Innovative Teaching Methods Research Articles

The effect of caregivers’ health literacy levels on the quality of life and self-care of patients with heart failure

BackgroundThe aim of this study is to examine the effects of health literacy levels of caregivers on the self-care behaviors and quality of life of patients aged 65 years and older with heart failure. MethodsThe study was conducted in a university hospital in Erzincan, Türkiye between November 4, 2023, and February 12, 2024, on patients hospitalized in internal medicine, cardiology, and cardiovascular surgery wards and their caregivers (n = 206 pairs). ResultsAs a result of the multivariate regression analysis, it was determined that the access, appraisal, and application sub-dimensions of the health literacy of the caregivers positively affected the self-care behaviors and quality of life levels of the patients. ConclusionsThese results reveal the significant effect of the health literacy levels of the caregivers in the management process of heart failure disease. Healthcare providers -especially nurses- can improve patient outcomes of patients with heart failure by considering the health literacy level of their caregivers and using innovative educational methods that can improve the health knowledge and skills of caregivers.

ВЛИЯНИЕ ЦИФРОВЫХ ТЕХНОЛОГИЙ НА ОБУЧЕНИЕ В МЕДИЦИНСКИХ ВУЗАХ: СОЦИОЛОГИЧЕСКИЕ АСПЕКТЫ И ВЛИЯНИЕ НА ЗДРАВООХРАНЕНИЕ

This article is dedicated to the study of the impact of digital technologies on the educational process in medical universities, with a focus on sociological aspects and their significance for the healthcare system. It examines how the use of digital tools and platforms changes students' approaches to studying medicine and shapes their perception of the role of technology in improving the quality of medical services and ensuring public health. The informational and educational environment transforms traditional teaching methods, providing new opportunities for updating curricula and creating conditions for the rapid exchange of information between students and educators. Digitalization of the educational process implies a change in the roles of all participants in the educational process. Students become researchers actively using information and communication technologies to acquire knowledge and practical skills. At the same time, educators assume the role of mentors, supporting students in their learning and possessing the necessary competencies in digital technologies. The article analyzes the most effective tools for facilitating interaction in the educational environment, such as virtual boards like Google Jamboard, Miro, and Padlet, which contribute to the development of critical thinking and presentation skills among students. Additionally, the article addresses the challenges faced by medical universities in the process of integrating digital technologies. Effective implementation of digitalization requires strategic planning and a comprehensive approach to updating educational programs, which will create a sustainable platform for the future professional growth of students. In conclusion, the authors emphasize that digital technologies, along with innovative teaching methods, significantly enhance the quality of education in medical universities. This, in turn, contributes to the training of highly qualified specialists capable of effectively working in modern healthcare conditions, ultimately having a positive impact on public health and the organization of healthcare as a whole.

Reframing Education: Evaluating the Transformative Effects of the 2013 Curriculum

This research aims to analyze the impact of implementing the 2013 Curriculum, focusing on consistent implementation, evaluation of learning outcomes, acceptance by students and parents, and adaptation of teaching methods and continuous feedback. The research method involves direct observation and interviews with educators, students, parents, and school administrators to understand curriculum implementation and its impact comprehensively. The findings show that consistent curriculum implementation produces a structured learning experience while evaluating learning outcomes. Increases student academic performance. The positive reception from students and parents and adapting innovative teaching methods enrich the learning process. A system of feedback and continuous improvement ensures the relevance and effectiveness of the curriculum. The conclusion of this research confirms that implementing the 2013 Curriculum effectively supports the achievement of educational goals by improving the quality of learning and stakeholder involvement.

