Education Model Research Articles

Impact of stage-specific limb function exercises guided by a self-management education model on arteriovenous fistula maturation status

BACKGROUND The exercise of limb function is the most economical and safe method to promote the maturation of arteriovenous fistula (AVF). However, due to the lack of a unified exercise standard in China, many patients have insufficient awareness of the importance of AVF, leading to poor effectiveness of limb function exercise. The self-management education model can effectively promote patients to take proactive health-related actions. This study focuses on the characteristics of patients during the peri-AVF period and conducts a phased limb function exercise under the guidance of the self-management education model to observe changes in factors such as the maturity of AVF. AIM To assess the impact of stage-specific limb function exercises, directed by a self-management education model, on the maturation status of AVFs. METHODS This study is a randomized controlled trial involving 74 patients with forearm AVFs from the Nephrology Department of a tertiary hospital in Sichuan Province, China. Patients were randomly divided into an observation group and a control group using a random number table method. The observation group underwent tailored stage-specific limb function exercises, informed by a self-management education model which took into account the unique features of AVF at various stages, in conjunction with routine care. Conversely, the control group was given standard limb function exercises along with routine care. The assessment involves the maturity of AVFs post-intervention, postoperative complications, and the self-management level of the fistula in both groups patients. Analyses were conducted using SPSS version 23.0. Count data were represented by frequency and percentage and subjected to chi-square test comparisons. Measurement data adhering to a normal distribution were presented as mean ± SD. The independent samples t -test was utilized for inter-group comparisons, while the paired t-test was used for intra-group comparisons. For measurement data not fitting a normal distribution, the median and interquartile range were presented and analyzed using the Wilcoxon rank sum test. RESULTS At the 8-wk postoperative mark, the observation group demonstrated significantly higher scores in AVF symptom recognition, symptom prevention, and self-management compared to the control group (P < 0.05). However, the variance in symptom management scores between the observation and control groups lacked statistical significance (P > 0.05). At 4 wk after the operation, the observation group displayed a superior vessel diameter and depth from the skin of the drainage vessels in comparison to the control group (P < 0.05). While the observation group did manifest elevated blood flow rates in the drainage vessels relative to the control group, this distinction was not statistically significant (P > 0.05). By the 8-wk postoperative interval, the observation group outperformed the control group with notable enhancements in blood flow rates, vessel diameter, and depth from the skin of drainage vessels (P < 0.01). Seven days following the procedure, the observation group manifested significantly diminished limb swelling and an overall reduced complication rate in contrast to the control group (P < 0.05). The evaluation of infection, thrombosis, embolism, arterial aneurysm stenosis, and incision bleeding showed no notable differences between the two groups (P > 0.05). By the 4-wk postoperative juncture, complications between the observation and control groups were statistically indistinguishable (P > 0.05). CONCLUSION Stage-specific limb function exercises, under the guidance of a self-management education model, amplify the capacity of AVF patients to discern and prevent symptoms. Additionally, they expedite AVF maturation and mitigate postoperative limb edema, underscoring their efficacy as a valuable method for the care and upkeep of AVF in hemodialysis patients.

Examining higher education through HyFlex

ABSTRACT This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education.

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

Special education, pandemic and social representations: a state of the art survey

The Covid-19 Pandemic represented obstacles for students with Special Education Needs. In this context, we aimed to understand the Social Representations of researchers on Special Education during the Covid-19 pandemic. Through “State of the Art” and Hermeneutics research, with the theoretical contribution of the Theory of Social Representations, we interpreted publications by researchers on the subject in CAPES journals. To systematize the results, we used the IRaMuTeQ software, which made it possible to understand Social Representations through the Word Cloud and the Similitude Tree. We infer that the Social Representations on Special Education highlighted the difficulties of the educational process and the need for actions in the post-pandemic context such as efficient Policies, teachers and professionals’ formation aimed at providing assistance, the construction of new educational models and approaches.

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

Realising the human development promise in dual VET

ABSTRACT Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of Vocational Education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primarily framed in economic terms. Conversely, its alignment with human development remains an abstract possibility and is often not reflected in the policy design of dVET transfer attempts. Each contribution to this Forum probes a different facet of these tensions, exploring how dVET can be calibrated in different contexts to realise its human development potential. Taking a practice-led approach and featuring representatives from cooperation agencies, consultancy groups, and research organisations, this piece contributes to ongoing debates about the possibility of effectively integrating human development thinking into education policy.

