The integration of Deep Learning and a Love-Based Curriculum offers a strategic pedagogical model that aligns cognitive rigor with affective and moral development in Indonesian education. By uniting conceptual depth, critical inquiry, empathy, and character formation, this integrative approach supports holistic learning suited to the demands of 21st-century education and national character-building objectives. However, its effective implementation requires systematic teacher capacity building, adaptive instructional design, and the development of valid affective assessment instruments. This study provides a theoretical contribution by articulating an integrative learning paradigm that bridges cognitive and humanistic education, while practically offering guidance for educators and policymakers seeking to strengthen meaningful and character-oriented learning in Indonesia. Highlights: Mindful, meaningful, and joyful pedagogies reinforce critical reasoning and contextual application. Compassion-centered educational design strengthens empathy, moral awareness, and classroom inclusivity. Combined framework supports balanced development of intellectual, emotional, and spiritual capacities Keywords: Deep Learning, Love-Based Curriculum, Affective, Empathetic, Character Dimensions of Learners.

This study, one of the first cross-national and cross-professional approaches, maps Artificial Intelligence (AI) adoption and perceptions through a survey of 797 professionals in eight countries (Spain, Italy, France, Portugal, Netherlands, Germany, Norway, and Denmark) spanning six fields including journalism, marketing, audiovisual, public relations, graphic design, and communication education. Experimentation is widespread (88%), yet workflow integration remains uneven. Adoption is strongest among younger professionals, and sectoral differences are detected: marketing reports higher adoption, whereas journalists and educators report the lowest usage. ChatGPT dominates (77%), followed by Canva (38%), and DALL·E and MidJourney (27%). Frequency of use lag behind positive attitudes. National patterns also diverge, reflecting cultural, regulatory, and market factors. Results draw on SCOT, Rogers’ diffusion, and Bozdag’s AImosis to frame sociotechnical adoption of AI as a negotiation. We offer a baseline of AI practices in European communication professions and identify key priorities in policy.

Interior architecture and design as a profession has played a significant role in people's daily lives since ancient times, and interest in education within the profession has increased considerably over the years. The teaching of interior architecture is focused on designing and shaping internal spaces that are functional, safe, sustainable, and aesthetically pleasing within the built environment. However, in Nigeria, although architecture education and curriculum have attracted considerable academic attention, the gap has shown that interior architecture remains underexplored, particularly in terms of sustainable pedagogy, curriculum, and practice. This paper presents an assessment of existing literature and policy documents on the curriculum for sustainable interior architectural education in Nigeria, its challenges and possibilities within the context of global and local imperatives. An assessment of scholarly publications, institutional reports, the NUC policy documents on CCMAS Architecture 2023 for interior architecture and design education in Nigeria, and accreditation guidelines was conducted using desktop research methodology. However, promising opportunities are emerging from a greater focus on sustainable development, technological advancements, and the integration of indigenous knowledge systems into sustainable interior education and practices. The study recommends that successfully embedding sustainable local content into interior architectural education requires curriculum reform, enhanced faculty capacity, stronger collaborations between industry and academia, and contextually adapted approaches that align global standards with Nigeria’s socio-cultural realities. The paper concludes by offering practical recommendations for designers, educators, policymakers, researchers, industry stakeholders, and community members. They are intended to emphasize pathways that boost the role of sustainable, future-oriented education, enabling graduates to create spaces that are in harmony with the environment, enrich lives, and promote future well-being.

IntroductionLow back pain (LBP) is the leading cause of disability worldwide, with high prevalence in Canada and the United Kingdom. LBP care pathways offer high-quality, guideline concordant care, with advanced practice physiotherapy (APP) an integral component. APP is a higher level of practice providing care for individuals with complex healthcare needs. Patient experience is an important measure of healthcare service quality. Although patient experience has been explored in some APP settings, and in standard physiotherapy for people with LBP, no study has explored patient experience of APP in LBP care pathways.Aim & ObjectivesTo explore and understand how patients experience APP within low back pain care pathways in the UK and Canada. To map APP integration within LBP care pathways in the UK and Canada. To explore advanced practice physiotherapists’ perspectives on the patient experience of APP. To explore patients’ experience of APP. To synthesise the physiotherapists’ perspectives on the patient experience and patients’ experience of APP. To compare patient experience of APP between the UK and Canada.MethodsA qualitative, exploratory, multiple case-study using an embedded (nested) design situated within a constructivist paradigm will be conducted. Cases will be LBP care pathways in Ontario, Canada and England, United Kingdom. AP physiotherapist and patient participants from both cases will be recruited through non-probability sampling. LBP care pathways will undergo framework analysis, quantitative questionnaire data will be reported descriptively, and interview and open text questionnaire data will undergo thematic analysis. Both within-case and cross-case analyses will be conducted.SignificanceThis study may improve patient-centred care in LBP care pathways, inform APP educational programs and curricula design, address a knowledge gap in the APP literature, and inform future research by offering theoretical propositions relevant to patient experience of APP within LBP care pathways.

