Hands-on Experience Research Articles

Integrating climate change education in higher education: insights from lecturers and students across disciplines in the Mekong Delta

This article examines the integration of climate change education (CCE) within the curricula of agriculture, biology education, and environmental studies majors at a university in the Mekong Delta, Vietnam. The study employs a qualitative approach, utilizing semi-structured interviews and focus groups with lecturers and students to explore their perceptions and experiences. The findings reveal diverse pedagogical strategies, such as hands-on experiences and interdisciplinary projects, but highlight significant challenges including rigid curricula, resource constraints, and limited interdisciplinary collaboration. Students expressed a need for more mandatory and practically oriented CCE, emphasizing the relevance to their local environment. The discussion contextualizes these findings within international perspectives, comparing them to global trends and highlighting the necessity for curriculum transformation to address the identified challenges. The article concludes by advocating for a more integrated and flexible curriculum that leverages digital platforms and community engagement to better prepare students for the multifaceted challenges of climate change.

Safeguarding Personal Identifiable Information (PII) after Smartphone Pairing with a Connected Vehicle

The integration of connected autonomous vehicles (CAVs) has significantly enhanced driving convenience, but it has also raised serious privacy concerns, particularly regarding the personal identifiable information (PII) stored on infotainment systems. Recent advances in connected and autonomous vehicle control, such as multi-agent system (MAS)-based hierarchical architectures and privacy-preserving strategies for mixed-autonomy platoon control, underscore the increasing complexity of privacy management within these environments. Rental cars with infotainment systems pose substantial challenges, as renters often fail to delete their data, leaving it accessible to subsequent renters. This study investigates the risks associated with PII in connected vehicles and emphasizes the necessity of automated solutions to ensure data privacy. We introduce the Vehicle Inactive Profile Remover (VIPR), an innovative automated solution designed to identify and delete PII left on infotainment systems. The efficacy of VIPR is evaluated through surveys, hands-on experiments with rental vehicles, and a controlled laboratory environment. VIPR achieved a 99.5% success rate in removing user profiles, with an average deletion time of 4.8 s or less, demonstrating its effectiveness in mitigating privacy risks. This solution highlights VIPR as a critical tool for enhancing privacy in connected vehicle environments, promoting a safer, more responsible use of connected vehicle technology in society.

Intelligent controllable ultrafast fiber laser via deep learning and adaptive optimization algorithm

Ultrafast fiber lasers based on nonlinear polarization rotation can generate femtosecond pulses with different pulse durations and high peak powers, which are powerful tools for engineering applications and scientific research. However, achieving a precise and repeatable polarization state for generating the ultrashort pulses with the shortest pulse duration remains a significant challenge. In this paper, we extend the use of recurrent neural networks and adaptive optimization algorithms, specifically designed to optimize repetitive processes in optical systems, to facilitate intelligent search and control aimed at achieving the minimum pulse duration within a mode-locked fiber laser cavity. Our multi-algorithm-based intelligent system can fully simulate and optimize the processes involved in hands-on experiments. Our intelligent system identified a mode-locked fiber laser with the shortest pulse duration of 465 fs, which was experimentally verified. The proposed intelligent algorithm not only identifies the shortest pulse but also holds significant potential for selecting related laser characteristic parameters. We believe this work opens up a novel avenue for exploration and optimization in mode-locked lasers and the intelligent laser can find practical applications in engineering and scientific research.

Leveraging E-Commerce Platforms: Enhancing Student Entrepreneurship Skills in Indonesia's MBKM (Merdeka Belajar-Kampus Merdeka) Program

This article examines the role of e-commerce platforms in enhancing entrepreneurship skills among students within Indonesia's Merdeka Belajar – Kampus Merdeka (MBKM) program. As a pivotal initiative aimed at reforming higher education, MBKM emphasizes independent learning and practical experience, particularly in entrepreneurship. The rise of digital technology and e-commerce presents unique opportunities for students to engage in entrepreneurial activities that foster critical skills such as innovation, financial management, and marketing. This study highlights how online shopping platforms enable students to create and manage their own businesses, providing hands-on experience and exposure to real-world market dynamics. Through a mixed-methods approach, including surveys and interviews with students and educators, the findings reveal that leveraging e-commerce not only enhances students' entrepreneurial competencies but also encourages networking and collaboration within the entrepreneurial ecosystem. However, challenges such as limited digital literacy and market competition are identified, necessitating targeted support and training. The article concludes that integrating e-commerce into the MBKM framework can significantly improve students' readiness for the business world, aligning educational outcomes with industry demands. Recommendations for educators and policymakers are provided to optimize the use of digital technology in entrepreneurship education, ultimately fostering a new generation of skilled entrepreneurs in Indonesia.

