Educational Strategies Research Articles

The Value, Obstacle and Strategy of Digital Empowerment Physical Education in Primary School

With the title of "The Value, obstacle and Strategy of physical education teaching in primary school with digital empowerment", this paper discusses the value, obstacle and optimization strategy from three angles. Through the research, it is found that digital technology can bring great value in primary school physical education, including the advantages of improving teaching effect, enhancing student participation, personalized learning and all-round development. However, digital physical education also faces some obstacles, such as the problem of capital investment, the lack of teachers' digital literacy and professional ability, and the unequal investment in educational resources. In order to optimize the digital effect of primary school physical education, six optimization strategies are proposed: increasing funding investment and sponsorship, enhancing teachers' digital literacy and professional ability, optimizing the investment and distribution of educational resources, promoting students' and parents' participation and recognition, formulating privacy and security policies, and establishing a digital primary school physical education evaluation system in the digital era. Through the implementation of these strategies, the digital development of primary school physical education can be further promoted and the teaching quality and students' comprehensive literacy can be improved.

The nexus between digital financial knowledge and financial inclusion: digital financial attitudes and behaviour as mediators enhancing financial inclusion

Purpose The purpose of this study is to measure financial inclusion (FI) and to examine the role of digital financial literacy (DFL) and its components, and various socio-demographics in relation to FI. In addition, the mediating effect of digital financial attitudes (DFA) on the relationship between digital financial knowledge (DFK) and digital financial behaviour (DFB), as well mediating effect of DFA and DFB on the relationship between DFK and FI, is being explored.Design/methodology/approach Using a cross-sectional research design, we utilize a dataset from the survey of adults’ financial literacy in Bosnia and Herzegovina, collected from the representative sample of 1,096 adults in 2022. The main methodology relies on logistic and ordinal logistic regression analyses and PROCESS for mediation analyses.Findings The findings suggest that the effect of DFK on DFB is partially mediated by DFA. In addition, the effect of DFK on FI is fully mediated through three pathways: DFA, DFB, and DFA and DFB in serial mediation. Age, education, employment status and residence are significantly related to FI. Internet access is significant only for FI scores but not for adults’ banking status. Although women are almost twice as unbanked as men, we find no gender-based differences in financial product holdings, FI or adults’ banking status.Practical implications There is a need to enhance DFK and DFA to enable adults to use financial products. Financial institutions could use our results in designing and promoting their services.Social implications Policy implications are seen in the need for developing national strategies for financial education, with an emphasis on strengthening DFL, especially DFK and DFA, which will enhance the formal FI of adults. Also, governments should work on expanding Internet access.Originality/value The results make a contribution to the theory of planned behaviour. They contribute to the limited empirical evidence of the mediating role of DFA in relationship to DFB, as well as the mediating role of DFA and DFB in relationship to FI.

Clinical assessment strategies for competency-based education in prosthetic dentistry.

Reflective practice is viewed as a theoretical and pedagogical concept in higher education having several diverse approaches and interpretations. The most important aspect of reflective practice is that it is a necessary quality assurance aspect of higher education which should occur recurrently and at different stages of the program. It usually entails an evaluation of advanced instructions which has become the norm in an educational setting, in order to improve the learning outcomes. Reflective practice must therefore be seen as a tool which allows continuous improvement, modifications, and changes to educational approaches, which include theoretical and clinical assessment strategies. Academics in prosthetic dentistry at a research-led university reflected on their current assessment strategies used in the senior undergraduate dental program as part of a quality assurance process and its global comparability. This paper aims to share and explain the importance of reviewing assessment strategies in higher education, especially in such a clinical program using reflective practice as a framework. Different assessment strategies used over a 5-year period are explored and their different structures, expectations, and appropriateness for a clinical program are reported from the literature. The concerns were addressed in a cyclical manner within this framework, and Blooms and blueprinting implemented where appropriate. We conclude that without a validated definition and framework for regular reflective practices, and guidelines to modify the included assessment strategies, the quality assurance within a competency-based dental program may be compromised.