Amid information saturation and aesthetic pluralism, artistic design services grapple with inefficient manual workflows and imbalanced creative diversity-semantic fidelity. To address these and advance information system integration in design, this study proposes a two-stage multi-task generative AI framework for artistic design, integrating latent space remapping, hierarchical cross-modal attention distillation, and dynamic resource scheduling. Evaluated on a 30,000-sample dataset, the framework outperforms baselines: 45% lower FID than GAN-based models, 15% higher CLIP-Score for text-image alignment, over 4.3/5 professional designer satisfaction, and 1.2 iterations/second inference on a single 3080Ti GPU. It resolves existing generative AI flaws and advances human-AI collaboration in design services, laying technical groundwork for workflow innovation, design education support, and brand development.

This study aims to map the thematic development of research on Problem-Based Learning (PBL) in the context of Visual Communication Design (VCD) education linked to critical thinking and visual/creative thinking over the period 2015–2025, while identifying potential areas for research novelty. A bibliometric approach was employed by retrieving data using Publish or Perish (PoP) with Google Scholar as the data source and the following query: ("problem-based learning" OR "PBL") AND ("critical thinking") AND ("visual thinking" OR "creative thinking") AND ("visual communication design" OR "graphic design education" OR "design education"). Retrieved metadata were exported in .RIS format and analyzed using VOSviewer to generate term-mapping visualizations, including density, network, and overlay maps. The results indicate a corpus of 500 documents with 11,988 citations, an average of 23.98 citations per paper, and impact indices of h-index = 52 and g-index = 99. VOSviewer mapping shows “critical thinking” as the most dominant and central node, surrounded by pedagogical implementation and design terms such as implementation, model, and effect, as well as educational context terms including teaching, teacher, and higher education. The terms technology and collaboration also appear connected within the network, while visual-creative outcome terms such as creative thinking ability and students' creative thinking emerge as part of the thematic structure. Overall, these findings suggest that the retrieved research landscape is strongly centered on critical thinking and pedagogical implementation, with notable links to higher-education contexts and technology–collaboration supports.

Emotional intelligence (EQ) and spirituality (SQ) are two important aspects in shaping an individual's psychological balance. The study conducted a systematic review of 20 scientific articles to explore the relationship between the two in various contexts, such as education, organization, and health. The results of the study show that EQ and SQ are not only significantly interconnected, but also play a joint role in improving emotional regulation, resilience, and meaning of life. These findings confirm the importance of a holistic approach to self-development that integrates emotional and spiritual dimensions to achieve wholesome well-being. Further, empirical evidence indicates that individuals with high EQ and SQ tend to have better interpersonal skills, stronger adaptability, as well as lower levels of stress. The integration of these two constructs is also relevant for the design of positive psychology-based interventions and character education, as it can strengthen self-awareness, empathy, and value orientation. Thus, simultaneously strengthening EQ and SQ has the potential to be an effective strategy in improving quality of life and mental health across settings.

Abstract Supporting undergraduate education in hydrology is crucial to enhancing workforce development, research, and training necessary to advance the future of hydrologic science. Many professionals encounter the subject of hydrology in an undergraduate course that serves as an introduction to this discipline. However, there is limited synthesis regarding how educators design and teach introductory courses in hydrology. In this work, we analyzed 43 syllabi for undergraduate hydrology courses primarily from North America to identify how such approaches may vary and/or converge. We found that course titles varied widely, as do the use and titles of required or recommended textbooks. We also found variability in how instructors structured assessments, with 48% of syllabi reporting a distributed approach to grading rather than favoring a particular type of assessment. Instructors articulated 257 learning objectives spanning the range of Bloom's Taxonomy, as well as a small number of affective and skills‐based objectives. The majority of syllabi favored mid‐range objectives within Bloom's taxonomy (“understand” and “apply”), with fewer syllabi emphasizing objectives at lower (“remember”) and upper (“evaluate” and “create”) levels. In alignment with emphasis within the water cycle, most courses introduce key processes including precipitation, streamflow generation, groundwater, and evapotranspiration, but tended to diverge in whether they included topics such as climate change, human impacts on the water cycle, and water management. Overall, our synthesis provides a useful starting point for developing a common introductory curriculum in the field of hydrology, and considering what needs may still exist when first introducing undergraduate students to hydrologic science.

