Energy management strategy for fuel cell hybrid electric vehicles considering optimal overall cost of multi-energy systems: A heterogeneous independent multi-agent deep reinforcement learning approach

EmoDim: An independent dimensional contrastive learning with pseudo-labeling for speech emotion recognition

Online resource delivery can offer an alternative to paper-based teaching materials. It is currently unclear how such resources could be integrated into pharmaceutical science laboratory sessions. In this study, we reviewed pharmacy student perspectives towards utilising an online platform in place of a physical manual for pharmaceutical science laboratory instruction. To understand the differences in students' perceptions towards using paper-based versus online manuals in pharmaceutical science laboratory sessions. Invitations were sent to all second-year Bachelor of Pharmacy students at the University of Auckland to complete questionnaires at two discrete times. Participants were asked questions to understand their perceptions towards the laboratory manual being paper-based at collection point one versus online at collection point two. Likert-scale data was analysed using a Mann-Whitney U test while open-ended comments were analysed thematically. 80 students completed the questionnaires at each data collection point. Whilst there was apprehension prior to the implementation of the online pharmaceutical manual, positive perceptions were evident after implementation. Notably, online manuals were perceived as easier to navigate and allowed more independent work by students than paper-based manuals. The open-ended responses fit into four major themes: practicality, sustainability, resource and learning. These themes noted advantages and challenges to both ways in which the manual was delivered as well as suggestions for future improvements. Despite the greater interactivity and independent learning offered by the online manual, there remains some apprehension towards a move away from traditional paper-based manuals. Student priming towards new resources is essential to maximise their benefit.

This study develops and evaluates the effectiveness of the TRANS-HIS (Transformative–Historical Consciousness) learning model in enhancing high school students’ historical literacy and interpretive (verstehen) abilities in Lampung Province, Indonesia. Employing a Research and Development approach with a quasi-experimental non-equivalent control group design, the model was implemented and tested in two senior high schools (SMAN 2 Metro and SMA YP Unila Bandar Lampung). The model integrates transformative learning and historical consciousness frameworks grounded in cognitive-constructivist, psychosocial, field learning, independent learning, and andragogical perspectives to promote reflective, contextual, and empathetic historical learning. Quantitative data from pretest–posttest assessments and student response questionnaires were analyzed using descriptive and inferential statistics. Findings indicate a significant improvement in the experimental group’s learning outcomes, with mean scores increasing from 46.94 to 80.07 (N-Gain = 0.62; p < 0.001), compared to the control group’s increase from 46.81 to 65.21 (N-Gain = 0.30). Additionally, 81% of students reported that the TRANS-HIS model fostered more reflective, empathetic, and relevant learning experiences. These results demonstrate that integrating transformative pedagogy with historical consciousness effectively strengthens students’ interpretive competence beyond factual recall and supports meaningful engagement with historical values and contemporary contexts. The study contributes theoretically by operationalizing the integration of Weberian verstehen and transformative learning within a coherent instructional framework, and practically by providing a validated pedagogical model aligned with 21st-century history education, character formation, and reflective citizenship development.

In the condition of impetuous holistic and technological variation, foreign language education has taken part of its elaboration. Sophisticated pedagogy increasingly implies that learning of any language shouldn’t be restricted to the assimilation of grammatical frameworks and lexical units, but should promote to the intellectual of the conformation of their capacity to analyze, reflect and on their own hook reasoning. From this framework’s perspective the fusion of critical thinking with artificial intelligence and (AI)-based educational tools have become an inherent in modern pedagogical tendency and educational system of the twenty-first century. This research was carried out among the students of the undergraduate course of the Faculty of Philology at the university known as “South Kazakhstan University of Muktar Auezov”. The main purpose of this study was to compare the effectiveness of the pre-existing methods of teaching Foreign Languages with the technique of teaching with an instructional model that includes AI-supported learning tools. While the control group was taught through conventional grammar- and text-based approaches, the experimental group engaged in learning activities supported by adaptive digital platforms, virtual assistants, and interactive tasks. The findings demonstrate that the systematic and pedagogically grounded use of AI technologies contributes not only to the improvement of students’ linguistic competence, but also to the development of their critical thinking skills, reflective abilities, and learning autonomy. The study argues that the meaningful integration of AI tools into foreign language instruction creates favorable conditions for the formation of analytically minded, motivated, and independent learners, which corresponds to the fundamental principles of modern language pedagogy.