Global insights of AMR education within One Health

Abstract Introduction Amidst rising concerns over antimicrobial resistance (AMR), traditional educational models fall short in addressing the complexities of AMR which spans environmental, animal, and human health. Education plays a key role in equipping students with skills to combat AMR effectively. We analyzed the difference in knowledge, attitude, and practices (KAP) regarding AMR across medical, dental, and veterinary students, in relation to the quality of AMR education they receive. Methods Pubmed, Scopus, Web of Science and Google Scholar were searched for articles related to KAP and education until 3 August 2023. The inclusion criterion was the presence of KAP data related to AMR, and details on the AMR education curriculum. Meta-analysis is currently being performed. Results We retrieved 1301 articles, and 90 articles met inclusion criteria for final analysis. Articles spanned 42 countries, first to final year, sample sizes ranging from <100 to > 3000 participants. Across medicine and dentistry, 79% of studies were done, compared to 17% in the veterinary sector and 5% that adopted a One Health approach. HICs prioritize improving current educational frameworks with practical skills and innovative teaching methods. LMICs deal with challenges like raising awareness about AMR and addressing educational deficiencies at a basic level. Findings indicate a wide variance in AMR knowledge levels, with some studies reporting as low as 32.4% of participants having “good knowledge” on AMR. Attitudes towards antibiotic use and resistance were casual, with a significant number of students expressing the need for more education. Practices varied widely, from high rates of self-medication to better-informed antibiotic use in regions with more comprehensive AMR curricula. Conclusions Enhancing the quality of AMR education across medical, dental, veterinary, and environmental health is imperative to equip future health professionals with the knowledge and attitudes necessary to combat AMR. Key messages • Traditional educational models are insufficient for addressing the complexities of AMR which crosses multiple health sectors. • Improving AMR education quality is crucial to equip future health professionals to effectively combat AMR.

Experiential Teaching Method Enhance Surgical Nursing Learning Achievements and Learning Attitude of Five-Year Higher Vocational Nursing Students

China’s higher vocational nursing education continues to develop. Teaching methods based on classroom lectures are difficult to achieve high-quality teaching results. Nowadays, clinical nursing has an increasing demand for all aspects of higher vocational nursing students. “Surgical Nursing” is a required course for nursing students and the key content of the nurse professional qualification examination. Experiential teaching was introduced as an innovative teaching method. The research aims to achieve several goals: 1) To compare the surgical nursing learning achievement of students between using experiential teaching and traditional teaching methods. 2) To investigate student attitudes toward learning surgical nursing course after using experiential teaching activities. Participants were five-year vocational nursing students studying nursing at a university in Sichuan, China. A control group of 46 students and an experimental group of 46 students were selected through cluster random sampling. This study used the learning achievements and learning attitudes of surgical nursing as research tools. The results of the study showed that participants’ learning achievements and learning attitudes in surgical nursing were significantly improved in experiential teaching methods. These findings highlight the effectiveness and practicality of experiential teaching in higher vocational nursing education. It is recommended that further research be carried out to Experiential teaching methods are used in the teaching of other majors to promote the sustainable development of teaching.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

Assessing the Impact of University Teachers' Digital Leadership on Enhancing Student Learning Effectiveness

This research investigates the digital leadership exhibited by university instructors and its significant impact on students' learning effectiveness in higher education. Key aspects of digital leadership evaluated include technical expertise, innovative teaching methods, promotion of digital literacy, data-driven decision-making, and ethical technology use. Using a mixed-methods approach, data was collected through surveys and interviews with educators and students to assess the effectiveness of digital leadership strategies. Findings reveal that while instructors demonstrate moderate competence in technology and teaching methods, they excel in fostering digital literacy and ethical technology use. However, there is room for improvement in data-driven decision-making, which is crucial for enhancing learning efficacy. The study also examines students' learning outcomes related to digital literacy, engagement, metacognitive abilities, and analytical skills, finding modest improvements in these areas. A notable correlation exists between instructors' digital leadership and students' learning efficacy, particularly in data-driven decision-making and digital literacy promotion. Additionally, challenges faced by university educators include keeping up with technological advancements, effectively utilizing data, and maintaining student engagement in digital learning environments.

