Teaching approaches to delivering pharmacy law content to pre-registration pharmacy students: a global systematic scoping review.

Using narrative inquiry as a theoretical and methodological framework, the purpose of this research was to understand the Para sport landscape as it pertains to girls and women with disabilities in Canada, from the perspectives of athletes and coaches. We recruited five girls and women athletes with disabilities and six Para sport coaches to participate in semistructured interviews. Data were analyzed using a thematic narrative analysis. Using creative nonfiction, we present three composite vignettes to illustrate our participants' experiences and recommendations toward the promotion of girls and women with disabilities in sport. This exploratory study shines light on intersectional inequities experienced in sport (e.g.,discriminatory coaching attitudes) but also the potential of sport toward supporting community and empowerment. Practical recommendations are offered to coaches, sport programmers, administrators, and policymakers in pursuit of creating positive and inclusive sport environments for girls and women with disabilities.

Studies on Qur’anic learning in TPQ institutions tend to rely on traditional methods that focus solely on repetition of memorization and recitation, without incorporating innovative or creative approaches. This study aims to analyze the integration of calligraphy in Qur’anic learning, its impact on students’ interest and learning motivation, and its contribution to the development of religious character. This research employs a qualitative descriptive method, using interviews, observation, and documentation as data collection techniques, and data analysis based on the Miles and Huberman model. The findings reveal that (1) the integration of calligraphy in Qur’anic learning is proven to be effective in improving the quality of the learning process, as it provides students with a more meaningful, visual, and enjoyable learning experience; (2) calligraphy integration can enhance students’ interest in learning, as reflected in their increased enthusiasm, active participation, and motivation during Qur’anic lessons; and (3) the integration of calligraphic art contributes to the development of students’ religious character, marked by the emergence of perseverance, discipline, and a deepened love for the Qur’an. These findings affirm that integrating artistic elements into Qur’anic learning can generate positive cognitive, affective, and spiritual outcomes.

The textile industry is one of the largest waste-generating sectors worldwide. In particular, the production of garments from denim fabric results in a significant amount of excess cuttings and unused fabric pieces. The problem of recycling such waste is relevant not only in terms of economic efficiency but also from an environmental protection perspective. This article analyzes ecological and technological approaches to creating new sewing products from denim fabric waste. During the study, the physical and mechanical properties of denim waste were examined, and experiments on recycling and practical applications were carried out. When designing and sewing new clothing models, the durability, aesthetic appearance, and market compliance of recycled fabric samples were evaluated. The results showed that garments, accessories, and decorative items made from denim waste are not only cost-effective but also environmentally friendly and represent a creative design approach. The article also provides practical recommendations for the further development of this direction.

In the modern educational environment, media play an increasingly important role in supporting students with disabilities, especially through increased communication, motivation and social inclusion. The research aims to examine the attitudes and ex­periences of special educators and rehabilitators in the Republic of North Macedonia regarding the use of media in their professional practice. A methodology was applied that included a quantitative survey with 56 participants and qualitative semi-structured interviews. The research focuses on the perceived benefits of media, the frequency and type of their use, as well as the barriers faced by professionals, such as technolog­ical limitations, lack of adapted content and insufficient training. The results show that media are generally perceived as a useful tool, especially in the context of visual sup­port and multisensory learning. However, there are significant differences in their use, depending on the level of digital literacy, the type of disability they work with, as well as institutional support. Additionally, differences in approaches to media use were re­corded between urban and rural areas, as well as among different generational groups of professionals. The interviews revealed different adaptation strategies and creative approaches to media integration, including the use of visual cues, auditory resourc­es, and interactive applications. The research has implications for improving training, developing localized resources, and systemic support for digital inclusion in special education. The development of comprehensive digital literacy programs, regular tech­nical support, and the inclusion of media in national strategies for inclusive education are particularly recommended. The findings open up space for future research that will examine the long-term impact of media on the academic and social development of students with disabilities.