Ki Hajar Dewantara is a figure in the world of education who is influential in Indonesia and made the date of his birth, namely May 2, a national education day and the father of education is Ki Hajar Dewantara. In his writings he indicated that with various kinds and ways of expressing ideas in accordance with the time and era and the objects he faced, all of Ki Hajar Dewantara's writings contained enthusiasm and breathed struggle. Thoughts about education have also been used until now, including in this case the existence of an independent campus or independent learning initiated by Nadiem Makarim. The purpose of this study was to find out Ki Hajar Dewantara's thoughts on citizenship education. This study uses a literature review study with the existence of data collection techniques using various books and sources in studying it. While the data analysis uses the critical appraisal method. So from this, researchers produce research on civics education based on structure, curriculum content, teachers and learning models in countries that have met education standards in the world, especially in civics education. The results of the study confirm that in Ki Hajar Dewantara's book there is an important point, namely when it is related to the flow in educational philosophy, namely liberalism that regarding tolerance, in Ki Hajar Dewantara's book can be found in education and teaching that is closely related to a particular stream of life, for example religion, belief Spirituality and others in public schools may only be given as "general knowledge" and in the basic principles which presumably can promote the development of character in general, so as a general ethnic, namely manners and decency.

Abstract The Education and Training Evaluation Commission in Saudi Arabia reports that many students entering university preparatory year programs face difficulties with basic English skills, particularly receptive skills in reading and listening, which are key to academic study. These difficulties are commonly associated with low learner motivation and limited exposure to relevant English practice. Although Mobile-Assisted Language Learning has gained international attention for its gamified and adaptive features, empirical evidence from Saudi preparatory year contexts remains limited. This mixed-methods pilot study considers the use of Duolingo and ReadTheory in relation to learner motivation and receptive skill development. Sixty male students at A1–A2 levels of the Common European Framework of Reference for Languages were purposively selected from a Saudi public university. The intervention was structured using the PF-4M framework, with a focus on authenticity, personalization, autonomy, and contextualization. Quantitative data were collected using a CEFR-aligned receptive skills test administered before and after the intervention and a post-intervention adapted Language Learning Motivation Scale. Qualitative data were drawn from reflective journals and weekly classroom observations documenting learner engagement. Results showed increases in receptive test scores, with mean scores rising from 8.12 to 15.17, alongside higher reported motivation levels. While both applications were well received, some learners reported challenges with comprehension and independent learning. The findings show that Mobile-Assisted Language Learning is associated with receptive skill development among beginner learners.

The rapid development of digital tools for medical education and training has expanded the possibilities for flexible and personalized learning, but it has also created challenges in choosing the best tools to meet specific learning needs. This article presents a functional framework that assists educators and learners in selecting tools based on their needs and the learning context. By categorizing tools into synchronous and asynchronous types, we aim to simplify the decision-making process and optimize educational experiences. Synchronous learning tools like YouTube Live, PathCast, Zoom and Microsoft Teams support real-time participation and promote communication, collaboration and responsiveness in the learning environment. These tools are especially useful for live streaming, Q&A, and discussions where instant feedback can support learning outcomes. Asynchronous learning tools such as YouTube, Canvas, Elicit and Quizlet, give learners the flexibility to learn material at their own pace, encouraging independent learning and memorization. Asynchronous platforms allow for pausing, reviewing and repeating material as needed, making them ideal for complex courses that require effective repetition. Hybrid models, especially the flipped classroom approach, blend these modes effectively. Tools like Edpuzzle and Nearpod make it possible to create interactive lessons and exercises in the classroom. The integration of innovative technology in medical education is not solely about adopting new tools but also about promoting adaptability and a culture of continuous learning. Blending synchronous and asynchronous tools with a human-centered approach, can build flexible, responsive learning environments that empower educators and learners to make informed choices, creating adaptive and effective learning environments that meet diverse needs.

