Hands-on Experience Research Articles

Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort

Background and contextCommunity-Based Education (CBE) integrates practical experiences within community settings to deepen students’ understanding of real-world issues. In July 2023, the University of Global Health Equity (UGHE) launched the Global Community-Based Education (G-CBE) program, designed to immerse international students in diverse settings across Rwanda and enhance their grasp of social determinants of health, community health and social medicine.ObjectivesThis study explores the experiences and perceptions of the first cohort of the G-CBE program at UGHE. It aims to evaluate how the program influenced the learning, career development, and understanding of community health for the 10 participating students.MethodsQualitative methods were employed, including 10 in-depth interviews (IDIs) to gather insights into the participants’ experiences and the perceived benefits of the G-CBE program.Key findingsStudents reported gaining a comprehensive understanding of social determinants of health, developing a strong appreciation for community-driven approaches, and acquiring practical skills through hands-on experiences. The program also broadened their global health perspective and heightened their awareness of health inequities.ConclusionThe findings underscore the significance of immersive community-based learning in global health education. The students’ experiences will inform ongoing improvements to the G-CBE program, enhancing its effectiveness in preparing future health professionals.

The importance of education and motivation in the training of HVAC&R professionals in Europe: Lessons from the Portuguese case

The Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC&R) industry is pivotal to Europe’s goals for energy efficiency, sustainability, and technological advancement. As demand for skilled HVAC&R professionals rises, the effectiveness of educational programs in this field has become a focal point. This article explores the Portuguese case to analyze how pedagogical strategies and student motivation contribute to the quality of HVAC&R training across Europe. The study highlights innovative teaching methodologies such as active and competency-based learning, as well as the use of laboratory training and digital simulations to provide hands-on experience. Additionally, it emphasizes Bloom’s Taxonomy as a framework for curriculum development, ensuring that students advance from foundational knowledge to complex problem-solving abilities. Motivation is also identified as a critical factor for student engagement and long-term career commitment. The article concludes that a balanced integration of theoretical knowledge, practical skills, and motivational support is essential for producing highly qualified HVAC&R professionals. This approach not only meets current industry needs but also aligns with Europe’s broader environmental and technological objectives, offering valuable insights for educators, policymakers, and industry stakeholders.

The Urgency of AI Integration in Teacher Training: Shaping the Future of Education

In the era of rapid technological advancements, artificial intelligence (AI) holds transformative potential for education, offering personalized learning, adaptive systems, and intelligent tutoring. However, the successful integration of AI into classrooms depends heavily on teachers' readiness and AI literacy. This article explores the urgent need for comprehensive AI training programs for educators, addressing current knowledge gaps and the ethical considerations of AI use in education. It also discusses practical approaches to enhance teachers' ability to utilize AI tools effectively, such as workshops and hands-on experiences, and highlights the importance of support mechanisms for teachers to prevent additional workload. Furthermore, the paper emphasizes the need for equitable AI access to ensure that socio-economically disadvantaged students are not left behind. As the future of education evolves with AI, the role of well-prepared teachers is pivotal in ensuring that this revolution fosters innovation, inclusivity, and progress.

Design and Implementation of a MIPS Datapath

Finally, the integration of these individual components culminates in the execution of the complete MIPS datapath. The MIPS (Microprocessor without Interlocked Pipeline Stages) architecture serves as a widely recognized and utilized instruction set architecture. Implementing the complete datapath involves orchestrating the flow of instructions through the CPU, from instruction fetch to execution and memory access, showcasing the culmination of our efforts in crafting a functional and efficient processor. In essence, this project not only provides a hands-on experience in HDL-based digital design but also immerses us in the intricacies of CPU architecture, emphasizing the importance of each component in achieving a harmonious and high-performance computing system

Exploration and Research on "Creative Thinking" in Dance Education at Training Institutions

