Teaching Methodology Research Articles

Analyzing the Alignment between University Curriculum and Job Market Requirements in Pakistan: Challenges and Opportunities

The preparation of university graduates to meet the practice demands remains a fundamental variable that can improve employability and stimulate economic development. The misalignment between the academic programs and the labor market in Pakistan has implications for graduates, employers, and policymakers. This paper aims to discover the gaps between the courses offered by universities and the demand in the labor market in the context of Pakistan, and the ways of their elimination. Using a combination of quantitative and qualitative data, the study considers curricular content, employer requirements, and sentiments of students, graduates, and educators. Consequently, the study highlights a skills mismatch between the university education output and the market demand in technical, managerial, and interpersonal competencies. Some of the major impediments mentioned in the study include insufficient opportunities to gain practical experience, the courses taught might be old, and there exists limited interaction between academia and the industry. Moreover, the study indicates that more perennial problems, including lack of adequate funding, organizational and political barriers, and weak curriculum policies, shape curriculum reforms' challenges. At the same time, the study also highlights some of the more encouraging avenues for achieving these gaps. More specifically, partnerships between universities and industries, curriculum development with the inputs from industry, and incorporating work experience–based teaching methodologies such as internships, and skill-based training programs can be seen as solutions to the problems identified. Moreover, the brought-in policies complied with the International benchmark and encouraged the governments to education reform can enhance the institutes’ preparedness for the labor market needs. This paper provides some sound advice for policymakers, academic leaders, and others responsible for improving university education so that they can respond to the market effectively. The results emphasize the need for curriculum annual review, new career guidance service, and colleges’ and employers’ collaboration. To solve these problems and build up opportunities to enhance the graduate employment rate and unemployment rate, Pakistan can experience sustainable economic development.

How do Indonesian students respond to ethnomathematics-based learning in the digital era?

The integration of ethnomathematics ((a combination of mathematical concepts with local culture) into education presents unique opportunities and challenges, particularly in the digital era where cultural and technological contexts converge. This study explores the responses of eighth-grade students in Indonesia to ethnomathematics-based learning centred on Balinese culture. Employing a qualitative descriptive approach, 42 students participated in interviews and essay tests designed to assess their abilities in solving culturally embedded mathematical problems. The findings reveal a strong enthusiasm among students, who found the approach engaging and novel. However, significant difficulties emerged in connecting mathematical concepts to cultural contexts, exposing a gap between student interest and problem-solving capabilities. The implications of this study underscore the urgent need for culturally responsive teaching methodologies capable of bridging the gap between theory and practice in the digital educational landscape. These findings provide a new direction for innovations in ethnomathematics education relevant to the needs of the 21st century.

Enhancing L2 Speaking Skills Through Small Group Discussion

This study investigated the effectiveness of Small Group Discussion (SGD) technique in developing English speaking skills among Grade IX students at SMPN 3 Banawa, Indonesia. Through a quasi-experimental design, 49 students were divided into experimental and control groups, focusing on expressions of hope, wishes, and congratulations. The experimental group received SGD treatment over four meetings, while the control group followed conventional teaching methods. Statistical analysis revealed significant improvement in the experimental group’s speaking skills, with mean scores increasing from 38.94 to 71.15. The t-test results (t-counted=3.70462, t-table=2.01174, p<0.05) demonstrated SGD’s effectiveness in enhancing students’ speaking fluency and appropriacy. The findings suggest that SGD creates a supportive learning environment that boosts student confidence and participation in English speaking activities, offering valuable insights for language teaching methodology.