Dmitry Lukhmanov (1867–1946) is a Russian and Soviet navigator, theorist of sailing ships, writer, teacher and head of naval educational institutions. He authored scientific papers in Russian and English, manuals and handbooks for seamen, specialised glossaries, literary works (autobiographical novels, short stories and poetry). A collection of rhymed English weather proverbs translated by Dmitry Lukhmanov into Russian was first published in 1910 as a part of his paper devoted to weather prediction, then in 1911 in a book of his own verse. When he included this collection in a handbook for sea cadets in 1943, many translations were improved and a number of proverbs added. Some of these weather proverbs have entered Russian linguoculture; they are used by sailors in their professional communication and taught to students of naval educational institutions. People who live by the sea use them in their daily life. Weather proverbs are also present in fictional prose texts. These short poems are perceived as a part of Russian (sea) folklore rather than as translated or borrowed units. Short poetic form made it easier for weather proverbs to be integrated by Russian linguoculture; at the same time, weather lore tends to be international due to numerous contacts among sailors. A comparative analysis shows that between 1910/1911 and 1943 he continued to translate weather proverbs, but also refined existing translations. The creative approach of Dmitry Lukhmanov combined with his rich professional and pedagogical experience made from weather proverbs an effective mnemonic device for young seamen.

Dmitry Lukhmanov (1867–1946) is a Russian and Soviet navigator, theorist of sailing ships, writer, teacher and head of naval educational institutions. He authored scientific papers in Russian and English, manuals and handbooks for seamen, specialised glossaries, literary works (autobiographical novels, short stories and poetry). A collection of rhymed English weather proverbs translated by Dmitry Lukhmanov into Russian was first published in 1910 as a part of his paper devoted to weather prediction, then in 1911 in a book of his own verse. When he included this collection in a handbook for sea cadets in 1943, many translations were improved and a number of proverbs added. Some of these weather proverbs have entered Russian linguoculture; they are used by sailors in their professional communication and taught to students of naval educational institutions. People who live by the sea use them in their daily life. Weather proverbs are also present in fictional prose texts. These short poems are perceived as a part of Russian (sea) folklore rather than as translated or borrowed units. Short poetic form made it easier for weather proverbs to be integrated by Russian linguoculture; at the same time, weather lore tends to be international due to numerous contacts among sailors. A comparative analysis shows that between 1910/1911 and 1943 he continued to translate weather proverbs, but also refined existing translations. The creative approach of Dmitry Lukhmanov combined with his rich professional and pedagogical experience made from weather proverbs an effective mnemonic device for young seamen.

Introduction . The article describes the experience of development and implementation in practice of a set of activities for the formation of intercultural communication skills in foreign language among pharmaceutical university students. Currently, the ability to negotiate, including at the international level and related skills are an undoubted advantage of pharmaceutical graduates in the labor market, which determines the relevance of the developed complex. Methodology and sources . While developing the set of activities, the authors applied such research methods as content analysis, logical and semantic analysis, systematic and creative approach, as well as modern methodological approaches to foreign language learning using authentic materials. Results and discussion . The presented complex includes classroom and extracurricular classes, combined with practical work of students: training course in English “Management of a pharmaceutical organization in English”; work programs of disciplines for all bachelor’s degree courses “Business communication in a foreign language"; an additional educational program “Business Communication in English”; discussion club in English; creative contests in foreign languages for students; excursions of military-patriotic orientation. The Lingvapharm youth community has been created and operates within the complex, which currently unites more than 400 people. Conclusion. Pharmaceutical students who actively participate in the programs of the complex, take prizes in international Olympiads and competitions in foreign languages each year, demonstrating excellent proficiency in foreign language, presentation and report skills, ability to behave in public and to answer questions rationally.

