Educational Methods Research Articles

AI and Thinkable-Assisted learning media for physical education: a descriptive study on collaborative lecturer education

This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills. This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills.

Implementation of Active Learning Methods in Islamic Religious Education to Improve Students' Critical Thinking Skills in Schools

This research aims to examine the effectiveness of implementing active learning methods in Islamic Religious Education (PAI) as an effort to improve students' critical thinking skills at school. This research uses a quantitative approach with a quasi-experimental design, involving students from several secondary schools as samples. Data was collected through critical thinking skills tests before and after implementing active learning methods. The research results show that the application of active learning methods significantly improves students' critical thinking skills in the PAI context. These findings indicate that this method is effective in creating a learning environment that supports the development of students' analytical, evaluation and reflection skills on religious values, as well as their relevance in everyday life.

Empowering Young Roma Women in matters of health and primary care: an innovative training program

Abstract Background Roma communities are rather diverse groups with different level of knowledge, beliefs and motivations in relation to their health. Raising awareness and self-efficacy of these individuals is a challenging field in the EU public health agenda. Objectives To address this challenge, the program entitled “Empowering Young Roma Women in matters of health, prevention and human rights: a new methodological approach” was developed with the aim to empower Roma women in terms of health and prevention topics pilot testing different educational methods. A two-step co-design approach was performed to determine the training content, tools, methods. The training was implemented in 5 areas throughout Greece (Volos, Chalkida, Thiva, Agia Varvara, Zefyri) in Jan-Oct 2023, including 3 phases: a. Train-the-trainers, b. Training the Roma women and c. Training evaluation. Results The educational material developed for health and prevention included 4 units (gynaecological health issues, vaccinations, smoking and nutrition). Each unit consisted of a theoretical background to develop the material, a presentation for future trainers, a presentation for trainees, a brochure, and a poster. For the training a new methodological approach was tested i.e. a health professional or Roma women (after being trained) to deliver the training. In total, 548 pre-post questionnaires were collected. Most trainees, understood the content of the training, acquired new knowledge and found the information interesting and possible to include in their daily life. 80% trainees expressed their satisfaction with the overall presentation. Regarding knowledge improvement based on the type of trainer only a slightly greater degree of improvement was observed for Roma trainers. Conclusions It is crucial to develop culturally appropriate health interventions by directly working with communities, to understand their particular needs, and to ensure they receive the information needed to make informed decisions. Key messages • Maintaining and promoting health is a decisive factor of social inclusion. • Tailor-made training of ethnic minorities shall be an integral part of the EU public health agenda.

Consensus algorithm for maintaining large-scale access-control views of education data

Exploring diverse education data applications through blockchain technology can offer innovative methods for smart education. Among them, storing multi-platform and multi-dimensional education data on the blockchain can enhance the system’s ability to integrate and manage the data effectively. However, the system involves a large number of stakeholders. Furthermore, because the data are stored chronologically, relevant information may be distributed across multiple blocks. They will lead to security issues related to access and inefficient queries. We innovatively design an education data management system that combines access-control views with a consensus algorithm, effectively addressing the issue of low query performance for security data. Additionally, we propose a method that integrates main chain blocks and side blocks within a chained storage structure to recycle view blocks, effectively addressing the issue of block redundancy caused by non-periodic changes in the utilization of education data. For the proposed method, experiments are conducted on two education datasets to validate the efficiency of the proposed access-control view in query performance and the effectiveness of the view maintenance consensus algorithm.

‘HepGenç’: A youth festival to promote health and well-being via films, photography, music, and arts

Abstract Background The ‘Lifelong Health’ framework of WHO emphasizes that investing in health during young ages fosters better health and higher quality of life in later years. When working with and for youth, using innovative and participatory approaches have become more important for effective health communication, especially in an era of increased environmental stimuli, digitalization, and decreased attention span for many young people, who are less attracted with traditional/ didactic health education and communication methods. Objectives This paper aims to share practical experiences of a multidisciplinary team of professionals with backgrounds in public health, psychiatry, communication, music, and arts, in collaboration with young people to organize a series of youth health festivals in different cities of Turkiye to promote youth health literacy and access to health care, with a special focus on mental health and well-being. Results HepGenc (ForeverYoung) Festivals are organized by academics and youth from different universities in Turkiye, in collaboration with NGOs and local municipalities of cities, where the events take place. These events encourage young people to think about health and well-being, including social and environmental determinants of health via short films, photography, music, and arts. The series of festivals use creative workshops to introduce different health and well-being topics to youth, who may not always find these issues ‘attractive.’ Social and mental health, including resilience and ability to adapt are also addressed, which help young participants to build a holistic and comprehensive look on health and its determinants. Conclusions Organizing health-focused festivals using films, photography, music, and arts encourages young people to be creative and productive, while raising their awareness on healthy lifestyles and healthy cities, and how they can be agents of positive change. Key messages • Using films, music, and arts help with greater engagement of young people and facilitates their learning, as well as their creativity and productivity. • Collaboration of health, communication, and arts professionals strengthens health communication/ education programs, with additional beneficial outcomes for all disciplines including shared learning.