Ensuring the Security of an Internet-based E-learning System through the Use of Integrated Encryption Methods

Most schools have used information technology (IT) to enhance and advance their various educational methodologies to attract more learners. Institutions have implemented IT to facilitate E-learning and mobile learning, enhancing the cost and versatility of educational offerings. Most educational institutions are providing online instruction using technology such as cloud computing (CC) and networking. Educational institutions have established their own E-Learning Systems (ELS) to facilitate online learning, enabling remote education. However, ELS must confront several security concerns related to hacks and data breaches via unauthorized entry. Also, a novel idea of Internet-based ELS architecture has emerged to enhance service proximity to the customer. This research presents a novel CC and Internet-based ELS system. This study proposed the implementation of Integrated Encryption Methods (IEM), which incorporates two encryption algorithms, Rivest-Shamir-Adleman (RSA) and Advanced Encryption Standard (AES), to meet the safety and latency requirements for communication among the CC and the ELS. The suggested technique explicitly extends learning material from the CC to the network's boundary. It enhances the effectiveness of instructional data analysis, alleviates the computational cost of encryption on users' devices by delegating some of the encryption workload to CC servers, and offers limited access to educational material via the encryption of courses and examinations using IEM. Security research indicates that the proposed approach can accomplish information privacy, precise access management, and resistance to conspiracy. Performance studies illustrate the efficacy of the proposed framework, particularly regarding IEM computational costs.

Biotechnological and microbiological aspects of development of capsule form for fecal microbiota transplantation

Aim: To evaluate the feasibility of freeze-drying the substance of monkey gut microbiota and the use of serial acid-tolerant capsules for the preparation of a finished form for fecal microbiota transplantation (FMT). Materials and Methods: To prepare a liquid substance for fecal microbiota transplantation, monkey feces were homogenised in physiological solution, then centrifuged to obtain the supernatant, which was stabilised by adding 5% sucrose. The obtained suspension was poured into vials and frozen at -80 °C. After that, the substance was dried in Labconco's FreeZone 6 freeze-drying unit, crushed and filled into capsules using a PRESSORE 100 capsule machine. To protect the capsules from the acidic environment of the stomach, tests were carried out using barium sulphate. The capsules were examined radiologically by introducing them into the mouths of the animals and taking radiographs of the gastrointestinal tract in two projections. Molecular genetic studies were carried out according to the methodological instructions for working with nucleic acids. Intestinal suspensions of microbiota were prepared using sterile phosphate buffer. Nucleic acid extraction and PCR were performed using DNA-Sorb-B reagents and the COLONOFLOR-16 kit, with detection on a CFX-96 device. Results: The preparation of capsules for fecal microbiota transplantation requires a dry active substance of the microbiota. The lyophilisation process was carried out at -37°C for 32 hours. DR capsTM ACID-RESISTANT CAPSULES have been used to protect the active microbiota from gastric juice, but initial studies have shown poor protection. To improve protection, a new acid enzyme resistant capsule was developed that preserved the microbiota well in acidic medium and dissolved in alkaline medium. The study of the microbial composition by PCR with fluorescence detection confirmed that the number and composition of microorganisms remained unchanged after freeze-drying, indicating that their activity was preserved. Conclusion: Our own studies have shown that it is possible to freeze-dry the substance of the monkey gut microbiota and produce capsules with enterosolubilised shells suitable for targeted delivery in fecal microbiota transplantation.

Metodología de autoaprendizaje en entornos simulados MAES en la formación de enfermería: revisión sistemática

The Self-Learning Methodology in Simulated Environments is a crucial approach to enhance autonomous learning. In this research, a systematic review was carried out using integrative methodology to gather and analyze previous studies on the effectiveness of this methodology in practical nursing education. To answer the PICO research question, 15 research papers published between 2014 and 2024 in English, Portuguese, and Spanish were analyzed. Qualitative, quantitative, and mixed designs were included, with no restrictions on the educational level at which they were studied. The search string included MeSH and DeCS terms, as well as Boolean operators AND and OR. The search was conducted in PubMed, Elseiver, and Google Scholar. The PRISMA 2020 format was used in the study selection process, and the quality of the evidence was analyzed using the Johns Hopkins Institute format. The results showed improvements in critical thinking, the development of clinical competencies, and self-confidence. It was concluded that the self-learning methodology in simulated environments favors the development of clinical competencies, self-confidence, clinical judgment, and critical thinking in nursing students, surpassing traditional methods in these variables.

