Educational Experience Research Articles

Exploring spatial influences in feedback for international students

Space is a significant factor for teaching and learning (Goodyear & Carvalho, 2019), but it is comparably underexplored in the higher education (Ellis & Goodyear, 2016). Learning spaces have become hybrid in the post-pandemic period in higher education with physical locations having digital extensions and vice versa (Ellis & Goodyear, 2018), which allows more flexible study modes and access to richer study resources. In addition to having material properties which physically promote or prevent student engagement, space is also a social product with relational and structural aspects, which could shape social relationships and moreover, reflect or promote existing inequalities amongst students (Wong, 2024). Space may therefore impact on students’ learning experiences, including within feedback encounters. Feedback is a significant aspect of students’ learning experiences in higher education. It is well acknowledged that feedback is important for students’ learning and graduate outcomes (Hattie & Clarke, 2018). Feedback encounters, such as supervision meeting and placements, could provide valuable feedback opportunities with the characteristics of immediate and frequent dialogues. However, spatial factors could affect these feedback encounters positively and negatively (Gravett, 2022). For example, many students perceive academic office as a scary space to seek feedback (Gravett & Winstone, 2019) while in comparison, online discussion boards are perceived as more flexible and equitable spaces for feedback engagement (Zhou et al., 2023). Since little is known about students’ experiences of feedback spaces and how spatial factors affect feedback, it is important to explore students’ feedback experiences in the hybrid feedback spaces. International students are a cohort for whom feedback spaces are particularly important. They often experience relocation to the new learning spaces in different cultural contexts, and are likely to be unfamiliar with material and social perspectives of the spaces (Dai et al., 2018). Therefore, they might feel disrupted and anxious at the initial stages of their feedback encounters, which could lead to the effectiveness of these valuable feedback. Since international students make great social and economic contributions to Australia, to promote more equitable feedback experiences for those students, it is important to understand their feedback experiences in the feedback spaces, to inform co-design of inclusive and supportive feedback spaces. This poster will offer an overview of preliminary findings of a review study. The review has two research questions: 1. How has space has been incorporated as part of existing feedback models in higher education, across situated, hybrid, and digital learning situations? 2. How do feedback models account for the particular situations of international students? This work has implications for future theoretical and empirical studies about feedback and feedback spaces. This research has the potential to enrich theoretical understandings of feedback and space research in higher education. Findings from this study could also enrich the literature regarding international students and provide practical strategies for supporting international students’ acculturation. In addition, the study could give implications to education institutions about how to create inclusive and supportive hybrid learning environments, which could significantly enhance the student experience and learning outcomes.

An Interview with Anthony C.K. Kakooza, J.D., Ph.D.

In this insightful interview, Anthony Kakooza engages in a comprehensive exploration of legal frameworks and their intersection with traditional cultural expressions (TCEs). The dialogue, facilitated by Sara R. Benson and Siyao Cheng from the Journal of Copyright in Education and Librarianship (JCEL), delves into a nuanced analysis of the role that copyright law plays in protecting TCEs. The conversation extends to encompass a wide array of topics related to the ongoing debates surrounding TCEs. Specifically, Kakooza addresses the prevalent misunderstandings associated with TCEs and sheds light on the intricate challenges posed by a regional framework for TCE protections. Furthermore, the conversation navigates to the merits of the sui generis approach to TCE protection and explores the implications of adopting a legal framework for indigenous communities and their TCEs. Drawing on Kakooza’s educational background and field experience, the interview serves as a valuable reference for readers aiming to grasp the complex dynamics between legal mechanisms and the protection of TCEs. Keywords: copyright, traditional cultural expressions, intellectual property, sui generis, indigenous communities