3.F. Round table: Legal action & capacity building: essential for climate action to protect and promote public health

Abstract The climate crisis is the single biggest threat to global health, peace and security, a crisis multiplier, and a significant driver of health inequalities within and between countries. In many areas of public health policy, legal action and litigation have delivered significant and long-lasting impacts. Court action is a strong domain of legal policy and practice to address climate change and related air pollution in many countries, and increasingly in international courts and tribunals. Examples include the 2021 landmark UK Coroners Report on the asthma-related death of Ella Kissi-Debrah, the 2023 UN General Assembly Request for an Advisory Opinion from the International Court of Justice on states’ obligations to address climate change, and the 2024 European Court of Human Rights decision in Klimanseniorinnen v. Switzerland. Climate litigation also creates opportunities for public scrutiny and debate by raising awareness of inaction or harm caused by governments or private sector polluters, generating wider community mobilisation for action. Since 2021, the EUPHA Law and Public Health Section, Faculty of Public Health (UK), Aletta Jacobs School of Public Health, Global Network for Academic Public Health, ASPHER and other partners have collaborated to build ethicolegal competence and capacity of public health professionals for climate action. Initiatives have also included research, advocacy, and resource development, and exploring opportunities for legal action and litigation, including at the International Conference on Strategic Litigation and Public Health (Liverpool, 2023). The roundtable will present key findings from an evaluation of the course on climate change organised by the ASPHER and the Global Consortium on Health and Climate Education (GCHCE), and learnings and feedback from the publication ‘From analysis to action: climate change litigation. A guide for public health professionals’, which was launched at the 16th European Public Health Conference. The expert panel will also reflect on whether the nature of current educational materials, means and methods in curriculum and training initiatives are effective, appropriate, adequate, and sufficient. Should climate change be part of One Health and Planetary Health programmes rather than a distinct entity? What is the role of, and what are the opportunities for, public health professionals to be engaged in climate litigation? What are the gaps and opportunities through strategic networking with environmental and legal experts, and affected communities? The roundtable will be interactive and invite input and insights from the participants to explore opportunities to further advance the agenda. Key messages • Public health professionals have a key and increasing role in climate law and litigation: interdisciplinary collaboration is essential. • Public health professionals have multiple avenues for capacity building on opportunities to address climate and environmental impacts on public health through law. Speakers/Panelists David Patterson University of Groningen, Groningen, Netherlands Farhang Tahzib Faculty of Public Health, Haywards heath, UK Liz Green Public Health Wales, Wrexham, UK Ana-Catarina Pinho-Gomes University College London, London, UK

Tele-education in point-of-care ultrasound training

BackgroundTraditionally, ultrasound skills have been taught through a one-on-one approach, where instructors physically guide learners’ hands at the bedside or in the workshop. However, this method is frequently challenged by scheduling and cost limitations. Our objective was to create a tele-education model for point-of-care ultrasound training and evaluate its effectiveness and its impact on learners’ perceived workload compared to conventional education and self-directed learning methods.MethodsWe conducted a 3-arm randomized trial, comparing tele-education (TE), conventional education (CE) and self-directed learning (SL) methods. All subjects underwent online didactic lectures prior to a hands-on ultrasound workshop. The TE group utilized an ultrasound machine equipped with a speakerphone, a webcam for direct visualization of learner’s hand maneuvers, and an analog-to-video converter for the real-time streaming of ultrasound images. This configuration enabled remote instructors to provide immediate verbal feedback to learners. In contrast, the CE group received in-person coaching, while the SL group had no instructors present. Following the coaching session, subjects completed a scenario-based skill test and a survey on the National Aeronautics and Space Administration task load index (NASA-TLX) to measure their ultrasound competency and perceived workload, respectively.ResultsTwenty-seven ultrasound novices were randomly allocated into 3 groups. The median skill test score of TE, CE, and SL was 22 [interquartile range (IQR): 18–28], 24 [IQR: 21–31], and 16 [IQR: 15–18], respectively (p < 0.01). Pairwise comparisons of median test scores of 3 groups demonstrated a statistical significance in comparisons of TE vs. SL (22 vs. 16, p = 0.01) and CE vs. SL (24 vs. 16, p < 0.01), but not in TE vs. CE (22 vs. 24, p = 0.56). There was no statistical significance observed in the median NASA-TLX scores among the 3 groups; 54 [IQR:47–61] in TE, 57 [IQR:22–64] in CE, and 66 [IQR: 66–72] in SL (p = 0.05).ConclusionsOur tele-education model was more effective than self-directed learning. There was no statistically significant difference in effectiveness between the tele-education and the conventional education groups. Importantly, tele-education did not impose a significantly higher workload on learners compared to conventional education or self-directed learning. Tele-education has a substantial potential as an alternative to conventional ultrasound training.

