Integration Of Teaching Research Articles

Creative Expression and Writing Proficiency of Junior High School Students in Special Program in the Arts Class

This study aimed to determine the relationship between creative expression and writing proficiency. The respondents were grade 9 students enrolled in the Special Program in the Arts (SPA) class. The researcher employed a descriptive correlational design with a test questionnaire consisting. Statistical tools such as frequency count, weighted mean, and Pearson correlation were used to collect and analyze numerical data. Results indicated that respondents had a moderate awareness of their creative expression in terms of writing. Their writing proficiency was rated as good in grammar and syntax, fair in the organization of ideas, and good in content development. The statistical result showed a strong relationship between writing proficiency and creative expression, with significant associations found in grammar and syntax, organization of ideas, and content development. A positive correlation was also observed between writing skills and levels of creative expression, suggesting that enhanced creative expression in writing is linked with improved writing proficiency. The findings underscore the importance of fostering both artistic expression and writing skills. The strong relationships between various writing proficiency criteria and creative expression highlight the interaction between creativity and effective writing. Thus, it is recommended that the pedagogical integration of writing techniques and creative expressions must be implemented in arts class.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

From Knowledge Transfer to Capability Development: The Future of PBL + CBL Teaching Method in Operating Room Nursing Education

Concomitant with the advancement of contemporary medical technology, the significance of perioperative nursing has been increasingly accentuated, necessitating elevated standards for the pedagogy of perioperative nursing. Presently, the PBL (problem-based learning) pedagogical approach, when integrated with CBL (case-based learning), has garnered considerable interest. An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing. Findings indicate that this integrative teaching methodology not only enhances students’ theoretical knowledge, practical competencies, and collaborative skills but also contributes to the elevation of teaching quality. In conclusion, the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education. Nevertheless, it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.

SỬ DỤNG PHƯƠNG PHÁP DẠY HỌC ÂM NHẠC ORFF-SCHULWERK ĐỂ PHÁT TRIỂN NĂNG LỰC DẠY HỌC TÍCH HỢP CHO SINH VIÊN SƯ PHẠM ÂM NHẠC

Using the Orff-Schulwerk method in music teaching at high school levels has created an experiential learning environment that not only helps students develop musical knowledge but also brings educational experiences. diverse and rich but also contributes to helping students develop comprehensively and have flexible thinking in the learning process. Therefore, this research article points out the principles of music teaching according to the Orff-Schulwerk method and focuses on analyzing and using nursery rhymes and folk songs in the lesson design process. From there, deploy lectures for music pedagogy students according to Orff-Schulwer's teaching method to develop integrated teaching capacity for music pedagogy students.

Integral Pedagogy in LIS Education

LIS educators have an obligation to assist burgeoning LIS practitioners and scholars in developing field competency and enacting their visages into the LIS industry. Our work concerns care for the whole person of our students. Student well-being has experienced heightened consideration and conversation in academia since 2020. Masters level LISprograms are not immune to these discussions, or the student, faculty, and campus administrator concerns—retention rates, student mental health—that warrant them. Campuses actively promote services and resources aimed to help students that are in crisis, coping with an aspect of neurodivergence, or another condition—chronic or undiagnosed. Since 2019 I have experienced increasing levels of three student behaviors that cause me concern: 1) perfectionism, 2) anxiety, and 3) validation-seeking. Wholly ignored, or mitigated simply by pedagogical discipline, these behaviors persist in classroom, distend beyond a student’s time at campus, and eventually permeate sectors of LIS. Proven teaching and learning strategies—active-learning, grading rubrics, gamification modules—increase students’ immersion with course content and assuage student coursework anxieties. However, teaching and learning tools cannot holistically impart the needed competencies for an LIS professional to our students. Conversely culture of care pedagogies solely center student inclusiveness and belonging to promote a shared education community. Integralpedagogy provides LIS educators with a model that integrates both teaching and learning best practices and culture of care pedagogies to promote student self-regulation of concerning behaviors, self-actualization via a commitment to gaining LIS field competencies during their studies, and continued life-long discovery during their career.