Epistemology courses are increasingly used to cultivate critical thinking and responsible knowledge use, yet international and national implementations may reflect different curricular logics. Comparing the International Baccalaureate (IB) Theory of Knowledge (TOK) and Turkish Ministry of National Education (MEB) Theory of Knowledge illuminates how global inquiry and local civic aims are translated into design and assessment. This matters for curriculum theory and practice because it clarifies actionable levers for balancing international-mindedness with cultural grounding in secondary education. The purpose of this study is to conduct a systematic comparative document analysis of the IB Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge curriculum in order to identify their underlying curricular logics, points of convergence and divergence, and implications for curriculum design and epistemology education. A qualitative document analysis was conducted on the official IB TOK Guide (first assessment 2022) and the MEB Theory of Knowledge instructional guide (2009). Using comparative thematic coding across four categories: (1) aims and vision, (2) content/structure, (3) pedagogy, and (4) assessment, the data were synthesized into comparative matrices to identify convergences and divergences. Thus, the findings solely reflect the intended curriculum rather than classroom enactment. Both curricula promote critical reflection and ethical responsibility. However, IB’s TOK emphasizes open-ended inquiry, interdisciplinarity, and international-mindedness, operationalized through a globally standardized essay and exhibition. MEB’s Theory of Knowledge foregrounds structured epistemology, civic/national values, and applied learning, assessed via projects, portfolios, and examinations aligned with national priorities. Epistemology can be embedded through distinct yet complementary logics, inquiry-oriented globalism and value-grounded civic education. The study offers design principles for curriculum developers and teacher educators seeking to integrate both approaches, enabling secondary curricula that prepare learners for participation in both global and national communities.

The training of teachers in Communication and Information Technologies (ICT) is a basic prerequisite for upgrading the quality of education. In the international literature, reference is often made to the process of transition from a technocentric approach, which aims at the acquisition of technical skills, to a more oriented pedagogical perspective, which utilizes new technologies as a means to transform learning and shape teaching innovations. Through the bibliographic analysis, the effects of distance training programs on teachers, teaching, teaching innovation, and in general on the strengthening of the learning process are presented.This study constitutes a systematic qualitative literature review that attempts to highlight the need for training programs that combine theory with practice,promote modern teaching methods and techniques, utilize the experiences and experiences of teachers, while at the same time satisfying their real needs. Through a critical narrative review of international literature (1995-2025), the present study identifies consistent evidence that insist distance ICT training enhances teachers self-efficacy and pedagogical use of technology, while also revealing a persistent gap between technical training and pedagogical transformation.Particular emphasis is placed on collaborative practices, educational design that creatively utilizes ICT, but also on cultivating a critical attitude towards technology. After all, the transition from a technocentricto a pedagogical model of training requires both the acquisition of knowledge and skills, as well as a change of philosophy that leads to more creative and meaningful forms of learning for students and teachers.

Waste management remains a critical issue facing rural communities, including those in Wonggahu Village, Paguyaman District. Low public awareness of the importance of environmental cleanliness has led to increased pollution and a decline in public health. This community service initiative aims to empower the community through innovative waste education boards as a means of information and behavior change. The program involved field observation, needs analysis, educational content design, and the creation and installation of boards in strategic locations. The results demonstrate increased public awareness of the importance of properly sorting and disposing of waste. This program demonstrates students' concrete contribution to creating a clean, healthy, and sustainable environment through education and community participation.