Unlocking the Secrets of Effective Teaching: An Exploration of Positive Emotions During Telecollaboration

In recent years, the recognition of teachers’ well-being has gained worldwide attention. Language teacher well-being has a significant contribution to classroom activity. This study explores a pre-service English teacher’s positive emotions of well-being based on PERMA and its impact on future careers. Positive emotions are the presence of positive emotions, lack of negative emotions, and life satisfaction. Telecollaboration provides a beneficial space to get the chance to expand content knowledge, increase techno-pedagogical abilities, improve the methodology of teaching, and achieve a sense of well-being. This study used autobiographical narratives to capture the researcher’s positive well-being experiences. Data were gathered through diaries and artifacts in the form of photos and screenshots during telecollaboration. The researcher used a thematic analysis technique to analyze the data. The findings underscore the presence of positive emotions that influence the outcomes of pre-service teachers, while negative emotions shift into positive feelings, thus contributing to personal development. These experiences lead the pre-service English teacher into an effective prospective educator for the future.

Examining the integration of SDGs in a first-year methodology course: a case study in social education by admission pathway

Purpose This study aims to analyse how Sustainable Development Goals (SDGs) are incorporated into a first-year Social Education methodology course at a Spanish public university. It assesses the impact on students’ understanding of sustainability and its relevance to socio-educational research and future careers, considering different admission pathways. Design/methodology/approach A case study on integrating the SDGs into a methodology course, which involved 110 students. Students’ knowledge and perceptions were measured before and after the teaching experience using an online questionnaire. Differences based on admission pathways [Advances Vocational Training Programs (CFGS) and University Entrance Exam (PAU)] were explored. Findings Initially, students had a low understanding of sustainability and SDGs, with those entering through PAU having an even lower understanding. However, both groups showed significant improvement after the teaching experience. Interestingly, the pattern of differentiation was inverse, with PAU students showing a higher level of SDG knowledge compared to CFGS students by the end of the course. While students recognised the importance of SDGs in their careers, their personal involvement with them in daily life appeared moderate. Research limitations/implications The assessment tool, based on validated surveys, aims for better accuracy in measuring university students’ knowledge and perceptions of sustainability. Future research may broaden its scope to assess effectiveness in different courses and among diverse student groups. Practical implications The variations in student knowledge and perception about sustainability and the SDGs, before and after the teaching experience, and across different admission pathways, highlight the important role of higher education institutions in achieving equity and shaping future change agents’ perspectives. Originality/value These findings reveal how innovative educational experiences promote sustainability and social responsibility among university students, emphasising the crucial role of ongoing assessment in ensuring effective sustainability and equity education.

The use of generative artificial intelligence in surgical education: a narrative review

The introduction of generative artificial intelligence (AI) has revolutionized healthcare and education. These AI systems, trained on vast datasets using advanced machine learning (ML) techniques and large language models (LLMs), can generate text, images, and videos, offering new avenues for enhancing surgical education. Their ability to produce interactive learning resources, procedural guidance, and feedback post-virtual simulations makes them valuable in educating surgical trainees. However, technical challenges such as data quality issues, inaccuracies, and uncertainties around model interpretability remain barriers to widespread adoption. This review explores the integration of generative AI into surgical training, assessing its potential to enhance learning and teaching methodologies. While generative AI has demonstrated promise for improving surgical education, its integration must be approached cautiously, ensuring AI input is balanced with traditional supervision and mentorship from experienced surgeons. Given that generative AI models are not yet suitable as standalone tools, a blended learning approach that integrates AI capabilities with conventional educational strategies should be adopted. The review also addresses limitations and challenges, emphasizing the need for more robust research on different AI models and their applications across various surgical subspecialties. The lack of standardized frameworks and tools to assess the quality of AI outputs in surgical education necessitates rigorous oversight to ensure accuracy and reliability in training settings. By evaluating the current state of generative AI in surgical education, this narrative review highlights the potential for future innovation and research, encouraging ongoing exploration of AI in enhancing surgical education and training.