A multi-national survey-based evaluation of undergraduate/predoctoral endodontic education.

To evaluate the current status of endodontic education and assessment at an undergraduate/predoctoral level in dental schools worldwide. The current survey comprised a 50-item online questionnaire related to undergraduate endodontic education. The project leaders emailed the survey's details to faculty members responsible for endodontic teaching at one dental school in every country to seek their willingness to participate in the survey. After the faculty members accepted, the survey details were sent to participants along with the survey link. Simple descriptive statistics were used to represent the data. Amongst the 44 faculty members from different countries who agreed to participate, 36 completed the survey. Endodontic training starts in 50% of dental schools from the third year of the curriculum. Each dental school employs a diverse range of educational methods. During pre-clinical training, 19.4% of the participating dental schools used only natural teeth. Stainless-steel hand instruments, syringe irrigation with a needle, resin-based sealer and the cold lateral compaction technique are the most frequently used in pre-clinical and clinical training. A significant percentage of dental institutions necessitate that students treat a predetermined quantity of canals or teeth throughout their pre-clinical and clinical education. Dental institutions conduct formative, summative or a combination of the formative and summative throughout the clinical and pre-clinical phases of endodontic training. According to the data collected from this survey, there are considerable variations in the curriculum for undergraduate/predoctoral endodontic programmes amongst the surveyed dental schools. Pre-clinical and clinical education should integrate a larger array of modern tools and procedures.

Design thinking in early childhood education and care. A literature review and consideration from the perspective of young learners’ craft, design, and technology education

AbstractDesign thinking is a cognitive, iterative process that involves identifying goals, understanding users, and creating solutions. It has changed from a designers’ activity to an all-around approach to the innovation process and become a pedagogical phenomenon. In this article, design thinking method is studied in an educational context among young learners (children aged 5–8) through a literature review. The aim of this review is to gain an understanding of the reasons why and the ways in which design thinking is applied as an educational method in early childhood education and care. Through the review, we aim to find new ideas for teaching craft, design, and technology education with young learners. We present the results of 20 peer-reviewed articles reporting empirical studies of applying design thinking methods in an educational context with young learners. The results show that previous research has identified three themes of reasons to apply design thinking in early childhood education and care: enhancing multidisciplinary teaching, teaching design thinking as a method and supporting children’s developmental domains, and participatory learning. The ways to apply design thinking with young learners also coalesced into three themes: children acting as designers by solving real-life problems, open-ended science problems, and challenges in imaginary play. In conclusion, we consider these findings from the perspective of teaching craft, design, and technology education for young learners.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

The Influence of Artificial Intelligence on the Education System

The rapid development of artificial intelligence has had a huge and far-reaching impact on the field of education. The deep integration of artificial intelligence and education has promoted the emergence and development of artificial intelligence educational applications. Today's AI is not only a tool to enhance the learning experience, but also an important promoter of changing traditional teaching models and educational management methods. This article explores the acceptance and views of AI in different cultural backgrounds, and deeply analyzes the ethical issues that may arise in the application of AI in education, such as academic misconduct, algorithmic bias, and data privacy protection. Studies have shown that AI can help improve the personalization and efficiency of education, but its widespread use may cause students to rely on technology and weaken their critical thinking ability. In addition, if the bias in the algorithm is not effectively controlled, it may exacerbate inequality in education. The significance of the paper lies in providing theoretical support for the combination of AI and education, and putting forward constructive suggestions for balancing technological progress and human education elements in the future.

