to locate, evaluate, and use information effectively. This study aimed to develop and validate multiple-choice questions (MCQs) to assess the information literacy skills of new undergraduate learners in open, distance, and digital education (ODDE), using the SCONUL Seven Pillars of Information Literacy Model as the framework for the construct. A total of 60 MCQs were tested with 388 new learners. Item analysis evaluated the difficulty index (DIF I), discrimination index (DI), and distractor effectiveness (DE). Validity was established through expert review and construct alignment, while reliability was measured using Cronbach’s alpha and KR-20. Analysis via Excel and JASP showed that 41 items (68.3%) had acceptable difficulty levels, with a mean DIF I of 55.59 ± 10.63. Two items (3.2%) were too complicated, while 17 items (28.3%) were too easy. Based on DI, 54 items (90%) were rated as acceptable to excellent, and six (10%) were rated as poor. A weak positive correlation was found between DIF I and DI (r = 0.222, p > 0.05). Educators in various ODDEsettings can adapt the refined-items instrument to assess learners’ information literacy levels based on local needs contexts. Its use supports more precise diagnostic practices, enabling targeted instructional interventions and resource planning in digital learning environments. The study not only introduces a psychometrically validated IL test based on the SCONUL model but also provides actionable evidence to guide higher education institutions and policymakers in embedding information literacy into national digital literacy strategies, curriculum design, and quality assurance frameworks for ODDE.

In curriculum design processes, the principle of constructive alignment represents an effective tool for aligning curricula, pedagogy and assessments to make curriculum content explicit. Yet there remain gaps in the achievement of constructive alignment in higher education. Curriculum mapping processes attempt to map the vertical and horizontal alignment between modules and courses; however, as we argue in this article, there may be gaps in these processes such that full constructive alignment is not adequately achieved. In this article, we present a framework that identifies all connecting relationships between module and course learning outcomes as required for comprehensive constructive alignment. The framework serves to highlight where these gaps (or what we call fracture points) may occur that are not adequately addressed by curriculum mapping processes. The utility of this framework comes not only in offering insight into the contributory roles of learning outcomes and constructive alignment processes (and thus providing the opportunity to reflect and address disparities that may lead to curricular misalignment in higher education); it also provides more coherence in approaches to understanding the why of learning outcome design.

Anticipating professional outcomes—the capacity to foresee potential consequences, risks, and opportunities in future work settings—is a higher-order competence increasingly demanded across knowledge-intensive professions. This article proposes and examines a pedagogical framework for cultivating such anticipatory skills through reflective thinking within undergraduate philosophy courses. Drawing on scholarly traditions of reflective practice, metacognition, experiential learning, and constructive alignment, the study articulates a theory-informed model that integrates three interlocking components: reflexive conceptualization, scenario-based philosophical inquiry, and structured metacognitive regulation. The methodology employs a design-based approach implemented over one semester in two cohorts (N=128) of education and humanities undergraduates. Data were gathered using a mixed set of instruments: a rubric for anticipatory reasoning, reflective journals, think-aloud protocols, and performance on authentic assessment tasks mapped to professional standards. Results indicate significant gains in students’ ability to project likely consequences, articulate assumptions, weigh ethical trade-offs, and generate alternative courses of action under uncertainty. Qualitative evidence shows that philosophy-anchored reflection—especially dialectical argumentation around real-world cases—supports transfer of foresight skills to domain-specific contexts such as classroom management, policy analysis, and organizational decision-making. The discussion situates these findings within broader debates on employability and the role of philosophy in professional education, highlighting design principles for instructors: embed authentic futures-oriented problems, scaffold reflective cycles with explicit metacognitive prompts, and align assessments with anticipatory criteria. The article concludes that philosophy, when taught as reflective inquiry into concepts, values, and reasoning patterns, offers a distinctive pathway to develop students’ anticipatory competence needed for responsible, evidence-sensitive professional action.

ABSTRACT The sandwich principle was applied to a basic mechanics lecture using smartphone experiments with alternating individual and collective learning phases. One experiment covered static friction and one the acceleration of cylinders. With the aim for a more learner‐centered lecture, the individual learning phases started with an application of the basic mechanics principles to the experimental problem. During the subsequent collective phase, student groups carried out experiments with their own smartphones. The results were collected and put into the lecture slides, closing with a group discussion of the theory and experimental features. The intended taxonomy levels have been application and analysis. Measures are presented from surveys, comparing the test lecture ( participants) with the previous year (). An improvement could be observed most notably with respect to the use of media, the motivation to deal with the subject, motivation for the content, a stimulating working atmosphere, and the qualification and learning success. From the lecturer's view, the friction experiment performed well in terms of activation and participation. Its quick and easy implementation (sticking vs. sliding smartphone at different desk angles) yielded high accessibility and the students' discussion involved higher taxonomy levels. The dynamics experiment with accelerating cylinders required more complexity and time, though. It has successfully been replaced by an experiment on inelastic collision with a more concise measurement and evaluation procedure. Future implementations are planned with a lower threshold for experimental on‐site participation and a stronger constructive alignment with the exam.