Effective clinical education is foundational to developing competent audiologists, yet limited research has explored which specific clinical teaching approaches students perceive as most effective. Much of the existing evidence is drawn from researcher and clinical educator perspectives, rather than student perspectives of effective clinical education approaches. The purpose of this qualitative research project was to identify themes from clinical teaching strategies that doctor of audiology (AuD) students perceive as most effective during clinical placements with community clinical instructors. Using Braun and Clarke's six-step reflexive thematic analysis framework, open-ended survey responses from 62 AuD students at the University of Pittsburgh were analyzed. Data reflected responses to the question "What teaching strategy(s) used by your clinical instructor most positively impacted your learning this term?" These data were coded and subsequently grouped into themes. Five themes were identified: engaging student thought, independence, productive feedback, supportive approach, and teaching strategies. Many responses revealed overlapping codes across themes, indicating the interconnected nature of effective clinical instruction practices. The most reported effective strategy included a clear pathway to independent learning. Students commonly noted the value of productive feedback and questioning techniques to engage their thinking. The clinical instructor's openness and support were highly valued, as was intentional explanation and modeling of clinical skills. The components of effective clinical instruction identified in this study align with durable themes that emerged in prior research on clinical education across health professions. Students felt that the most effective clinical teaching strategies incorporate aspects from the five identified themes. Although these themes may help guide better clinical teaching approaches, individual student needs and the most effective clinical education strategies will vary for each student. These findings can be incorporated into audiology clinical instructor training and practices, ensuring clinical education strategies that align with student learning needs. https://doi.org/10.23641/asha.31049815.

Education is essentially a planned and continuous process aimed at developing students’ potential to become independent, responsible, and competent individuals. However, the learning process in vocational schools, particularly in accounting subjects, still shows that many students rely heavily on teachers and have not yet developed optimal independent learning skills. This study aims to analyze the influence of self-awareness and learning creativity on learning independence in accounting subjects among students of the Accounting Department at SMK PAB 2 Helvetia. The research employed a quantitative approach using an ex post facto correlational method. The population consisted of students from the Accounting Department, with a sample of 41 students selected as research respondents. Data were collected through a Likert-scale questionnaire based on indicators of self-awareness, learning creativity, and learning independence. The data analysis technique used multiple linear regression analysis with the assistance of the Statistical Package for the Social Sciences (SPSS) version 26. The results of the study indicate that self-awareness has a positive and significant effect on students’ learning independence with a regression coefficient of 0.659 and a significance value below 0.05. Furthermore, learning creativity also shows a positive and significant influence on learning independence with a regression coefficient of 0.686 and a significance value below 0.05. Simultaneously, self-awareness and learning creativity contribute positively to strengthening students’ learning independence. These findings suggest that improving students’ awareness of their own learning potential and encouraging creative learning strategies can enhance independent learning behavior in accounting education.

Anatomy education forms a cornerstone of medical curricula, integrating theoretical knowledge with practical understanding. The flipped classroom model, an innovative and interactive pedagogical strategy, has gained increasing attention for promoting active learning, engagement, and long-term knowledge retention. This study aimed to evaluate the impact of the flipped classroom model on learning performance, student engagement, and perceptions of digital learning tools in anatomy education. A total of 194 second- and third-year medical students participated during the 2024-2025 academic year (94 second-year and 100 third-year students). Flipped classroom sessions focused on the cerebral hemispheres (second year) and the pelvis and perineum (third year). Preparatory materials were provided via Moodle at least 15 days before the sessions. Student performance was assessed through a 20-question formative quiz graded out of 10 marks and related items in the final committee examination. Post-session perceptions were gathered using a 14-item Likert-scale questionnaire. Statistical analyses were performed using the Mann-Whitney U and Wilcoxon Signed-Rank tests. Average quiz scores were 8.4 for second-year and 8.3 for third-year students, while committee exam accuracy was 78% and 70.06%, respectively. Over 75% of students reported that the flipped classroom enhanced their understanding and engagement. Significant differences were observed between year groups in enjoyment (p = 0.004) and perceived support for independent learning (p = 0.004). More than 70% agreed that digital anatomy resources improved comprehension and confidence. The flipped classroom model enhances engagement, independent learning, and comprehension in anatomy education. This digitally supported, student-centred approach promotes deeper cognitive involvement and supports the integration of hybrid learning models into future curricula.

Undergraduate EFL students across diverse geographical and institutional contexts engage in self-directed English learning outside classrooms predominantly through digital platforms, with YouTube, WhatsApp, and social media emerging as the most frequently used tools. A consistent finding is that students favor receptive, input-oriented activities - particularly listening and watching English-language content - over productive activities such as speaking and writing, even when speaking is the skill they most wish to improve. Students typically spend one to three hours daily on English-language digital content, and their self-regulatory practices range from structured goal-setting and cyclical self-reflection to passive engagement such as watching videos without explicit learning strategies. Higher-proficiency learners tend to demonstrate more sophisticated metacognitive awareness and more effective self-regulatory cycles than lower-proficiency peers. The effectiveness of out-of-class self-directed practices depends on the interaction of several factors: individual interest and motivation, self-regulation capacity, degree of institutional scaffolding, and cultural context. Structured programs that bridge classroom instruction with independent learning and include teacher advisory roles produce more systematic and sustained self-directed behaviors than purely informal approaches. Key challenges include time constraints, declining engagement over time, limited productive skill practice, and cultural barriers to online communication in some contexts. Reported language gains center on listening, vocabulary, and speaking confidence, while writing remains the least developed skill through self-directed digital learning. This systematic review of 25 empirical studies underscores the need for targeted scaffolding to enhance the quality and persistence of undergraduate self-directed English learning beyond formal classrooms.