Dance is an art form that uses the human body's artistic movements as a medium to convey life experiences and express inner emotions. Dance has existed since prehistoric times, even before the development of language, and has continued to the present day. In recent years, with the guidance of national policies and the influence of the new media industry, dance has garnered increasing attention and popularity. As a result, public-oriented dance training institutions have rapidly developed. Xi'an, China, has emerged as an attractive "internet-famous" city in recent years, providing a large capacity and substantial opportunities for the dance training market. A variety of training institutions have flourished, displaying diverse educational approaches. Given this context, we conducted research on three typical institutions through interviews and hands-on experiences to explore their approach to "creative thinking" in dance education. Before conducting formal research, we provided a subjective definition of "creative thinking" from the perspective of our field of study, specifically in the area of "dance education" with which we are personally familiar. This definition entails breaking away from traditional "demonstrative teaching" methods, transforming the "teacher-authority" dynamic, and establishing an "open" learning atmosphere. Under this framework, we conducted our investigation.

CHALLENGES AND BENEFITS OF USING INFORMATION TECHNOLOGIES IN TEACHING CHEMISTRY IN UKRAINE DURING WARTIME

The education sector, which is one of the most important aspects of public life, has undergone critical changes due to the full-scale invasion of Russia in Ukraine. Educators and students have been forced to a rapid shift from traditional to digital learning methods. Chemical education has adapted to the new reality by using a number of digital platforms, virtual laboratories, and other IT tools for distant learning. These innovative educational technologies have become particularly useful in chemistry teaching, where interactive tools help replace hands-on experiments in wartime circumstances, where access to traditional laboratories is unsafe or impossible. However, the transition to digital learning in Ukraine during the current period not only has complexities on its own, but is also accompanied by significant challenges caused by war conditions, including power shortages, limited Internet access, and digital inequality, especially in war-torn and rural areas. The issues of digital literacy, content localization, cybersecurity, and students’ and educators’ psychological well-being present further complications. Developing and expanding access to relevant, localized chemistry educational content will be essential to closing the education gap and maintaining long-term sustainability. In the post-war period, it is appropriate to implement a blended learning model that combines digital tools with offline laboratories, which is critical for sustainable recovery, promoting community rebuilding, developing practical student skills, and the sustainability of the Ukrainian education system in general.

Envisioning the incorporation of Generative Artificial Intelligence into future product design education: Insights from practitioners, educators, and students

The advancement of Generative Artificial Intelligence (GenAI) has introduced diverse opportunities and challenges in product design, demanding a corresponding evolution in design education. This study investigated GenAI’s roles in product design and its implications for design education through semi-structured interviews with 24 participants, comprising practitioners, educators, and students, who had hands-on experience leveraging GenAI in design. Through thematic analysis, we identified critical functions of GenAI in product design, including generating inspiration, exploring potential solutions, conducting prototyping, performing evaluations, finalizing detailed outputs, and serving as design materials, presenting both opportunities and challenges. Moreover, fully incorporating GenAI in product design requires adaptation in educational initiatives, including capability development, curriculum content, and assessment methods. This study provides insights from a multi-stakeholder perspective, revealing the roles of GenAI in product design and advancing educational curricula to prepare the next-generation designers to be proficient in effectively leveraging GenAI for innovation.

Entrepreneurship in Indian Higher Education: Preparing Students for a Start-up Economy

Entrepreneurship has emerged as a critical driver of economic growth and innovation, particularly in India, which boasts one of the world's most dynamic start-up ecosystems. Indian higher education institutions are increasingly tasked with fostering entrepreneurial mindsets and skills to equip students for success in a start-up-driven economy. This shift aligns with national priorities, including initiatives like Startup India and Atmanirbhar Bharat, aimed at promoting self-reliance and job creation. Despite the potential, Indian higher education faces challenges in embedding entrepreneurship as a core component of curricula. Traditional pedagogical models often emphasize rote learning, leaving limited room for the experiential and interdisciplinary approaches necessary for entrepreneurial education. However, a growing number of universities and colleges are now incorporating innovation hubs, start-up incubators, and entrepreneurship-focused courses. These initiatives aim to bridge the gap between theoretical knowledge and practical application, providing students with hands-on experience in problem-solving, risk-taking, and business development. The role of government and private stakeholders is pivotal in this transformation. Partnerships with industries, mentorship programs, and access to venture capital are critical enablers for fostering a vibrant start-up culture within academic settings. Furthermore, integrating entrepreneurial education with digital technologies, such as artificial intelligence and blockchain, prepares students to navigate emerging economic landscapes effectively. As India continues to prioritize start-up-led growth, the entrepreneurial orientation of its higher education system will play a decisive role in producing future-ready graduates. By embedding entrepreneurship into their core missions, educational institutions can nurture a generation of innovators capable of addressing societal challenges and contributing to economic resilience. The convergence of education, innovation, and policy support will be instrumental in sustaining India’s position as a global start-up hub.

