For university students, learning English is an enduring challenge that remains clearly evident in several chronic constraints (e.g., lack of fluency or seeming awkwardness with pronunciation and communicative interaction), and those obstacles have negative repercussions on their academic output, thereby confining their professional chances within international contexts. In this regard, the study aimed to explore how using ChatGPT Voice supported oral English practice and what students felt about its incorporation within an educational setting. The design comprised a mixed explanatory methodological approach that combined quantitative and qualitative procedures involving 30 university EFL learners who had an intermediate proficiency level in the language. The six-week intervention involved autonomous use of ChatGPT Voice, organized by sessions with the course instructor. To assess progress, we used a rubric measuring dimension such as fluency, pronunciation, grammatical accuracy, lexical richness, and oral interaction (complemented by the experiences and opinions gathered through semi-structured interviews with participants). Average improvement in all dimensions evaluated was reported by subjects, with particularly striking increases found for both fluency and communicative interaction skills. The interviews showed that they gained confidence while speaking in English, decreased anxiety, and practiced more regularly. Finally, they concluded that ChatGPT Voice is an innovative pedagogical approach and can promote oral English skills more efficiently than traditional methods in the context of higher educational settings in Peru.

The introduction of innovative experiential teaching approaches has been reported to improve student engagement and learning outcomes. The use of drawing, whiteboarding, Play Doh, movement and surface anatomy, including body painting encouraged student creativity and life-long learning of anatomy. An extra-curricular, inter-program anatomy competition called The Anatomy Cup, using innovative approaches, was introduced at the end of the first year of university. This friendly, fun and stimulating competition involved medical and health profession students, and staff, and involved a serious of challenges based on “hand-on” activities such as assembling torso models, identifying bones, “whiteboarding”, building structures with play doh, body painting, art and anatomical song and dance. The Anatomy Cup was a creative and novel event that offered students the opportunity to showcase the new innovative learning skills that they mastered in their first year of University, while also testing their anatomical practical skills and knowledge. This competition was a valuable tool for celebrating a successful year of anatomy learning for anatomy students and was a game-changer in maintaining high morale, satisfaction and engagement. It provided positive publicity for the universities and became an important event on the university calendar.

Introduction: Physical Education in Compulsory Secondary Education plays an important role not only in the development of motor skills but also in students’ psychological and social growth. From the perspective of Self-Determination Theory, the satisfaction of basic psychological needs is considered a key factor in promoting motivation and well-being. Objective: The aim of this systematic review was to identify studies focused on the satisfaction of basic psychological needs—autonomy, competence, and relatedness—in Physical Education within Compulsory Secondary Education, as well as to analyse pedagogical interventions designed to promote them. Methodology: A systematic review was conducted following PRISMA guidelines. The literature search was carried out in the ERIC, PubMed, Scopus, Web of Science, and PsycINFO databases, applying predefined inclusion and exclusion criteria. Eighteen studies met the established criteria and were included in the final analysis. Results: The findings show that innovative pedagogical approaches, such as the Sport Education Model, Gamification, and the Personal and Social Responsibility Model, positively influence the satisfaction of basic psychological needs. These approaches were associated with higher levels of motivation, engagement, and holistic student development, whereas traditional teaching methods showed limited effects. Likewise, positive relationships appear between structured physical activities and psychological wellbeing, with substantial improvements in basic psychological needs. Discussion: The findings highlight the importance of autonomy-supportive motivational climates in improving students’ experiences in Physical Education. Conclusions: It is concluded that participation in Physical Education alone does not guarantee student well-being. The implementation of active teaching methodologies combined with a supportive instructional climate is essential for satisfying basic psychological needs and enhancing students’ motivation and personal development.

HIV-themed escape room and perceived impact on learning among undergraduate pharmacy students in a game-naïve university: A cross-sectional study.

Integrating neurotransmitter-based organization and case-based checkpoints in CNS pharmacotherapy: An innovative teaching approach.