Researchers have long called for an integrated approach toward understanding the complex relationships between factors influencing creativity. Significant efforts have been made in this area through research examining interactions between personal traits, social environments, and creative productivity. However, relationships among factors involving the physical context of creativity have less often been the focus of cross-disciplinary inquiry, due, in part, to lack of any conceptual framework connecting them. This leaves interior designers, architects, and facility planners left to rely largely on anecdotal evidence and fragmented empirical insights to inform creative placemaking efforts through their environmental designs. Recent embodied creativity approaches have argued that to advance creative process knowledge and facilitate creativity in educational and work environments, creativity must be considered a physically and socially situated practice. There is empirical evidence that professionally and historically creative people are aware that the physical environment is an important factor in their creative productivity, that they leverage and manipulate features and qualities of a setting during creative efforts, and attribute insights and productivity to specific settings. Yet there is no framework linking the physical environment and creative processes, suggesting a lack of awareness about how designed environments might be a resource for creativity. This conceptual analysis aims to bridge this gap by utilizing an embodied creativity lens, grounded in ecological psychology and 4E (embodied, embedded, enactive, extended) cognitive science, to evaluate and synthesize literature from creativity, environmental design, ecological psychology, and cognitive science towards clarifying person-environment relationships during creativity, including conceptualizations of creative space, place, and physical environments supporting creativity.

This article examines the inseparable relationship between Chinas art institutions and total modernity. The first section analyzes private organizations operational methods that meaningfully integrate economic and cultural development through commercialization. The following sections discuss public art institutions focus on cultural enrichment, highlighting the synthesized creative approach of integrating historical and contemporary Chinese artistic traditions and practices. Overall, this paper focuses on art institutions ability to integrate economically, involve themselves in peoples daily lives and stimulate Chinas total modernity and national well-being. Through field research and on-site observation at UCCA Beijing (Ullens Center for Contemporary Art) and the National Museum of China from June to August 2025, this paper presents vivid and detailed examples with the most recent data, offering an audiences experience of visiting Chinas art institutions.

This Community Service Program (PKM) aims to enhance the quality of Catholic faith formation among students at Pelibaler Elementary School by implementing the Contextual Teaching and Learning (CTL) method, supported by audiovisual media. The program is grounded in the need for a more creative, relevant, and contextual approach to faith education for children who live in an era marked by rapid digital information flows. The CTL approach was chosen because it positions learners as active participants capable of linking religious teachings with their everyday life experiences, thereby fostering a learning process that engages not only the cognitive domain but also the affective and spiritual dimensions. The use of audiovisual media further supports students in understanding faith values in a more concrete, engaging, and comprehensible manner. The implementation included several stages: contextual delivery of faith materials, reflective experience-based activities, group discussions, and a value internalization phase that included an evening of silence and contemplation, followed by a concluding Eucharistic celebration. Evaluation results indicate that the CTL method supported by audiovisual media significantly enhances students’ understanding, engagement, and depth of spiritual reflection. Participant satisfaction data show that the majority fall into the satisfied and very satisfied categories, demonstrating the effectiveness of this method and its suitability for the cognitive and spiritual development of elementary school children. Furthermore, the program highlights that structured faith experiences that address affective dimensions play an essential role in holistic faith formation. As a follow-up, the school is recommended to develop a sustained CTL-based audiovisual module, provide further training for religious teachers and facilitators, and conduct regular faith formation activities. Thus, this PKM initiative not only yields short-term impact but also serves as a foundation for more systematic, creative, and contextual faith development efforts in the future.

This article discusses the main components of cognitive and metacognitive activity that activate the process of idea generation in students, as well as their educational and educational potential. The article analyzes the role of processes such as metacognitive control, self-analysis, and reflection in increasing the effectiveness of students' thinking. It also examines the mechanisms of creating new ideas through constructive thinking, and methods of verifying, substantiating, and developing ideas through critical thinking. The article emphasizes these three types of thinking as an important factor in forming a creative approach in students, developing independent decision-making skills, and ensuring the innovativeness of the educational process. The article provides methodological recommendations for teachers and attempts to reveal pedagogical conditions and effective didactic tools that serve to develop idea generation in students.

This article reveals the need to study the possibilities and methodological foundations of competence-oriented, personality-oriented approaches to increasing the creativity and effectiveness of future teachers based on the use of advanced educational technologies. Fundamental reforms are being implemented aimed at updating the education system, introducing innovative methods of teacher training, and bringing modern education to a higher quality level. It consists in developing a technology for preparing future teachers for educational activities based on a creative approach. The content, forms, methods, and means of preparing future teachers for educational activities based on a creative approach are disclosed.