Innovative Digital Learning

This poster highlights the effective use of learning technologies like animation, generative AI tools, and immersive reality to create digital learning and assessment artifacts for university nursing students. The purpose is to deliver a high-quality digital learning experience aligned with the university's pedagogy and education plan. It also showcases accessible, inclusive digital artifacts and early evaluations of their impact on learning. Animation technology is at the forefront of creating engaging educational content. By using animation, complex concepts can be shown in a visually appealing and easily digestible manner, making learning more engaging for students (Liu & Elms, 2019). It also allows for dynamic storytelling and the illustration of abstract ideas, which can be particularly beneficial in concepts that are challenging to visualize (Rasmusson & Bourne, 2017). Generative AI plays a pivotal role in developing scripts for these educational animations. Leveraging AI, we generate content tailored to learners' needs and optimized for clarity and engagement. Though AI-generated, our academic team thoroughly edits and revises the scripts to be clinically representative of the topic covered. This AI-driven script development ensures efficient collaboration with academics, resulting in accurate, relevant, and pedagogically sound material. (ProQuest LLC, 2024). Using cutting-edge animation and generative AI technologies can create impactful nursing education materials that boost student engagement. (White, Huang, & Campanale, 2023) and facilitate learning outcomes (Huang et al., 2020). These activities are anchored in the university’s signature pedagogy—active, applied, and authentic—immersing students in educational content and inspiring them to apply their knowledge and skills in real-world scenarios presented through animated learning activities. In addition, immersive reality technologies, including Virtual Reality (VR) and Augmented Reality (AR), further enhance the educational experience. By incorporating AR and VR as additional resources to complement the animations, we create immersive environments where students can interact with the material in a hands-on manner. This not only can make learning more engaging but can also help students better understand and retain complex concepts through experiential learning (Tene et al., 2024). A digital learning developer collaborated with the academic team to create an augmented reality-based artifact for nursing students. Integrated into Canvas our institution’s learning management system this artifact presented difficult topics in three dimensions with the aim of effectively explaining concepts and enhancing student engagement. While animation and immersive technologies can boost engagement, they can also present inclusivity and accessibility challenges for some students. To facilitateinclusivity and accessibility, we followed digital accessibility guidelines and universal design principles (Ismailov & Chiu, 2022). We evaluated tools like animation, AR/VR, and interactive modules for accessibility, offering alternatives when needed. This approach accommodated diverse learning preferences, making education accessible and inclusive for all students. The environmental impact of adopting these technologies is a significant consideration. Digital tools can reduce the need for physical materials and decrease travel-related emissions, making education more sustainable. The early assessment of the digital learning materials, incorporating animation, AI, and immersive learning technologies, reveals promising results in enhancing student engagement. These materials cater to various learning preferences reflecting insights from the academic team.

Designing platforms for digital object-based learning

Over the last decade, object-based learning programs have become a staple of museum collections. These programs encourage and allow patrons to engage with a series of curated objects, offering educational experiences through tactile exploration. Naturally, they are focused on having their audience engage with the physical objects themselves (Chatterjee & Hannan 2016). Applying museological practice and object-based learning in the digital context requires not just presenting digital replica of physical objects, but scaffolding their presentation and platform with purpose, intent, and understanding of the strengths and pitfalls of digital delivery (Beetham & Sharpe 2013; De Kluis, Romp, & Land-Zandstra 2024). As such, digital object-based learning platforms and programs purposefully designed for remote learning and online delivery fill a unique niche in the higher education space and are beginning to come into their own. At Macquarie University, objectbasedlearning.com (an initiative of the Faculty of Arts and stewarded by its Learning Design and Production team) was relaunched in late 2023 following an extensive redesign, with learning designers, academics, and students now working together to provide new remote learning opportunities and experiences for the classroom. This presentation introduces the audience to the refurbished website, explains the ethos behind its redesign with an eye to evolving learning spaces and remote learning, and explores the site’s current and future applications and projects as a case study for designing digital object-based learning. The site was designed with future utility and outreach at its core, offering flexibility in how it presents and categorizes digital objects, and a site layout which reflects the needs of its target audience – schoolteachers. The NSW Stages 5 and 6 Curriculum informs the website’s design, determining how objects are grouped, how users navigate the site, and what information and metadata is prioritized, developed, and displayed. Since its relaunch, the website has been utilized in schools and faculties in NSW to deliver object-based learning experiences and classes. While it is too early to publish on outcomes of the project, early feedback has been positive, and new teaching initiatives have developed around the platform. In 2024, student interns at Macquarie were challenged to develop educational materials, lessons, and workshops which took advantage of the potential of technology-enabled object-based learning. These artefacts were designed to give students a unique object-based learning experience, removing the boundaries of physical distance, financial constraints, and fragility of objects. Moreover, student interns involved in the photogrammetric scanning of objects for the website were themselves enjoying an object-based learning experience, engaging with their materiality and learning how best to present the object in a digital environment.

Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023)

AbstractEducating Emergent Bilingual Youth in High School: The Promise of Critical Language and Literacy Educationby J. Y. Park narrates the educational experiences of seven emergent bilingual youth in English as a second language (ESL) classrooms. This book review underlines how Park uses critical language pedagogies in action to shed light on students' assets and challenge the deficit perspectives teachers and schools may have about them. Through these critical lenses, three ESL teachers and the emergent bilingual youth explore themes related to race, identity, and citizenship through effective pedagogical strategies such as dialogic problem‐posing, translanguaging through “poetry inside out,” the use of multimodal texts and student‐led research. As students embark on their learning journey, they develop their literacy, critical, and reflective skills, manifesting their agentive selves. The book also provides suggestions for emergent bilingual educators, schools, teacher education programs, researchers, and policymakers to disrupt deficit views of emergent bilinguals that keep them from seeing their full potential. In addition, it advocates for ESL teachers, who often are not supported at their schools, and for emergent bilinguals who should not and cannot leave their funds of knowledge and stories outside the classroom door.

An Empirical Study on the Learning Outcomes of Vocational Students in A Smart Classroom

Background and Aim: Smart Classrooms, as a form of rich-media learning environments, were increasingly being implemented and utilized. This study aimed to investigate the impact of Smart Classrooms on learning outcomes by examining 133 first-year vocational students from a vocational college in Yunnan Province, China. The research focused on an applied writing course and compared Cognitive, Behavioral, and Affective learning outcomes between the SEEWO Smart Classroom and traditional classrooms. Materials and Methods: In this study, 133 current vocational students participated. The participants were divided into two groups: a control group and a treatment group. The control group was taught in a traditional classroom while the treatment group was taught in a Seewo Smart Classroom. After a 10-week applied writing course, the course was evaluated using the course evaluation scale that had been used in the college for many years. This evaluation explored cognitive learning outcomes, behavioral learning outcomes, and affective learning outcomes in terms of final grades, classroom behavioral performance, and student course scoring. Results: Students in Smart Classrooms showed significant improvement in final exam scores, enhancing Cognitive learning outcomes. Behavioral outcomes, including participation and attendance, also increased. Student feedback favored Smart Classrooms over traditional settings, with no significant impacts from gender, age, or admission methods observed. Conclusion: Smart Classrooms notably enhanced Cognitive and Behavioral learning outcomes, indicating improved student performance and engagement. Positive student feedback underscores their potential to enhance educational experiences and outcomes compared to traditional classrooms.

The Learning Wave

Today’s learners are immersed in engaging virtual activities such as video games, social media, and streaming services. These platforms set high expectations for user engagement, providing experiences that are user-centred and intrinsically motivating. Online learning must now compete with these digital environments for learners' attention, necessitating a transformation in its approach to increase retention and satisfaction. The Learning Wave is a novel Learning Experience Design framework that addresses this challenge by two key psychological theories: Self-Determination Theory (SDT) and Flow Theory. SDT, developed by Deci and Ryan (2000), posits that intrinsic motivation is driven by three psychological needs: autonomy, competence, and relatedness. Flow Theory, introduced by Csikszentmihalyi (1990), is a highly functional state helping learners boost their academic performance through immersion in the activity and provides incentives for personal growth (Rodriguez-Ardura & Meseguer-Artola 2016). By applying these theories, The Learning Wave generates learning experiences that positively impact learning behaviour through enhanced engagement and motivation. The framework applies strategies from digital and serious games, combining them with storytelling techniques and instructional design models to create a modern pedagogical approach to the design of online courses. At its core, The Learning Wave utilises a three-phase pattern: learn, reflect, and challenge. This structure enables learners to progressively build understanding, review and reflect on their learning, and apply their knowledge and skills to real-world scenarios. The framework employs Semantic Waves (Maton, 2013) as a construction methodology, ensuring a thoughtful progression of the learner from basic understanding to advanced application of concepts, and facilitating the creation of Flow states by gradually increasing complexity to match learner skill development. Complementing the learner experience is the use of storytelling. By incorporating narrative elements, the learning experience is enriched with contextual depth, diverse perspectives, and emotional engagement, factors known to enhance retention and application of knowledge (Landrum et al., 2019). This approach also supports the relatedness aspect of SDT, fostering a sense of connection to the learning material. As a visual tool, The Learning Wave allows instructional designers to map out the entire learning experience, illustrating how learners progress through different phases. It incorporates a series of learning moments, points of reflection, and challenge events, charting the learner's journey from novice to competent problem-solver. The framework's flexibility accommodates both high-level designs and intricate, complex experiences. The Learning Wave has been incorporated as the foundational pedagogy in the development of twelve postgraduate microcredentials at Western Sydney University, with qualitative and quantitative feedback showing learners are motivated and more confident with the knowledge and skills they are developing. Further analytics, articles, case studies, and publications are forthcoming. This poster presentation demonstrates how The Learning Wave framework transforms online learning. It showcases the 3-stage pattern, alignment with storytelling techniques, and process of gaining strategic knowledge through information deconstruction and reconstruction. It highlights how this approach, grounded in educational theories and modern engagement techniques, can enhance learner motivation, improve knowledge retention, and lead to more effective online educational experiences in our digital world.

