Advancing Pharmacy Students' Competence in Transgender Health: Multicohort Evaluation of a Gender-Affirming Therapy Curriculum.

With the emergence of generative artificial intelligence (GenAI) in the field of education, the ability of the traditional Technological Pedagogical Content Knowledge (TPACK) framework to explain teacher competencies in the AI era has come under study. In this conceptual study, a new model aimed at explaining teacher competencies in the AI era has been proposed. The proposed Extended GenAI-TPACK framework draws its fundamental theoretical foundation from Demir’s model, which positions technology and theoretical framework as two inseparable facets in technology integration programs; it adapts this model to the AI era by transforming it into a tripartite core (Technology + Theoretical Framework + AI Agency). The proposed framework includes five new knowledge domains surrounding this tripartite core (Critical Evaluation, Prompt Engineering, Human-AI Role Sharing, Ethics and Social Judgment, Student-AI Interaction Management) and a Phronesis axis that anchors the entire system within the classroom context. Additionally, Hughes’ three-level technology integration model has been reframed through the Co-Agency axis to create a six-cell application matrix. The framework was developed to address the structural limitations of classical TPACK in the GenAI context and offers educational technology literature a conceptual tool that is both theoretical and operationally applicable.

Shortages of healthcare professionals and the rising prevalence of depressive disorders are creating gaps in care. When used correctly and consistently, digital health applications (DiGA) can help bridge these gaps. This study examines, from the perspective of healthcare providers, criteria for DiGA selection, their integration into therapy and the promotion of patient adherence. For this qualitative study eight semi-structured expert interviews were conducted with psychiatrists, psychotherapists and general practitioners in and around Osnabrück, Germany. The interviews were analyzed using Mayring's qualitative content analysis. Respondents primarily use DiGA as adjunctive therapy or to bridge waiting periods. They seem particularly suitable for patients with mild symptoms, technical skills and good self-organization. Monitoring progress and integrating DiGA into therapeutic routines support continued use. Providers are only partially aware of their influence on adherence. Most respondents reported limited knowledge of the app content and alack of confidence in the technology. Although the effectiveness of DiGA is proven and the role of medical or therapeutic support in promoting adherence is recognized, insufficient information, alack of transparency regarding app content and the absence of best practices are hindrances to practical implementation. To realize the full potential of DiGA providers should be supported with product-neutral, quality-assured information and practical guidance for integration into therapy.

The Technological Pedagogical Content Knowledge (TPACK) framework has become the primary reference for teacher competence in integrating technology, pedagogy, and content amid the digital transformation of education. However, TPACK studies in non-formal Islamic education institutions such as madrasah diniyah using the Iqro’ method remain very limited. This study aims to describe the TPACK profile of ustadz/ustadzah, analyze forms of technology integration, and identify supporting and inhibiting factors at Madrasah Diniyah Al-Rachmat Bojonegoro. The research adopted a qualitative descriptive approach with an instrumental case study strategy, supported by a 30-item TPACK questionnaire on a 1–5 Likert scale covering seven dimensions. Subjects consisted of four Iqro’ ustadz/ustadzah (total sampling) and 25 Iqro’ students of volumes 3–4. Data were collected through questionnaires, observation, semi-structured interviews, and documentation, then analyzed using the Miles & Huberman interactive model along with source and technique triangulation. The findings reveal an average TPACK score of 3.77 (high) with an asymmetrical profile: PCK (4.63), PK (4.56), and CK (4.55) were very high, while TCK (2.88), TPK (3.06), and TK (3.25) were moderate. The integration found was low-tech and non-substitutive—murottal audio, digital Qur’an applications, and WhatsApp groups—termed by the authors as adaptive-tradition TPACK. Supporting and inhibiting factors were distributed across three layers: personal, institutional, and cultural; the aspects of adab and salaf tradition emerged as distinctive features. These findings recommend contextual TPACK training and the development of simple Iqro’ digital media that align with the salaf learning tradition.

ABSTRACT Scientific reasoning (SR) is a major goal in science education and, hence, science teachers at various levels (i.e. elementary, secondary, and higher education) need pedagogical content knowledge (PCK) of how to promote students’ SR competencies (i.e. PCKSR). However, because these teacher groups usually differ, e.g. regarding the curricula and learning goals the teachers pursue, it can be assumed that their PCKSR also differs from each other. To test this assumption, we used a multiple-choice instrument to assess the PCKSR of science teachers at elementary (n = 113) and secondary schools (n = 201), as well as teacher educators (n = 41). In addition, we conducted a regression analysis to investigate to what extent teachers’ PCKSR can be predicted by their epistemological beliefs about transmission, their openness to innovation, and their teaching experience. It was found that the groups differed significantly regarding their PCKSR. In addition, the considered variables predicted the PCKSR for each group differently. The results not only provide fundamental insights into how the PCKSR of different groups of teachers differs and how it can be predicted by related variables, but also on the development of PCKSR for practicing teachers as well as the assessment of PCK in general.