Discussing discarded models: an integrative teaching resource

This study proposes a kind of teaching resource adaptable to different levels of teaching and training objectives that allows the introduction of contextual issues and concepts of history and the nature of science while providing tools for learning modeling and integrating different kinds of knowledge. A controversial case from science history was sought to develop an integrating teaching activity. The case to find must be one that confront at least two different models to solve a scientific problem or a technological one. Torricelli’s theory vs. horror vacui theory as it was modified by Galileo result a useful case to take as content for the teaching activity. Groups of students must argument in favor and against each of theories or models. The proposed activity introduces future teachers in the student’s role, considering that they will play the teacher’s role when they use similar activities with their future students. Moreover, it trains future physics teachers to integrate modeling, history and nature of science.

The Changing Educational Landscape for Sustainable Online Experiences: Implications of ChatGPT in Arab Students’ Learning Experience

The integration of artificial intelligence (AI) into education is rapidly transforming traditional paradigms of teaching and learning. ChatGPT, an advanced AI system capable of sophisticated language generation, represents a potentially disruptive innovation in this sphere. This study employed a descriptive cross-sectional design using a cross-sectional approach to examine ChatGPT’s emerging role in reshaping students’ learning experiences within higher education. A survey of 473 undergraduate students at King Faisal University, Saudi Arabia assessed ChatGPT’s usage patterns, effectiveness, and implications across diverse learning domains. Data were collected through a structured online survey distributed over a month and analyzed using quantitative measures (i.e., SPSS). Sixty precent (60%) of the students reported using ChatGPT for homework assistance, with 27.7% doing so weekly. Additionally, 45.5% utilized it for research, 35.5% for exam preparation, and approximately 30% for language learning and content discussions. Over 60% of the students recognized moderate to significant positive impacts of ChatGPT on their academic performance, research skills, and technical competencies. However, 38.7% reported no discernible effects on critical thinking. Factor analysis identified engagement as a key pathway for ChatGPT to enrich learning, with usage strongly linked to participation and motivation. Regression analysis determined usage frequency, satisfaction, and perceived usefulness as significant predictors of ChatGPT’s academic effectiveness, evidenced by beta coefficients of 0.21 for usage frequency and 0.25 for satisfaction. The findings showcase ChatGPT’s promising versatility as an AI-powered educational tool, while emphasizing the need for ethical frameworks, balanced expectations, and holistic adoption strategies to maximize benefits and minimize risks. Further research into pedagogical integration capabilities and evolving impacts will be critical as advanced AI becomes increasingly pervasive throughout education.

Understanding Teachers' Perspectives on ChatGPT-Generated Assignments in Higher Education

The rapid integration of artificial intelligence (AI) in education has transformed instructional methodologies and administrative tasks. However, teachers in higher education face challenges, particularly in creating high-quality assignments and rubrics amidst increasing administrative burdens. This study investigates the potential of AI, specifically ChatGPT, in streamlining assignment creation. Through automating aspects of assignment development, AI tools offer support to teachers while maintaining pedagogical integrity. However, empirical investigation is needed to understand perceptions and effectiveness. Using observations and semi-structured qualitative interviews, the study explores teachers' perceptions of AI-generated assignments and their impact on student learning outcomes and engagement. It also examines students' experiences and perceptions, understanding AI's role in enhancing learning experiences and facilitating teacher productivity. The data were analysed by content analysis. Findings suggest that teachers found the usage of ChatGPT helpful in reducing their administrative workload while maintaining academic integrity. Additionally, students embraced attempting the assignments, and doing so contributed to enhancing their subject knowledge. Furthermore, teachers facilitated students by encouraging them to reconsider the problem, persisting in their efforts, and inviting communication and collaboration with peers. The study also discusses the implications for teachers, highlighting AI's transformative potential.

A Holistic Perspective on the AI-Education Nexus: A Science Mapping Study

This study examines how the relationship between artificial intelligence (AI) and education in scientific literature is evolving around common key concepts. For this purpose, the science mapping method was employed. Data were obtained from the Web of Science Core Collection. The search terms included “artificial intelligence,” “education,” “instruction,” and “teaching,” as well as "OpenAI," "ChatGPT," and "Chatbot." Bibliographic data from 14,682 scientific documents were extracted, forming the dataset for this study. Analyses were conducted using the VOSviewer software tool, and co-occurrence analyses were performed on the data. These analyses produced both co-occurrence maps and detailed outputs. With the contribution of these outputs, the general and emerging concepts in the map were identified. The results indicate that the AI-education relationship is predominantly discussed in the context of instructional methods rather than as a technology or tool. In recent years, this discourse has particularly enriched and deepened in related fields, learning environments/contexts, issues/skills related to teaching and learning, and research. This richness supports the AI-education relationship from pedagogical integration, applicability, and ethics perspectives. Additionally, it strengthens the theoretical foundations of this relationship by linking it to educational technology and incorporating socio-psychological elements. However, there remains potential for further development in areas such as impact dynamics and human-AI collaboration

Intelligent Tutoring Systems, Generative Artificial Intelligence (AI), and Healthcare Agents: A Proof of Concept and Dual-Layer Approach.