Evaluation of integrated modular & traditional curriculum learning environment in medical education

ABSTRACT: BACKGROUND & OBJECTIVE: Most medical schools in Pakistan follow a traditional teaching methodology but a newer and refined method named Integrated teaching methodology has been introduced and proven to be more effective than the former method. The study aims to evaluate the pros and cons of integrated modular & traditional curriculum learning environments. METHODOLOGY: A total of 214 students from 1st year and 2nd Year MBBS were enrolled in the study using the convenience sampling technique. 1st Year students were grouped as Group A undergoing an Integrated learning environment and 2nd Year students as Group B undergoing a traditional learning environment at Abwa Medical College, Faisalabad. A pre-validated John Hopkin’s Proforma was distributed to collect data and was analyzed in SPSS 26 using the student’s t-test. The P-value <0.05 was considered as statistically significant. RESULTS: Out of 214, a total of 180 participants recorded their responses. 58% of the total were male and 42% were female. The responses favored the integrated learning environment as it is conducive, supportive, and provides better opportunities in terms of leadership and career options. The curriculum design was also student-centered and designed according to the student's needs as compared to the traditional learning environment. The participants recorded a healthy and positive relationship with the faculty with a statistically significant P-value <0.05. CONCLUSION: The integrated modular system fosters the ability of critical thinking and innovation among students. The curriculum design offers an integrated modular system that is flexible and student-centered which also yields positive outcomes and change among the students.

THE INTEGRATION OF ISLAMIC PERSPECTIVES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: A SYSTEMATIC LITERATURE REVIEW

The integration of Islamic perspectives in teaching English as a Foreign Language (EFL) represents a growing area of interest in education, aiming to align pedagogical practices with faith-based values. This study systematically reviews the literature to explore how Islamic principles have been incorporated into EFL teaching methodologies and curricula. A systematic approach was employed, analyzing peer-reviewed articles from reputable databases, focusing on conceptual frameworks, practical applications, and pedagogical challenges. The findings reveal a significant emphasis on moral education, cultural sensitivity, and the alignment of language instruction with Islamic values. Islamic-based EFL approaches enhance student engagement by fostering ethical awareness and respect for diverse cultures while simultaneously achieving language proficiency goals. However, challenges such as balancing religious content with secular learning objectives and adapting materials for global contexts persist. This study highlights the need for further research into innovative strategies that address these challenges and ensure effective implementation. The findings contribute to the body of knowledge in educational practices by offering a framework for integrating Islamic perspectives into EFL teaching, benefiting educators, policymakers, and curriculum designers. Future research directions and policy implications are discussed, underscoring the importance of culturally responsive pedagogy in a globalized educational landscape.

The Importance of Basic Sciences in Dental Education.

The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure that dental professionals are thoroughly prepared in these fundamental areas. Despite the widespread agreement on the necessity of including basic medical sciences in dental education, challenges such as curricular congestion, faculty economics, and infrastructural limits persist, complicating the integration of new scientific knowledge. Furthermore, there remains a significant lack of research concerning the optimal extent, timing, and focus of these subjects, whether biochemical, medical, or dental. Additionally, there is a need to address prevailing conceptions about the irrelevance of basic sciences to the field of dentistry, which necessitates a focus on teaching methodologies and pedagogical strategies. Therefore, it is essential to advance educational research that prepares future educators to integrate basic sciences into dental education through evidence-based teaching methods. The dental curriculum, which encompasses fundamental sciences, laboratory exercises, and clinical practice, must overcome considerable pedagogical challenges to effectively incorporate and balance these basic sciences within its educational structure.