Analysis of Current Situation of Green Finance and Sustainable Development in China

Amidst escalating global environmental challenges, green finance, serving as a pivotal instrument for advancing sustainable growth, is garnering heightened interest from the international arena. This financial mechanism seeks to channel societal capital into eco-friendly sectors including environmental stewardship, energy efficiency, decarbonization, and renewable energy, all the while adeptly mitigating ecological hazards and fostering harmonious development dynamics. The primary objective of this piece is to delve into the conceptual framework, historical evolution, predominant operational paradigms, hurdles, and prospective growth trajectories of green finance. Moreover, it seeks to dissect the interplay between green finance and pertinent governmental strategies, alongside its influence on various facets of the economy. Through this approach, the endeavor seeks to furnish both theoretical benchmarks and practical insights that can propel the development and refinement of the global green finance framework. Moreover, it intends to catalyze more profound investigation and hands-on experimentation within this domain, thereby accelerating the evolution and enhancement of green finance mechanisms to more effectively support the overarching objective of global sustainability.

Engaging chemistry teachers with inquiry/investigatory based experimental modules for undergraduate chemistry laboratory education

Abstract The experimental domain is central to chemistry education at undergraduate level. It is important that teachers teaching chemistry at this level are oriented with research informed approaches based on work done in chemistry education research. Currently, academic autonomy is being granted to various state colleges affiliated to university system in India and such an orientation is the need of the time. The chemistry group at HBCSE has been conducting capacity building workshops in the experimental domain for chemistry teachers as part of the National Initiative on Undergraduate Science (chemistry) programme. The primary aims are a) present hands-on experiences of experiments developed using inquiry/investigatory approaches and b) help teachers to reflect on related aspects of pedagogy, assessment and content. Often these experiments are selected from the existing lab manuals for teachers to witness how to adapt and modify experiments from their own lab manuals. This paper discusses examples, structure of workshops and feedback from participating teachers who are receptive to these alternative approaches. Conduct of such workshops in regular college set-ups can help teachers to reflect on the existing teaching-learning practices in conventional laboratories. In our opinion, the entire process is equally important to those individuals involved with similar activities globally.

Electricity from saccharide-based galvanic cell

Abstract Here we report a practical laboratory that first-year undergraduate students can do in a general chemistry framework to explore both electrochemistry and transition metal chemistry. These laboratory activities focus on the use of saccharides and specifically starch as possible sustainable sources of energy by experimenting with the redox reactions that occur between vanadate ions and different saccharides. Students undergo hands-on experiments in order to see color changes that indicate electron transfer and link to real-world applications of these concepts in energy conversion. To reduce dependency on foreign resources and the economic risks of foreign energy product prices, the experiments employed agricultural products to generate electricity. Through the application of “Sufficiency Economy” philosophy, this work provides students with lessons in sustainable practice and the fundamentals of electrochemistry, which are essential for addressing today’s global challenges.

Pemberdayaan Petani Salak: Strategi dalam Meningkatkan Pengembangan Ekonomi Lokal di Kelurahan Bobo Kecamatan Tidore Utara Kota Tidore Kepulauan

Snake Fruit or Salak is a commodity that is quite in demand by the community. Currently, the products that can be enjoyed are fruit and juice. Meanwhile, the potential for processing other products is still lacking to be explored to provide benefits for producers. Therefore, our team held a workshop that focused on the production of snake fruit products. This workshop aims to equip local residents with the knowledge and skills to utilize snake fruit, a resource that is widely available but potentially underutilized in the community. This workshop consists of a tutorial on processing snake fruit into various products. We provide participants with hands-on experience and guidance on making items such as jam, jelly, or even dried snake fruit snacks. Two weeks after the workshop, a follow-up evaluation was conducted to assess the effectiveness of the training and explore potential challenges faced by participants in applying their new skills. The contribution of this project is the empowerment of the Bobo Village community through knowledge sharing and promoting the use of local resources in the form of Snake Fruit Dates and Sweetened Snake Fruit

