Current Educational Strategies Research Articles

Reconsidering engagement: aligning teacher qualities with indigenous students’ aspirations and needs

ABSTRACT Background Indigenous people worldwide face significant educational challenges, with Australia’s Aboriginal students experiencing an academic achievement gap with their non-Aboriginal peers. Despite various policy initiatives, systemic issues continue to impact the educational experiences of Aboriginal students. Understanding the role of teacher qualities in engaging Aboriginal students is a critical step towards addressing these challenges. Purpose Using Indigenous Standpoint Theory, this study investigates how teachers’ and principals’ perceptions of the qualities needed to support Aboriginal students align with students’ and communities’ beliefs and aspirations. Method Qualitative data were collected from six New South Wales government high schools through semi-structured interviews with the six school principals and 22 teachers, as well as focus group discussions with 102 Aboriginal students and 36 parents and community members across the schools. Participants were asked about Aboriginal students’ schooling experiences, teacher expectations, school support, and student–teacher relationships. Findings Analysis revealed a disconnect between educators’ intentions and Aboriginal students’ self-articulated needs. The findings identified that educators’ efforts to support students were often hindered by practices that deeply embed Western concepts within the structures and policies of mandatory education, whereas Aboriginal students emphasised the importance of trust, compassion, and culturally relevant approaches in teacher–student relationships. These desires are frequently overlooked in current educational strategies. The study also found that challenges in engaging Aboriginal students in schools had little to do with capacities to learn but rather with a system designed to control students through institutional policies and practices that can hinder access to education aligned with their goals. Conclusion The study suggests that if teachers and school leaders educate from a perspective of Aboriginal strength and success, they could move away from deficit understandings and instead explore culturally relevant ways of engaging students in the classroom. This approach not only has the potential to support student ‘success as Aboriginal’ but also to addresses the systemic disconnect between educational practices and students’ cultural needs and aspirations.

Current educational strategies addressing antibiotic resistance: a bibliometric analysis

Microorganisms have the potential to induce diseases characterized by rapid transmission and high mortality rates. Today, there persist medical unresolved issues, including the emergence of antibiotic resistance in pathogenic bacteria. This phenomenon stands as one of the paramount global threats to public health in the twenty-first century. A primary exacerbating factor contributing to antibiotic resistance is the misinformation concerning their irresponsible utilization. The lack of information is not only evident in the adult population but is also a problem observed in both school and university-level education. The present study aims to analyze global scientific production regarding teaching strategies to address the issue of antibiotic resistance by using the Web of Science database. The total amount of papers focused on this (13,637) represent only a 2.2% of the total mount related to antibiotic resistance (615,025). Countries with significant economic influence such as the USA or China lead the way on this topic. However, less economically powerful nations from Africa and Asia are also making remarkable contributions. The number of studies focused on elementary and higher education is relatively low (611 and 453, respectively), and it has not increased in the last few years. Nevertheless, the primary objective of these studies appears to be well-defined: to raise awareness and promote prevention as the main teaching strategy. The results underscore the need to integrate strategies emphasizing the responsible use of antibiotics, along with the importance of prevention and knowledge. In addition, our bibliometric data analysis could be of great assistance in promoting international collaboration and developing effective solutions.

A systematic comparison of intercultural and indigenous cultural dance education from a global perspective (2010-2024).

Cultural dance fosters social cohesion, emotional well-being, creative thinking, and cultural identity by conveying cultural values and social meanings. However, systematic comparative research on cross-cultural and indigenous cultural dance education remains limited. This study, adopting a global perspective, examines the current applications, core issues, and educational strategies in this field. Through a systematic literature review and grounded theory approach, the research scrutinizes studies conducted from 2010 to 2024. The results show that intercultural research primarily focuses on multicultural exchange, cultural integration of immigrant groups, and cultural acceptance among socioeconomically disadvantaged populations, highlighting the influence of intercultural adaptability and globalization. In contrast, indigenous cultural research emphasizes local culture and educational systems, with a particular focus on local cultural identity and educational reform. While both types of research reach a consensus on the importance of cultural transmission, diversity in teaching strategies, and the critical role of educators, significant differences remain in cultural identity and the design of educational content. Future research could concentrate on virtual dance education, innovation in indigenous cultures, the exploration of dance education's role in mental health, and the deep integration of artificial intelligence into dance pedagogy. Furthermore, consideration of the potential impact of globalization and technological advancement on cultural identity and educational models will foster theoretical innovation and practical development in dance education.