ECO_CARE Fieldtrip on the Rio Negro (municipality of Novo Airão, Comunidade Tiririca) and academic collaboration with indigenous women, traditional people and Master’s students

This report summarises the activities undertaken by the ECOCARE team during the week of November 3 to November 4, focusing on fieldwork on the Rio Negro, specifically in the municipality of Novo Airão and the Comunidade Tiririca. Additionally, the team organised a meeting with the indigenous women of the Amarn organization and an academic activity on storytelling and emotional literacy with the Master’s students of the Postgraduate Program in Law at the UFAM, emphasizing a hands-on approach to learning and mutual exchange of knowledge.The activities were part of a broader initiative to foster meaningful partnerships and enhance educational opportunities through direct interaction with indigenous communities and academic partners. This initiative aligns with our ongoing commitment to support indigenous scholarship and integrate it within academic frameworks, thereby enriching the educational experiences of all participants.

Instruction Teaching Support System and Teaching Competency in Applied Colleges, China

The research investigates the effectiveness of the Instruction Teaching Support System and Teaching Competency in Applied Colleges in China, surveying 303 teachers and 381 students using a quantitative research design. The results demonstrate that the school's initiatives in providing teaching support have successfully met teachers' needs for capacity enhancement and professional development, contributing positively to their daily teaching and career growth. Teachers generally expressed satisfaction with the school's teaching support system, particularly highlighting its positive impact on their teaching practices. The management system in place was seen as stable and well-organized, providing clear development paths and solid institutional backing for overall teaching quality improvement. Additionally, the school's performance incentives, including merit-based pay, title promotions, and welfare benefits, were widely appreciated, effectively motivating teachers and supporting the enhancement of teaching quality across the school. In terms of teaching skills training, teachers acknowledged the school's diversified initiatives aimed at improving their skills. This support has been crucial in helping teachers not only transmit knowledge but also adapt to the evolving demands of modern education, which requires a blend of diverse skills and innovative thinking. The training opportunities provided by the school were recognized as a significant means to equip teachers with the tools needed to face educational challenges. Professional development remains central to improving education quality. The school's comprehensive support system has helped teachers advance in their careers, boosting their sense of achievement and establishing a strong foundation for the overall enhancement of teaching standards at the institution. Students also responded positively to their teachers' competencies, with high ratings reflecting the professionalism and ethical conduct of the educators. Teacher ethics, including care for students, fairness in evaluations, and respect, were seen as key factors in creating a trusting and stimulating learning environment. Students believed that teachers with strong professional ethics could foster a more engaging and motivating educational experience. The students' favorable feedback on teachers' assessment abilities also highlights the latter's comprehensive skills in assigning and grading homework, conducting evaluations, and implementing teaching reforms. These competencies were linked to the robust support system that teachers received from the school, showing that the development of the teaching support system directly influences the enhancement of teachers' teaching competency. In conclusion, the findings suggest that a well-structured teaching support system is instrumental in promoting teachers' professional growth and, in turn, improving their teaching competency.