Research on the Development Dilemma and Countermeasures of Chinas Education Industry from the Perspective of Digital Transformation

Amidst the rapid evolution and broadening adoption of information technology in China, the education sector is undergoing unprecedented transformation. While the digitalization of Chinas education industry is advancing swiftly, it is encountering various challenges that require ongoing attention and solutions. Promoting educational equality between cities and villages to reduce the difference is a critical component of this transition. The urban-rural education disparity significantly impedes the pace and quality of digital transformation of the education industry in China. Rural regions encounter issues such as inadequate infrastructure, unequal allocation of educational resources, and insufficient digital literacy among teachers. Implementing tutorial systems, establishing Professional Learning Communities (PLCs), and adopting the three classrooms model can effectively address these challenges. Collaboration among schools, government entities, and broader society is essential to promote educational equity, advance educational modernization, and cultivate talents tailored for future societal needs. Studying the challenges faced by Chinas education industry during its digital transformation phase, along with corresponding strategies, is pivotal for developing innovative teaching models and approaches. This endeavor fosters the evolution of educational content and instructional methods, aligning them with the swiftly changing social and economic landscape.

Quantification of training in educational methodology among teachers on the degree course in medicine: a pilot study

BackgroundMedical education has undergone significant changes over the last decades. Scientific and technological progress alongside contemporary society’s changing requirements have driven demand for highly trained, competent doctors. In response to this need, university faculties of medicine have sought innovative forms of teaching and evaluating the students on their degree courses. The aim of this study was to quantify the characteristics and extent of academic training in teaching methods, of participation in innovative teaching initiatives, and training in simulation and debriefing among the teaching personnel on the degree course in medicine at the University of Granada (Spain).MethodsThis transversal descriptive study was conducted among a population of 121 educators teaching on the medical degree course at the University of Granada, Spain. All responded to a specially designed CoRe-Content Representation questionnaire. This consisted of various parts: (a) demographic data; (b) teaching experience and qualifications; (c) specific information about training in teaching skills received. The Fisher test was applied whenever the dependent variable had two values (dichotomous) and the Chi-square test when it had more than two values (polytomic). Statistical significance was established with an alpha error of 5%.ResultsThe results showed that 87.60% of the educators had received no training in debriefing. There was a notable gender gap, whereby women held fewer management posts, fewer were engaged in clinical activity, and fewer had undergone training in clinical simulation. Teachers with degrees in medicine had undergone less regulated training than educators with other degree qualifications.ConclusionThe main areas of medical training that require improvement (and so present challenges to be met in the years to come) are as follows: a definitive solution to the existing gender gap, general implementation of new educational models and methods (especially learning based on clinical problem-solving and simulation), closing generation gaps, and improved training processes for educators with clinical attachment.

The Evolution of Theories, Transformations, and Emerging Trends in Distance Education Worldwide: A Comprehensive Research Article

Purpose: The fundamental objective of the current comprehensible research article is to dwell on the developmental and historical process, theoretical approaches and foundations, along with technological improvements of newly emerging trends in distance education. Furthermore, the study puts a great deal of emphasis on the most significant psychological theories such as behaviorism, cognitivism, and constructivism and in what ways they can contribute to the effectiveness of distance education platforms. The study also explores the theoretical foundations such as systems theory, communication theory and media theory along with a focus on connectivism to comprehend distance education with a careful assessment on the integration of the emerging technological advancements such as artificial intelligence, virtual reality, and augmented reality by revealing their transformative impacts and the potential on distance education. Henceforth, to accomplish such an aim, the current article provides a comprehensive analysis of distance education and offers a collection of insights into distance education for teachers, policymakers and other researchers in the relevant field. Design/Methodology/Approach: The current article employs a literature review as a research method to assess and evaluate the essential existing research body and to obtain definitive, evidence-based, practical, compelling and persuasive data within the relevant field of distance education from a constructivist perspective to find a clear answer to the research questions. Findings: The current study accentuates and finds that the improvements in technology, particularly, the Internet and fiber optics, have a transformative impact on distance education by improving interactivity and accessibility. Distance education seems to have evolved from corresponding with letters to sophisticated online platforms, enhancing global accessibility and overcoming challenges and obstacles. Psychological theories such as behaviorism, cognitivism, and constructivism are of high importance in optimizing learning experiences in this technological era. Highlights: The study highlights that the emerging trends in technology, comprising virtual reality (VR), augmented reality (AR), and artificial intelligence (AI), have a profound transformative effect on distance education by improving interactivity, visualization, and individualized learning experiences. VR and AR offer immersive, 3D settings that enhance involvement, engagement and understanding, whereas AI grands individualized learning and assessments, reshaping traditional educational methods and enhancing access to effective and productive learning opportunities.