This study introduces a novel methodology for enhancing intelligent tutoring systems (ITS)through the integration of generative artificial intelligence (GenAI) and specialized AIagents. We present a proof of concept (PoC) demo that implements a dual-layer GenAI validation approach that utilizes multiple large language models to ensure the reliability and pedagogical integrity of the AI-generated content. The system features role-specific AI agents, a GenAI-powered scoring mechanism, and an AI mentor that provides periodic guidance. This approach demonstrates capabilities in dynamic scenario generation and real-time adaptability while addressing key challenges in AI-driven education, such as personalization, scalability, and domain-specific knowledge integration. Although exemplified here through a case study in healthcare root cause analysis, the methodology is designed for broad applicability across various fields. Our findings suggest that this approach has significant potential for advancing adaptive learning and personalized instruction while raising important considerations regarding ethical AI application in education. This work provides a foundation for further research into the efficacy and impact of GenAI-enhanced ITS on learning outcomes and instructional design across diverse educational domains.

The capacity of primary school inclusive teachers meets the requirements of the 2018 general education program

The profession of integration teaching is currently receiving considerable attention. The competency framework for teachers is assessed based on the 2018 General Education Program (GEP), which emphasizes the development of students' personal competencies and sets new competency requirements for teachers. This program provides detailed guidelines for teaching and learning in the modern era. The objective of this study is to evaluate the extent to which teachers' training and teaching competencies align with the 2018 GEP. The present study surveyed 611 primary school integration teachers across 32 schools serving disabled students in five provinces and cities within Vietnam. In this study, an assessment of teachers' competencies in various aspects of education and teaching was conducted. The results revealed high levels of proficiency among teachers in assessing and nurturing students' qualities and competencies, as well as in devising pedagogical strategies to enhance students' inherent capabilities. The limited language proficiency, particularly in local and foreign languages, has significant implications for ethnic minority students, who rely on native language instruction for effective learning. This limitation hinders the implementation of the 2018 GEP, especially in regions with a high density of ethnic minority populations. Additionally, teachers showed proficiency in creating safe and culturally educational environments and establishing relationships among students, teachers, and parents. Nevertheless, collaboration with families and communities to achieve educational goals exhibited lower competency levels. Furthermore, teachers demonstrated capabilities in researching and updating subject knowledge, along with supporting colleagues in developing professional competencies. The study also explored stakeholders' perceptions regarding educational practices, indicating varying levels of correctness in responses. This study significantly contributes to the evaluation of current primary school teacher competencies and offers valuable data for school managers, administrators, and teachers to gain a more holistic understanding of this matter.

Reform and Exploration of Multi-course Integration of Electronic Practice based on Outcomes-based Education

The concept of outcomes-based education makes use of the internal connection between electronic practical courses to further define the educational objectives. It enriches teaching methods and teaching resources, and carries out the "goal-oriented", "capacity-oriented" and "demand-oriented" combination, to integrate with "student-centered" curriculum reform. Based on the result-oriented multi-course integration teaching reform of electronic practice, aiming at the internal connection of electronic practice courses, closely following the orientation of electronic information specialty, this paper constructs the integration reform program, designs multi-course fusion experiment with teaching case, demonstrating the whole course. We take "experiment peripheral board" as carrier, regard experiment teaching as grasping hand, link up four specialized courses in series, break the course barrier to cultivate students' practical ability and to provide theoretical guidance for the construction of talents' ability with new engineering achievement-oriented concept.