Fifteen Tips for Adapting Personalised Blended Learning : A Change Management Educational Strategy in Health Professions Education (HPE)

Fifteen Tips for Adapting Personalised Blended Learning : A Change Management Educational Strategy in Health Professions Education (HPE)

Effects of an Interactive Handwashing Lecture on First-Year Thai Nursing Students: A Pretest-Posttest Study

Background: Hand hygiene is essential in healthcare to prevent infections and ensure patient safety. The World Health Organization highlights hand hygiene as a key measure to reduce healthcare-associated infections. However, adherence to hand hygiene protocols is often inadequate, with a low compliance rate. First-year nursing students are at a critical stage in developing foundational practices. Traditional teaching methods have shown limited success in achieving long-term adherence, necessitating the need for more interactive and engaging teaching methods. Therefore, this study aims to evaluate the effects of an interactive lecture on the handwashing knowledge of first-year nursing students. Methods: This study employed a quasi-experimental one-group pretest-posttest design involving 60 first-year Thai nursing students at Boromarajjonani College of Nursing. After four weeks of interactive lectures, participants completed a pretest and posttest to assess changes in hand hygiene knowledge and understanding of WHO Five Moments for Hand Hygiene. The intervention included visual demonstrations, hands-on practice, and real-time feedback. Data were analyzed using descriptive statistics and paired t-tests to determine the intervention’s effectiveness. Results: The study showed significant improvements in both handwashing knowledge and understanding of WHO Five Moments for Hand Hygiene post-intervention. The mean score for handwashing knowledge increased from 5.41 (SD = 1.06) to 6.62 (SD = 1.10) (t(59) = 7.154, p < 0.001). Similarly, the mean score for understanding WHO Five Moments for Hand Hygiene improved from 4.32 (SD = 0.68) to 4.97 (SD = 0.84) (t(59) = 5.60, p < 0.001). Correct responses to specific handwashing questions also increased significantly. Conclusions: The interactive handwashing lecture intervention significantly improved nursing students’ knowledge and understanding of hand hygiene practices. These findings support the integration of interactive educational strategies in nursing curricula to improve hand hygiene compliance and patient safety. Future research should address study limitations, such as sample size and long-term knowledge retention, to further validate these results.

Diagnostic reasoning and cognitive error in emergency medicine: Implications for teaching and learning.

Accurate diagnosis in emergency medicine (EM) is high stakes and challenging. Research into physicians' clinical reasoning has been ongoing since the late 1970s. The dual-process theory has established itself as a valid model, including in EM. It is based on the distinction between two information-processing systems. System 1 rapidly generates one or more diagnostic hypotheses almost instantaneously, driven by experiential knowledge, while System 2 proceeds more slowly and analytically, applying formal rules to arrive at a final diagnosis. We reviewed the literature on dual-process theory in the fields of cognitive science, medical education and emergency medicine. The literature reflects two prominent interpretations regarding the relationship between the fast and slow phases and these interpretations carry very different implications for the training of clinical learners. One interpretation, prominent in the EM community, presents it as a "check-and-balance" framework in which most diagnostic error is caused by cognitive biases originating within System 1. As a result, EM residents are frequently advised to deploy analytical (System 2) strategies to correct such biases. However, such teaching approaches are not supported by research into the nature of diagnostic reasoning. An alternative interpretation assumes a harmonious relationship between Systems 1 and 2 in which both fast and slow processes are driven by underlying knowledge that conditions performance and the occurrence of errors. Educational strategies corresponding to this alternative have not been explored in the EM literature. In this paper, we offer proposals for improving the teaching and learning of diagnostic reasoning by EM residents.