Gender Perspectives on Role Models: Insights from STEM Students and Professionals

AbstractQualified professionals in science, technology, engineering, and mathematics (STEM) and STEM education are in increasingly short supply globally. Role models can help increase women’s representation in STEM, both at entry and senior levels. The study objectives were to identify the characteristics of role models in STEM higher education and careers and to investigate the differences in role model characteristics between career stages and between genders. We used a mixed-methods methodology involving a questionnaire and interviews. The participants, 788 alumni and final-year undergraduate and graduate students from a STEM research university, responded to the questionnaire, and ten leading women in STEM professions were interviewed. The questionnaire results indicated that a higher proportion of women than men reported being influenced by a role model during their studies. Seven key characteristics of role models were identified from the open-ended responses and the interviews: ambitious, charismatic, empathic and encouraging, inspiring, knowledgeable, gifted, and professional. The most frequent characteristics women mentioned were empathic and encouraging. The research findings support and align with the social cognitive career theory (SCCT), demonstrating how role modeling, which is part of the environmental theme, boosts intrinsic motivation—part of the personal theme, for individuals in STEM, especially women. These processes impact women’s determination and professional performance—part of the behavioral theme. Based on our findings, to advance toward a STEM workforce characterized by greater fairness, we recommend designing and deploying structured mentoring programs and forums in STEM departments that can provide young women with more role models for success and thus with more hope for success in these fields.

Multilayer knowledge graph construction and learning behavior routing guidance based on implicit relationships of MOOCs

As a mature model of open or distance education, MOOCs provide learners and teachers with flexible knowledge propagation and independent learning methods, facilitate the online resource sharing of teachers, learners and knowledge, and realize the digital management and application of entire learning processes, but also brought the key challenge, how to achieve the adaptive learning behaviors based on knowledge graphs? This study constructs one multilayer knowledge graph prediction model of MOOCs, and implements the implicit relationships to drive suitable learning behavior routes. Firstly, the knowledge graphs in MOOCs are analyzed and described; Secondly, we combine with data structures and relationships, define appropriate node semantics and relationship characteristics, as well as learning behavior scenarios and learning needs, PMIR-BG model based on improved bipartite graph is designed to predict the implicit relationships. Experiments show that the model is efficient and reliable for tracking implicit relationships and building multilayer knowledge graphs; Thirdly, the analysis conclusions of corresponding problems are demonstrated. Through visualizing the knowledge graphs of multilayer relationships, the learning behavior routing guidance is realized. The whole research has strong theoretical value and practical significance, and provides key technologies and decisions to construct and optimize the personalized and adaptive learning processes.

Optimization of teaching methods and allocation of learning resources under the background of big data

In the context of the wide application of big data technology, it is particularly important to optimize the allocation of teaching methods and learning resources. This study first expounds the key role of big data in the optimization of teaching methods and the allocation of learning resources, and emphasizes how big data technology promotes the transformation and development of education and teaching models. Based on the analysis of traditional models of teaching method optimization and learning resource allocation, this study proposes a new model driven by big data. By accurately identifying students’ learning needs and behavior patterns, the model optimizes teaching methods and allocation of learning resources. This study introduces the whole process of data collection, cleaning, analysis and modeling. In the process, it shows how big data can be integrated, analyzed, and applied to further support the construction and validation of models. Through empirical research and effect evaluation, this study proves the validity of the model of teaching method optimization and learning resource allocation driven by big data, and demonstrates how big data can promote educational equity and improve educational quality.

Acceptability and Feasibility of Survivorship Group Medical Visits for Breast Cancer Survivors in a Safety Net Hospital.