Links between learning goals, learning activities, and learning outcomes in simulation-based clinical skills training: a systematic review of the veterinary literature.

In veterinary education programs it is important to have a balance between providing students with valuable hands-on experience and ensuring the ethical treatment and welfare of the animals involved. In the last years simulation-based veterinary education played an important role helping with the replacement of experimental animals in education and at the same time creating a safe learning environment offering endless options for training in a safe environment. The aim of this systematic review was to discern which type of learning outcomes are used to evaluate specific learning goals of clinical skills training and to grasp the impact of diverse simulator characteristics on the measured learning outcomes in clinical skills training. A systematic search from 1977 until November 2023 has been conducted resulting in 103 included papers. The categories, learning goals, learning activities, and learning outcomes in clinical skills training were used for data extraction of all included studies. This study investigated the interplay between learning goals, learning activities, and learning outcomes. Competence and knowledge were the most frequently described learning outcomes; static and screen-based simulators are the are most frequently used technologies. Static simulators are primarily used to train procedural steps and screen-based simulators are primarily used to train relevant knowledge and clinical reasoning. Notably, none of the reviewed studies made explicit connections between learning goals, learning activities, and learning outcomes. In simulation-based education it is important to provide a structured, constructively aligned process where students gain relevant and effective experience. The results of this study underscore the importance of aligning the learning process in simulation-based clinical skills training, and that alignment in the learning process is not always evident.

From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Quality science education is crucial in preparing students for real-world challenges by fostering scientific literacy and critical thinking skills. Field trips and work immersion programs support this goal by providing hands-on experiences and real-world applications of scientific concepts, thereby enhancing student engagement and understanding. This autoethnographic study explores the management of school field trips and work immersion programs, emphasising their impact on student engagement and learning outcomes. Through personal experiences and reflective practices, I examine the logistical planning, risk management, and curriculum alignment necessary for successful implementation. The findings highlight how these programs enhance students’ understanding of scientific principles, foster critical thinking, and encourage STEM career interests. Key strategies include collaborative planning, flexibility, and ongoing evaluation, providing insights into optimising educational programs and bridging the gap between classroom learning and real-world application.

Implementing the Integrated Climate Data Analysis through Hands on Experiments and Jigsaw Methodology to Enhance the Attainment of Learning Outcomes in the Climate-Responsive Architecture Course in Architectural Education

Abstract : As climate change poses unprecedented challenges to the built environment, architectural education must adapt to equip future architects with the necessary knowledge and skills to design climateresponsive buildings. This research explores the implementation of an innovative pedagogical approach in the climate-responsive architecture course, aimed at enhancing student’s learning outcomes through the integration of climate data analysis, hands-on experiments, and the jigsaw methodology. The study focuses on a cohort of architecture students engaged in a semester-long course specifically designed to address climateresponsive architectural concepts and principles. The results suggest that the integrated approach significantly improves student’s comprehension of climate-responsive architectural design principles and their ability to apply these principles to real-world design scenarios. The hands-on experiments and collaborative learning encourage participation, critical thinking, and creativity, while the jigsaw methodology encourages an interdisciplinary understanding of varied climate scenarios.The findings of this study contribute to the ongoing discourse on innovativeteaching methodologies in architectural education and provide valuable insights into the integration of climate-responsive design principles. By cultivating a generation ofarchitects equipped with climate-responsivedesign skills, architectural education can effectivelycontribute to mitigating the impacts of climate change and creating sustainable built environments for the future. Keywords :JIGSAW, pedagogy, climate data analysis, Learning Outcomes.

Measuring the Effectiveness of Internship Programs in Aligning Education with Industry during Covid-19: A Case Study

This study aimed to analyze the effectiveness of internship programs in aligning education with industry during the COVID-19 pandemic. This research focuses on the internship outcomes of College of Communication and Media Sciences (CCMS) students in various UAE organizations. This study employs Kirkpatrick's framework and analyzes 64 student reports over ten weeks to understand the strengths and areas of improvement in aligning academic instruction with real-world applications. The research focuses on the "reaction" and "learning" constructs in the alignment of theoretical teachings with practical experiences based on Kirkpatrick’s framework. The study revealed that internships offer students a chance to gain practical experience in their field of study, and the CCMS internship program helps students gain professional skills that are difficult to teach in a classroom context. The findings of this study could help academic policymakers understand the relative strengths and weaknesses of different learning areas and refine and enhance internship offerings. The study underscores the significance of assessing the practical application of university education in the workplace and the benefits of internship experiences as a mandatory component of CCMS specialization academic programmes. The research demonstrates that the internship program provides students with hands-on experience in the media and communication sectors, enabling them to interact directly with industry professionals. Additionally, this study highlights the common challenges faced by internship students, including communication with supervisors, workload management, handling tasks beyond their current skill set, navigating limited workplace resources, adjusting to unfamiliar work environments, and refining time management skills.

