ABSTRACT Hospitality and tourism education increasingly emphasize experiential and applied learning. The rapid advancement of generative artificial intelligence (AI) is reshaping not only how services are delivered but also how future hospitality professionals are educated. This pilot study examines the integration of a custom AI chatbot, NEX, within a single undergraduate hospitality management course. The study explored how generative AI can be responsibly embedded in experiential learning to build students’ competence and confidence. Using a problem-based learning (PBL) approach, undergraduate students interacted with NEX during a four-week project to address open-ended, industry-relevant scenarios. NEX functioned as a reflective learning partner, prompting inquiry rather than providing direct answers. Preliminary thematic analysis of student responses and classroom observations indicated that combining PBL with AI support was perceived to foster deeper engagement and critical evaluation of AI-generated content, though students noted platform lag and a limited number of locally relevant responses. These findings point to future research exploring the scalability of AI-enhanced PBL across diverse educational settings.

This This study aims to elaborate the concept of tafsir tarbawi (educational exegesis), identify its derived character values, and formulate its contribution to strengthening character education in Indonesia. It employs a qualitative approach with library research, using the Qur’an and tafsir tarbawi literature as primary sources, supported by relevant books and journals. Data were analyzed through content analysis. The findings reveal eight core character values: religiosity, honesty and trustworthiness, responsibility and discipline, social care, humility, patience, devotion to parents, and justice. The study shows that tafsir tarbawi offers a contextual and transformative learning approach that integrates cognitive, affective, and psychomotor domains. It also proposes six implementation strategies: verse reflection, teacher role modeling, structured habituation, contextual discussion, verse-based social projects, and character portfolio assessment. The study concludes that tafsir tarbawi is a strategic approach to bridging Qur’anic values with educational practice, contributing both theoretically and practically to the development of character-based Islamic Religious Education curricula and serving as a reference for teachers in fostering holistic moral development. However, this research is limited by its library-based nature, relying on textual analysis without empirical validation. Its scope is confined to selected tafsir tarbawi works and lacks field-tested implementation, suggesting the need for further empirical studies to evaluate its effectiveness in diverse educational settings

Dermatology education relies heavily on visual learning, yet students exhibit diverse learning preferences categorized by the VARK model: Visual (V), Auditory (A), Reading/Writing (R), and Kinesthetic (K). Traditional teaching utilizing two-dimensional (2D) images primarily benefits visual learners whilst lacking tactile engagement. Three-dimensional (3D) skin lesion models address this limitation by incorporating kinesthetic learning, thereby enhancing students' comprehension of lesion morphology and texture. To evaluate student perceptions and preferences regarding the integration of 3D skin lesion models with 2D images in a station-based dermatology learning approach. Most students (90.2%) preferred the combined approach utilizing both modalities. 2D images received marginally higher ratings than 3D models for diagnostic skill development (7.3 ± 3.0 vs. 6.8 ± 3.0) and clinical application (7.2 ± 3.0 vs. 6.7 ± 3.1). The primary advantages of 3D models were hands-on practice (74.5%), enhanced palpation skills (57.8%), and interactive learning opportunities. The integration of 3D models with 2D images was well accepted by students and supports a multimodal learning approach aligned with VARK learning preferences. These findings suggest that 3D models may serve as a useful complementary tool in dermatology education. Further studies are needed to evaluate their impact on objective learning outcomes and clinical performance in diverse educational settings.

ABSTRACT This study explores students’ perspectives on academic well-being, employing a theoretical framework to identify sources of support across two distinct educational institutions that adopt Project-/Problem-Based Learning (PBL) as the core learning approach for the curriculum. The research highlights how both internal (e.g. personal drive) and external (e.g. peer and institutional support) factors influence academic well-being in diverse educational settings. While emphasizing the critical role of motivation and self-efficacy in shaping students’ experiences, this study highlights the diverse learning needs of students from different PBL environments to support their academic well-being. The study contributes to a deeper understanding of academic well-being and offers insights for future research. It calls for the exploration of the long-term effects of these factors on academic success and well-being, particularly in addressing disparities across different educational contexts.