A SWOT analysis of generative AI in applied linguistics: Leveraging strengths, addressing weaknesses, seizing opportunities, and mitigating threats

Background The integration of generative Artificial Intelligence (AI), particularly large language models (LLMs) like ChatGPT and Gemini, into the field of applied linguistics presents transformative opportunities alongside notable challenges. This study aims to evaluate the role of AI in applied linguistics through a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. Methods Using a sample derived from Scopus and Web of Science, we identified relevant studies by applying specific search terms. Our qualitative research design used the SWOT framework to systematically review and analyse studies, ensuring a robust synthesis of data. Results The results of our SWOT analysis revealed the following: 1) Strengths: Enhanced educational tools and resources through AI-driven personalization and interactive learning, increased efficiency and accessibility in generating educational materials, and innovative research applications leveraging semantic similarity measures and advanced linguistic analyses. 2) Weaknesses: Quality and accuracy concerns in AI-generated content, potential over-dependence on AI tools leading to diminished student creativity and ethical issues, and technical limitations in handling complex academic writing tasks. 3) Opportunities: Potential for educational innovation and pedagogical integration, advancements in AI technology to support linguistic research, and fostering global collaboration and access through AI tools. 4) Threats: Risks to academic integrity due to AI-generated content, technological and implementation challenges, and privacy and security concerns regarding data handling. Conclusions Based on the SWOT analysis, we introduced a strategic plan to maximize strengths and opportunities while addressing weaknesses and threats. The strategy includes promoting personalized learning through AI tools, streamlining the creation of educational materials, fostering innovative research applications, ensuring human oversight to maintain content quality, developing ethical guidelines to prevent misuse, investing in necessary infrastructure and training, and implementing robust data protection measures.

Enhancing the Pedagogy of Theory-Practice Integration in the Machining Technology and Programming

This study proposes innovative teaching strategies for the course of "Machining Technology and Programming", aiming to improve teaching quality and promote students' comprehensive skills development by updating teaching materials, strengthening practical teaching facilities, and introducing virtual factory software. Especially in the online and offline teaching mode, emphasis is placed on the deep integration of theory and practice, using virtual factory software to simulate real work environments to compensate for the shortcomings of physical practice bases. Teaching strategies based on students' abilities are crucial in stimulating their interest. Through process oriented evaluation, comprehensively assess students' abilities and cooperation spirit, combine information technology and Industry 4.0 background, cultivate CNC machining professionals, and meet the strategic needs of Made in China 2025. At present, there is a problem of theoretical and practical disconnection in CNC machining technology programming education. The "theory practice integration" teaching mode proposed in this study provides effective reference for promoting the improvement of undergraduate education through a cyclic process of practice and understanding.

Challenges In The Path Of Scientific Methodology And Research

The main objective of this work is to diagnose the reasons for the difficulty in learning Scientific Methodology and Research, especially at the undergraduate level. The greatest challenge is to organize knowledge and seek alternatives in the face of the problem of teaching scientific methodology and research, seeking strategies that can be used to improve the teaching of the discipline, in view of the difficulties presented by academics. After questioning through field research, the data were collected through descriptive and analytical statistics to conclude the research. We can see through the results that the difficulties exist, but that alternatives were suggested and that may contribute to alleviate the problem, the challenges of graduation. We cannot only professionalize academics but train them in the exercise of thinking and overcoming difficulties, opening possibilities and showing the need to move towards understanding and valuing science. This way of seeing and learning Scientific Research Methodology may contribute to a greater performance of teachers who are responsible for their teaching, obtain a better acceptance of the subject by students, not always very receptive and may, finally, provide a dynamic aimed at effective and integrative teaching. We do not have the pretension or the knowledge to dictate the rules, to point out solutions, only the desire to suggest that they get closer to the problem, to the difficulties in search of scientific knowledge

Methodological foundations and content-based methodological approaches to the formation of dominant metacognitive competencies of schoolchildren based on an integrative approach

Introduction. The dominant metacognitive competencies of students include critical, reflective and creative thinking. Their systemic development is the most important target of education. The essence of the dominant metacognitive competencies of schoolchildren and the proven expediency of their conjugate formation objectifies the assumption that reliance on an integrative approach to building education, upbringing and development of schoolchildren is the fundamental basis for designing the educational process. The purpose of the study: substantiation of the key importance of the integrative approach for building the process of formation of dominant metacognitive competencies of schoolchildren and the definition of methodological and content-methodical elements included in the circle of pedagogical integration in this context. Materials and methods. The study involved employees of Kuban State University (doctors and candidates of pedagogical and psychological sciences) in the number of 30 people. Methods: theoretical analysis, synthesis and concretization of scientific data; comparison and modeling; expert assessment. During the examination, specially designed forms of expert assessment were used. The results of the study. The validation of the constructed set of methodological foundations for the formation of dominant MCCS of schoolchildren was carried out; according to the results of expert assessment: the integrative approach was recognized as the key, system–forming methodological guideline of the specified process (90% of experts); contextual, subjective, optimization approaches were included in the integrated set of methodological guidelines (73.3% – 93.3% of experts); the content and methodological tools of vitagenic, interactive, problem-based, activity–based approaches (73.3% – 90% of experts). Conclusion. The results of the study are consistent with the general vectors of the research conducted by scientists, complementing them with regard to ensuring the conjugate formation of clusters of metacognitive competencies and specifying certain provisions regarding the content-methodical ways of implementing methodological principles and conditions.