Enhancing Reusability Practices in Massive Online Open Courses

Over the past decade, the emergence of Massive Online Open Courses (MOOCs) has profoundly transformed the distance learning landscape, capturing the attention of both higher education and professional institutions. This surge of interest has not only spurred the development of innovative teaching and learning methods but has also led to a re-evaluation of content production and reuse strategies. In fact, when producing MOOCs, multiple resources and efforts are dedicated to creating a considerable amount of learning material. This is often housed within the learning environment, which serves as a sort of repository and it is accessible by learners throughout the course. However, due to a lack of management support or internal organisational structure, the use of this material sometimes remains limited to the existence of the MOOC, causing it not to be actively employed and exploited after the course has ended. Lately, issues regarding MOOCs’ content management have raised critical questions about the long-term sustainability, reusability and management of the created online learning material even after the end of the online course. By using as a case study the three interlinked MOOCs on European History, Law and Governance developed in the framework of the KU Leuven programme in European Studies and the effort invested in both the planning and afterlife of the MOOC, this paper provides an overview of the formulas adopted to enhance learning content reusability. Drawing from KU Leuven’s extensive experience in creating humanities-focused MOOCs, this collection of interconnected online courses represents a novel attempt at offering a series of educational courses that are designed to complement each other not only in terms of content but also in terms of content management. Also, by contributing to the discussion on MOOCs' reusability this paper intends to emphasise the importance of establishing clear guidelines to enhance educational content reuse, ultimately contributing to the long-term educational value of MOOCs.

From Traditional to Challenge-Based Learning: A Case Study

The rapid evolution of the information technology sector necessitates innovative educational methods not only addressing current industry needs but also anticipating future challenges. This study aims to explore the transition from traditional pedagogical approaches to challenge-based learning (CBL) within the context of an undergraduate course, "Ethical, Social and Professional Aspects of IT" (120 participants). It investigates how this methodological shift influences the development strategies of the course and the pedagogical outcomes for students, particularly first-year IT administration and development students engaging in practical group work. Employing a mixed research design, the study gathers data through reflections of the course staff, empirical study with students and analysis of the didactic changes within the course. It evaluates the effectiveness of problem-based learning (PBL) and CBL methodologies in addressing real-world IT ethics, social, and professional challenges with a focus on fostering creativity, problem-solving skills, and interdisciplinary collaboration. Preliminary findings suggest that CBL not only enhances students' engagement and learning outcomes but also bridges the gap between academic knowledge and practical application in the IT sector. The collaboration students provided insights into real-world challenges, improving students’ learning and administrative experiences at the university. Furthermore, the study highlights the advantages of integrating both PBL and CBL to cultivate a more dynamic and responsive educational environment. The shift towards CBL in the "Ethical, Social and Professional Aspects of IT" course at Tallinn University of Technology represents a significant step forward in aligning educational practices with the needs of the contemporary and future IT industry, preparing students for the complexities of the modern workforce, and contributing to a sustainable, innovative, and resilient economy. Further research is needed to fully understand the long-term impacts of this pedagogical shift and to refine the methodologies for broader application.

An Empirical Evaluation of the Impact of Moral and Law Course Teaching on the Effectiveness of University Students’ Ideals and Beliefs Education

The Moral and Law course serves as a critical platform for educating university students about ideals and beliefs, and it has a significant impact on the effectiveness of ideals and beliefs education. This paper establishes a mechanism through which Moral and Law course teaching influences the effectiveness of ideals and beliefs education and conducts an empirical evaluation. The results reveal that factors such as the relevance and applicability of the teaching content, the integration of theory and practice, the innovation, interactivity, and participation of teaching methods, as well as classroom atmosphere, teaching facilities, and campus culture, all have a significant positive impact on the effectiveness of ideals and beliefs education for university students.