ABSTRACT In response to calls for further study of real-life environments of coach developers, this research aimed to explore the experiences of coach education tutors (re)developing expertise in practice. Three tutors from an English national sport governing body were observed and video-recorded while delivering a course and subsequently participated in a VSR interview to prompt reflection on practice and discuss the realities of coach education. Following reflexive thematic analysis, using the Model of Expertise (Re)development (MER) as a theoretical framework, the findings suggested that knowledge of course content was a limiting factor in being able to respond to the needs of the coach learners and responding to the environment. Participants also discussed the impactful influence of the co-tutor and their previous biographies on practice. This research furthers the application of the MER to a sport coaching context and suggests features of tutor development that enhance expertise redevelopment.

This study examined the impact of analysing mathematical events on prospective teachers’ conceptualisations of inclusion relationships among quadrilaterals. Grounded in the theoretical framework that emphasises the transformative potential of mathematical events for developing content knowledge, the study employed a mixed methods design with 20 prospective teachers. The intervention involved engaging participants in the critical analysis of three mathematical events, with data collected via pre- and post-tests and transcribed classroom observations. Initially, most participants struggled to identify these relationships, relying on non-critical attributes exclusive to prototypical examples rather than shape definitions. After the intervention, participants showed significant improvement in recognising inclusion relationships, using geometrical definitions and critical attributes to explain their responses. The observed improvements were related not only to the inclusion relationships discussed in the events, but also to inclusion relationships not discussed in the events, in the context of both verbal and visual tasks. The intervention enhanced the participants’ ability to extend concept images to non-prototypical examples.

ABSTRACT The adoption of artificial intelligence (AI) in the hospitality and tourism (H&T) industry has accelerated digital transformation and made equipping future H&T professionals with AI literacy essential. This study, situated in Macao’s H&T context, focuses on identifying essential AI competencies for university H&T students and exploring effective technology-aided teaching for instructors. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, interviews with H&T practitioners, educators, and students reveal the need for skills in data analysis, interdisciplinary knowledge, AI-based H&T applications, creativity, prompt engineering, and critical awareness of ethical, legal, and environmental issues. Findings underscore the importance of integrating AI literacy into pedagogy through scaffolding, project-based learning, inquiry-based instruction, and experiential learning approaches like VR/AR simulation and practicum. They provide actionable insights for aligning H&T education with industry demands, positioning AI literacy at the core of curriculum design for a sustainable and AI-driven future in H&T.

Recognising that the voices of lecturers in higher education remain underexplored and that most research focuses on the lived experiences of queer teachers, learners, and students, this study foregrounds lecturers’ perspectives, teaching strategies, and the challenges they face in fostering inclusivity. This article explores how tertiary Language for Education lecturers at a South African university conceptualise and apply pedagogical content knowledge (PCK) – the knowledge of how to teach specific content – to include queer identities in the language classroom. The research question was: What perspectives and suggestions do language lecturers from a university have regarding contextually responsive teaching strategies that support the inclusion of queer identities in language classrooms? This study used a qualitative case-study research design, which was grounded in Mezirow’s transformative learning theory. Thematic content analysis was the data analysis strategy, and drew on purposive sampling and questionnaire responses. Eight language lecturers completed the questionnaires. The findings revealed three key themes: (1) contextual responsiveness as the foundation of inclusive PCK, (2) transformative learning fostered through literature and classroom dialogue, and (3) the persistence of resistance and missed opportunities for transformation. While participants acknowledged the importance of contextual awareness, their views ranged from proactive inclusion strategies to open resistance. Ultimately, this study contributed to ongoing discussions – by giving a voice to language lecturers – on reforming language curricula to foster inclusivity concerning queer identities. Keywords: inclusion; language classroom; language for education; pedagogical content knowledge; queer identities; tertiary education