Point-of-care ultrasound training in infectious diseases: Educational models, challenges, and multi-sectoral roles.

This article examines the importance of energy education in schools, in a context of global environmental challenges and the need to shape citizens with environmental awareness and capacity for action. Education for sustainable development is not limited to the transmission of information about energy, but aims at transformative learning, which enhances critical thinking, collaboration and participatory decision-making. The article analyzes the theoretical foundations of environmental and energy education and presents in detail innovative teaching approaches that can be applied in the school environment. Project methods, problem solving, experimental teaching, concept mapping, field study, storytelling, storyline and educational drama are utilized to connect knowledge with students’ everyday experience and encourage them to develop skills of investigation and responsible action. Finally, the need to integrate the above approaches into an overall sustainable school framework is underlined, where energy education becomes an element of the school culture and the local community.

This qualitative research investigates transcultural teacher development through Comparative Ethnographic Narrative (CEN), a methodological approach combining reflexive ethnography and narrative inquiry. As educational landscapes become increasingly diverse and more internationally trained teachers enter Canada, understanding teacher acculturation has become critical. CEN is used to analyze the lived experiences of three international graduate students from India, Argentina, and Mexico enrolled in a Master of Education (MEd) program at a mid-sized western Canadian university. The study was conducted over a period of 21 months, included recording micro-teaching sessions at the start of participants’ study, focus group discussions where participants collaboratively analyzed their teaching practices, and extended teacher-to-teacher conversations . Follow-up interviews conducted 1 year post-graduation allowed participants to reflect on their personal and professional transformations. International graduate research assistants, who were the participants’ peers, facilitated data collection, creating authentic dialogue rooted in shared experiences. Key findings reveal that transcultural teacher development and acculturation involves dynamic identity negotiation processes extending beyond simple cultural adaptation. The three participants demonstrated remarkable capacity for synthesizing their cultural pedagogical traditions with Canadian perspectives on curriculum, teaching and learning that engender innovative educational approaches. Olena transformed from entertainment-focused teaching to trauma-informed practice, Matias integrated Socratic methods with Canadian collaborative frameworks, and Greeshma evolved from standardized didactic teaching to culturally responsive pedagogies. The study challenges deficit-oriented perspectives of internationally trained teachers by exhibiting how they can actively contribute to pedagogical innovation rather than merely adapting to existing systems. Participants’ experiences exemplify that transcultural teacher development opens new educational possibilities benefiting all learners, supporting calls for decolonizing teacher education, and recognizing diversity as a pedagogical resource. Consequently, these findings inform more inclusive approaches to supporting international educators.

Cardiac point-of-care-ultrasound (POCUS) is an invaluable diagnostic tool and is increasingly integrated into undergraduate and graduate medical education curricula. The purpose of this scoping review is to assess the literature, identify educational gaps, potential remedies, and innovative teaching approaches for cardiac POCUS education. A scoping review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The literature search in PubMed, Cochrane, Education Resources Information Center, Embase, and Web of Science yielded 280 articles, of which 74 were included. Themes were identified, and education theory was applied to identify opportunities to improve cardiac POCUS education. Four primary themes were identified: challenges to POCUS education, application of technologies, innovative teaching methods, and assessment models. Themes were analyzed through the lens of cognitive load theory, and solutions were proposed to enhance cardiac POCUS education. Proposed solutions include recommendations that curriculum developers intentionally sequence task fidelity, incorporate worked examples, and structure progressive exposure to real-world complexity. In summary, cardiac POCUS is being widely integrated across the medical education continuum with numerous challenges inherent to the broad application of cardiac POCUS, diverse educational settings, resource limitations, difficulty translating POCUS skills to the bedside, and lack of universal standards and approaches to assessment. Application of cognitive load theory to cardiac POCUS curriculum development may enhance skill development and clinical translation.