What can we learn from pandemic educational methods?: military general practice trainees’ attitudes to feedback from recorded consultations

ABSTRACT Background Recorded consultations are a useful tool for developing consultation skills for general practice speciality trainees (GPSTs). Historical barriers to utility include a lack of recording equipment and trainee discomfort. Widespread use of online communication platforms during the pandemic led to the introduction of the Recorded Consultation Assessment (RCA), prompting an exploration of its impact on GPSTs’ attitudes and acceptability of using recorded consultations for feedback. Aim This sequential explanatory mixed methods study explored attitudes of military GPSTs towards using recorded consultations for feedback to develop consultation skills, and identify factors influencing GPST attitudes. Methods Participants of this study completed a questionnaire, followed by a representative sample focus group. Descriptive statistics were used to analyse quantitative data, reflexive thematic analysis was employed for qualitative data. Triangulation was conducted using a meta-matrix. Results Results indicated agreement among respondents on the usefulness of recorded consultations for developing consultation skills, particularly communication skills. Perceived trainer attitudes significantly influence the GPST utility of this tool. The RCA positively impacted attitudes, providing familiarity, free access to easy-to-use online recording platforms, simplified consenting procedures, secure data storage, and improved feedback quality from trainers. Conclusion Pre-pandemic studies cited equipment access and consent procedures as barriers to utilising recording as a method of feedback. The pandemic and RCA introduced online resources and imperative to utilise this method, resulting in largely positive GPST learning experiences. As we move away from the RCA it is important to retain institutional memory of the benefits gained from feedback using recorded methods.

A short-term evaluation of oral hygiene education methods in fixed orthodontics patients: a randomized clinical trial comparing assistant training, software, and social media

ObjectiveTo compare the effectiveness of different oral hygiene education strategies on periodontal health in fixed orthodontic patients in a one-month period: assistant-led instruction, social media-based education, and custom-made software.MethodsSixty orthodontic patients from Mashhad University of Medical Sciences’ Dentistry School were randomly assigned into three groups. Each group received oral health education differently: via assistant instruction, educational videos on social media, or a researcher-designed software for Android smartphones. After a month, participants’ oral health was evaluated using the plaque index (PI) and the gingival index (GI).ResultsAssistant-led education group demonstrated the highest PI (1.26 ± 0.70) and GI (0.92 ± 0.67), while the software group reported the lowest indices (PI = 0.68, GI = 0.46 ± 0.46). The social media group’s measurements fell between these extremes (PI = 0.89 ± 0.75, GI = 0.60 ± 0.52). Significant group differences were found for both PI and GI (P = 0.028 and P = 0.047, respectively). Pairwise comparison revealed significantly lower PI and GI in the software group compared to the assistant group. No significant differences were found between the social media and other groups.ConclusionOur results suggest that the use of specially designed software could be the most effective strategy for improving oral hygiene in orthodontic patients. Meanwhile, traditional assistant-led education showed the least effectiveness. The study supports the potential benefit of utilizing digital tools, such as bespoke software and social media, in oral health education for orthodontic patients.Trial registrationThe study was registered in the Iranian Registry of Clinical Trials (IRCT) database with the identification code IRCT20200609047705N2 in 13.07.2021.

Improving Diabetes Education and Metabolic Control in Children Using Social Robots: A Randomized Trial

Robot engagement in healthcare has the potential to alleviate medical personnel workload while improving efficiency in managing various health conditions. This study evaluates the impact of robot-assisted education on knowledge acquisition and metabolic control in children with Type 1 Diabetes Mellitus (T1DM) compared to traditional education methods. A randomized controlled trial was conducted at the pediatric diabetes clinic of the University of Tabuk Medical Center, Saudi Arabia. Thirty children aged 5–15 years with T1DM were randomly divided into two groups: the robot education (intervention) group and the control education group. Both groups participated in six weekly one-hour educational sessions, with the intervention group interacting with a Pepper robot assistant and the control group receiving education from a qualified diabetes educator nurse. Knowledge was assessed using a 12-item questionnaire before and after the intervention, while metabolic control was evaluated through weekly mean home blood glucose measurements and HbA1c levels before and three months post intervention. The intervention group demonstrated a significantly greater improvement in knowledge scores compared to the control group (p &lt; 0.05). Weekly mean blood glucose levels were consistently lower in the intervention group throughout the study period (p &lt; 0.05 for all samples). Both groups showed a reduction in HbA1c levels after three months, with the intervention group exhibiting a greater mean decrease. The engagement of the Pepper robot in T1DM education for children resulted in improved knowledge acquisition and better metabolic control compared to traditional education methods. This approach may establish a foundation for “learning by interacting with robots” in long-term diabetes management. Further research with larger sample sizes and longer follow-up periods is warranted to confirm these findings and explore the long-term benefits of robot-assisted education in pediatric diabetes care.