The rapid advancement of Generative Artificial Intelligence (GenAI) is reshaping the landscape of medical simulation education, necessitating the enhancement of faculty competencies to effectively integrate evolving knowledge systems with GenAI for collaborative decision-making. However, current educational technologies face systemic limitations, including fragmented functionality, a disconnect between conventional and GenAI-driven teaching approaches, and a lack of dynamic capability assessment tools. Constructing a standardised capability scale is crucial to overcoming adaptation bottlenecks. Grounded in the integrated Technological Pedagogical Content Knowledge (TPACK) framework, this research proposed a two-round Delphi method to construct a faculty competency assessment scale, with stratified sampling involving 434 participants from clinical medicine, medical technology, and nursing fields. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to test model fit (CFI = 0.939, RMSEA = 0.117). This proposed research was not registered as a clinical trial. The resulting 16-item scale exhibited strong psychometric properties, demonstrating excellent internal consistency (Cronbach's α = 0.979), sampling adequacy (KMO = 0.961), and significant sphericity (Bartlett's test, p < 0.001). No factor covariance was detected, and item consensus was high (Kendall's W = 0.761, p < 0.001). The model showed acceptable fit (χ²/df = 6.893). This empirically validated and standardised assessment model provides robust support for integrating GenAI with simulation-based health sciences education. It offers a foundational framework for advancing faculty competency development and fostering adaptive, technology-enhanced teaching practices, while noting that the scale primarily captures ethical awareness rather than comprehensive governance competence. Not applicable. As this research did not involve clinical interventions, trial registration was not required.

ABSTRACT English-medium instruction (EMI) is increasingly adopted in higher education worldwide, often accompanied by English-only policies that pose unique challenges for teachers, especially in multilingual contexts. However, little is known about how EMI teachers exercise agency in navigating these policies in non-Anglophone settings. This study adopts an ecological perspective to investigate how EMI teachers in Bangladesh navigate English-only policies, focusing on their perceptions of role, pedagogical challenges, and agency-mediated language practices. The study utilises semi-structured interviews, classroom observations, and stimulated recall interviews with six EMI teachers to examine their role perceptions, pedagogical challenges, and agency-mediated language practices. Thematic analysis revealed two situated role orientations: content-focused practitioners who reproduced English-only policies, and multilingually aware facilitators who strategically integrated Bangla and multimodal scaffolding resources. Teachers reported interlocking challenges, including inadequate English proficiency, limited training in interactive pedagogy, large classes that constrained participation, and limited formative assessment. Classroom practices ranged along a continuum from policy reproduction to strategic resistance, including spontaneous translanguaging for clarification, humour, participation scaffolding, device-mediated vocabulary support, and trans-semiotizing via visuals and gesture. We argue for context-sensitive EMI policies and discipline-specific professional development that builds multilingual pedagogical content knowledge and expands multimodal scaffolding repertoires.

Persistent disparities in literacy outcomes affect deaf learners, who may experience writing instruction that does not align with their linguistic contexts. This study examined how teachers’ instructional reasoning about writing developed during participation in an online Strategic and Interactive Writing Instruction (SIWI) professional development (PD) program. Nineteen teachers of deaf students completed a 30-hour virtual PD that combined asynchronous modules and synchronous collaborative sessions focused on evidence-based writing instruction. Teachers completed video-based situational simulations at three time points across the PD; responses were scored using a 5-point holistic scale to assess growth in pedagogical content knowledge. A post-workshop survey also asked teachers to rate prior use, anticipated implementation, and readiness to implement SIWI-aligned practices on a 3-point scale. Survey results indicated relatively low pre-workshop use of practices and higher anticipated implementation and readiness after PD. Repeated-measures analyses of simulation scores indicated significant improvement over time, reflecting strengthened ability to identify instructional priorities, integrate language and writing instruction, and justify responsive teaching decisions. To illustrate what this growth looked like in practice, the manuscript includes an embedded illustration of one teacher’s scenario responses across the three time points, showing a shift from more general/imprecise instructional commentary to more SIWI-aligned, objective-driven reasoning that explicitly links language supports to targeted writing instruction and next instructional steps. These findings suggest that video-based simulations offer a feasible, practice-oriented way to assess teacher learning in online PD, and that programs preparing teachers of deaf writers should pair self-report measures with simulation-based tasks that document how teachers apply pedagogical content knowledge to writing instruction.