The Application of Augmented Reality (AR) and Virtual Reality (VR) in Apparel Manufacturing and Operator Training

The integration of Augmented Reality (AR) and Virtual Reality (VR) into various industries has revolutionized training, production processes, and operational efficiency. The apparel industry faces challenges in operator training, resulting in decreased productivity and increased errors when frequent style change occurs. The creation of an AR/VR system for training purposes could serve as a valuable tool. In the sewing and apparel industry, these technologies have been gaining attention for their potential to streamline processes, enhance skill development, and optimize operator training. This study contributes to the apparel industry by introducing innovative education and training methods, enhancing the skills and knowledge of professionals, and improving manufacturing efficiency and quality and the other broader benefits these technologies offer.

From outdated to outstanding: an institution’s journey in reforming the dental materials science curriculum and lessons learned

BackgroundThe Dental Materials Science (DMS) course within Malaysian undergraduate dental education has traditionally been taught in isolation, with a relatively stagnant delivery mode. Recent shifts in national dental competency standards have necessitated substantial reform in the DMS curriculum. This study aims to outline the journey of a local dental institute in developing and implementing a competency-based DMS curriculum.MethodsA faculty curriculum task force was established to oversee the curriculum reform process. The reform was guided by a “bottom-up” approach using the five-step curriculum reform model: (1). Curriculum mapping, (2). Comprehensive needs assessment, (3). Clear learning objectives and outcomes, (4). Curriculum development and implementation, and (5). Continuous evaluation and improvement.ResultsStep 1 revealed the need to reduce content repetition and improve alignment with the new competency standards. Step 2 identified the need to include advanced materials, integrate theoretical and clinical aspects, and enhance teaching methods. The new curriculum included 25 relevant topics. Step 3 established three course learning outcomes, while Step 4 integrated DMS content horizontally and vertically across the curriculum, introduced innovative teaching methods, and diversified assessment methods. Step 5 ensured ongoing curriculum monitoring, with both short-term and long-term evaluations planned.ConclusionThe curriculum reform process represents a significant advancement in dental materials science while addressing challenges and aligning the curriculum with national standards. Ongoing evaluation, adaptability, interdisciplinary collaboration, and international engagement are essential for further improvements. This journey serves as a valuable reference for educators seeking to update their DMS curricula.

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

STEAM LEARNING AS A BASE FOR DEVELOPING COMMUNICATION SKILLS IN INCLUSIVE SCHOOLS

This research addresses the problem of how to tackle STEM education and its transformation into STEAM education in an inclusive school. It highlights the need for communication competence in collaborative teaching supported by problem-based (PBL), project-based (PrBL) and game-based (GBL) learning. At the same time, it is necessary to highlight the importance of arts in all the listed innovative forms of learning and teaching, as teamwork and cooperation between the members of these teams are extremely important. The key competence of this participation in the mentioned forms of knowledge is communication competence, which is manifested in students' self-confidence/lack of self-confidence, in their level of well-being, collaboration, motivation, their active role and awareness. The empirical research was conducted on a sample of eleven classes from six Slovenian-inclusive schools, with at least one student with SEN in each class. The research focused on the differences between students with and without SEN regarding their perception of STEAM lessons supported by gamification elements. The results showed that using innovative teaching methods can connect and positively affect STEAM, which, with the help of technology, engineering and art, consequently, improves a deeper understanding of the field of Science and Mathematics (S-tea-M). Keywords: communication skills, collaboration-based learning, game-based learning, inclusive school, innovative learning environment, special educational needs (SEN)

Enhancing physical education at the middle school level exploring three innovative teaching methods