ABSTRACT This conceptual paper introduces feedback fluency as a novel way of thinking about the long-term development of student feedback literacy. Feedback fluency is defined as habits and automaticity in generating and using feedback productively in varying sociocultural contexts. The theoretical foundations of feedback fluency emanate from academic literacies and sociocultural approaches to feedback research. Key feedback fluency features involve achieving the natural flow that comes with extensive repetition of three purposeful feedback practices: generating feedback information through feedback-seeking from different sources; attaining automaticity in processing information and making evaluative judgments across contexts; and deliberative use of feedback information for enhancement purposes. The progression from feedback literacy to feedback fluency represents a critical developmental pathway underpinned by socially and culturally appropriate study habits in working with feedback information. Student, teacher and resourcing challenges are surfaced, and ways of reducing them proposed. Implications for practice are exemplified through a practical example of a feedback-rich environment with sustained opportunities for self-assessment, peer feedback and feedback uptake. Future research possibilities include how students develop and evidence feedback fluency in diverse educational settings.

Empathy is vitally important in graduate medical education (GME) but may be difficult to sustain amid competing clinical, educational, research, and administrative demands. Medical humanities interventions may foster reflection and perspective-taking, yet few theory-informed interventions have been described in GME and interprofessional settings. To describe the development, acceptability, and feasibility of a visual arts and narrative medicine-based workshop for attending physicians, resident physicians, health care students, and interdisciplinary staff. In 2023, patients at a safety-net primary care clinic participated in semistructured interviews and portrait sessions. Narratives, photographs, and de-identified clinical records created by the author team were integrated into a facilitated, discussion-based, 60- to 90-minute workshop grounded in the PRISM model and visual thinking strategies (VTS). Authors facilitated interventions across 6 settings, guiding structured observation and reflection of a single patient's electronic medical record, portrait, and audio interview. Participants completed post-workshop surveys assessing perceived empathy, understanding of patients' perspectives, and anticipated changes in patient care. One hundred fifty-six participants completed workshop evaluations. Most agreed or strongly agreed that the workshop promoted empathy (141 of 156, 90.4%; 18 of 19, 94.7% for residents) and would positively influence their approach to patient care (144 of 156, 92.3%; 17 of 19, 89.5% for residents). Open-ended responses emphasized multidisciplinary perspectives and recognition of patients as whole individuals. The workshop was feasible to implement using standard educational time blocks, 2 facilitators familiar with VTS principles, and minimal audiovisual materials. This intervention is ongoing and being adapted within undergraduate medical education and GME. This theory-informed humanities-based workshop was acceptable and feasible across diverse educational settings and learners.

This study examines the efficacy of JOINclusion, a serious mobile game designed to enhance ethnocultural empathy in children aged 8 to 12. Grounded in the Social Emotional Learning (SEL) framework, JOINclusion delivers interactive scenarios through a narrative-driven Story Mode and a collaborative Multiplayer Mode, encouraging emotional recognition, cognitive perspective-taking and prosocial decision-making. The game was evaluated using a pre-post design with 286 children across three European countries (Italy, Greece and the Netherlands). Two key outcomes were assessed: children's perceived educational benefit from the game and changes in ethnocultural empathy, specifically in empathic feeling/expression and perspective-taking. Findings indicated that most children reported perceived improvements in empathy-related skills after gameplay. Results from the pre- and post-comparison using Latent Change Score Models showed a significant increase in empathic perspective-taking and a marginal improvement in empathic feeling and expression. These effects were significant regardless of gender, age and migratory background. These findings support the potential of gamified learning experiences to foster inclusive social behaviour by promoting empathy-related competences. Despite its limitations, JOINclusion offers a promising, scalable model for integrating empathy training into diverse educational settings through engaging and child-centred technology.