Evaluating Future-Oriented Thinking Skills in Educational Communication of Students at Prince Sattam bin Abdulaziz University

Future-oriented thinking is significantly required to be a part of the university curriculum, especially for educational students in teacher-training colleges. This study investigated the proficiency of future-oriented thinking skills in educational communication among education students at Prince Sattam bin Abdulaziz University's, focusing on future planning, forecasting, problem-solving, and imaginative thinking. The purpose of this study was to evaluate the extent to which these education students possess the essential skills to anticipate and address future challenges in educational communication. Using a descriptive-analytical approach, data were collected from 183 students using a structured questionnaire. The results revealed that students exhibited high proficiency in future planning (mean=2.585, SD = 0.437) and forecasting (mean=2.541, SD = 0.652), whereas their problem-solving (mean=2.497, SD = 0.496) and imaginative thinking skills (mean=2.455, SD = 0.573) were moderately developed. These findings indicate that, although current educational strategies effectively enhance planning and forecasting abilities, there is a critical need for interventions to improve creative problem-solving and imaginative skills among students at education college. The study concludes that a balanced educational approach is essential, emphasizing both future planning and forecasting, as well as problem solving and imaginative thinking. The main recommendation is to implement innovative educational strategies and interventions that foster a comprehensive set of future-oriented thinking skills, thus preparing students to effectively navigate and address future challenges.

Integrating SDGs, One Health and transdisciplinarity into AMR Education Strategies

Abstract Introduction The increasing prevalence of Antimicrobial Resistance (AMR) threatens modern medicine, undermines food security, and impedes environmental sustainability. The complexity of AMR requires various stakeholders to contribute to mitigate this challenge. We discuss the critical need for integrating the One Health framework, transdisciplinarity, and Sustainable Development Goals (SDGs) within AMR education; and demonstrate how these integrations enhance the effectiveness of educational strategies against AMR. Methods Through a review of existing literature and analysis of multiple interventions, we synthesize findings from instances where One Health strategies have been applied. We assess their effectiveness in fostering cross-sector collaboration and enhancing health outcomes, thereby providing a grounded framework for developing integrated educational strategies. Results Our analysis reveals that AMR education programs incorporating the SDGs and One Health principles are more likely to foster interprofessional collaboration and a deeper understanding of AMR. Case studies demonstrate that such educational approaches significantly improve the preparedness of health professionals in managing AMR through innovative and cooperative approaches. Despite the significant potential of One Health education in impacting global health positively, current interventions lack specific SDG indicators directly related to AMR, suggesting a gap in policy and global health prioritization. Conclusions By aligning AMR education with SDGs and One Health, there is an opportunity to enhance global health security. We call for a paradigm shift in educational strategies to effectively combat AMR, advocating for policy reforms and curriculum adjustments to incorporate these integrated approaches. The findings are crucial for educators, policymakers, and healthcare professionals aiming to redesign AMR education to be more comprehensive and globally oriented. Key messages • AMR education integrated with SDGs and One Health enhances interprofessional collaboration and understanding, improving health professionals’ preparedness to manage AMR effectively. • Current AMR educational strategies lack specific SDG indicators; aligning education with SDGs and One Health can significantly boost global health security.

Mapping the SDG 4 Process: Algorithmic Literacy Among Students of the University of Sarajevo

Utilizing a mixed-method approach, this research aims to evaluate algorithmic literacy among students at the University of Sarajevo - Faculty of Political Sciences and the Faculty of Philosophy (BIH), and to assess the possibilities for improving existing practices of media and information literacy (MIL) integration. The central research question investigates how current MIL educational strategies influence students' awareness and understanding of the roles algorithms play in the digital transformation of a society striving for sustainable development. Therefore, the study encompasses a descriptive method of holistic approach elements: strategic documents, MIL book edition and MOOC modules. Subsequently, a thematic analysis of ten qualitative interviews with students further explores their experiences, attitudes, and perceptions regarding information, media, and algorithms. The research results offer insights into the potential of MIL education to support algorithmic literacy and its potential contribution to sustainable development, particularly focusing on SDG 4 - Quality Education. By aligning its findings with the objectives of a universally applicable goal, this study not only addresses the context of algorithmic literacy as an integral component of quality education but also serves as a step towards advancing the interconnectedness of open education and artificial intelligence.