Revolutionizing Computer Science Education: Integrating Blockchain for Enhanced Learning and Future Readiness

Abstract: This research investigates the transformative potential of incorporating blockchain technology into computer science education. In light of the rapid evolution of the digital landscape, traditional educational frameworks often fail to meet the demands of the industry, resulting in a significant skills gap among graduates. This paper analyzes how the integration of blockchain can revolutionize computer science curricula by enhancing learning experiences and equipping students to navigate future technological challenges. The study highlights the advantages of blockchain in educational contexts, including increased security and transparency of academic records, streamlined credentialing processes, and the establishment of decentralized learning platforms that promote collaboration and innovation. It presents case studies of institutions that have successfully implemented blockchain, along with strategies for educators to effectively integrate this technology into their pedagogical approaches. Additionally, the research addresses the challenges and limitations associated with blockchain integration, such as the requisite learning curve and infrastructure demands. The findings indicate that the incorporation of blockchain in computer science education can significantly boost student engagement, provide verifiable skill sets, and align academic outcomes more closely with industry requirements. This study contributes to the ongoing discourse on educational innovation and offers a strategic framework for institutions aiming to utilize blockchain technology in preparing students for the future job market.

Self-efficacy in patients with inflammatory bowel disease: the effect of self-care education by two randomized methods-teach-back and a smartphone application.

The use of the best teaching method to promote self-care in patients with inflammatory bowel disease (IBD) has not been well defined. Therefore, the current study was conducted to compare the effect of self-care education by two methods of teach-back and a smartphone application. The current clinical trial with a pre- and post-test design was conducted among 78 patients with IBD. Patients were allocated to three groups of application, teach-back and control using a simple blocked randomization. Data were collected using a checklist for demographic information and Inflammatory Bowel Disease Self-efficacy Scale. Collected data were analyzed using SPSS. Participants in all three groups were homogeneous in terms of demographic variables. The mean pretest scores of self-efficacy (SE) in the application, teach-back and control groups were 191.37 ± 49.15, 193.92 ± 45.54 and 192.76 ± 43.12, respectively. The mean post-test scores of SE in the application, teach-back and control groups were 224.51 ± 49.89, 207.48 ± 48.109 and 189.92 ± 40.28, respectively (P = 0.033). The results of the current study showed that self-care education by the application can better improve the mean scores of SE and its four dimensions of managing stress and emotions, managing symptoms and disease, managing medical care and maintaining remission, compared to other methods. It seems that the use of the application as a continuous and cost-effective educational strategy will become widespread in the future for patient education among most healthcare and treatment systems.

Digital storytelling as a tool for global citizenship and sustainability

In this study, we explore the transformative impact of digital storytelling in education, with a focus on promoting global citizenship and sustainability awareness among students. We examine how digital storytelling platforms can enhance traditional literary curricula by fostering deeper cross-cultural understanding and engaging students with global sustainability challenges. We evaluate the effectiveness of digital narratives in increasing student engagement with literature while cultivating a sense of global responsibility and environmental stewardship. By enabling students to connect with diverse cultures and global issues through immersive and interactive storytelling, the research highlights the role of innovative educational strategies in aligning with the United Nations’ Sustainable Development Goals. The findings provide valuable insights for educators and policymakers seeking to leverage digital technologies in fostering a globally aware and responsible generation, ultimately contributing to the discourse on the integration of technology in education.

Data-centric automated approach to predict autism spectrum disorder based on selective features and explainable artificial intelligence

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by notable challenges in cognitive function, understanding language, recognizing objects, interacting with others, and communicating effectively. Its origins are mainly genetic, and identifying it early and intervening promptly can reduce the necessity for extensive medical treatments and lengthy diagnostic procedures for those impacted by ASD. This research is designed with two types of experimentation for ASD analysis. In the first set of experiments, authors utilized three feature engineering techniques (Chi-square, backward feature elimination, and PCA) with multiple machine learning models for autism presence prediction in toddlers. The proposed XGBoost 2.0 obtained 99% accuracy, F1 score, and recall with 98% precision with chi-square significant features. In the second scenario, main focus shifts to identifying tailored educational methods for children with ASD through the assessment of their behavioral, verbal, and physical responses. Again, the proposed approach performs well with 99% accuracy, F1 score, recall, and precision. In this research, cross-validation technique is also implemented to check the stability of the proposed model along with the comparison of previously published research works to show the significance of the proposed model. This study aims to develop personalized educational strategies for individuals with ASD using machine learning techniques to meet their specific needs better.