Justification: Technical education faces challenges related to student motivation, classroom engagement, and the development of professional competencies that require contextualized and innovative pedagogical approaches. Objective: The research aimed to design and implement a gamification-based didactic strategy to strengthen the teaching-learning process in the Technical Baccalaureate in Informatics. Methodology: The study was conducted under an applied approach with a descriptive and propositional design, focused on the analysis of the teaching-learning process. Theoretical and empirical methods were used to diagnose existing pedagogical limitations and to support the development of the gamified didactic strategy. Data collection techniques included student surveys and teacher interviews. Based on the diagnosis, the gamified strategy was designed and implemented, structured through dynamic activities, digital resources, and playful elements integrated into the technical curriculum. Subsequently, an evaluation of its application was carried out. Results: The validation process showed relevant improvements in the evaluated dimensions, according to the perceptions of both students and teachers, confirming the relevance of gamification as a didactic resource. Conclusion: The contextualized application of this strategy contributes to the strengthening of technical training in Informatics and to the development of competencies aligned with the demands of the current educational environment.

This article analyzes the theoretical problems in the process of forming a linguistically-centered methodology for language teaching. The research examines the fundamental concepts of the methodology, the pedagogical significance of linguistic approaches, and the difficulties in their practical implementation. It also discusses the effectiveness of a centralized linguistic approach in the language learning process, the role of educational resources and didactic tools, and the relationship between theoretical foundations and practical experience. The research findings open up possibilities for developing innovative approaches in language teaching and integrating them into the pedagogical process.

Digital transformation in elementary education necessitates innovative pedagogical approaches that align with digital-native learners' characteristics, yet traditional instructional models persist despite demonstrating limited effectiveness in fostering student motivation and engagement. This study examined gamification implementation in elementary learning contexts to: (1) analyze implementation patterns, (2) evaluate effectiveness in improving learning outcomes, and (3) formulate adaptive sustainability strategies. Employing a qualitative case study design, data were collected from Muhammadiyah Plus Elementary School, Semarang, through semi-structured interviews with eleven participants (principal, six teachers, four students), systematic classroom observations across twelve sessions, and comprehensive document analysis. Data were analyzed using Miles and Huberman's interactive model with triangulation validation. Gamification integration significantly enhanced student engagement (87% active participation versus 52% in non-gamified contexts) and academic achievement, with particularly pronounced gains among lower-achieving students (+13.2%). Analysis revealed that point systems, badges, challenges, and immediate feedback satisfied psychological needs of competence, autonomy, and relatedness as theorized in Self-Determination Theory. Unexpectedly, competitive leaderboards fostered collaborative peer tutoring rather than individualistic behaviors. Sustainability mechanisms included ongoing professional development, adaptive implementation flexibility, Learning Management System integration, and continuous evaluation. Gamification constitutes an effective elementary education innovation when embedded within supportive institutional ecosystems, addressing pedagogical dissonance between traditional methods and digital-native learner characteristics while requiring comprehensive teacher preparation and context-responsive adaptation.

The article comprehensively analyzes current pedagogical, methodological, and psychological problems encountered in the process of teaching theoretical disciplines in the system of music education. The main shortcomings are identified, such as the lack of organic integration of theoretical knowledge with practical performance, low motivation of students in subjects, and the inability to effectively apply modern pedagogical technologies. The article classifies the problems on a scientific basis and develops innovative pedagogical approaches aimed at their elimination. These approaches serve to strengthen students' skills in applying theoretical knowledge in practical activities in the process of music education.

The research paper explores the effectiveness of Art Integrated Learning (AIL) as an innovative pedagogical approach for teaching English poetry, with special reference to John Keats’ poem A Thing of Beauty. AIL is an innovative, learner-centred, and powerful pedagogical approach that promotes learning of any subjects through and with various art forms. It encourages learners to explore concepts imaginatively while establishing links between different disciplines and art forms. Teching poetry through visual arts (such as sketching, clay modelling, paper craft, puppetry, and digital graphics) as well as performing arts (including music, dance, drama, film, and theatre) enhance comprehension and retention of concepts. It increases essential comprehensive skills of the students for learning abstract concepts and theories. Traditional methods of poetry teaching often fail to engage learners due to abstract themes, figurative language, and lack of emotional involvement. The present study adopts a qualitative, classroom-based Art Integrated Learning activity to examine how integrating visual arts, performing arts, and creative expression enhances students’ comprehension, language skills, and value-based learning. The findings indicate that AIL significantly improves engagement of learners and their aesthetic appreciation, emotional response, and overall understanding of poetic concepts. The study also highlights the relevance of AIL in achieving the objectives of the National Education Policy (NEP) 2020, which emphasizes experiential, holistic, and competency-based education.