Transforming education: Strategies for sustainable development and growth

This article explores the critical role of education in promoting sustainable development and growth, focusing on innovative strategies that can be integrated into educational practices. The research identifies gaps in current educational strategies concerning sustainability and proposes new approaches to enhance their effectiveness. Through a comprehensive literature review, the article examines the existing relationship between education and sustainability, highlighting successful case studies that demonstrate the practical application of these strategies. Theoretical frameworks underpinning these approaches are discussed, offering insights into their application in educational contexts. Stakeholder perspectives, including those of educators, policymakers, and students, are analyzed to understand the challenges and opportunities in implementing sustainability-focused educational practices. The findings of this research have significant implications for educational policy and practice, providing actionable recommendations to promote sustainability in education. The article concludes with a discussion on emerging trends and potential innovations that could further advance educational strategies for sustainable development.

Weight Management Package Based on Knowledge, Attitude, Behavior, and Barriers of Obese Youth in China

This study explored the knowledge, attitudes, behaviors and barriers of obese adolescents in Erqi District, Zhengzhou City, China, in terms of weight loss management. The study adopted a cross-sectional design, collected data through a questionnaire survey, and used statistical analysis methods to explore the relationship between these factors and their association with socio-demographic characteristics. The study found that participants generally had misconceptions about health knowledge, had a negative attitude towards weight, rarely adopted weight-loss behaviors, and faced some barriers to health management. The study revealed a negative correlation between health knowledge and attitudes, a finding that challenges traditional ideas and suggests that simply increasing health knowledge may not be sufficient to change attitudes and behaviors. In addition, the study found that economic factors had a small effect on health-related dimensions, while BMI had a significant effect on knowledge and behavior dimensions. These findings highlight the need to consider the interaction of multiple factors when designing interventions for adolescent obesity, and to fully consider the local socio-cultural context. The results of the study provide a new perspective on understanding the problem of adolescent obesity in China, and also raise questions about current health education and intervention strategies. Future research can further explore the underlying reasons behind these findings, providing a scientific basis for the development of more effective strategies for the prevention and management of adolescent obesity.

Implementation of Inclusive Education at Key Stage 1: Current Practices and Coping Strategies

Many schools in Maldives are transitioning towards the adoption of inclusive education, now mandated by both constitutional provisions and policy directives. This study was conducted within the context of Key Stage 1 at a school in Male’, Maldives with the purpose of exploring the implementation of inclusive education, as well as the challenges teachers face in implementing it and ways to overcome these challenges. Purposive sampling was utilised to select six teachers using specific inclusion criteria. Qualitative data was collected through interviews and observations. A semi-structured interview guide was utilised in the interviews. The data from the open-ended questions were analysed for categories, and the interview transcripts were thematically analysed. The findings indicate that current inclusive education strategies include incorporating children with complex learning profiles into mainstream classes alongside their classmates. The challenges teachers face in implementing inclusive education are mainly related to classroom and school factors, such as high student teacher ratio, lack of resources, and insufficient training. Findings also reveal that teachers are not receiving feedback, and there is no adequate monitoring system in the school. Additional resources and training, as well as more teachers, were identified as some of the ways to improve the implementation of inclusive education in Key Stage 1 at the schools in the Maldives.

Strengthening student empathy in GeoCapabilities: Digital learning innovations and pedagogical strategies for disaster mitigation

Indonesia’s geographical positioning along the ‘Ring of Fire’ exposes it to frequent seismic activities, making effective disaster mitigation education crucial. Current educational strategies may not adequately foster the necessary empathy and understanding among students regarding the socio-environmental impacts of disasters. This study aims to develop and evaluate a digital learning platform designed to enhance GeoCapabilities in students, particularly focusing on the social-environmental empathy dimension. The objective is to improve students’ empathetic responses to disaster scenarios through integrated disaster mitigation pedagogy. Utilizing the design-based research method, this research involved a systematic blend of iterative development and evaluation phases to refine educational interventions. Data collection was achieved through a combination of qualitative feedback from students and quantitative pre-and post-test measures to assess empathy levels. Data analysis involved statistical testing to determine the effectiveness of the digital learning platform in enhancing empathetic capabilities among learners. The research reveals that the digital learning platform (D-Learning), significantly improves students’ empathy towards disaster impacts. Students demonstrated a deeper understanding and emotional engagement with the content, highlighting an increase in their ability to empathize with affected communities. The findings suggest that the scalability of D-Learning can be tailored to different regions, providing a valuable tool for enhancing disaster preparedness worldwide. The integration of technology and empathy-focused pedagogy in disaster education could serve as a model for developing similar educational programs globally, aiming to foster a more resilient and empathetic future generation.