Nurses as UN champions: Increasing nursing presence and influence at the United Nations.

Representing half of the global health workforce, nurses are critical to health promotion, disease prevention, and the economic and social needs of populations. However, nursing expertise is underutilized in the UN System, and nurses are underprepared for roles in policy to influence global health and sustainable development. Innovative education strategies are necessary to address the sidelining of nursing expertise in these spaces and build nursing literacy in shaping global policy. This quality improvement project aimed to develop and evaluate a model to build a USA-based school of nursing's literacy and engagement with the United Nations (UN) System. A Doctor of Nursing Practice (DNP) student developed an innovative educational model, the United Nations Essentials for Global Nursing Leadership, in partnership with a school of nursing (SON), to build faculty knowledge and skills on initiating and sustaining bidirectional engagement with the UN. In 2023, SON faculty piloted the model, and pre-/post-intervention survey data were utilized for improvement. Participants reported increased knowledge, awareness, and confidence related to the UN System and their ability to engage as policy influencers, health diplomats, and global citizens. In total, 100% of participants volunteered to hold the role of UN champion for the SON. This innovative model advances nursing knowledge and coherence in the UN System and key areas of policy, diplomacy, and global governance for meaningful UN engagement. CONCLUSION AND IMPLICATIONS FOR NURSING, HEALTH, AND SOCIAL POLICY: Models that invest in closing the global nursing leadership preparation gap can raise the profession's visible UN presence and strategic policy influence at a critical time for people and theplanet.

Using a Fluorescent Concretization Intervention Improves Hand Hygiene Training in Primary School Students: A Randomized Controlled Study

Introduction: Inadequate hand hygiene increases the rates of childhood infectious diseases and deaths, leading to the death of one child per minute. Aim: To examine the effects of an educational strategy, “using a fluorescent concretization intervention,” on the hand-washing skills of primary school students. Method: This single-center randomized controlled trial using a pretest and posttest design was conducted with 35 intervention and 35 control participants. Data were collected with Dermalux Test Lotion containing fluorescently detectable under ultraviolet light, Hand Washing Skill Checklist, Hand Washing Skill Efficacy, and Hand Hygiene Assessment Question Form in School Children. Results: After the training for both hands, the intervention group participants created a difference in the effectiveness of hand washing from dirty to clean in all areas (p < 0.001). The scores regarding psychomotor skills and duration of hand washing increased in all participants. Total score percentage changes increased more in the intervention group participants when the first and final follow-ups were compared (p < 0.001). Hand washing skills and durations increased after hand washing training using the fluorescent concretization method. Conclusion: Visual concretization and explanation to the students increase handwashing effectiveness. For this reason, it is highly recommended that technological devices that provide such visual feedback be used in schoolchildren's education.

The Role of Gamification in Enhancing Students’ Motivation Toward Learning English in Jeddah Public Schools

Entertaining strategies in education, such as the use of gamification, can turn learning English into an interesting and motivating experience. A number of studies in Saudi Arabia have explored gamification and the way it develops the different language abilities of students. However, limited research has been conducted concentration on the role of gamification in enhancing students’ motivation toward learning English in the context of public schools in Jeddah, Saudi Arabia. Hence, this quantitative study investigated from teachers’ and students’ points of view the role of gamification in enhancing students’ motivation. The participants in the study comprised a total of 409 teachers and students (155 teachers and 254 students). The study used two Google Form questionnaires and then analyzed the data using SPSS version 27. The findings of the study revealed that both teachers and students have positive feelings about the implementation of gamification considering it a beneficial instrument to increase students’ motivation in English language classrooms.