This research aims to present comprehensive literature on student engagement motivation (SEMo) from specific perspectives to develop a scale measuring its domain. This study will first show the context and need for this research in Vietnam, as well as explore the factors and results of previous studies that have been undertaken meticulously. In addition, it provides a definition and aspects of the elements that constitute SEMo in this research context. Finally, to measure these domains, setting up a scale for SEMo is indispensable. As a result, the motivations of consumers to participate in the SEMo were Career orientation, Financial relevance, Self-enhancement, Memorable emotion, and Meaningful behavior. After a scale development procedure, a 30-item instrument representing four domains of a SEMo was shown to be reliable and valid. The study provides a standardized scale for researchers to measure motivation for engagement, facilitating exploration and comparison across different contexts. Additionally, it emphasizes the interaction between students and educational administrators, suggesting potential applications for educational program design in higher education institutions

Adolescent emotional well-being is increasingly recognized as a fundamental determinant of academic success and holistic development within secondary education. Concurrently, inclusive education paradigms mandate the creation of learning environments that actively support the diverse emotional, cognitive, and social needs of all students. This theoretical and policy-oriented paper examines the confluence of these two imperatives through the lens of Artificial Intelligence (AI)-supported pedagogy. It argues that AI, when conceptualized and implemented as a tool for inclusive pedagogical enhancement rather than a standalone technological solution, holds significant potential to scaffold teacher practice, personalize learning experiences, and foster systemic conditions conducive to student well-being. Drawing upon an integrative narrative review of literature from education, psychology, and learning sciences (2010–2025), this analysis explores the theoretical foundations of inclusive education and Universal Design for Learning (UDL), investigates AI's role in operationalizing these frameworks within teaching and learning processes, and underscores the critical importance of teacher mediation and professional capital. The paper further addresses the essential policy, ethical, and data governance structures required to steer AI integration towards equity and human flourishing. Ultimately, it posits that the future of emotionally supportive secondary education lies in synergistic ecosystems where AI augments the professional judgment of educators within ethically governed, inclusive school systems.

This study examines how ethics education for secondary students is designed and implemented across contrasting socio-cultural and policy contexts and develops a context-sensitive yet transferable design model through a comparative analysis of Indonesia and China. Addressing the limited cross-national research on ethics education design, the study employs a qualitative comparative case study involving four secondary schools in East Java and Bali (Indonesia) and Qingdao and Chongqing (China). Data were collected through online in-depth interviews with principals and teachers, virtual classroom observations, and analyses of curriculum and policy documents. The data were analyzed thematically and across cases to identify convergences and divergences in principles, pedagogical practices, and institutional orientations. The findings indicate that ethics education in Indonesia is primarily grounded in religious values and local wisdom traditions that emphasize moral character, communal harmony, and spiritual responsibility, whereas in China it is structured within civic–moral education frameworks closely aligned with national policies, highlighting discipline, social order, and collective responsibility. Despite these differing normative foundations, both systems demonstrate pedagogical convergence through dialogic learning, reflective discussions, and experiential approaches, such as life-based and project-based activities, which foster students’ empathy, social responsibility, and self-discipline. The novelty of this study lies in the development of an integrative ethics education design model that bridges religiously grounded and state-driven moral frameworks while remaining adaptable across contexts. The study contributes theoretically by conceptualizing ethics education as a design-oriented process that connects local moral grounding, reflexive pedagogy, and cross-boundary learning experiences. Practically, it offers actionable guidance for policymakers, curriculum designers, and teachers seeking culturally responsive yet globally relevant approaches to ethics education.

This study examines how Daciano da Costa’s human-centered design philosophy can serve as a transcultural framework for integrating Tunisian craftsmanship and sustainability into design education. Employing a comparative cross-cultural analysis, the study examines three corpora: Daciano da Costa’s canonical projects, traditional Tunisian craft artifacts, and contemporary Tunisian design education syllabi. The findings reveal a profound conceptual alignment between Daciano’s principles material honesty, tectonic expression, and user-centricity and the implicit values of Tunisian craft. However, a significant methodological gap was identified in formal design education, where craft is often treated as a historical subject rather than a living methodology. The study concludes that Daciano da Costa’s work provides a vital methodological bridge, enabling a “Daciano-Craft Dialectic” that can inform a more sustainable, critically engaged, and culturally-grounded design pedagogy for Tunisia. This approach empowers students to draw on their cultural heritage as a primary source of innovation, moving beyond imported design paradigm.

A new design area bonded with new aims and principles is emerging, and multiple design terms try to identify it: Ecodesign, Biomimicry, Biodesign, and Nature-Centered Design. This article expands their concept and actions to all aspects of life, rejecting practices that limit the design scope to creating consumer goods and artifacts. At the end of the Anthropocene era, we need to create an expanded vision of design theory and practice, one that channels its capacity for creating worlds into ways of being and doing intensely in tune with justice and the Earth. Therefore, we propose to understand nonhuman expertise better. It is a reaction to the established paradigm while acknowledging the responsibility of design and education to compromise the planet’s future. We present the analyses of various theories that aim for change, transformation, or innovation, the ones that tread unconventional territories where humans understand and learn from and with Nature. We conclude with Freire’s cultural circles, amplifying them based on the context of the natural world and the demands of those involved—Humanity and other Living Systems. Humans are Nature, and we must ensure a future where all forms of life can thrive together.