13. KNOWLEDGE OF NURSING STUDENTS REGARDING ANAPHYLAXIS: A CROSS-SECTIONAL STUDY IN HO CHI MINH CITY

Background: Anaphylaxis is a rapidly occurring allergic reaction that is recognition of the early life-threatening signs if not treated promptly. However, little is known about the level of knowledge of nursing students caring for patients with this condition in hospitals. Nursing research synthesizes the evidence to improve their knowledge and provide a reference for optimizing teaching methodologies used to implement undergraduate teaching in nursing curricula. Objective: This study aimed to explore the knowledge of anaphylaxis and related factors of nursing students at Nguyen Tat Thanh University in Ho Chi Minh City. Method: In this cross-sectional study, a total of 407 nursing students participated. Data collection was started in December 2023 and completed by March 2024. Results: Among the nursing students, 40.3% of them experienced a good level of knowledge regarding anaphylaxis, while 59.7% were at a poor level. The Chi-square test shows that there is a relationship between the current academic year (p < 0.05) and students’ knowledge of managing anaphylaxis. In addition, the number of patients in nursing care per day was a predictor of knowledge in nursing students (r=0.571, p < 0.05). Conclusion: In summary, students have unsatisfactory knowledge regarding anaphylaxis. Specifically, there is still a knowledge gap that can positively affect practice. It is recommended that universities focus on nursing students’ knowledge of managing anaphylaxis and modify the curriculum to enhance their practices in this field.

Assessing core competencies of business English students in Chinese higher vocational colleges.

Understanding the core competencies of English for Specific Purposes (ESP) students is vital for designing ESP curricula and refining methodologies. This study sought to comprehensively assess the core competencies of Business English students in Chinese higher vocational colleges (HVCs). A questionnaire survey was conducted among 394 Business English students from five HVCs. The survey evaluated core competencies across gender and academic grades using a model comprisinging four primary dimensions and twelve sub-modules. The results revealed significant disparities in core competency development among Business English students, particularly across gender and academic grades within the specified competence indicator dimensions. These findings highlight the need to enhance in the core competencies of these students, indicating current deficienciess in their development. The identified disparities and areas for improvement in core competencies provide valuable insights for educators and institutions to customize teaching methodologies and improve curriculum design, better addressing the needs of Business English students in HVCs.

Classroom as Organization: Then, Now, and Next

Classroom as Organization (CAO) is a highly experiential teaching approach that transforms the classroom into a functioning, student-run organization. CAO emerged during the early days of the organizational behavior field and continues today. While CAO research has a rich history in the Journal of Management Education and its predecessors, this article marks the first comprehensive literature review on the topic. We review the CAO literature, trace the development of this methodology, and create a visual map of the key models. By exploring CAO’s past and present, the aim is to distill key insights about this method and outline avenues for more educators to adopt this innovative and empowering teaching methodology in the future. We conclude by calling for continued empirical research (at the class and program levels) and intentional community building to support faculty and encourage broader adoption of CAO.

Volleyball Training Programs and Athletic Endurance among Selected Urban College Athletes of Henan, China

The current research examined a volleyball program at an urban college in Henan, China, including performance indicators, course content and methodologies of teaching and assessment of athletes. The assessment provided program effectiveness in terms of addressing structural barriers, utilizing mental skills training strategies, embracing digital technologies, using competition-based approaches to training methods as well as injury prevention behaviors and coaching techniques. This indicates psychological training is beneficial on the plyometric endurance and also stresses the important role of mental performance in physical tasks. However, an excessive reliance on digital technology was detrimental to sport-specific conditioning in endurance, showing a need for well-balanced training.

The Technical Evolution of Unified Communications in Education: Infrastructure, Implementation, and Impact

The evolution of unified communications (UC) in educational environments represents a significant transformation in how learning is delivered, accessed, and managed across global educational institutions. This comprehensive article analysis explores the technical architecture, implementation strategies, educational impact, and prospects of UC systems in education. The article examines the transition from traditional communication methods to advanced UC platforms empowered by emerging technologies, particularly focusing on integrating artificial intelligence and machine learning capabilities. Through an investigation of infrastructure requirements, best practices, and implementation challenges, this article presents a holistic view of how UC systems are reshaping educational methodologies. The article highlights the critical role of these systems in facilitating remote learning, enhancing student engagement, and expanding educational accessibility. Furthermore, it addresses the challenges institutions face in implementing UC solutions, including digital divide issues, privacy concerns, and infrastructure limitations, while proposing strategic solutions for sustainable adoption. The article analysis also encompasses future trends and recommendations for educational institutions seeking to optimize their UC implementations.