Evaluating the Educational Effectiveness of Radar Systems Laboratory Sessions in the Undergraduate Curriculum

Introductory courses regarding radar technologies are very popular in the undergraduate curriculum of many electrical and electronics engineering departments. Hands-on experience is an essential part for understanding the theoretical concepts given in lectures. In most cases, it is not affordable for universities to acquire experimental radar systems, especially those in developing countries. This paper presents a detailed description of a cost-effective, easy-to-deploy radar system laboratory sessions and measures the educational effectiveness of the proposed material. The provided radar models can be used in teaching undergraduate students the working principles of frequency modulated continuous wave (FMCW) radar systems, as well as assisting graduate students in their research activities. The effectiveness of the laboratory sessions is measured thoroughly via qualitative and quantitative methods based on the proposed learning process and students’ success. The results show that the lab sessions have increased the students' understanding of the topics covered within the course, and the students' general perception is positive.

Peningkatan Pemahaman Kompetensi Hard Skill dan Soft Skill Siswa SMK Al Ansori Sebagai Persiapan Menuju Dunia Kerja

This community service activity carried out by lecturers and students aims to improve the understanding of hard skills and soft skills of SMK Al Ansori students in preparation for the world of work. In the era of globalization and rapid technological development, a balanced competency between technical skills (hard skills) and interpersonal skills (soft skills) is very important. This activity consists of a series of workshops, trainings, and simulations designed to provide students with hands-on experience in skills development relevant to industry demands. Through an interactive approach, students will be trained in various aspects, such as effective communication, teamwork, time management, as well as technical skills according to their majors. In addition, this activity also involves discussions with professionals in the field to provide insight into the world of work and the challenges faced. The expected outcome of this activity is an increase in students' confidence, a better understanding of the importance of the combination of hard and soft skills, and their readiness to enter the competitive world of work. Thus, this activity is expected to contribute to improving the quality of SMK Al Ansori graduates in facing future career challenges.

Perception Of The Students Regarding The Advent Of New Learning Methods Compared To The Traditional Ones

The educational landscape is continuously evolving with the integration of new technologies and methodologies into traditional learning environments. This study aims to explore the perception of students regarding the advent of new learning methods in comparison to traditional ones. Through a mixed-methods approach, including surveys and interviews, data was collected from a diverse sample of students across different educational levels. Initial findings suggest that students generally exhibit a positive attitude towards the incorporation of new learning methods, citing benefits such as increased engagement, interactivity, and flexibility. However, there is also a notable preference for certain traditional methods, particularly in subjects where hands-on experience and direct interaction with instructors are deemed essential. Furthermore, the study identifies various factors influencing students' perception, including personal learning styles, technological proficiency, and cultural backgrounds. Additionally, the role of educators in facilitating the transition towards new learning methods is highlighted as crucial

Student Interest Drives Modernization of Climate Science Curriculum: Engaging with Community Partners outside the Classroom

Abstract As climate change continues to accelerate, there is a growing need for collaboration between geoscientists and community partners to cocreate equitable science-based climate solutions that align with community priorities. However, the curriculum of many geoscience Ph.D. programs focuses almost exclusively on physical science knowledge production confined to the academic sphere with little attention to usability or applications of climate information to decision-making. A consequence is that there is often little educational support to train future generations of geoscientists with the skills needed to serve as knowledge brokers and interpret climate information into the context needed for decision-making. To address this, a group of students and faculty at the University of Michigan developed a pilot course to provide hands-on experience engaging with local communities to develop climate solutions. This project involved a collaboration with the Washtenaw County Water Resources Commissioner’s Office to discuss their high-priority objectives. The inaugural project involved identifying high-priority locations in Washtenaw County for rain garden development to be used for internal planning purposes. The process of recurring communications with partners played a critical role in tailoring the project to have ongoing use for local government after the course. This project provided a student-driven bridge between climate knowledge production, climate science usability, and community engagement. This type of formal engagement with community partners provides opportunities to train the next generation of geoscientists to have the skills to engage with practitioners and decision-makers and make climate science more accessible.