From Traditional to Challenge-Based Learning: A Case Study

The rapid evolution of the information technology sector necessitates innovative educational methods not only addressing current industry needs but also anticipating future challenges. This study aims to explore the transition from traditional pedagogical approaches to challenge-based learning (CBL) within the context of an undergraduate course, "Ethical, Social and Professional Aspects of IT" (120 participants). It investigates how this methodological shift influences the development strategies of the course and the pedagogical outcomes for students, particularly first-year IT administration and development students engaging in practical group work. Employing a mixed research design, the study gathers data through reflections of the course staff, empirical study with students and analysis of the didactic changes within the course. It evaluates the effectiveness of problem-based learning (PBL) and CBL methodologies in addressing real-world IT ethics, social, and professional challenges with a focus on fostering creativity, problem-solving skills, and interdisciplinary collaboration. Preliminary findings suggest that CBL not only enhances students' engagement and learning outcomes but also bridges the gap between academic knowledge and practical application in the IT sector. The collaboration students provided insights into real-world challenges, improving students’ learning and administrative experiences at the university. Furthermore, the study highlights the advantages of integrating both PBL and CBL to cultivate a more dynamic and responsive educational environment. The shift towards CBL in the "Ethical, Social and Professional Aspects of IT" course at Tallinn University of Technology represents a significant step forward in aligning educational practices with the needs of the contemporary and future IT industry, preparing students for the complexities of the modern workforce, and contributing to a sustainable, innovative, and resilient economy. Further research is needed to fully understand the long-term impacts of this pedagogical shift and to refine the methodologies for broader application.

Curriculum Reform of Preschool Education: An Innovative Path based on Gamification and Project-style Integration

This paper focuses on the curriculum reform of preschool education, and expounds the importance, purpose and challenges of preschool education curriculum reform under the background of educational needs in the new era. This paper analyzes the guiding significance of multiple intelligence theory, Montessori education method, gamification and project learning to preschool education courses. It is pointed out that there are some problems of single curriculum setting, limited teaching methods and means, and the challenges of teacher staff construction and resource allocation and concept change. This paper proposes the curriculum innovation of gamification and project-style integration, demonstrates its feasibility, expounds the design principles and implementation steps of the integrated curriculum, and makes a prospect for the future.

Comparison of the effect of face-to-face and video-based breastfeeding education methods on breastfeeding success

BackgroundDespite the well-documented benefits of breastfeeding, many first-time mothers encounter challenges. This study compares the efficacy of traditional face-to-face breastfeeding education (FtFE) versus video-based breastfeeding education (VBE) on improving breastfeeding practices and self-efficacy among primiparous mothers.MethodsUsing a sequential, quasi-experimental design, 70 primiparous mothers were enrolled from a State Hospital in Turkey and systematically divided into two groups: FtFE (n = 35) and VBE (n = 35). The study spanned from January to June 2023 and the assessments of statuses of breastfeeding self-efficacy and skilles was performed in two distinct phases for each group. In the first phase, mothers were administered the scale of breastfeeding self-efficacy short (BSES) to measure baseline breastfeeding self-efficacy and the scale of LATCH tool to assess baseline breastfeeding skills. Subsequently, the research groups received FtFE and VBE interventions. In the second phase, 2 weeks later, mothers were interviewed again, and the BSES scale was re-administered to evaluate changes in their breastfeeding self-efficacy levels.ResultsThe pre-test scores of BSES and LATCH tools of the FtFE and VBE groups were found similar (p > 0.05). The post-test score of BSES of the FtFE was significantly higher than that of the VBE group (p > 0.05). In the FtFE group, the post-test score of BSES was significantly higher compared to the pre-test score of BSES (p < 0.05). In the VBE group, the post-test score of BSES was higher compared to the pre-test score of BSES but this difference did not reached statistical significance (p > 0.05).Conclusion and recommendationsFtFE is more effective in informing mothers compared to VBE. However, VBE also positively affectes breastfeeding success. Further research is needed to explore the long-term impacts of these educational approaches on breastfeeding compliance.