RECOMMENDATIONS TO DEVELOP TEACHING METHODS IN MEDICAL SCIENCES

The rapid advancements in medical sciences necessitate continuous updates in teaching methods to ensure that healthcare professionals are adequately prepared to meet the demands of modern medicine. Traditional lecture-based teaching, though foundational, is increasingly supplemented by innovative pedagogical strategies designed to enhance student engagement, critical thinking, and practical skills. This paper outlines key recommendations for developing effective teaching methods in medical sciences, emphasizing the integration of technology, active learning, and interprofessional education. First, the incorporation of simulation-based learning and virtual reality can provide immersive, hands-on experiences, allowing students to practice clinical skills in a safe, controlled environment. Second, the use of problem-based learning (PBL) and case-based discussions promotes critical thinking and clinical reasoning, shifting the focus from rote memorization to the application of knowledge in real-world scenarios. Third, flipped classrooms—where students engage with theoretical content before class and use classroom time for discussion and problem-solving—foster active learning and student-centered education. Additionally, incorporating interprofessional education encourages collaboration among medical, nursing, and allied health students, reflecting the team-based approach required in modern healthcare settings. Finally, continuous assessment and feedback, facilitated by digital tools, allow for personalized learning pathways and early identification of knowledge gaps, enabling targeted interventions. In conclusion, adopting a multi-faceted approach to teaching in medical sciences—one that embraces technology, active learning, and collaborative education—can improve both the learning experience and the competency of future healthcare professionals. These recommendations aim to produce graduates who are not only knowledgeable but also skilled in critical thinking, decision-making, and teamwork, ultimately improving patient care outcomes.

Eclecticism in Language Teaching: Developing Educational and Methodological Content for an English Language Qualification Course Using Artificial Intelligence

The following article provides an in-depth analysis of the utilization of an eclectic approach in foreign language instruction, particularly emphasizing the creation of educational and methodological materials for an advanced training program catered to English teachers, integrating artificial intelligence. This course curriculum is tailored for educators who lack prior experience in utilizing and instructing English to enhance their professional competencies and improve the overall efficacy of the educational process. The article offers valuable insights into the potential benefits and challenges of using AI in language education, shedding light on the evolving nature of language teaching in the digital age. The growing use of artificial intelligence (AI) in education is causing a significant shift in teaching methods, especially in language instruction. The study explores the educational content of an advanced training course designed to equip secondary school teachers with the necessary skills and knowledge to teach English using AI technologies effectively. Thirty-two teachers of schools in Almaty, Kazakhstan, participated in the pilot part of the test of the content of the course and studied according to the developed course for six weeks. The course takes a comprehensive approach, including theoretical principles, practical use of AI tools, and hands-on experience. Focusing on interactive learning, ongoing evaluation, and personalized assistance, the method aims to seamlessly enhance teachers' ability to incorporate AI into their lessons.

Optimizing the educational environment for implementing active learning methodologies

In recent years, there has been a growing emphasis on active learning as a more effective approach to education than traditional lecture-based methods. Active learning involves student engagement in the learning process through activities such as group projects, discussions, problem-solving, and hands-on experiments. This approach has been shown to improve student understanding, retention, and critical thinking skills.

Implementing an entrepreneurial mindset through activities in recycling course

There is an urgent need to connect theoretical knowledge acquired in engineering courses with practical, real-world applications to promote knowledge sustainability. To address this need, an entrepreneurially minded learning (EML) approach was implemented in an elective course titled Recycling of Advanced Engineering Materials. This approach enables students to explore the phases and interactions involved in product development by formulating and communicating requirements and solutions that consider both societal benefits and economic constraints, reflecting the entrepreneurial mindset behaviors outlined by the Kern Entrepreneurial Engineering Network (KEEN). The EML activities included hands-on recycling experiences and visits to local recycling companies, emphasizing motivation and overcoming conceptual learning barriers while enhancing students' entrepreneurial knowledge and reasoning skills. This study analyzed students' performance in exams, class discussions, and term projects alongside their perceptions of the engagement activities. Survey questions were designed to assess the impact of these activities on the development of students' entrepreneurial knowledge and abilities, utilizing a Likert scale for responses. Results from survey questions indicated that the EML approach significantly enhanced students' entrepreneurial knowledge and reasoning abilities, motivating them to engage in critical thinking and self-directed learning to address real-world challenges.

Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education

School-based design and maker education foster the acquisition of 21st-century competencies.Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences.The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the teacher’s and researcher-teacher’s (Noora, the first author) in-situ and post-reflections on pedagogical practices and the teacher’s role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.

Enhancing student performance through laboratory-based instruction: A study on the relative density and buoyancy of liquids

Abstract This study investigates the effectiveness of laboratory-based instruction in conveying fundamental concepts related to the relative density and buoyancy of liquids within a secondary laboratory science program at a leading university in Mindanao. Despite the challenges posed by digital technology and remote learning, traditional laboratory experiments remain integral to science education, providing active, hands-on learning experiences. The primary focus is to assess the impact of laboratory instruction on student performance according to these principles. Our findings reveal a significant improvement in the performance of students in the experimental group. Notable enhancements were observed between pre-tests and post-tests, with statistical significance established at α = 0.05. This underscores the substantial role of laboratory-based instruction in augmenting student performance. Additionally, when comparing final grades as an independent variable, we find that the laboratory teaching method significantly contributes to overall effectiveness in student learning. Furthermore, students’ positive perceptions of the subject and their attitudes toward both the laboratory and the subject matter emerged as significant contributors to performance improvements. Consequently, this enhanced likelihood of achieving better grades in physics highlights the broader impact of laboratory-based instruction on student academic outcomes.

Portable, low-cost, desktop microscope

Light microscopes became essential tools in everyday lab work a long time ago. However, most commercial microscopes are costly, and they are often bulky and heavy. Therefore, microscopes are rarely seen in mobile applications or used by interested amateurs. Here, we present an affordable, portable single-lens microscope. It essentially uses a Raspberry Pi single-board computer, a camera, a touchscreen display, and an LED ring at its core. Apart from brightfield microscopy, contrast-enhancing methods by oblique, dark-field, and Rheinberg illumination are possible, as well. The microscope is ideal for applications that do not require high-end optical components. Due to its low cost and flexible use, it is also suitable for hands-on experiences of the fascinating world not visible by the human eye.

Using a Military-Civilian Partnership to Enhance Clinical Readiness and Sustainment for Air Force Critical Care Nurses.

Decreases in size, capability, clinical volumes, case mixes, and complex care opportunities in military treatment facilities contribute to the atrophy of clinical skills among medical professionals in these facilities. The COVID-19 pandemic resulted in a 39% decline in admissions to a military critical care unit. The decrease in patient census contributed to skill sustainment challenges. To identify methods to combat skill atrophy, the CINAHL and PubMed databases were searched using the terms peacetime effect, military-civilian partnership, and skill sustainment. Active-duty critical care nurses stationed at a military treatment facility implemented a military-civilian partnership with a civilian medical facility for clinical skill sustainment. One year after implementation, 39 critical care nurses had completed 511 shifts, gaining clinical experiences seldom achieved at the military facility. A survey of these nurses demonstrated that 8 of 17 (47%) gained experience treating patients requiring intra-aortic balloon pumps or continuous renal replacement therapy, 6 of 17 (36%) gained experience with patients requiring a ventricular assist device, 12 of 17 (71%) acquired hands-on experience with intracranial pressure monitoring, and 14 of 17 (82%) reported vasoactive intravenous infusion manipulation. This article highlights the importance of evaluating clinical practice within the military health system, developing military-civilian partnerships, and removing military-civilian partnership barriers for nurses and other health care professionals. Failure to implement military-civilian partnerships may adversely affect the clinical competency of the military nurse force.

Equipping Future Physicians with Artificial Intelligence Competencies through Student Associations

Advances in artificial intelligence (AI) in the medical sector necessitate the development of AI literacy among future physicians. This article explores the pioneering efforts of the AI in Medicine Association (AIM) at Brigham Young University, which offers a framework for undergraduate pre-medical students to gain hands-on experience, receive principled education, explore ethical considerations, and learn appraisal of AI models. By supplementing formal, university-organized pre-medical education with a student-led, faculty-supported introduction to AI through an extracurricular academic association, AIM alleviates apprehensions regarding AI in medicine early and empowers students preparing for medical school to navigate the evolving landscape of AI in healthcare responsibly.