Educational Experiences of the B’laan Tribe: Identifying Culturally Responsive and Contextual Factors in Learning

The study sought to determine the current learning experiences and conditions of B’laan tribe and identify factors associated with human capital development for B’laan tribe. Qualitative approaches were utilized in the first phase of the study. Focus Group Discussions (FGDs) and Key Informant Interviews (KII) were conducted to selected participants coming from the B’laan tribal chieftain (Fulong), representative from Barangay Council, representative from the Non-Government Organizations, and ordinary B’laan people from the community. Moreover, quantitative approaches were also used in this study in order to determine the factors derived from the qualitative data. Exploratory factor analysis (EFA) was used to establish the factors. A confirmatory factor analysis (CFA) using latent curve analysis of structural equation modeling was also utilized to confirm the validity of these dimensions as determinants of human capital development framework for B’laan tribe. The analysis uncovered a robust framework for human capital development for the B’laan tribe in education, noted with good fit indices. Further, model trimming exposed that two significant factors persist, hence appreciating that certain types of education like contextualized education and eco-based education are quite critical, yet not all that the B’laan desire. Results revealed themes centering on the current learning experiences and conditions of B’laan tribe through the curriculum implemented by the Department of Education is not culture sensitive. Peace and security were one of the factors that impeded education. The EFA revealed dimensions linked to human capital development framework for B’laan tribe which included free education, community resource- based education, contextualize-based education, human security-based education, right-based education, voice-based education, culture-based education, indigenous knowledge-based education, eco-based education, and sustainable education. All these factors were confirmed by CFA to constitute a valid framework of human capital development for B’laan tribe in the context of education.

Challenging dominant perspectives of digital literacy in Western higher education

The 21st-century work environment, for which universities prepare graduates, demands multi-dimensional and interdisciplinary competencies infused with digital literacy skills essential for sustainable employability (Baruch & Sullivan, 2022; Gürbüz, Bakker, Demerouti et al., 2023). Our increasingly digitalised society reinforces the need for learners to acquire digital competencies as part of their education (Gutiérrez-Ángel, Sánchez-García, Mercader-Rubio et al., 2022). Digital literacy, defined as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies, is still an evolving concept (UNESCO, 2018). With the mandate to produce graduates capable of performing to expected standards in ever-changing work environments, higher education institutions continuously define the digital competencies of their graduates and how to develop them. This involves ongoing discussions about what students should learn to be digitally competent (curriculum), how they should be taught and supported (pedagogy), and the associated progression in learning (assessment) (Ilomäki, Lakkala, Kallunki et al., 2023). However, Western perspectives on learning and teaching in higher education often dominate these discussions. Given that most students in Australian universities come from diverse socio-cultural backgrounds, there is a need to address this gap in the literature by considering alternative perspectives on curriculum, pedagogy, and assessments for digital literacy in higher education. This study presents findings from a critical integrative review of the literature (Whittemore & Knafl, 2005). The aim is to identify alternative perspectives in defining the digital competencies critical in preparing students for diverse socio-cultural work environments. To achieve this, a well-known meta-framework of digital literacy (Tran, Jung, Unangst et al., 2023; Martínez, Sádaba and Serrano-Puche, 2021) will be used to map digital competencies identified in global literature, exploring and challenging the concept of a digitally competent university graduate in today’s diverse world. The integrative review will also identify teaching and learning approaches (pedagogies) for developing students’ digital competencies from socio-cultural perspectives, as discussed in the literature (Mahn and John-Steiner, 2012). Peer-reviewed articles, reports, and e-book chapters will be searched in global literature, with inclusion criteria focusing on keywords such as digital literacies, digital competencies, socio-cultural learning theory, teaching pedagogies, curriculum design, and learner support. Databases will include ProQuest, Scopus, and Web of Science. Relevant data will be extracted using an Excel sheet, and thematic and interpretive analyses will be employed to synthesise the data critically. The findings will provide insights into how socio-cultural differences influence the valued aspects of digital literacy and how they are taught or assessed in higher education. This research will also offer critical insights into how teachers can inclusively support diverse students, considering unique ways to recognise prior educational experiences, learning preferences, and needs. The final output will be a conceptual framework for teaching and learning digital literacy in Western high education from socio-cultural perspectives. Ultimately, this research aims to provide a much-needed international perspective on what it means to be a digitally competent graduate in Australia and globally.