Component-wise independent adaptive learning and local optimization for long-term forecasting

Accurately learning solution operators for time-dependent partial differential equations (PDEs) from sparse and irregular data remains a challenging task. Recurrent DeepONet extensions inherit the discrete-time limitations of sequence-to-sequence (seq2seq) RNN architectures, while neural-ODE surrogates cannot incorporate new inputs after initialization. We introduce NCDE-DeepONet , a continuous-time operator network that embeds a Neural Controlled Differential Equation (NCDE) in the branch and augments the trunk with explicit space–time coordinates. The NCDE encodes an entire load history as the solution of a controlled ODE driven by a spline-interpolated input path, making the representation input-resolution-independent : it encodes different input signal discretizations of the observed samples. The trunk then probes this latent path at arbitrary spatial locations and times, rendering the overall map output-resolution independent : predictions can be queried on meshes and time steps unseen during training without retraining or interpolation. Benchmarks on transient Poisson, elastodynamic, and thermoelastic problems confirm the robustness and accuracy of the framework, achieving almost instant solution prediction. These findings suggest that controlled dynamics provide a principled and efficient foundation for high-fidelity operator learning in transient mechanics.

English pronunciation of young learners is often limited due to insufficient exposure to the target language, and this affects their self-confidence and communication skills. This study aimed to analyze teacher needs in teaching pronunciation and to develop interactive, systematic, and child-specific self-instructional material based on Automatic Speech Recognition (ASR) to improve pronunciation mastery. The research applied Research and Development with the ADDIE model consisting of analysis, design, development, implementation, and evaluation. However, this study was limited to the analysis, design, and prototype development stages without field testing. Validation was conducted by two English language education experts through a 1–4 scale questionnaire and open-ended comments, assessing aspects of material content, language suitability, visual design, ASR function, illustrations and audio recordings, and repeated practice. The validation results showed that the material was of good to excellent quality, with ASR integration enabling repeated independent practice, real-time feedback, and increased motivation and learning independence. These findings confirm that the material effectively supports pronunciation systematically, although the study was limited to a prototype and a small number of validators. The contribution of this research lies in providing valid, practical, and adaptive ASR-based interactive learning media, offering a solution to the limitations of teachers and media in supporting pronunciation practice in elementary schools. The research can help both teachers and students in the learning process and self-learning with the ASR feature.

This study investigated the effectiveness of a flipped classroom approach based on the CDIO (Conceive, Design, Implement, Operate) framework in training newly recruited gynecologic operating room nurses in laparoscopic nursing. A total of 74 nurses were randomly assigned to either a control group receiving traditional instruction or an observation group receiving CDIO-based flipped classroom teaching. Key learning outcomes were compared between the two groups, including performance in laparoscopic surgery assistance, procedural proficiency, theoretical knowledge, critical thinking, self-directed learning, and teaching satisfaction. Results showed that while both groups improved after training, the observation group outperformed the control group in all measured areas (P < 0.05). Nurses in the flipped classroom group showed better understanding of endoscopy, more accurate instrument handling, and greater gains in theoretical knowledge. They also demonstrated significantly improved critical thinking and independent learning skills, along with higher satisfaction with the teaching experience. These findings suggest that integrating the CDIO framework with a flipped classroom model can significantly enhance the clinical competence and learning engagement of new gynecologic OR nurses, making it a more effective alternative to traditional teaching methods.