Effect of Project-based Learning on Learners’ Nutrition Knowledge in Secondary Schools in Central Uganda

In Uganda, the Nutrition and Food Technology (NFT) subject is taught to teach learners about healthy eating and lifestyle choices through active teaching methodologies such as project-based learning (PBL). This study aimed to improve nutrition knowledge among secondary school students in Uganda using PBL. The study was implemented using an embedded mixed methods design in which convergent parallel mixed methods design was nested within Solomon’s four-group, quasi-experimental design. The study showed that compared to the control group, PBL implemented following the PBLWorks model increases the nutrition knowledge of learners indicated by a significant increase in the diversity of foods on their meal plans (Mean difference = 1.16; U(115) = 954, p = < .001), the frequency of planned consumption of vitamin A-rich foods (Mean difference = 1.3; t(115) = 3.41, p = < .001), planned consumption of Haem iron-rich foods (Mean difference = 1.6; t(115) = 3.24, p = 0.002), NCD protect scores (Mean difference = 1.65; t(115) = 3.15, p = .000), and food consumption scores (Mean difference = 18.7; t(115) = 7.42, p = < .001). However, the study was limited to Kampala, so further research across the country is recommended.

Evaluating an e-learning course's impact and challenges on genomic literacy among medical professionals.

The aim of this study was to confirm and evaluate the learning effect of a physician-facing e-learning course on genetic medicine for improving genomic literacy. We employed qualitative and quantitative methodology to survey 103 physicians who took the course at a national university in Japan. Evaluations were conducted at the levels of participant feedback, learning, and behaviour. Participants completed a questionnaire and test (full score = 100) before and after the course. Pre- and post-test scores were compared using paired-samples t-tests and Mann-Whitney U test was used to compare the difference their clinical experience. The effect size was estimated using Cohen's d. Responses were obtained from 96 physicians. Approximately 80% (n = 75-93) of participants responded positively to the course, a result supported by the qualitative data. The mean scores for the pre- and post-test showed an increase from 71.25 to 74.58 (p=0.008). In particular, mean test scores increased significantly from 68.94 to 75.53 (p<0.001) in physicians with no clinical experience in genetic medicine, while no significance was observed scores for physicians with clinical experience in genetics from 73.47 to 73.67 (p=0.903). Behavioural assessment was carried out for 28 participants; however, no statistically significant differences were identified. Our findings indicate that our e-learning course was useful for physicians with no experience of genetic medicine. For those with experience, it may be necessary to provide more practice-based education and educational methodologies. Behavioural assessment needs to be examined further.

The Impact of Flipped Learning and Digital Laboratory in Basic Electronics Coursework

ABSTRACTAdvancements in electronics and the rapid evolution of technology necessitate that higher education institutions continuously adapt their curricula to accommodate new teaching methodologies and emergent tools. This paper examines the impact of integrating flipped learning and digital laboratories into practical sessions of a Basic Electronics course by analyzing 5 years of data. Using an action research methodology, the research was conducted through three phases: traditional in‐person teaching, fully online instruction during the COVID‐19 pandemic, and a hybrid model combining flipped classrooms, digital laboratories, and in‐person sessions. The findings reveal that the hybrid model, blending digital and traditional methods, significantly enhanced student performance, particularly in practical tasks. Furthermore, digital laboratories provide students with a risk‐free environment to simulate real‐world electronic scenarios, fostering deeper cognitive engagement and reducing the cognitive load during in‐person sessions. The flipped classroom structure encouraged active learning and peer collaboration, which led to greater student motivation, lower absenteeism, and improved learning outcomes. Additionally, students demonstrated a marked increase in their ability to apply theoretical knowledge to practical problems, highlighting the effectiveness of this approach in bridging the gap between theory and practice. This model enhances cognitive and motivational learning dimensions, providing a balanced, effective approach to modern engineering education. The results can potentially contribute to the understanding of effective pedagogical strategies in adapting engineering education to meet the challenges of the digital age.