Revolutionizing dental education: harnessing the power of ChatGPT for personalized learning in dentistry

With the advancements in modern technology, educators in the field of dentistry are exploring innovative and new ways to enhance the learning experience for students. Aim: This journal article integrates ChatGPT, a state-of-the-art language model OpenAI developed into dental education. By leveraging the capabilities of ChatGPT, educators can provide personalized and interactive learning experiences, fostering a deeper understanding of dental concepts and improving the overall educational outcomes in dentistry for both teachers and dental students. By embracing this transformative tool, dental education is poised to adopt a new era of engagement, adaptability, and efficacy in preparing future dental professionals for the challenges ahead. Method: This is an overview of current and future dental education strategies, limitations, and challenges. The data and information reflected and summarized in this article are gathered and extracted from recently published articles, especially a search of online databases. Conclusion: In conclusion, while using ChatGPT in dental education offers substantial benefits in personalized learning, virtual patient interactions, and knowledge reinforcement, ethical considerations and potential disadvantages highlight the need for a balanced and responsible integration.

The level of self-learning ability among university students in the light of dealing with innovative technologies

Introduction. A crucial topic of investigation in modern education is the study of self-learning abilities among college students, especially in using innovative technologies. In order to improve educational practices and student results, it is crucial to understand how students adapt to and use digital tools and online resources for self-directed learning. This is because these resources are becoming increasingly important to academic performance. The purpose of this study is to explore how college students utilize digital tools and online resources for self-learning. Study participants and methods. This investigation, which involved 500 pupils, set out to answer four primary questions: (1) the confidence that college students have in their abilities to learn independently with the help of digital tools; (2) how students' use and familiarity with cutting-edge tools change as they progress through college; (3) whether there are any gender variations in students' ability to learn on their own using modern technology; and (4) whether or not there are any relationships between students' grades and their use of cutting-edge study tools, using a Likert-scale survey. Results. The results demonstrated that out of 500 college students, 60% had faith in self-directed learning through innovative technology, with 200 agreeing and 100 strongly agreeing. On the other side, nearly a quarter were uneasy, with seventeen percent remaining indifferent and sixty-five percent strongly opposing. Just 10% of first-year students reported often utilizing tools, indicating reduced tool utilization and comfort. Whereas half of the fourth-year students regularly used them, the other half used them more frequently and were more comfortable with them. The study did not find any notable difference in the usage of technology for self-learning based on gender. There was an association between grade point average and technology use; students whose GPAs were between 3.5 and 4.0 were more likely to use technology frequently (4.8 out of 5.0) and were more comfortable using it (4.5 out of 5.0). Practical significance. This study has the ability to shed light on current educational procedures and strategies, which is where its practical significance lies. Teachers can gain a better grasp of how students make use of and adjust to digital resources for independent study in order to incorporate these technologies into lessons in a way that may improve students' learning experiences and outcomes. Insights from this study regarding the link between tech use and higher GPAs can help schools design better online classrooms. More personalized and efficient methods of higher education instruction can be a result of the study's impact on educational technology policy decisions.

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

PurposeIn today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.Design/methodology/approachThis study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.FindingsThe study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.Practical implicationsThe study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.Originality/valueThis study stands out as it explores an underexamined area while providing novel educational insights.

The Implementation of Interactive PowerPoint Media in Thematic Learning at an Elementary School

The rapid development of technology is inseparable from human life, significantly impacting educational systems. Technological advancements, particularly in information technology, indirectly alter conventional teaching strategies. Current educational strategies emphasize student-centered approaches, wherein students play a more active role than teachers, while still recognizing the teacher's role as a source of learning. The implementation of Curriculum 2013 provides a reference in the education sector. Creating an enjoyable learning process involves considering various factors, such as student engagement and the use of effective teaching strategies and methods. This qualitative descriptive research explores the application of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) design model in the context of interactive PowerPoint media for thematic learning in Grade V at Madrasah Ibtidaiyah Bustanul Ulum 02 Tegalwangi Umbulsari Jember. Data collection methods include observation, interviews, and documentation. The analysis involves data reduction techniques. The research findings reveal that a teacher at Madrasah Ibtidaiyah 02 Tegalwangi Umbulsari Jember utilizes interactive PowerPoint media in thematic learning, resulting in improved student understanding. The use of interactive PowerPoint has positively impacted student achievement, as evidenced by increased end-of-year assessment scores. The observation also highlights the significant role of instructional media in the learning process, stimulating student interest and creating a more relaxed and engaging learning atmosphere.