Integrating Course and Certificate Teaching: Practical Exploration of Enhancing English Vocational Skills under the “1+X” Certificate System

This article explores the implementation path of the “1+X” certificate system in vocational college English teaching, specifically how to integrate VETS (Vocational English Test System) level examination teaching with daily teaching. The article analyzes the current situation and dilemmas of course-certificate integration teaching, including the separation of teaching content, the lack of practical ability among teachers and the absence of a unified teaching plan. Subsequently, it proposes the characteristics and design ideas of course-certificate integration teaching, emphasizing the role of the course in cultivating compound talents. A specific case demonstrates how to integrate “Advanced International English for Vocational Colleges” with the VETS primary tutorial to enhance students’ language skills, vocational skills and international perspective and shape the correct professional concepts.

The Practice and Exploration of the "Dual-Line Integration Teaching" Model in the Course of Numerical Analysis

Combining the advantages of online teaching and offline teaching, this paper constructs a "dual-line integration teaching" model, which is a complete set of "teaching-learning-evaluation" integrated closed-loop teaching mode. At the same time, the teaching mode is applied to the teaching practice of the course "Numerical Analysis", and good teaching results have been obtained, which not only improves the pass rate and excellent rate of the course, but also greatly improves the students' independent learning ability and practical innovation ability, so as to achieve the training goal of applied innovative talents.

Optimizing Medical English Teaching through Intercultural Competence: A Quantitative Analysis in Chinese Vocational Institutions

The purpose of this study is to investigate the effects of integrating cross-cultural competence into medical English teaching on improving the English learning outcomes of medical students in Chinese vocational colleges. Using quantitative research methods, a 16-week cross-cultural integration medical English teaching experiment was designed and implemented with 108 medical students in a vocational college. The 108 students were randomly divided into an experimental group and a control group. The experimental group was taught with cross-cultural content, while the control group was taught with traditional teaching methods. Before and after the study, students in both groups were tested on English listening, speaking, reading and writing skills, pragmatic skills, and intercultural competence. Through statistical analyses such as independent samples t-test, repeated measures ANOVA and structural equation modeling, the results of the study showed that: (1) the experimental group made significantly better progress than the control group in English listening, speaking, reading, writing, pragmatics, and cross-cultural competence; (2) cross-cultural competence partially mediated the improvement of the overall English proficiency; (3) cross-cultural competence had a significant impact on the experimental group's pragmatics and oral communication; and (4) cross-cultural competence had a significant impact on the experimental group's oral communication and pragmatics. s pragmatics and oral communication skills significantly. This study provides an evidence-based cross-cultural integration teaching model for medical English teaching, which can help Chinese vocational colleges and universities to cultivate medical talents with cross-cultural literacy to better meet the needs of international medical cooperation and communication.

Research on Interdisciplinary Project-Based Teaching in Primary Schools Catalyzed by Digital Intelligence Empowerment

With the rapid development of information technology, digital intelligence empowerment has gradually become an important direction of educational innovation. This paper uses the case analysis method to explore in depth how digital intelligence empowerment and project-based teaching can promote the integration of primary school curricula. Taking the teaching of intelligent patrol cars as an example, this paper analyses the positive role of digital intelligence empowerment in improving teaching effectiveness and cultivating students’ comprehensive ability. The research results show that digital intelligence empowerment not only enriches teaching resources but also optimizes the teaching process. Combined with project-based teaching methods, it can effectively improve students’ interest in learning and performance. This study provides a useful reference and inspiration for the project-based teaching of curriculum integration in primary schools and has certain practical significance and theoretical value for promoting the process of educational informatization.