Harnessing AI

Integrating digital tools in education is essential for innovative teaching and learning (Msafiri et al., 2023). However, their mere availability does not ensure effective implementation. This presentation explores the development of an AI-powered chatbot designed to assist academics and learning designers in effectively using digital tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) model and the Teaching Enhanced Learning Accreditation Standards (TELAS) framework, this project aims to bridge the gap between tool availability and effective usage. Effective implementation of digital tools begins with human factors, precisely the vision and expertise of educators. To achieve this, the TPACK model highlights three critical domains: technological knowledge, content knowledge, and pedagogical knowledge (Mishra & Koehler, 2006). These domains are critical to the effective and successful implementation of digital tools in the teaching-learning ecosystem. Our AI-powered chatbot leverages the TPACK model to connect educators’ pedagogical and content knowledge by conducting a needs assessment based on user-provided inputs and recommending suitable tools for enhanced teaching and learning. The chatbot interacts with users through precise, conversational inquiries, gathering detailed information on course titles, learning objectives, students' expectations, delivery methods, interaction types, desired tool functionalities, and accessibility considerations. This comprehensive approach ensures the chatbot provides well-informed, contextually relevant responses and resources to the users, thereby enhancing instructional effectiveness. By offering continuous support through our self-enrolled teaching support Canvas site, the chatbot ensures educators have access to assistance when needed, making it particularly beneficial for busy academics and learner designers. This then breaks the traditional barriers of time and place and offers users flexibility and real-time quality digital tool solutions. The chatbot knowledge base is built from a comprehensive tool document that maps each available tool at the [university name] to the TELAS framework. This framework sets rigorous standards and criteria for evaluating the quality of online environments, making it ideal for assessing tools across critical domains, including the online learning environment, learner support, learning and assessment tasks, and learning resources. By configuring this quality resource, the chatbot empowers educators to develop a deeper understanding of effectively integrating technology into their teaching practices for a successful learning experience Additionally, the chatbot provides real-time solutions on available tools, supporting continuous professional development and helping educators stay updated with the latest digital tools for their teaching needs. It offers use cases and knowledge base articles, addressing fragmented knowledge, time constraints, and technical expertise gaps, making it a valuable resource for newly recruited learning designers or academics to easily familiarise and induct themselves in the digital tool space. It offers quality assurance in tool usage by employing the TELAS framework. Moreover, the user data collection can provide insight for organising tailored training and support for academics. In conclusion, this presentation demonstrates the practical application and benefits of our AI-powered chatbot to improve digital tool integration in education. Using the TPACK and TELAS frameworks, the chatbot provides personalised support, helping educators seamlessly incorporate technology into their teaching and offering real-time recommendations to address digital tool challenges. It helps both new and experienced educators enhance their teaching, combining technology, pedagogy, and content knowledge for effective learning.

Exploring Cultural Competence in Art Education : A Literature Review on Enhancing Cultural Identity among Students in Taishan College in Shandong Province, China

This literature review explores the relationship between cultural competence in art education and the enhancement of cultural identity among students at Taishan College in Shandong Province, China. In an increasingly globalized world, understanding and integrating diverse cultural perspectives in educational curricula have become paramount. This study synthesizes existing research on cultural competence, art education methodologies, and their implications for fostering cultural identity. The review reveals that art education serves as a powerful medium for encouraging students to engage with their cultural heritage while also appreciating global artistic expressions. Key themes identified include the role of culturally responsive pedagogy, the impact of local traditions on artistic practices, and the significance of student engagement in culturally relevant projects. By highlighting best practices and potential strategies for implementing culturally competent curricula, this review aims to provide insights for educators and policymakers seeking to enhance cultural identity through art education in a Chinese context. The findings suggest that by embracing cultural competence, art education can not only enrich students' educational experiences but also promote a deeper sense of self and community identity among the youth in Shandong Province.

Media and Immersive Technologies in Higher Education

Media and Immersive experiences in higher education provide students the opportunity to engage with course content in ways that were not previously possible. The Media and Immersive team at the University of New South Wales, Sydney (UNSW) was created to support academics in developing innovative solutions and to foster engagement from students with new forms of content delivery. This paper will outline the affordances and challenges of media and immersive applications at UNSW and examine the possibilities that artificial intelligence and open educational resources offer in overcoming some of the barriers to widespread adoption.