Providing cost-effective, comprehensive survivorship care remains a significant challenge. Breast cancer survivors (BCS) who have limited income and are from marginalized racial and ethnic groups experience a worse quality of life and report higher distress. Thus, innovative care models are required to address the needs of BCSin low resource settings. Group medical visits (GMV), utilized in chronic disease management, are an excellent model for education and building skills. This single-arm intervention study was conducted at a public hospital in California. GMVs consisted of five 2-h weekly sessions focused on survivorship care planning, side effects of treatment and prevention, emotional health, sexual health, physical activity, and diet. The patient navigators recruited three consecutive GMV groups of six English-speaking BCS (N = 17). A multidisciplinary team delivered GMVs, and a patient navigator facilitated all the sessions. We used attendance rates, pre- and post-surveys, and debriefing interviews to assess the feasibility and acceptability of the intervention. We enrolled 18 BCS. One participant dropped out before the intervention started, 17 BCS consistently attended and actively participated in the GMV, and 76% (13) attended all planned sessions. Participants rated GMVs in the post-survey and shared their support for GMVs in debriefing interviews. The BCS who completed the post-survey reported that GMVs increased their awareness, confidence, and knowledge of survivorship care. GMVs were explicitly designed to address unmet needs for services necessary for survivorship care but not readily available in safety net settings. Our pilot data suggest that patient-navigator-facilitated GMVs are a feasible and acceptable model for integrating survivorship care in public hospitals.

Unpacking interactions among student teams in a practice-based IPE setting: a qualitative evaluation study

ABSTRACT In many healthcare settings, teams change composition regularly, so healthcare students must be trained to function effectively in dynamic teams before entering the workforce. Interprofessional clinical rotations provide an ideal venue for learners to practice these skills, but little is known about how student teams interact in such settings. In this qualitative observational evaluation, learners from multiple health professions at a single institution participated in scheduled clinics in low-income housing communities for older adults. Interprofessional student teams met with program participants for care coordination, health and wellness assessments, and assistance in setting and achieving health goals; team composition changed from week-to-week. A purposive sample was selected from video-recorded encounters between student teams and their program participants. The aim of this study was to explore team interactions and document learner behaviors. Two researchers independently reviewed discrete segments of each video, recorded their observations and reflections, and then the team discussed, categorized, and identified relevant examples of both effective and ineffective behaviors. Four major themes were observed: inclusiveness, leadership, joy of practice, and sharing of clinical knowledge. Students demonstrated both positive and negative examples of behaviors that aligned with each theme. Understanding how students behave on teams in dynamic settings where patient care is taking place can help educators establish practice-based interprofessional education models that better prepare learners to function effectively and strategies that may improve team interactions.

Challenges and opportunities of English as the medium of instruction in diploma midwifery programs in Bangladesh: a mixed-methods study

BackgroundEnglish is generally recognized as the international language of science and most research on evidence-based medicine is produced in English. While Bangla is the dominant language in Bangladesh, public midwifery degree programs use English as the medium of instruction (EMI). This enables faculty and student access to the latest evidence-based midwifery content, which is essential for provision of quality care later. Yet, it also poses a barrier, as limited English mastery among students and faculty limits both teaching and learning.MethodsThis mixed-methods study investigates the challenges and opportunities associated with the implementation of EMI in the context of diploma midwifery education in Bangladesh. Surveys were sent to principals at 38 public midwifery education institutions, and 14 English instructors at those schools. Additionally, ten key informant interviews were held with select knowledgeable stakeholders with key themes identified.ResultsSurveys found that English instructors are primarily guest lecturers, trained in general or business English, without a standardized curriculum or functional English language laboratories. Three themes were identified in the key informant interviews. First, in addition to students’ challenges with English, faculty mastery of English presented challenges as well. Second, language labs were poorly maintained, often non-functional, and lacked faculty. Third, an alternative education model, such as the English for Specific Purposes (ESP) curriculum, has potential to strengthen English competencies within midwifery schools.ConclusionsESP, which teaches English for application in a specific discipline, is one option available in Bangladesh for midwifery education. Native language instruction and the middle ground of multilingualism are also useful options. Although a major undertaking, investing in an ESP model and translation of technical midwifery content into relevant mother tongues may provide faster and more complete learning. In addition, a tiered system of requirements for English competencies tied to higher levels of midwifery education could build bridges to students to help them access global evidence-based care resources. Higher levels might emphasize English more heavily, while the diploma level would follow a multilingualism approach, teach using an ESP curriculum, and have complementary emphasis on the mother tongue.