IMPLEMENTATION OF JEAN PEAGET’S THEORY OF CONTRUCTIVISM IN LEARNING: A LITERATURE REVIEW

The theory of constructivism, developed by Jean Piaget, emphasizes that knowledge is constructed through directexperience and social interaction. The implementation of constructivist principles in learning aims to create an environment that supports students' active exploration and deep understanding. This article examines various methods of applying Jean Piaget's theory in educational contexts, including problem-based learning, projects, hands-on experiments, and group discussions. The method used in this research is a literature review by reviewing several relevant literature studies related to constructivist learning. Where this learning was initially teacher-centered, constructivism has become student-centered to help them better understand abstract concepts. Although there are challenges in implementation such as teacher readiness and limited resources, the application of constructivism theory provides an opportunity to create a more meaningful and effective learning experience. The result of the literature review is that Jean Piaget's theory of constructivism in learning provides a strong framework for enhancing the learning experience, so by applying these principles, educators can create a more effective learning environment and holistically support students' cognitive development.

Developing a culturally-responsive training program: Workplace violence against physicians in Türkiye

Workplace violence against physicians is a critical issue in Türkiye, requiring comprehensive strategies for prevention and management. This paper outlines the development of a culturally-responsive training program aimed at equipping Turkish physicians with the skills and knowledge needed to effectively address workplace violence. The program is built on the findings from semi-structured interviews with Turkish physicians, a national survey of 136 healthcare workers, historical analysis of workplace violence against physicians in Turkish online newspaper archives, and a workshop with practicing physicians, medical professors, communication experts, and patients. The training program integrates cultural sensitivity and empirical evidence to create a robust framework for mitigating violence in healthcare settings. The training consists of 16 interactive units, each focusing on different aspects of workplace violence and its management specific to Turkish hospital settings. They incorporate real-life scenarios, practical suggestions, and legislative guidelines on effectively managing and mitigating violence. By simulating actual situations, the modules provide hands-on experience and practical knowledge. A crucial aspect of the training is its culturally-responsive approach, which addresses the unique cultural dynamics and sensitivities within Turkish healthcare environments. This program ensures that Turkish physicians can perform their duties without fear of violence while respecting and understanding the cultural values and dynamics of Turkish society. This culturally-responsive dimension is key to creating an effective and impactful training program that enhances the safety and well-being of healthcare professionals in Türkiye.

Contextualizing and visualizing abstract theoretical knowledge for situated learning: large-scale VR-supported higher education in China

Against the backdrop of a worldwide decline in students’ mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students’ learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students’ hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock.

Multiple-Instance Learning for thyroid gland disease classification: A hands-on experience

The morphological diagnosis of thyroid gland neoplasms presents a dual challenge: it requires the expertise of highly trained specialists and considerable time, particularly when evaluating multiple whole slide images (WSIs) from a single patient. The integration of artificial intelligence (AI) techniques into the diagnostic workflow is a hot area of research. However, most studies rely on meticulously curated datasets, the preparation of which is both costly and fraught with complexities. This paper investigates the development of machine learning models using weakly-annotated “real-world” data, devoid of the selective preprocessing typical in common research datasets. Our study demonstrates that a Multiple-Instance Learning (MIL) model, trained on a weak patient-level annotations of 1102 patients encompassing 5104 WSIs, successfully discriminates between benign and malignant conditions at the patient level, achieving an average test set F1-Score of 0.85 with a standard deviation of 0.05. This study is, to our knowledge, the first to report findings from an AI model trained on patient-level data without prior labeling refinement. Additionally, we identify potential pitfalls in data quality that could induce model overfitting, such as the inadvertent inclusion of dye used to highlight resection margins, which correlates with the target variable. We also assessed the impact of detailed slide-level versus coarse patient-level annotations on classification accuracy using a smaller, more precisely annotated dataset of 36 laboratory cases (91 WSIs). The results indicate that detailed annotations substantially enhance classification performance in smaller datasets.