Themed Restaurant Examination to Improve Student’s Knowledge and Skills in Food and Beverage Management Class

The paper emphasizes the importance of practical knowledge and hands-on experiences in hospitality education, particularly in food and beverage management. Themed events provide a platform for students to apply their theoretical knowledge, develop practical skills, and face real-world challenges. The event, centered around the culinary heritage of Tuscany, showcased student creativity and attention to detail. The event was successful overall, with positive guest feedback and student committee evaluations. However, areas for improvement were identified, including coordination issues, delays, and food quality inconsistencies. These findings highlight the need for better planning, coordination, and attention to detail in future events. In conclusion, the event provided valuable experiential learning for hospitality management students, allowing them to apply knowledge, develop skills, and navigate challenges. While the event showcased student capabilities, areas for improvement were identified, emphasizing the importance of continuous enhancement in execution and attention to detail. This research contributes to understanding the effectiveness of themed events and experiential learning in hospitality education, informing future improvements in preparing students for internships and careers in the industry.

Preparing students for success

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

Students’ Flow-experience in the College Physical Education Classroom

This study investigated the flow experience of physical education majors, non-physical education students, and students participating in confrontational sports and non-confrontational sports courses in Bozhou University, obtained the flow experience of the investigators, compared them with different investigators, analyzed the differences and related points, and provided suggestions for students to better produce flow experience in physical education courses. The researcher concluded that the Assessment of the PE and non-PE student in their flow experience in physical education is average.

Teachers’ Teaching Competence in Sport Dance Classes in a Chinese Cultural Activity Center: Basis for a New Pedagogical Framework Model

This paper explores the significance of teaching satisfaction within the realm of sports dance education, focusing on the learning environment of the Shijiazhuang Youth Science and Technology Culture Activity Center. With the rapid modernization of China's education system, there is an increasing emphasis on the integration of cultural knowledge and physical education. Sports dance, having been introduced to China in 1984, has gained popularity among teenagers for its blend of gentleman culture and competitive sports. Despite its deep mass foundation and widespread interest, the current quality of sports dance training in China is uneven, with a notable lack of professional teachers. This study aims to identify the factors influencing students' satisfaction with their sports dance teachers' instruction, and in doing so, enhance the overall learning experience and teaching effectiveness. By analyzing the teaching satisfaction survey of sports dance students, the paper reveals the main issues affecting the learning process and proposes suggestions to address these concerns, thereby contributing to the sustainable development of the sports dance community and the professional growth of its educators. The study underscores the pivotal role of teachers in shaping students' competencies and attitudes, not only in dance but also in fostering a comprehensive educational experience that aligns with the progressive expectations of modern society.

Evaluating VR-Based Learning Experiences for Enhanced Engagement

Abstract: This research paper investigates the role of Virtual Reality (VR) in transforming educational experiences and enhancing student engagement. As educational institutions increasingly incorporate immersive technologies into their curricula, this study evaluates how VR-based learning environments can facilitate deeper engagement and improved learning outcomes. Through a qualitative approach, the research includes qualitative insights from interviews and focus groups assessing learner perceptions of VR experiences. The findings reveal that VR significantly enhances engagement by providing immersive, interactive, and contextually rich learning experiences, thereby promoting active participation and motivation. Additionally, the study highlights the potential of VR to cater to diverse learning styles and foster collaboration among students. However, challenges such as technical limitations, accessibility issues, and the need for adequate teacher training are also addressed. The paper concludes with practical recommendations for the effective implementation of VR in educational settings, emphasizing the importance of creating a supportive infrastructure to maximize its educational benefits.

Self-transformation: The Importance of Education for Adults in the Modern Era

This study explores the transformative role of education for adults in the modern era, emphasizing the importance of lifelong learning for personal growth and adaptability. Utilizing a qualitative approach through library research and a comprehensive literature review, this study analyzes the impact of education on self-transformation, focusing on how educational experiences foster changes in identity, critical reflection, and emotional intelligence among adult learners. The findings highlight that education is not only a means of acquiring new skills but also a key factor in reshaping personal identity and fostering adaptability in a rapidly changing world. By engaging in education, adults experience shifts in self-perception, develop enhanced critical thinking skills, and improve their ability to navigate complex social and professional environments. Additionally, the study underscores the role of collaborative learning environments, where interactive and participatory educational settings amplify the transformative potential of education. The process of self-transformation is found to be ongoing, with each educational experience contributing to continuous personal development. This study concludes that educational programs aimed at adults should adopt a holistic approach, addressing both the practical and emotional dimensions of adult learners’ needs. Such programs will enable adults to thrive in the modern era, not only by equipping them with essential skills but also by fostering deeper self-awareness and lifelong growth.