: : Young adolescents possess remarkable capacity for understanding complex systems and driving meaningful change in their communities. This article examines how middle grades education can intentionally cultivate climate literacy by aligning instructional practices with the developmental characteristics, civic potential, and interdisciplinary learning needs of early adolescents. Specifically, the author introduces a developmentally responsive interdisciplinary framework that highlights five essential components—developmental responsiveness, interdisciplinary integration, civic engagement, justice orientation, and community partnerships—and illustrates how these elements work together to build durable climate understanding and agency. By fostering climate literacy, educators can equip the next generation with the knowledge, skills, and confidence needed to navigate the complex challenges created by climate change. The framework emphasizes adaptability across diverse educational settings and cultural contexts. The author concludes by identifying implications for educator preparation and curriculum design, underscoring the urgency of providing all students with equitable access to climate knowledge and meaningful pathways for action.

ABSTRACT With connected screens, human sociality and digital technology has hybridised in most domains of everyday life, including education. This article addresses methodological and ethical challenges in investigating hybrid situations containing students’ screen-mediated communication, both within and beyond the classroom. Drawing on two-year long fieldwork in a multi-sited participatory research project involving students aged 14–16 at four lower secondary schools in Finland, Sweden, Denmark, and Norway, we employ a participatory hybrid ethnographic approach. Three different but intertwined student positions in relation to the research task emerged: as co-researchers, as informants and as learners, contributing to insights from the students’ perspectives. The study highlights the importance of continuous informed consent, student agency, and context-sensitive methods in ethically sustainable research. We argue that methodological flexibility is essential for capturing the complexity of hybrid social practices and for developing participatory research practices that are responsive to both student perspectives and diverse educational settings.

As technology integration has become increasingly central to contemporary education, the need for valid and contextually fair instruments for assessing teachers' Technological Pedagogical Content Knowledge (TPACK) has become more urgent. This study aimed to develop and comprehensively validate a TPACK self-assessment instrument for Indonesian in-service teachers. A total of 1,297 teachers selected through purposive and convenience sampling from diverse provinces, school levels, and geographic locations participated in the study. The 48-item instrument, distributed across seven TPACK dimensions (TK, CK, PK, PCK, TCK, TPK, and TPACK), employed a 4-point Likert scale. Psychometric evaluation followed a multistage approach: (a) construct validity via corrected item-total correlations, in which all items met the r ≥ .30 threshold (range: .57–.79); (b) internal consistency reliability using Cronbach's alpha, with all dimensions exceeding .70 (α = .78–.97); (c) exploratory factor analysis (EFA), which supported the theoretical factor structure (KMO = .968; Bartlett's χ² = 54,279.51, p < .001); (d) confirmatory factor analysis (CFA), which yielded marginal fit indices (CFI = .707; RMSEA = .107), suggesting the need for model refinement; and (e) differential item functioning (DIF) analysis, which revealed minimal gender-based bias but notable location-based DIF. Overall, the instrument demonstrated strong psychometric properties for measuring teachers' TPACK in the Indonesian context. The findings highlight the importance of refining TPACK instruments to ensure greater measurement fairness across diverse educational settings and support future teacher professional development initiatives.

ABSTRACT Teacher leadership plays a key role in shaping students’ academic engagement, classroom climate, and social development. In increasingly diverse Swedish schools, understanding students’ perceptions of teacher leadership has become particularly important. This study examines students’ perceptions of teacher leadership styles in Swedish classrooms, focusing on the qualities associated with effective leadership. Using a quantitative design, data were collected through a structured questionnaire administered to 81 students in two Swedish schools, the majority of whom had immigrant backgrounds. Findings indicate a clear preference for the authoritative leadership style, which students associated with warmth, structure, and mutual respect. Democratic leadership was viewed positively, though less strongly, whereas authoritarian and laissez-faire styles were viewed less favorably. These findings highlight the importance of balanced leadership approaches that combine clear expectations with supportive teacher–student relationships, particularly in culturally and linguistically diverse educational settings.