Times have evolved in the world of Physical Education (PE). The subject area has undergone significant changes, leaving behind the experiences of previous generations. The article explores the shifts in middle school PE, recognizing the challenges arising from decreased participation and motivation. Acknowledging the critical role of PE in shaping resilient, active, and self-motivated individuals, this article aims to help current PE teachers incorporate innovative teaching methods by giving some examples of how to do so. The article dives into three innovative teaching methods: gamification and technology integration, student-centered inquiry, and the flipped classroom. Gamification, combining play and technology into PE, catches students' attention and becomes an exciting journey. Student-centered inquiry allows learners to actively participate in their educational journey, encouraging exploration, critical thinking, and a genuine passion for physical activity. The flipped classroom strategy optimizes class time for physical activity by shifting content delivery outside the classroom. The impact of these innovative methods extends beyond traditional instructional approaches. They enhance student engagement and motivation, making PE relatable and enjoyable, which leads to increased participation and motivation. These helpful strategies encourage the development of essential life skills such as teamwork, critical thinking, and self-motivation, preparing students for challenges that go beyond the gymnasium.

Teacher education in Poland (1970–2024): policy development, legislation, and period-specific challenges

ABSTRACT This paper aims to provide a comprehensive analysis of the evolution of teacher education in Poland from 1970 to 2024, detailing socio-political and economic changes that have shaped educational policies. The study uses a historical and policy analysis approach, examining legislative documents, policy developments, and educational outcomes across three distinct periods – Socialist Era (1970–1989), Transition and Integration Era (1990–2004), and Modernisation and Reform Era (2005–2024). During the Socialist Era, centralised control and ideological rigidity resulted in a uniform system. Policy changes aimed to align education with socialist principles, often at the expense of flexibility and creativity. The Transition and Integration Era saw significant reforms driven by Poland’s move towards a market economy and European Union integration. This period focused on decentralising the education system, improving teacher qualifications, and aligning with European standards, though it faced challenges such as resource disparities and resistance to change. In the Modernisation and Reform Era, efforts have focused on improving teacher education quality through modernisation and adopting international best practices. There has been an emphasis on innovation, technology integration, and lifelong learning. Despite progress, issues like equitable resource distribution and the relevance of training programmes persist. The paper concludes with recommendations for further decentralisation, better resource allocation, continuous professional development, and integrating innovative teaching methods. These recommendations aim to guide future policy and enhance the effectiveness of teacher education in Poland. Implications for research include exploring the impact of these reforms on teacher effectiveness, policy adaptation, and practice improvement in education.

AI-Enhanced Epidemiology Education: Bridging Technology and Conceptual Understanding

This article explores the integration of artificial intelligence (AI) and innovative teaching methods in epidemiology education, emphasizing a balanced approach to enhance learning outcomes. While traditional teaching focuses on core concepts and rubric-based evaluation offers consistency, overreliance on these methods can lead to superficial understanding. Creative and experiential learning activities, such as poems, cartoons, and ungrading, foster deeper engagement and mastery. Technological tools such as simulated outbreak investigations, virtual epidemiology games, and augmented reality programs provide hands-on experience and inspire motivated learning. Emphasizing critical thinking and practical skills, a balanced approach leveraging rubrics, AI, and innovative methods is essential for comprehensive and effective epidemiology education.

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Bridging Gaps in STEM Education: The Case for Dedicated Learning Centres in South African Townships and Rural Areas

This article explores the critical need for improved Mathematics, Science, Engineering and Technology (STEM) education in South African townships and rural areas, where persistent challenges in teaching methods and resource accessibility have hindered the development of these crucial subjects. The perception of Mathematics and Science as complex subjects, coupled with societal pressures to prioritise less ‘challenging’ subjects, has resulted in a quantity-over-quality approach to education. This article argues for establishing dedicated Mathematics, Science, Engineering, and technology centres in these underserved regions, drawing upon global research findings that underscore the importance of continuous improvement in STEM subjects for individual and national advancement. The proposed centres aim to address educational disparities by providing innovative teaching methods, resource access, and mentorship programs. These proposed centres intend to rectify educational disparities by offering innovative teaching methods, improved resource access, and mentorship programs. Through examining successful case studies and potential challenges, this article calls for a comprehensive approach to reshape the STEM education landscape in South African townships and rural areas, contributing to a more equitable and robust educational system.