Future Frontiers: Exploration of practices, challenges, and educational needs of genetic counselors in emerging subspecialties.

The augmented use of genomic testing across different medical subspecialties has led to increased involvement of genetic counselors (GCs) in specialized areas of medicine. However, the lack of educational infrastructure required for changing scholastic needs of GCs entering new subspecialties lends to the burden of self-directed learning and inconsistent knowledge. We conducted a cross-sectional study surveying GCs with experience in the emerging genetic subspecialties of Immunology, Dermatology, Endocrinology, and Pulmonology (abbreviated as "IDEP") on current practices, clinical challenges, and educational strategies undertaken while working in these settings. We compared knowledge and confidence in skills related to IDEP patient care between GCs who do (experienced cohort) and do not (control cohort) practice in these settings to assess their comfort with working in subspecialties. Participants were recruited from the National Society of Genetic Counselors membership. A total of 304 GCs (178 experienced and 126 control) completed the survey. Most GCs in the experienced cohort saw IDEP patients by themselves (n = 104; 58.4%) or with a geneticist (n = 97; 54.4%) and almost all (n = 176; 99%) cited GeneReviews as a primary informational source for IDEP genetics but half (n = 91; 51.1%) agreed that a dedicated online course would be the best way to learn about a specific subspecialty. The experienced cohort scored higher on confidence in all skills (p < 0.001, z = 7.32) and knowledge (p < 0.001, z = 5.68) related to IDEP genetics than the control cohort. Previous exposure to IDEP through graduate school coursework and rotations positively correlated with better self-confidence in skills (p = 0.02, z = -2.19; p < 0.001, z = -5.25) and genetic knowledge (p = 0.03, z = -2.09; p < 0.001, z = -2.81) related to IDEP patient care. Years of experience working as a GC did not correlate with better confidence in skills (p = 0.53) or better IDEP genetic knowledge (p = 0.15). Our findings show that provision of opportunities for increased exposure to subspecialties could help maximize GCs' ability to work in emerging niche fields.

Transformasi Pendidikan Guru SD: Analisis Program TEMA PGSD dalam Meningkatkan Kualitas Pengajaran dan Prestasi Siswa

In response to the imperative need for enhancing primary school education, this study delves into the transformative impact of the TEMA PGSD program on the professional development of elementary school teachers. The article's objective is to analyze how the program contributes to elevating teaching quality and student achievement. Through a mixed-methods approach, combining participant surveys and in-depth classroom observations, this research investigates the practical implications of TEMA PGSD. The findings underscore a notable positive shift in pedagogical practices among participating teachers, leading to observable improvements in student performance across various subjects. With a concise yet comprehensive overview of the program's methodology, which prioritizes interactive learning and practical application, this study provides valuable insights for educators, policymakers, and researchers. The background highlights the pressing need for effective teacher training, setting the stage for the relevance of the TEMA PGSD initiative. The article concludes by emphasizing the program's potential as a transformative model for primary school teacher education. This research not only addresses a critical gap in current educational strategies but also offers practical solutions to enhance the overall quality of primary education, laying the groundwork for future advancements in teacher professional development.

Social Inclusion of Students from Disadvantaged Backgrounds: New Strategic Approaches to Educational Counselling and Communication

The need to provide education for all has continued to be at a high level even now when access to education is easier and considerably wider than in the previous historical periods. There is a general causality as well as a specific one supporting this necessity. The latter includes an additional set of reasons which connect defining characteristics of disadvantaged learners with the limitations of the pandemic crisis and its effects on communication. They also continue to manifest themselves after the health restrictions have been lifted and further hinder communication and educational counselling, thereby imposing additional barriers to inclusive education. This study is a literature review through which we aim to make a synthesis of current communication and educational counselling new strategic approaches suitable for use in the post – COVID context for facilitating access to education for disadvantaged students. The objectives of the study are as follows: O1: to identify a set of strategies which correspond to the specific communication pattern and information needs of the children and teenagers nowadays; O2: to identify current educational counselling strategies which can be successfully used in the post - COVID context to enable well-informed career decisions for disadvantaged students; O3: to develop a formative intervention model for social inclusion of students from disadvantaged backgrounds. The study findings may be useful in school and career counselling in pre-university education, but also in collaborative approaches between pre-university and academia in order to facilitate the inclusion of the disadvantaged students.