ABSTRACT Teaching out-of-field (TOOF) – assigning teachers to subjects beyond their expertise – is a widespread global practice that threatens professional identity and teaching quality. In Iranian public schools, staffing shortages make this phenomenon especially common among EFL teachers. Using Cultural-Historical Activity Theory (CHAT), this study explores how TOOF shapes Iranian EFL teachers’ professional identity. A mixed-methods design was adopted: a questionnaire completed by 100 EFL teachers and semi-structured interviews with 15 of them. Findings revealed that approximately one-third regularly teach out-of-field subjects, particularly at primary level. Quantitative analysis across the six CHAT elements showed neutral effects on Subject and Community, moderately negative effects on Object and Division of Labour, and strongly negative effects on Tools and Rules. Teachers predominantly reported diminished enthusiasm for English teaching, role confusion, and erosion of professional identity. Interviews identified lack of content knowledge, inadequate resources, and contradictory institutional rules as core challenges. While a minority viewed TOOF as a growth opportunity, most experienced it as detrimental. To address unavoidable TOOF, the study proposes the SUPPORT model to protect and strengthen EFL teachers’ professional identity.

ABSTRACT Latine novice teachers enter complex classroom contexts when teaching science with the potential for integrating their own and students’ linguistic, cultural, and racial resources and their students’ multiple literacy practices, broadly defined. Drawing on translanguaging theory and pedagogy and interdisciplinarity, this qualitative case study explores the specific, planned, pedagogical resource integration of two Latine novice two-way bilingual education (TWBE) teachers teaching science. Through lesson plans and observation, as well as reflections and interview data, our analysis shows the two TWBE teachers’ interconnectedness between subjects in a way that made them include specific language(s), literacy practices, modes of communication, and science cultural knowledge. This intentional resource and interdisciplinary-guided integration brought new cultural understandings surrounding scientific knowledge, thus expanding the notion of multilingual speakers’ “corriente” in elementary science to include specific language(s), diverse literacy practices and specific, culturally connected and critical science content knowledge. This new “corriente” is specifically tied to critically informed, culturally relevant science knowledge and contributes to transformative, equitable, planned practices in linguistic justice—oriented elementary TWBE science classrooms.

BackgroundDigital literacy has become a core competence for nursing faculty to adapt to the digital transformation of education, improve teaching quality, and cultivate innovative nursing talents.ObjectiveThis study aimed to investigate the digital literacy status and influencing factors among nursing faculty in colleges and universities in Fujian province, China.MethodsA cross-sectional survey analysis was conducted among 339 participants from July 2023 to June 2024 by selecting nursing faculty from 3 medical universities and 5 colleges in Fujian province. A general information questionnaire and a teacher digital literacy questionnaire (designed based on the artificial intelligence–enhanced technological pedagogical content knowledge theoretical model) were used to conduct the survey. The questionnaires included the following dimensions: an intelligent integration ethics layer (digital social responsibility), attention to the moral boundaries of applying technology; an awareness layer (digital awareness), the willingness to actively adapt to technological changes; a knowledge layer (digital technology knowledge and skills), mastery of the integration point of intelligent tools and subject teaching; an ability layer (digital application), the ability to design intelligent teaching plans; and a thinking layer (professional development; innovative thinking for the critical integration of technology). Statistical analysis included descriptive statistics, a 1-way ANOVA, Pearson correlation analysis, and multiple linear regression (using SPSS 28.0 software).ResultsThe overall digital literacy of the nursing faculty was at a medium level (mean score 101.92, SD 16.47), with the highest score in digital awareness (mean 20.21, SD 9.43) and the lowest score in digital technology knowledge and skills (mean 9.68, SD 2.92). For the dimension of digital technology knowledge and skills, both age (β=−.142; P=.009) and years of teaching (β=−.147; P=.006) were significant negative predictors. Regarding digital application, age was found to be a significant negative predictor (β=−0.124; P=.02) but teaching experience was a positive predictor (β=0.123, P=.02). Similarly, age also had a significant negative impact on the professional development dimension (β=−.153; P=.005) and the overall digital literacy level (β=−.136; P=.01).ConclusionsThe digital literacy of nursing faculty is at a medium level, with especially low scores in technical knowledge. Age and teaching experience are key influencing factors. Recommendations to promote balanced development of awareness and skills include providing targeted training for senior faculty, integrating courses with clinical practice, optimizing the allocation of digital resources, promoting interdisciplinary cooperation, and strengthening ethical and safety training.