This article explores the development of poetic Audio Description (AD) in live dance performances, with a focus on the Canadian context. Poetic AD embraces metaphor, sensory language, and embodied descriptions, enhancing accessibility while expanding the artistic potential of AD. Through a reflection on past experiences and the recent Languaging Dance project, this paper examines creative and collective approaches to live AD that emphasize embodied, sensory, and poetic language. By integrating improvisational and artistic techniques, poetic AD emerges as both an inclusive and aesthetic form of engagement with dance. This research contributes to broader discussions on inclusive arts practices, accessibility aesthetics, and multisensory engagement in live dance AD. Lay summary This study looks at how poetic language can make Audio Descriptions (AD) more meaningful for Blind and Low Vision (BLV) audiences during live dance performances. The AD approach presented goes beyond simply adding accessibility after the show is done; it helps make dance performances richer and more inclusive for everyone involved from the start. As such, the article suggests that involving BLV artists in creating AD can improve the descriptions. The article looks at the Canadian context and using reflections from Languaging Dance, a research project that took place in 2023-2024, it shows that poetic AD can bring dance to life through vivid, poetic language, making it a more engaging experience.

Problems of social adaptation frequently experienced by new santri in the pesantren environment, particularly during the transition period when they encounter a religious culture, strict discipline, and distinctive collective values—can potentially trigger anxiety, social withdrawal, and even maladaptive behavior. This study aimed to develop and analyze a collage therapy model grounded in pesantren values as a strategy to enhance the social adaptation skills of new santri at Pondok Pesantren Zainul Anwar Alasumur Kulon, Kraksaan, Probolinggo. A descriptive qualitative method was employed, with data collected through observation, in-depth interviews, and documentation involving new santri, mentor teachers, and the pesantren caregivers. The findings show that the collage therapy model integrated with pesantren values such as ukhuwah (brotherhood), independence, sincerity, and discipline helps santri to recognize their emotions, express personal experiences, and understand as well as internalize the social values that govern life in the pesantren. The participants exhibited positive changes, including increased self-disclosure, improved ability to work collaboratively, greater self-confidence, and more adaptive attitudes toward pesantren rules and daily dynamics. The study concludes that collage therapy based on pesantren values is effective as a creative, reflective, and educative approach to strengthening the social adaptation of new santri. Its implications suggest that this therapeutic model can serve as an alternative intervention within orientation and coaching programs for new santri and can be replicated in other pesantren-based educational institutions as a preventive strategy to minimize social adaptation barriers.

ABSTRACT Revitalizing traditional villages through rural creativity and tourism has become a universal phenomenon. In China, bookstores have begun to implement tourism practices in rural destinations, providing tourists with multiple experiences. However, bookstores as emerging creative agents in creativity-led rural tourism have rarely been discussed in academia. Therefore, this study examines the role of bookstores’ creativity in rural revitalization and tourism development in traditional Chinese villages. Three case studies were conducted using qualitative and inductive methods. Consequently, the findings categorize the employment of creativity into three dimensions through which bookstores contribute to rural tourism development: creative programming, creative atmosphere, and creative interaction. This study further enriches the theory of creativity-led rural tourism by demonstrating how innovative cultural facilities, such as rural bookstores, participate in the redevelopment of rural areas. Practical insights into new forms of creative practices and approaches to rural tourism planning are also provided.