Ensuring high-quality education for future generations remains a key priority in Kyrgyzstan. In recent years, the interest in pursuing higher education in the country has been steadily increasing, not only among domestic students but also among international learners. The contemporary educational system is undergoing continuous development, focusing on modernizing curricula, introducing innovative teaching methodologies, and emphasizing individualized approaches to students’ learning needs. The integration of advanced educational technologies plays a crucial role in optimizing the learning process, enhancing engagement, and improving academic outcomes. Currently, interactive pedagogical methods, multimedia resources, and project-based learning are widely employed, creating opportunities for students to actively participate in their education and develop practical skills. This is particularly important in professional fields such as medicine, where the formation of clinical competencies and critical thinking is essential. This article examines the application of modern innovative teaching strategies at the Kyrgyz-Russian Slavic University and assesses their impact on the quality and effectiveness of education. The implementation of these methods requires educators not only to master contemporary instructional techniques but also to engage in continuous professional development, adapt to new technologies, and refine their pedagogical skills. The study highlights that the adoption of innovative educational approaches contributes to creating a learning environment that fosters professional growth, enhances students’ motivation, and prepares them to meet the demands of the modern workforce. Ultimately, these advancements support the development of highly qualified specialists capable of addressing the challenges of a rapidly evolving professional landscape.

Addressing Grand Challenges requires innovative pedagogical approaches that equip future leaders with the skills to navigate complex, systemic, and dynamic global issues. This article presents international innovation camps as an instructional innovation for preparing business students to address Grand Challenges. We present insights from two three-week international innovation camps held in 2023 and 2024, a collaboration between business schools in Finland and Mexico focused on the pressing issue of overweight and obese populations—a systemic and structural problem that links individual-, organizational-, and societal-level challenges. These camps aim to develop in students the competencies and mindsets required to address this particular Grand Challenge, namely: (1) critically analyzing dominant problem framings, (2) navigating governance structures to identify collaborative opportunities, (3) engaging in iterative problem-solving through design thinking, and (4) developing systemic, context-sensitive solutions. To achieve these pedagogical objectives, the camps immersed students in real-world problem-solving environments grounded in an experiential learning framework that emphasizes cross-contextual immersion, multivocal stakeholder engagement, and intercultural collaboration to develop innovations tackling the Grand Challenge of mitigating the individual, social, and economic impacts of being overweight or obese.

ABSTRACT Confronting the global surge of religious extremism threatening pluralistic societies, innovative educational approaches are urgently needed. This mixed-methods study (2021 to 2023) investigates Indonesia’s groundbreaking Religious Textbook Assessment Programme (PBPA), where 260 assessors from six faith traditions collaboratively evaluated 519 religious education textbooks to foster moderation and counter radicalisation. Statistical analysis revealed significant improvements, with problematic content decreasing from 42.86% (2022) to 11.1% (2023) and strong inter-rater reliability (κ = 0.84) across faith boundaries. Our findings contribute a novel Multi-faith Textbook Assessment Theory (MTAT), demonstrating how collaborative evaluation generates ‘evaluative ecumenism’ a shared understanding that respects theological distinctiveness while identifying harmful content. The assessment framework balances legal compliance, theological accuracy, educational appropriateness, and social harmony, offering religious education systems worldwide a transformative model for addressing extremism while maintaining authentic faith expression. This research presents crucial implications for religious educators navigating the complex intersection of religious identity, interfaith dialogue, and countering extremism in increasingly diverse educational contexts.