The Role of Experiential Learning in Transforming Music Appreciation Education and Pedagogical Practices

This study examines the role of experiential learning in transforming high school music appreciation education. Grounded in the experiential learning theories of John Dewey, Kurt Lewin, and Jean Piaget, the research explores how active and immersive approaches can enhance students' emotional and intellectual engagement with music. Utilizing a mixed-methods approach, the study incorporates teacher interviews, student surveys, and a case study centered on a specific music lesson (Homesickness Melody). Results indicate that experiential learning fosters creativity, deeper emotional connections, and critical thinking skills, while addressing some of the limitations of traditional music teaching methods. However, challenges such as teacher readiness, resource availability, and student participation were identified as key barriers to implementation. The case study demonstrated the effectiveness of kinesthetic and sensory activities in enhancing students' appreciation of music. Overall, the findings suggest that experiential learning offers a promising pedagogical strategy for music education, promoting both aesthetic literacy and emotional engagement.

Dental teachers' perceptions about the status of geriatric dentistry in the dental curriculum: A qualitative exploration in the Indian context.

The increasing geriatric population in India needs special attention from the oral health workforce. This study explores dental teachers' perceptions of the status of geriatric dentistry in the dental curriculum and the challenges of implementing geriatric dentistry curriculum in the present dental training sector in India from the trainers' (teachers) perspective. We utilised a qualitative approach, and four focus group discussions were conducted with/among various levels of academic teachers-Heads of Departments (n = 8), Board of Study members (n = 7), Deans (n = 5), Lecturers and Associate professors (n = 8). All discussions were audio-taped and transcribed. Data was analysed thematically, and coding was done using an inductive approach. Consensus on themes was achieved through deliberations. Three themes were identified-Unique challenges in managing geriatric patients (bordering on Dental care, Attitude, Awareness, Social issues and dependency on family); Current issues with provision of geriatric care (Curricular concerns-Teachers' training, Students' training, Instructional content, timing of delivery; Students' and trainers' attitudes; Infrastructural issues) and Strategies for advancement (Sensitisation of policymakers, Collaboration with other agencies, Modification in course design, Improved educational strategies and Shift in patient care delivery). Trainers perceived a strong need to develop geriatric competencies among dental students. A geriatric dentistry curriculum based on local needs could ensure the success and sustenance of change. Introducing specialisation in geriatric dentistry would ensure quality oral care for the rising geriatric population. Innovative teaching strategies, interdisciplinary training and the use of newer technologies could aid in improved teaching of geriatric dentistry.

General Self-efficacy and Other Predictors of Grade Point Average (GPA) in College Students of Kathmandu, Nepal

General self-efficacy refers to individuals' belief in their ability to manage their functioning and influence life events. It can be influenced by various factors such as personal achievements, observed experiences, encouragement, and emotional states. We aimed this study to examine the relationship between general self-efficacy and other demographic factors in predicting Grade Point Average (GPA) among college students. The power analysis indicated minimum of 385 data points for unknown population, however we followed the rules of thumb that more data equals better results. This cross-sectional survey involved 527 college students from the Kathmandu Valley, representing various age groups, genders, ethnicities, religious affiliations, marital statuses, residential locations, education levels, faculties, and years of study. We targeted only two colleges to collect the data; however, the online portal of data collection allowed students to provide the data from other institutions as well. Students were selected through opportunity sampling, and data were collected using the General Self-Efficacy Scale between September 8 and November 2, 2022. Our findings indicate no significant relationship between general self-efficacy and GPA. Ethnicity (Janajati), religion (Buddhists), education level (high school), faculty (management), and institution type (private) were identified as significant predictors of GPA, while gender, age, marital status, and residential location did not predict GPA. The study provides valuable insights into how demographic factors, rather than self-efficacy, influence academic performance, offering useful information for educational strategies aimed at improving student outcomes.

Innovation and Entrepreneurship Education Based on University Student Academic Competitions: Pathways, Challenges, and Strategies

Against the backdrop of accelerated globalization and technological innovation, innovation and entrepreneurship education has become a central issue in higher education. Purpose: This study aims to evaluate the effectiveness of innovation and entrepreneurship education in academic competitions and explore the challenges and strategies for improvement; Methods: Through a literature review, this study analyzes cases of educational reforms and evaluates the effectiveness of various strategies in academic competitions. Results: The research indicates that interdisciplinary learning and project-based learning effectively enhance students' innovation and problem-solving skills, but uneven resource distribution and competitive pressure remain significant challenges. Conclusion: To fully leverage the potential of academic competitions in innovation and entrepreneurship education, it is necessary to optimize educational strategies and provide balanced resource support.