An Investigation into the Utility of Large Language Models in Geotechnical Education and Problem Solving

The study explores the capabilities of large language models (LLMs), particularly GPT-4, in understanding and solving geotechnical problems, a specialised area that has not been extensively examined in previous research. Employing a question bank obtained from a commonly used textbook in geotechnical engineering, the research assesses GPT-4’s performance across various topics and cognitive complexity levels, utilising different prompting strategies like zero-shot learning, chain-of-thought (CoT) prompting, and custom instructional prompting. The study reveals that while GPT-4 demonstrates significant potential in addressing fundamental geotechnical concepts and problems, its effectiveness varies with specific topics, the complexity of the task, and the prompting strategies employed. The paper categorises errors encountered by GPT-4 into conceptual, grounding, calculation, and model inherent deficiencies related to the interpretation of visual information. Custom instructional prompts, specifically tailored to address GPT-4’s shortcomings, significantly enhance its performance. The study reveals that GPT-4 achieved an overall problem-solving accuracy of 67% with custom instructional prompting, significantly higher than the 28.9% with zero-shot learning and 34% with CoT. However, the study underscores the importance of human oversight in interpreting and verifying GPT-4’s outputs, especially in complex, higher-order cognitive tasks. The findings contribute to understanding the potential and limitations of current LLMs in specialised educational fields, providing insights for educators and researchers in integrating AI tools like GPT-4 into their teaching and problem-solving approaches. The study advocates for a balanced integration of AI in education to enrich educational delivery and experience while emphasising the indispensable role of human expertise alongside technological advancements.

Bridging large language model disparities: Skill tagging of multilingual educational content

AbstractThe adoption of large language models (LLMs) in education holds much promise. However, like many technological innovations before them, adoption and access can often be inequitable from the outset, creating more divides than they bridge. In this paper, we explore the magnitude of the country and language divide in the leading open‐source and proprietary LLMs with respect to knowledge of K‐12 taxonomies in a variety of countries and their performance on tagging problem content with the appropriate skill from a taxonomy, an important task for aligning open educational resources and tutoring content with state curricula. We also experiment with approaches to narrowing the performance divide by enhancing LLM skill tagging performance across four countries (the USA, Ireland, South Korea and India–Maharashtra) for more equitable outcomes. We observe considerable performance disparities not only with non‐English languages but with English and non‐US taxonomies. Our findings demonstrate that fine‐tuning GPT‐3.5 with a few labelled examples can improve its proficiency in tagging problems with relevant skills or standards, even for countries and languages that are underrepresented during training. Furthermore, the fine‐tuning results show the potential viability of GPT as a multilingual skill classifier. Using both an open‐source model, Llama2‐13B, and a closed‐source model, GPT‐3.5, we also observe large disparities in tagging performance between the two and find that fine‐tuning and skill information in the prompt improve both, but the closed‐source model improves to a much greater extent. Our study contributes to the first empirical results on mitigating disparities across countries and languages with LLMs in an educational context. Practitioner notesWhat is already known about this topic Recent advances in generative AI have led to increased applications of LLMs in education, offering diverse opportunities. LLMs excel predominantly in English and exhibit a bias towards the US context. Automated content tagging has been studied using English‐language content and taxonomies. What this paper adds Investigates the country and language disparities in LLMs concerning knowledge of educational taxonomies and their performance in tagging content. Presents the first empirical findings on addressing disparities in LLM performance across countries and languages within an educational context. Improves GPT‐3.5's tagging accuracy through fine‐tuning, even for non‐US countries, starting from zero accuracy. Extends automated content tagging to non‐English languages using both open‐source and closed‐source LLMs. Implications for practice and/or policy Underscores the importance of considering the performance generalizability of LLMs to languages other than English. Highlights the potential viability of ChatGPT as a skill tagging classifier across countries.

Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach

Introduction: This paper explores the impact of college e-service quality on student satisfaction in the context of the innovative practice of "Internet + Education" in order to research whether there is any difference in students' perception of college e-service quality under the influence of different levels of digital literacy. The research object of this paper is students of universities in Kunming, and the SERVQUAL model is extended. Among them, the independent variables are the five dimensions of e-service quality. The dependent variable is online education student satisfaction. The moderating variable is digital literacy. This research is based on relevant service theories. A combination of quantitative and qualitative methods is used. The results of the research show that the impact of service quality on college students' e-learning satisfaction is different under different levels of digital literacy. Objective: The research objective of this paper is to investigate the impact of the quality of e-services in higher education on student satisfaction in order to research whether there are differences in students' perceptions of the quality of e-services in higher education under the influence of different levels of digital literacy. Theoretical Framework: This research was expanded with the SERVQUAL model and followed the exploratory sequential mixed methods process of scientific investigation, from the initial selection of variables to the final discussion of recommendations and countermeasures. Method: In this study, the scientific survey process of exploratory sequential mixed methods was used to research the satisfaction of college students with online education based on the theory of digital literacy and service quality, using college students in Kunming, China, as the target of the survey, and a combination of quantitative and qualitative research methods. Results and Discussion: The results of the analysis showed that the independent variable: the five factors of e-services (the higher, the higher the satisfaction of students. And under the moderating variable, digital literacy moderated all the other factors, only the relationship between responsibility and e-learning student satisfaction had no significant moderating effect. [synthesize the main results of the research]. In the discussion section, these results will be correlated according to the theoretical framework, highlighting the identified effects and relationships. This section also considers possible limitations of the research. Research Implications: 1. theoretical significance: by constructing a comprehensive theoretical model, this research aims to provide new insights into the field of e-learning. It not only helps to understand the impact of E-learning platform design and service quality, but also emphasizes digital literacy as an important moderating variable. 2. Practical significance: The research results will provide value to educational technology developers and educational policy makers, helping them to optimize e-learning platforms to enhance user experience and learning outcomes. Originality/Value: This research expands the SERVQUAL model by taking online education as the background, combining the actual situation of online education in China, and taking digital literacy as the variable. It allows colleges and universities to break through the original traditional education model. And lifelong learning and personalized learning are the focus of the reform of continuing education in colleges and universities. The results of this research will promote colleges and universities to continuously improve the quality of online education and provide reference for schools and teachers to carry out online education and continuing education.

The Effectiveness of Team-Based Learning for Undergraduate Education in China: A Systematic Review

Team-based learning (TBL) teaching models are a student-centered teaching model widely used in Europe and the United States but are just beginning to be used in China. This research conducted a synthesis of previous scientific studies on the use of the TBL teaching model in Chinese undergraduate education to explore the impact of two main objectives: the TBL teaching model on Chinese undergraduate students’ achievement and sustainability skills and using systematic Evaluation and Meta-Analysis (PRISMA) method to searched and screened 30 articles using China National Knowledge Infrastructure (CNKI) and google scholar, which was published from 2013 to 2023. The results of this study show that TBL teaching model is effective in improving Chinese undergraduate students’ achievement, problem-solving skills and teamwork skills. Therefore, TBL teaching model can be implemented in Chinese undergraduate education. Still, the use of TBL teaching model is narrow due to its late start in China. More rigorous methodology and mixed-methods design of the study are needed to improve the transferability of the results.

Developing classroom ICT teaching techniques, principles and practice for teachers in rural Ghana without access to computers or internet: a framework based on literature review

PurposeThis paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.Design/methodology/approachThis study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.FindingsThe literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.Research limitations/implicationsThis conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.Practical implicationsThis research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.Social implicationsThis research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.Originality/valueThis research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.

Mechanics 4.0 and Mechanical Engineering Education

Industry 4.0 is an industrial paradigm that is causing changes in form and substance in factories, companies and businesses around the world and is impacting work and education in general. In fact, the disruptive technologies that frame the Fourth Industrial Revolution have the potential to improve and optimize manufacturing processes and the entire value chain, which could lead to an exponential evolution in the production and distribution of goods and services. All these changes imply that the fields of engineering knowledge must be oriented towards the concept of Industry 4.0, for example, Mechanical Engineering. The development of various physical assets that are used by cyber-physical systems and digital twins is based on mechanics. However, the specialized literature on Industry 4.0 says little about the importance of mechanics in the new industrial era, and more importance is placed on the evolution of Information and Communication Technologies and artificial intelligence. This article presents a frame of reference for the importance of Mechanical Engineering in Industry 4.0 and proposes an extension to the concept of Mechanics 4.0, recently defined as the relationship between mechanics and artificial intelligence. To analyze Mechanical Engineering in Industry 4.0, the criteria of the four driving forces that defined mechanics in the Third Industrial Revolution were used. An analysis of Mechanical Engineering Education in Industry 4.0 is presented, and the concept of Mechanical Engineering 4.0 Education is improved. Finally, the importance of making changes to the educational models of engineering education is described.