This research is driven by the need to improve learning quality in higher education to be flexible, interactive, and with a student-centered approach in the digital era. This research aims is to design and evaluate English for Academic Purposes (EAP) reading materials integrated with Ethnopedagogy-Based Flipped Learning (FL) and the Self-Regulated Learning (SRL) model in a small group trial through an e-learning platform. Ethnopedagogy-based learning materials support the model in enhancing academic literacy for management students in higher education. It used the Research and Development (R&amp;D) method which includes needs analysis, model design, learning tool development, validity and practicality evaluation. The results showed that the developed reading material and learning model are valid, practical, and relevant, as demonstrated by expert validation, instrument validity and reliability tests as part of small group trials. The e-learning-based FL–SRL integration produced a learning structure that aligns with the three phases of SRL, where forethought, performance, and self-reflection can facilitate active engagement, self-reflection, and independent learning for students. The novelty of this research is that it systematically integrates ethnopedagogy, FL and SRL into one integrated framework for developing EAP reading materials for management students. Overall, this development provides contribution in practical direction for students, educators and curriculum developers in designing learning experiences contextually and responsively for the student-centered challenges of 21st-century learning. It shows that there is strong potential when looking to integrate EAP reading material into the FL-SRL model to foster contextual and sustainable learning in higher education.

This study aims to determine students' interest in using the shadowing technique to improve pronunciation skills in English language learning. The shadowing technique, which requires students to listen and simultaneously imitate the speech of native speakers, is considered an effective approach to improve pronunciation accuracy, fluency, and self-confidence. This study used a qualitative descriptive method involving 25 seventh-grade students at MTS Swasta Al-Anshor Perdagangan II. Data were collected through a closed-ended questionnaire with a four-point Likert scale designed to measure students' perceptions, attitudes, and interests toward the application of the shadowing technique. The results showed that most students had a high level of interest and positive attitudes toward the use of shadowing in pronunciation learning. The majority of students stated that this technique helped improve speaking fluency, self-confidence, and enjoyment in learning English. Although some students had difficulty keeping up with the pace of native speakers, they still considered shadowing a useful and interesting method. These findings suggest that the integration of the shadowing technique in pronunciation teaching can encourage active learning, independent learning, and continuous improvement in students' speaking skills.

Advancements in information technology for e-learning provide the broadest possible opportunities for students to develop active, independent learning (self-regulated learning). This research explored the roles of technology and students’ self-regulated learning (SRL) in developing students’ English competence. The respondents of this study consisted of 5 university lecturers and 40 students. Data related to English achievement were collected by administering mid-semester tests and final semester tests. Questionnaires and interviews were conducted during the learning period. This study found that the students’ academic achievement improved after implementing self-regulated learning. Students who received instruction in self-regulation skills exhibited a greater academic accomplishment score. The students’ efficacy of digital tools is enhanced when combined with robust self-regulated learning practices. The benefits of technology-supported learning environments were greater for students with high levels of metacognitive awareness, which resulted in noticeably greater advances in English proficiency. Additionally, their enthusiasm for learning improved, resulting in a more proactive approach to addressing their learning challenges. Therefore, university lecturers should encourage their students to develop self-regulated learning strategies intensively. Moreover, technology should be integrated into both classroom and outside-classroom learning. Deliberate instructional design that incorporates digital learning resources and explicit instruction in self-regulated learning is necessary for long-term gains in English proficiency.

Artificial intelligence (AI) is increasingly embedded in learning ecologies, reshaping how subjectivity – understood as the capacity of each participant to act as an agent in learning – is distributed among learners, educators, and AI. This article advances a tri-subjective perspective and proposes a four-state model of AI participation: S0 (instrument), S1 (assisting facilitator), S2 (active co-agent), and S3 (autonomous mediator). Across these states, we operationalize five components of subjectivity – motivation, activity, reflection, adaptability, and interactivity – and describe conditions that trigger transitions in the distribution of agency. Methodologically, the work combines conceptual synthesis with two applied cases. At the micro-level, we analyse a seminar scenario in which an AI assistant surfaces parallels between two independent learner analyses, thereby mediating dialogic exchange. At the macro-level, drawing on third-party case materials, we examine how an AI “facilitator” sustains group memory and consensus across iterative cycles over time. Results indicate that movement from S0 to S2 tends to expand learner agency when AI feedback is transparent and bounded, educator mediation remains active, and contextual memory is preserved. By contrast, S3 offers powerful personalization but risks over-optimization, educator disengagement, and learner passivity if human framing is not maintained. We distil design guardrails – bounded autonomy, provenance cues, reflective prompts, and orchestration protocols – that help support human subjectivity while leveraging AI’s adaptive capabilities. The contribution is threefold: (I) a state-based vocabulary for analysing AI’s pedagogical roles; (II) a separation between conditional AI “subjectivity” and human agency; and (III) actionable implications for curriculum design and facilitation. Limitations include reliance on conceptual modelling and case-based illustration rather than controlled trials. Future work will translate the model into evaluation rubrics and conduct empirical studies in diverse instructional settings.