Smart Factory integration in industrial engineering curriculum: Preparing students for industry 4.0 challenges

This paper discusses the integration of Smart Factory technology into Industrial and Systems Engineering education, focusing on its transformative impact and educational implications. Smart factories are revolutionizing the modern manufacturing industry by leveraging Cyber-Physical Systems (CPS) and cutting-edge technologies. Through the integration of Artificial Intelligence (AI) and the Internet of Things (IoT), these factories enhance production efficiency, minimize costs, and elevate the overall quality of their goods and services. Understanding the impact of smart factories and the educational implications that follow from this technology is crucial. Doing so enables us to prepare students for the challenges of the modern manufacturing industry, fostering a more informed, skilled, and adaptable workforce. Therefore, this research highlights the benefits of incorporating smart factory concepts into industrial engineering education to prepare students for “Industry 4.0” challenges. By providing hands-on experience with smart factory technology, this research aims to enhance industrial engineering students' theoretical knowledge and practical understanding of smart factories.

Effects of Hands-on Laboratory Experiment on Students’ Skills Achievement in Physics in Day Secondary Schools in Rwanda: A Case of Gicumbi District

This research investigated the effect of a hands-on laboratory experiment on students’ skills achievement in physics in day secondary schools in Gicumbi district, Rwanda. Specifically, this research examined the hands-on laboratory practices that affect students’ skills and achievement in physics in day secondary schools in Rwanda, analyze the level of students’ skills achievement in physics that is due to the hands-on laboratory experiment in day secondary schools in Rwanda, and establish the relationship between the hands-on laboratory experiment and students’ skills achievement in physics in day secondary schools in Rwanda. The study adopted a descriptive survey design with a mixed approach. The targeted population of the study consisted of 72 headteachers, 5416 students, and 1750 teachers, making the total population of 7238, selected across Gicumbi district. The researcher used purposive sampling techniques to choose physics teachers and students and simple random sampling to choose schools and headteachers, a descriptive and correlational research design was used in combination with a mixed methodology. Quantitative data were collected using questionnaires, while qualitative data were acquired using interviews. The findings were analyzed through descriptive statistics such as frequency, percentage, mean, and standard deviation, as well as inferential statistics such as correlation and regression analysis. The findings revealed that 72.2% of students felt confident in applying theoretical knowledge to practical experiments, showcasing the effectiveness of structured hands-on practices. However, 67.6% expressed dissatisfaction with the clarity of laboratory activities, indicating a need for improvement. Additionally, 78.1% of students reported increased confidence in performing physics calculations after lab experiments, while 60% felt their understanding of complex concepts could be enhanced through hands-on activities. Furthermore, 75% of students believed practical experiments helped them retain physics concepts better than theory alone, and 87% of teachers agreed that regular exposure to laboratory activities boosts student performance in assessments. Collectively, these findings highlight the need to enhance hands-on laboratory practices to improve student engagement and achievement in physics. The research recommends curriculum developers to create structured hands-on activities aligned with theoretical concepts and incorporate diverse instructional strategies. NESA needs to integrate practical assessments into evaluations, while the Ministry of Education should allocate resources for improving laboratory facilities and provide professional development for teachers.

Influence of Individualized Instruction on Students’ Academic Achievements in Chemistry in Public Day Lower Secondary Schools in Rwanda: A Case of Kicukiro District

This study was to find out the influence of individualized instruction on the learners' academic achievements in Chemistry in Public Day secondary schools in Kicukiro district, Rwanda. Specifically, this study determined the influence of pacing on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, It also assessed the influence of student’ tutors on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city, and thirdly it examined the influence of frequent evaluations on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city. This research targeted students from lower secondary public schools, Chemistry teachers, and directors of studies. The sample size of 388 respondents was calculated using the Yamane formula and was composed of 23 DOS, 44 teachers, and 321 students. The data was collected using questionnaires administered to students and teachers, while interviews were administered to the director of studies. Descriptive statistics like mean, percentages, and frequency were used to analyze the data. The study revealed that a significant majority of teachers and students recognize the motivational benefits of hands-on laboratory experiments and group discussions in Chemistry. Notably, 61.4% of teachers and 68.2% of students agreed that independent learning and peer tutoring enhance understanding and performance in Chemistry. Furthermore, 61.4% of teachers emphasized the role of frequent evaluations in maintaining student attentiveness and improving academic performance. A strong positive correlation was identified between effective teaching practices, such as pacing and frequent assessments, and enhanced student outcomes, with a p-value of less than 0.05. In light of these findings, in order to improve Chemistry students' academic achievements, teachers should receive professional development training, parents should be involved, regular feedback mechanisms, and continuous monitoring and evaluation are suggested for individualized instruction strategies.