Modern Educational Institution Management Strategies

Background and Aim: Modern educational institution management strategies are critical for adapting to students' and educators' rapidly changing needs, ensuring school effectiveness and sustainability. These strategies allow institutions to create responsive and flexible learning environments, which improves educational outcomes and operational efficiency. This paper aims to analyze Modern Educational Institution Management Strategies. Materials and Methods: To identify and evaluate effective management practices, a comprehensive review of existing literature and case studies was performed. The review combined findings from various sources to provide a comprehensive view of strategies for improving educational institution effectiveness and sustainability. Results: The study discovered that implementing modern educational institution management strategies is critical for providing a flexible, efficient, and responsive environment for today's students and educators. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology integration, collaborative leadership, and inclusive practices. Continuous stakeholder engagement, professional development, and a focus on student wellness are essential for fostering a dynamic and supportive learning environment. Conclusion: The study discovered that implementing modern management strategies is critical for fostering a flexible and responsive learning environment. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology, collaborative leadership, and inclusivity, as well as creating a supportive and dynamic learning environment through ongoing stakeholder engagement, professional development, and student wellness.

THE IMPORTANCE OF FOREST FIRE PREVENTION ACTIVITIES

This study addresses the importance of forest fire prevention and combat activities, emphasizing environmental education as a tool for preventing forest fires in Canaã dos Carajás. The social relevance of the topic is highlighted by the significant impact of forest fires on the environment, economy, and public health, especially in the context of the Amazon Rainforest, which is essential for global climate regulation. The research is descriptive and combines data collection methods, including document analysis and semi-structured interviews. The document analysis involves reviewing reports, public policies, scientific articles, and educational materials, while the interviews are conducted with a representative sample of residents, educators, local authorities, and civil defense professionals. The general objective of the study is to analyze the effectiveness of environmental education activities in preventing forest fires. The specific objectives include analyzing residents’ perceptions of the importance of prevention, the influence of public policies, and proposing improvements in environmental education strategies. The research identified the urgent need for effective conservation policies, given the importance of the Amazon Rainforest in climate regulation. In Canaã dos Carajás, rapid urbanization driven by mining and a lack of resources and infrastructure are critical challenges for forest fire prevention. The interdisciplinary approach, using qualitative and quantitative techniques, allowed for a detailed analysis of the challenges faced and best practices. Location maps and satellite images were used to analyze the distribution of fire outbreaks. The results underline the importance of an integrated approach to fire prevention, highlighting the effectiveness of public policies and the need for ongoing training. This study provides valuable contributions to the formulation of public policies and educational strategies, promoting environmental education and active community involvement as key elements for effective forest fire prevention.

‘I never knew it was so prevalent’: Experiences and perceptions of student health visitors recognising and responding to domestic abuse in practice placement settings

Background: Health visitors have a key role in supporting and protecting adults and children affected by domestic abuse. Aims: The study aimed to examine the experiences and perceptions of student health visitors recognising and responding to domestic abuse in practice placement settings. Methods: Semi-structured interviews were conducted with five student health visitors in the United Kingdom. Interviews were transcribed and analysed using interpretive phenomenological analysis. Results: Four superordinate themes were identified: ‘part and parcel of health visiting practice’; ‘challenges in identifying domestic abuse’; ‘uncertainty and apprehension’; ‘strengthening knowledge and confidence’. All participants had engaged in practice activities related to domestic abuse within SCPHN placements, commonly expressing a sense of disbelief at the scale of the issue in practice. Difficulties and unease regarding identification and management of domestic abuse were reported. Access to support and opportunities to reflect and ‘talk things through’ were found to be important for students regarding this sphere of practice. Conclusions: The findings contribute to the body of knowledge about domestic abuse-related practice within nursing. Recommendations made may contribute to practice development and help inform future teaching and educational strategies within SCPHN programmes.