Digital Transformation of Education and Humanization of Relationships in the Educational Environment: Some Aspects of Relationship and Mutual Influence

The modern educational space is permeated with elements of digitalization. Innovation has always been a challenge for the education system, a traditionally conservative cluster of socio-cultural activity. The peculiarity of the digital transformation of modern education is the totality of this process, covering educational and methodological, organizational, and scientific components. Under such conditions, the formation of contradictions in education between scientific and technological and humanities-science dimensions is obvious. Therefore, the purpose of the article is to identify current educational strategies with a clear prediction of trends in the relationship between digitalization and humanization. Two models for the further development of the educational space are proposed - confrontation and interaction at the level: of human-technology. In this context, it is methodologically acceptable to use two scientific-philosophical methodologies: dialectics and synergetic. Consequently, modern education is at a kind of bifurcation point since the coexistence of innovative technologies with traditional humanistic principles is no longer possible in the existing worldview paradigm. It is only a matter of time before a new system of the reciprocal influence of digital technologies on humanistic principles emerges.

A-27 Stakeholder Attitudes and Perceptions regarding Concussion in Athletes with Intellectual Disabilities

Abstract Purpose: Sports-related concussion (SRC) is a public health concern with particular complexities that occur in Special Olympics (SO) because injuries and acute identification tools are not well understood for athletes with intellectual disabilities (ID). The purpose of this study was to explore current education, recognition and management strategies among coaches and caregivers in Special Olympics North America (SONA). Methods: A descriptive survey via the Qualtrics platform was distributed to coaches and caregivers in SONA through their electronic newsletter. Analyses included descriptive statistics and Chi square frequencies. Results: Out of a total 103 returned surveys, 77 were fully completed by coaches (83%) and caregivers (17%) from 10 states. The majority of coaches (91%) completed concussion education within the last two years. Sixty-one percent of coaches reported coaching a contact or high concussion-risk sport; moreover, these coaches were more likely to recognize injuries (p = 0.02). Forty-three percent of coaches disclosed that concussions may be underreported in SO, but 72.5% agreed that concussion are serious injuries. Although coaches generally felt prepared to recognize (95%) and remove (95%) athletes with SRC symptoms, management strategies to recognize (34%) or treat (39%) SRC athletes with ID was low. Coaches described feeling less confident to manage these return-to-play decisions following injury (76%). Non-healthcare professionals were first responders for injuries during non-competition (68%) events and competition (14%). Conclusions: Coaches involved in SO should complete tailored concussion education training to enhance recognition and management strategies. Future initiatives should target curriculum adapted to communication needs of athletes with ID.

I-Quiz: An Intelligent Assessment Tool for Non-Verbal Behaviour Detection

Electronic learning (e-learning) has become one of the widely used modes of pedagogy in higher education today due to the convenience and flexibility offered in comparison to traditional learning activities. Advancements in Information and Communication Technology have eased learner connectivity online and enabled access to an extensive range of learning materials on the World Wide Web. Post covid-19 pandemic, online learning has become the most essential and inevitable medium of learning in primary, secondary and higher education. In recent times, Massive Open Online Courses (MOOCs) have transformed the current education strategy by offering a technology-rich and flexible form of online learning. A key component to assess the learner’s progress and effectiveness of online teaching is the Multiple Choice Question (MCQ) assessment in most of the MOOC courses. Uncertainty exists on the reliability and validity of the assessment component as it raises a qualm whether the real knowledge acquisition level reflects upon the assessment score. This is due to the possibility of random and smart guesses, learners can attempt, as MCQ assessments are more vulnerable than essay type assessments. This paper presents the architecture, development, evaluation of the I-Quiz system, an intelligent assessment tool, which captures and analyses both the implicit and explicit non-verbal behaviour of learner and provides insights about the learner’s real knowledge acquisition level. The I-Quiz system uses an innovative way to analyse the learner non-verbal behaviour and trains the agent using machine learning techniques. The intelligent agent in the system evaluates and predicts the real knowledge acquisition level of learners. A total of 500 undergraduate engineering students were asked to attend an on-Screen MCQ assessment test using the I-Quiz system comprising 20 multiple choice questions related to advanced C programming. The non-verbal behaviour of the learner is recorded using a front-facing camera during the entire assessment period. The resultant dataset of non-verbal behaviour and question-answer scores is used to train the random forest classifier model to predict the real knowledge acquisition level of the learner. The trained model after hyperparameter tuning and cross validation achieved a normalized prediction accuracy of 85.68%.