This article examines the comprehensive methodology employed in the experimental testing of an innovative pedagogical approach designed to develop critical thinking skills among philology students through engagement with national literature. The research presents a detailed framework for assessing the effectiveness of teaching methodologies that integrate literary analysis with critical thinking development. The study outlines the experimental design, participant selection criteria, assessment instruments, data collection procedures, and analytical methods used to evaluate the proposed methodology. Special attention is given to the integration of national literary works as foundational texts for fostering analytical reasoning, interpretive skills, and evaluative judgment. The article discusses both quantitative and qualitative approaches to measuring cognitive development, including pre-test and post-test comparisons, control and experimental group analyses, and longitudinal tracking of critical thinking competencies.

Serious games have emerged as an innovative educational approach, holding potential to improve the quality and efficacy of cardiopulmonary resuscitation (CPR) training. The objective of this meta-analysis was to systematically evaluate the impact of serious games on CPR training and educational outcomes. We systematically searched eight databases to identify randomized controlled trials (RCTs) that compared the effectiveness of serious games with that of traditional training in CPR education. The literature search was conducted up to September 20, 2025. All statistical analyses were performed using RevMan 5.4 software. A total of 11 RCTs involving 409 participants in the serious game groups and 388 participants in the control groups were included. We found no statistically significant differences between groups in CPR compression depth (SMD = 0.63, 95% CI: -0.09 to 1.35, p = 0.08), compression rate (SMD = -0.04, 95% CI: -0.53 to 0.44, p = 0.86), theoretical knowledge scores (SMD = -0.22, 95% CI: -0.96 to 0.51, p = 0.55), or practical skill scores (SMD = -0.18, 95% CI: -1.02 to 0.66, p = 0.67). Egger regression analysis indicated significant publication bias in theoretical scores (p = 0.015) and skill scores (p = 0.022) in this meta-analysis. The high heterogeneity observed across studies necessitates cautious interpretation of these pooled results. Current evidence does not show a statistically significant advantage for serious games over traditional CPR training methods. Importantly, the evidence is also insufficient to confirm their true equivalence. A cautious stance regarding their widespread adoption is therefore warranted. Future research should prioritize high-quality, adequately powered studies with rigorous designs, standardized intervention protocols (e.g., game types, training duration), and unified internationally recognized assessment standards.

BackgroundPhysician empathy is important not only for improving patient satisfaction and health outcomes but also for increasing physician job satisfaction and protecting against burnout. However, amid concerns over declining empathy levels in medical education, there is a need for innovative teaching approaches that address the empathy gap, a critical element in patient-centered care.ObjectiveThis study aimed to use a mixed-methods analysis to explore the effectiveness of a virtual reality (VR) intervention versus traditional lecture methods in enhancing empathy among medical students.MethodsOverall, 50 first- and second-year medical students were randomized to either a VR intervention, which simulated patient experiences, or a control group receiving traditional empathy lectures. Both groups watch 2 videos with reflections gathered after each video to capture students’ experiential learning. Empathy was measured using the Jefferson Scale of Empathy-Student Version before and after the intervention.ResultsQuantitative analysis revealed significant increases in empathy scores post intervention for both groups (lecture group: mean increase 4.71, SD 11.01; VR group: mean increase 5.6, SD 10.02; P<.001), indicating that both interventions enhanced empathy. The VR group exhibited a significant difference in qualitative empathy coding after the second video (U=165.5; P<.001) compared to the lecture group. Qualitative feedback from the VR group emphasized a more profound emotional and cognitive engagement with the patient perspective than the lecture group.ConclusionsThis study supports the integration of VR into medical education as a complementary approach to traditional teaching methods for empathy training. VR immersion provides a valuable platform for students to develop a deeper, more nuanced understanding of empathy. These findings advocate for further exploration into VR’s long-term impact on empathy in clinical practice.