One of the most discussed figures in the context of the formation of the aesthetic worldview of the Polish artist of the first half of the 20th century, Bruno Schulz, is Adolf Arendt, a drawing teacher at the Drohobych Gymnasium named after Franz Joseph I. His name appears in the writer’s prose, particularly in Cinnamon Shops, and raises the question: was he Schulz’s real teacher, or rather a symbolic figure, the em- bodiment of initiation into figurative thinking? The purpose of the scientific investigation is to clarify the interpretative strategies of creating the figure of Arendt in the biographical and artistic world of Schulz in the context of modernist poetics and creative approaches to the formation of an artistic image (including an individual person), to trace the evolution of the reception of this image and its artistic transformation in Schulz studies of the 20th – 21st centuries, as well as to identify intertextual parallels of such creative transformations in the European tradition. In the research process, a complex of interrelated methods has been applied: the biographical meth- od; the hermeneutic method; the comparative method; the culturological method; the intertextual analy- sis; the literary analysis of the text. Four main interpretative strategies are analyzed: traditional biographical (J. Ficowski), critical-de- constructive (V. Panas), psychocultural / cultural-local (L. Kuibida; A. Sypek), and modern (culturalogical or memory studies). Ficowski considers Arendt to be a credible and important figure in Schulz’s biography, as the first drawing teacher who had a direct influence on the formation of the writer’s aesthetic orienta- tions. Based on a meticulous analysis of archival materials, Panas proves that Arendt’s teaching career and Schulz’s years of study do not coincide chronologically, which is why he interprets the scene of “Professor Arendt’s lesson” as a purely artistic construction. Kuibida and Sypek’s research approach is dual: the Lviv scholar interprets the figure of Arendt as both real and symbolic, and the professor’s lesson as an act of memory and transformation; the Polish researcher, using new documentary sources, rehabilitates the fig- ure of the drawing teacher as a real person, noting clear boundaries between the time of his professional activity at the Drohobych Gymnasium and the period of Schulz’s studies at this educational institution. In modern discussions, the figure of Arendt is mostly perceived as a key to understanding Bruno Schulz’s po- etics of memory, and connections and parallels are also announced between the image of Arendt and the motif of the Teacher in the European literary tradition of the 20th century. As demonstrated in the article, an important genre feature of biography is the retrospectivity of nar- rative strategies, the presentation of true, not fictional life collisions, their factuality, and the embroidery of life on the canvas of real historical events. What is important here is the dynamics, the display of the for- mation and change of the author’s inner world. However, artistic practice (as in the case of the figure of Ad- olf Arendt in Bruno Schulz) can be an example of how modernist artistic approaches to the creation of bi- ographical narratives can “devalue” the factuality and reliability of biographical facts and real images, and, expanding and deepening the boundaries of reality, mythologize and artistically transform them in artistic texts, thereby undermining the possibilities of interpretative strategies.

ABSTRACT Despite decades of research, development practitioners continue to encounter challenges in achieving consistent and sustainable outcomes for women’s empowerment. Recent research points to gaps in knowledge around the interplay of empowerment and gender norms as a possible driver of these inconsistent results. In this paper, we draw upon our experiences with Community Concept Drawing (CCD) to explore how arts-based methods can generate nuanced, dynamic, and locally-rooted understandings of empowerment that account for the interplay of women’s empowerment and gender norms. Our experiences with CCD lead us to highlight three creative tools that may be useful to practitioners and researchers seeking to draw clearer and actionable connections between gender norms and empowerment: art, storytelling, and play. We argue that creative methods may not only lay the groundwork for more sustainable empowerment outcomes, but also empower practitioners and community members to develop flexible and multidimensional understandings of empowerment tailored to their unique context.

Transitioning from STEM to STEAM engagement mechanisms: a Yorkshire-based creative industry collaborative ecosystem approach for fashion and textiles

The development of batik in the modern era shows a significant transformation, from a traditional heritage to a medium for aesthetic expression and cultural identity. Batik now serves not only as a symbol of tradition, but also as a means of design innovation that can to adapt to global fashion trends. This research focuses on the exploration of Trenggalek’s local culture as a source of inspiration in the creation of contemporary batik motifs. By combining a visual communication approach and the shape grammar method, the design process is carried out through the Panca Siti Ngawi Sani stages, which include exploration, reflection, idea processing, visualization, and finalization. This research produces contemporary batik motif designs that represent Trenggalek's cultural heritage, focusing on traditional dance cultural objects and natural symbols. Each motif theme is combined with classical batik motif elements that have relevant philosophies and are arranged with a contemporary visual style composition and a combination of traditional techniques, namely canting tulis (hand-drawn canting) with contemporary brush and splash techniques and banana stem stamps to create harmony between tradition and aesthetic innovation. The results of this study indicate that the process of cultural transformation through contemporary batik motif designs can be an effective approach in strengthening local identity while increasing the existence of batik in a global context. Conceptually, this research contributes to the development of a creative approach based on local culture and emphasizes the position of batik as a medium of visual communication between cultures, and is relevant to current developments.