The convergence of educational technologies, ergonomics, and active learning frameworks offers a multidimensional approach to improving educational outcomes. This study examines the role of Learning Analytics (LA) in optimizing ergonomic educational spaces to support active learning within the higher education context of Kazakhstan, however the outcomes may equally be applied to neighboring countries. Addressing a gap between ergonomic design principles and data-driven educational practices, the study adopts a mixed-methods approach, combining quantitative and qualitative data collected from multiple institutions in Kazakhstan. Key Learning Analytics indicators were analyzed alongside parameters derived from ergonomic design frameworks to explore their relationship with active learning processes. The findings reveal statistically significant associations between selected Learning Analytics metrics and ergonomic features of learning environments, highlighting how data-informed spatial design can enhance student engagement and participation. These results underscore the importance of integrating technological and physical learning environments within a context characterized by ongoing higher education modernization and increasing adoption of digital tools. While the study provides empirically grounded insights relevant to institutional development in Kazakhstan, the findings are interpreted as context-sensitive rather than universally generalizable. Nevertheless, they offer potential implications for educational systems with similar structural and technological conditions (such as the countries like Uzbekistan, Kyrgyzstan, etc.)provided that adaptations are made to local or similar contexts. This study contributes to the growing body of research on Learning Analytics by extending its application beyond curriculum and assessment into the design of physical learning environments. It further emphasizes the need for context-aware, interdisciplinary strategies to support active learning in diverse educational settings.

This study aimed to evaluate the effectiveness of a generative artificial intelligence based simulated patient model in improving gynecological history-taking skills among medical students, compared with traditional clinical teaching methods. A prospective randomized controlled trial was conducted involving 40 fourth-year medical students during their gynecology clerkship. Students were randomly assigned to either an AI group (n = 20) or a control group (n = 20). Both groups received identical theoretical instruction on history taking. The control group practiced interviews with instructor-led standardized patients, while the AI group conducted simulated interviews with a large language model configured to behave as a real patient using predefined gynecological cases. Outcomes were assessed using a gynecological history-taking content checklist, Objective Structured Clinical Examination (OSCE) Score, and the Mini-Clinical Evaluation Exercise (Mini-CEX). Statistical analyses were performed using t-tests, chi-square tests, or Mann-Whitney U tests. Baseline characteristics did not differ significantly between the two groups. Students in the AI group achieved a significantly higher history-taking checklist completion rate than those in the control group and missed fewer key history items. The AI group achieved significantly higher total OSCE scores compared to the control group. Mini-CEX results showed that the AI group performed significantly better in medical interviewing skills and organization/efficiency. No significant differences were observed in professionalism, clinical judgment, counseling skills, or overall clinical competence. The use of a generative AI-simulated patient significantly enhanced the information completeness and organizational quality of gynecological history taking among medical students. AI-based simulation appears to be an effective and scalable adjunct to traditional standardized patients, offering educational benefits for reinforcing systematic clinical inquiry. However, these findings are preliminary as a single-center study with a limited sample size. Further large-scale, multi-center research is required to confirm the generalizability of these results across diverse educational settings.

This study aimed to develop and evaluate the Climate and Health Action Mitigation Program (CHAMP), a health education intervention designed to enhance middle school students' competencies for practicing climate adaptation behaviors in response to the health impacts of climate change. A quasi-experimental pretest-posttest nonequivalent control group design was employed. Data were collected from October to December 2024. A total of 3rd-year middle school students; 9th grade equivalent, aged 14-15 students were assigned to either an experimental group that received the CHAMP intervention or a control group that received conventional health education. The CHAMP curriculum comprised six sessions developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and was aligned with the 2022 revised national health curriculum and the instructional hours stipulated in the School Health Act. Climate adaptation competency and its seven subdomains-climate-change knowledge, climate sensitivity, reflective thinking, integrative thinking, communication skills, decision-making ability, and willingness to act-were assessed before and after the intervention. Compared with the control group, the experimental group demonstrated statistically significant improvements (p<.01) in overall climate adaptation competency as well as in all seven subdomains. The largest improvements were observed in willingness to act, climate sensitivity, and climate-change knowledge. The CHAMP intervention was associated with meaningful improvements in students' climate adaptation competencies, encompassing cognitive, behavioral, and attitudinal domains. These findings support the feasibility and educational value of integrating climate-health content into the national curriculum. Future research should examine the scalability of CHAMP and evaluate its long-term sustainability and effects across diverse educational settings.