ABSTRACT The ongoing evolution of digital technologies, particularly Generative Artificial Intelligence, continues to shape and challenge assessment design in higher education. Given the complex and sometimes competing factors that contribute to assessment design, and the evolving digital landscape in which assessment is placed, this study examines the perspectives and priorities of five key stakeholder groups – educators, students, employers of graduates, accrediting bodies, and institutional policy-makers – regarding the defining characteristics of quality assessment. Using a mixed-methods approach, we conducted interviews, focus groups, and a national survey to extend a framework for designing quality digital assessments in business education that was originally developed using educator perspectives only. The findings highlight the importance of balancing academic integrity, feedback quality, student experience, and authenticity in assessment design to address stakeholder perspectives. They also extend the framework by including two additional design elements: purpose and technology, and by emphasising the value of dialogue about contrasting interpretations of assessment quality. The study provides a refined framework that incorporates nuanced differences in stakeholder priorities, supports educators in designing digital assessments that respond to stakeholder needs, and encourages co-design and shared accountability.

This research employed a research and development (R&D) design with the objectives of examining the competency needs of teacher education students at Nakhon Ratchasima Rajabhat University and developing a curriculum aimed at enhancing their professional competencies. The study was conducted in two phases. In Phase 1, the actual and desired competency levels of 338 teacher education students were investigated. The findings revealed that all five competency domains—teaching, information technology utilization, research, professional development, and social and interpersonal relations—were at low levels, whereas the desired levels were consistently high. This discrepancy indicated an urgent need for competency enhancement across all domains. Phase 2 involved developing the curriculum based on qualitative data obtained from in-depth interviews with key stakeholders, followed by an evaluation of the curriculum’s validity and appropriateness by nine experts. The results showed that the curriculum attained a high level of accuracy and suitability. Furthermore, a try-out with 30 teacher education students demonstrated that their post-instruction competency scores were significantly higher than their pre-instruction scores. These findings suggest that the developed curriculum is effective in fostering essential professional competencies and can serve as a practical framework for improving teacher education training programs within higher education contexts. Moreover, the results provide important implications for strengthening future teacher preparation in teacher education institutions and offer empirical evidence to inform policy development related to competency-based curriculum design and implementation in higher education.

Children’s responses to the climate crisis range from mistrust and helplessness to activism and eco-anxiety, highlighting the need for early educational experiences that foster constructive engagement. At the same time, the persistent underrepresentation of women in science highlights the importance of integrating gender awareness into science education. While hands-on activities and storytelling are widely recognized as effective educational strategies, less attention has been given to how these approaches can be meaningfully combined within a single learning experience. This exploratory study investigates the integration of hands-on environmental science activities and theatrical storytelling as an interdisciplinary, gender-aware educational design for children aged 6 to 11. The intervention included clean energy and greenhouse effect experiments guided by two actresses portraying pioneering scientists, Eunice Newton Foote and Susan Solomon, situating scientific concepts within narrative, historical, and social contexts. Qualitative observations and an exploratory analysis of children’s drawings indicate that narrative and embodied approaches can support cognitive and emotional engagement while fostering more inclusive representations of scientific practice. The study proposes a preliminary, interdisciplinary approach of engagement and inclusion, providing a starting point for future research on integrated, gender-aware environmental education.

ABSTRACT Despite the rising profile of play-based learning, many early childhood teachers find it challenging to incorporate Loose Parts Play – where children direct their own learning using open-ended resources. This educational design research study designed and tested a professional development programme in four Thai demonstration schools, using a sequential mixed-methods approach. The 102 teachers' needs assessment showed difficulties on theoretical grounds and a lack of support from institutional grounds. A hybrid learning course with six modules was developed and implemented with 38 teachers using a one-group pretest-posttest design. Results indicated that teachers’ design competencies increased significantly (t = 4.53, p<.001, d = 0.61). Participant satisfaction was high (M = 4.80). The mix of delivery models and reliance on locally available materials raises the possibility of potential relevance in low-resource settings. The lack of a control group limits causal inference, but this inquiry offers early evidence on the practicality of the curriculum and on transferable design principles.