ABSTRACT Grounded in the Intelligent Technological Pedagogical Content Knowledge (I-TPACK) framework, this qualitative study examines how teachers integrate artificial intelligence (AI) into teaching and assessment practices across four disciplinary contexts: Technical and Vocational Education and Training; Business and Management; Education, Arts and Social Sciences; and Science, Technology, Engineering and Mathematics. Adopting a multiple-case study approach, the study draws on in-depth qualitative data from 15 Chinese higher-education teachers to explore teachers’ perceptions, practices, and experiences with AI integration. The findings reveal discipline-sensitive patterns in the enactment of I-TPACK domains. While AI-Technological Knowledge and Ethical Knowledge function as relatively universal domains across disciplines, the enactment of AI-Content Knowledge varies according to disciplinary epistemologies. AI-Pedagogical Knowledge is primarily enacted through task and assessment design, and human-AI collaboration is typically bounded and regulated by teachers. Notably, AI-Content Knowledge is enacted through practices of validation, contextualisation, and critical evaluation rather than content generation alone, highlighting the central role of teachers’ epistemic and pedagogical judgement. The study provides empirical insight into how I-TPACK is enacted in AI-integrated teaching and highlights the need to move beyond procedural uses of AI toward more reflective, discipline-sensitive, and pedagogically grounded practices in higher education.

Examining informed consent quality in oncology clinical trial participants: A cross-sectional study.

Anthropogenic climate change is widely recognised as a defining challenge of the twenty first century. However, climate change education often appears fragmented, limited to content knowledge transmission. This conceptual paper argues that a transformative response to the climate crisis requires focusing not only on what teachers know and do, but also on who they are/becoming. Building on contemporary literature in Climate Change Education, sustainability competencies, and science teacher identity, we utilise Climate Change Science Teacher Identity (CCSTI) as our lens for understanding science teachers’ becoming in the era of the climate crisis. We discuss Climate Change Education as a stand-alone field, but we also relate it to broader frameworks of sustainability and climate-related competencies, highlighting how expert- and policy-driven models foreground emotional well-being, solidarity, and agency. We then review research on Climate Change Teacher Education, showing that existing work has mainly focused on content knowledge, pedagogical strategies, and self-efficacy. Drawing on Gee’s conception of identity as recognition by oneself and by significant others, and on Carlone and Johnson’s competence, performance, and recognition framework, we conceptualise CCSTI as a construct that integrates an interdisciplinary and holistic understanding, pedagogical enactment, and self-view as climate change teachers. We argue that CCSTI development is essential, particularly for primary pre-service teachers, who often experience limited recognition as ‘science people’ or as legitimate climate change educators. Finally, we outline implications for the design of Climate Change Teacher Education, emphasising self-reflection, autobiographical work, multimodal identity representations, and practice-linked experiences.

ABSTRACT This study examines Bhutanese pre-service teachers’ perceived level of ICT competency, as defined by the TPACK framework, to understand their readiness to integrate technology into their teaching practices. Thus, this study collected data from 354 pre-service teachers in Bhutan using a survey that assessed individual factors, TPACK knowledge domains, and TPACK practice domains. The findings reveal that while Bhutanese pre-service teachers possess moderate confidence in their overall TPACK knowledge and practice, their Technological Knowledge (TK) remains notably lower than their content and pedagogical knowledge. Analyses further show that academic year and prior ICT course experience are positively associated with TPACK knowledge and practice, whereas gender differences are not significant. These results highlight the need for teacher education programs in Bhutan to strengthen basic technological skills and to provide more systematic, practice-based opportunities for designing and implementing technology-enhanced lessons, thereby realizing national ICT-in-education policy goals in classroom practice.

There is a critical need to assess nurse educators' competencies in artificial intelligence (AI), yet no validated assessment tool currently exists to measure their level of AI literacy. Developing such a tool is critical to guide targeted educational strategies and inform curriculum design that prepares nursing graduates for technology-enhanced health care. This paper presents the results of content validity testing for an adapted 28-item Artificial Intelligence Technology Pedagogical Content Knowledge and Ethics (AI-TPACK-E) scale, designed to assess AI literacy among nurse educators from technological, pedagogical, content, and ethical knowledge perspectives. Twelve content experts with relevant experience in AI and nursing education evaluated the relevance of each item and provided feedback for refinement. Item-level content validity (I-CVI) scores were calculated, with ≥0.78 as the threshold for retaining items. The scale-level CVI (S-CVI) using universal agreement (UA) was also computed. Results showed an S-CVI/UA of 0.79, with 27 of 28 items achieving an I-CVI greater than 0.70 and S-CVI-Average of 0.89. Experts emphasized the importance of the scale and provided suggestions on item wording and the sequencing. These findings support the preliminary content validity for the AI-TPACK-E scale for assessing nurse educators' AI literacy. Planned future research includes pilot testing with a larger sample of nurse educators to establish additional validity and reliability evidence and examine their current AI integration practices in nursing education.