The study focused on: 1) The levels of proficiency, challenges experienced at the professional level and forms of development for beginners in educators practicing public elementary school; 2) Report on significant differences between different groups based on demographic variables (age, sex, participation in workshops); and professional (seniority; types of position held), as well as test hypotheses about relationships among dimensions stood out. More specifically, it sought to overcome what the authors identify as gaps in understanding how early career educators respond to pedagogical demands within evolving educational standards and institutional expectations. The analysis revealed that beginning teachers were highly proficient at managing learning environments, curriculum planning, assessment practices and content pedagogy but struggled with instructional challenges involving the delivery of instruction in addition to classroom management and learner engagement. Self-directed learning and peer mentoring exhibit enhancing professional development strategies while pickup on continuing professional education is weak. There were significant differences in indicators of competence and professional growth between the groups based on educational qualification and teaching experience, underscoring the impact of further academic preparation on professional disposition. Correlational analysis also identified low to high positive relationships among proficiencies, instructional challenges and strategies for professional growth, implying that tensions created by differences between desired and actual teaching practice may provoke professional learning behaviour in novice teachers. The results highlight the importance of institutionalized support structures to promote novice teacher sustainment. Through the construction of these themes, it is proposed that early career teaching competence will be aided by structured mentoring, differentiated professional development and research-based instructional support systems. We discuss recommendations pertaining to policy and programmatic interventions that advocate for the use of higher-order thinking instruction, learner-centered pedagogies, and technology-mediated instructional strategies. Education policy makers and school leaders might focus on developing professional learning communities, increasing access to the materials necessary for their instruction, and providing support for workload management in order to enhance teaching. Further studies in contextual and longitudinal perspectives may contribute to exploring the beginning teachers’ competence across diverse educational settings to replicate and generalize current findings. These findings add to the growing evidence that informs teacher development policies and approaches aimed at sustainable improvement of instruction in basic education systems.

Grounded in experiential learning, the Technological Pedagogical Content Knowledge framework and social cognitive theory, the present study examines the effects of an intervention programme based on digital material design on the self-efficacy of pre-service science teachers in developing digital teaching materials in the context of teacher education in Türkiye. A one-group pretest–posttest experimental design was employed, involving 31 pre-service science teachers who were participating in a 16-week intervention. Data were collected using the Self-Efficacy Scale of Teachers’ Digital Teaching Material Development before and after the intervention, and the collected data were analysed through descriptive and inferential statistical methods. The findings revealed a statistically significant increase in the pre-service science teachers’ overall and general self-efficacy related to digital material development, with the most notable gains observed in the “development” dimension. In contrast, no significant changes were found in the “design” and “negative view” dimensions, indicating that the intervention had differentiated effects across self-efficacy dimensions. These results suggest that while interventions based on digital material design can effectively enhance pre-service teachers’ confidence in improving and using digital materials, additional or more targeted instructional support may be necessary to strengthen design-related competencies and attitudinal change. The study contributes to the limited empirical literature on digital teaching self-efficacy by providing a structured, semester-long intervention model; however, its generalisability is constrained by the single-group design, small sample size and country-specific context. Future research employing comparative designs and larger samples is recommended to further examine the mechanisms through which interventions based on digital material design influence distinct dimensions of digital teaching self-efficacy in diverse educational settings.

ABSTRACT Inclusion in early childhood promotes the development of all children, yet significant barriers remain in educational childcare settings, particularly when children require ongoing individualized support. Directors and educators implement a variety of strategies to support their participation and well-being, but too often, exclusion is considered. Nevertheless, because children can be included in a variety of settings, it is relevant to explore how settings of different sizes can accommodate children with high support needs. This study aimed to describe the inclusion of children with high support needs and to compare supportive practices across center – and home-based settings in Canada. A descriptive cross-sectional survey design, mainly quantitative, was used. An electronic survey, including 30 multiple-choice items and three open-ended comment boxes, was sent to directors of both types of educational childcare settings. Completed surveys (n = 133) were analyzed using descriptive analyses, Fisher’s exact test, and thematic analysis. Results show that many children with high support needs are enrolled, though more than two-thirds of participants reported having considered exclusion in the last three years. While children’s needs were similar across settings, several supportive practices differed significantly. Tailoring assistance and resources, considering the characteristics of each educational childcare service, could promote quality inclusion for all.

Background: Teaching is consistently characterised by high psychosocial demands, with clinically meaningful stress, burnout, anxiety, and depression reported across diverse educational settings. This narrative critical review synthesises recent evidence (primarily 2019-2025) on (i) work-related stress and burnout profiles in teachers, (ii) links with organisational commitment and work retention, and (iii) coping strategies and organisational responses associated with better occupational mental health. Methods: A semi-structured search of multidisciplinary and regional databases was complemented by targeted screening of reference lists to capture Latin American evidence. The synthesis adopts a job demands resources perspective to connect workload, emotional labour, administrative burden, and role conflict with psychological outcomes and organisational trajectories.

Although the growing use of artificial intelligence in education has transformed instructional practices, research addressing its implications for the moral and human dimensions of teachers’ roles remains limited. This study examines a human-centered moral pedagogy derived from Fihi Ma Fihi by Jalaluddin Rumi in response to these challenges. A qualitative approach was employed using a hermeneutic design. The primary data source was Fihi Ma Fihi, supported by Rumi’s other works, including Masnavi Ma’nawi, Diwan-e Shams Tabrizi, and Samudra Rubaiyat, as well as relevant scholarly literature. Data were collected through textual documentation and analyzed using thematic interpretation. The findings indicate that Rumi’s moral pedagogy emphasizes core virtues such as ṣabr, shukr, tawakkul, and khawf, which function as interconnected elements of inner transformation, emotional regulation, and ethical behavior. These values constitute a human-centered moral pedagogy that prioritizes internal moral awareness over external behavioral compliance. In the context of artificial intelligence, this framework redefines teachers’ roles from knowledge transmitters to facilitators of moral, emotional, and spiritual development. This study contributes to the theoretical development of moral pedagogy by integrating Sufi ethical values into a human-centered educational framework relevant to AI-driven learning environments. It also offers pedagogical insights for teachers in Islamic education to foster reflective learning, ethical awareness, and meaningful engagement beyond technological efficiency. The study concludes that Rumi’s moral pedagogy provides a significant foundation for strengthening teachers’ roles in cultivating holistic human development in the age of artificial intelligence, while also highlighting the need for future empirical research on the implementation of this framework across diverse educational settings.

ABSTRACT This paper validates the need to reconceptualize global citizenship education (GCE) by examining key tenets within the concept and exploring models developed to explain its evolution in the twenty-first century. Drawing from a larger comparative study, this research analyses GCE implementation in two primary schools: an international school in Singapore and an independent school in Australia. The study examines how each school has implemented and institutionalized GCE within its specific context. Through extensive literature review and empirical data analysis, the paper develops a conceptual model that deconstructs GCE to provide both depth and breadth to this multifaceted concept. The model demonstrates that GCE comprises overlapping features of three educational principles: multicultural education, citizenship education, and global education. However, findings indicate that a holistic understanding of GCE requires consideration of the convivial and super-diverse contemporary multicultural societies in which it operates. While specificities exist within national contexts, the research reveals that both national and local dimensions exist within similar global flows, yet these flows manifest differently across varied local contexts. The conceptual model offers a framework for understanding how GCE adapts to and is shaped by diverse educational settings while maintaining core principles that transcend geographical boundaries.