General Background: The growing integration of Artificial Intelligence (AI) in higher education has introduced new opportunities for digital learning and academic support. Specific Background: Along with AI adoption, students’ academic achievement is also associated with internal learning capacity such as self-regulated learning, digital literacy, and the management of study load. Knowledge Gap: However, limited studies examine these variables simultaneously within a single analytical framework to understand their relationship with academic achievement. Aims: This study analyzes the relationship between Artificial Intelligence usage frequency, self-regulated learning, digital literacy, study load, and student academic achievement. Results: The findings indicate that the frequency of AI usage does not show a significant relationship with academic achievement, while self-regulated learning, digital literacy, and study load show significant positive relationships with student academic achievement. Digital literacy and study load also do not moderate the relationship between AI usage frequency and academic achievement. Novelty: This study proposes an integrated conceptual examination of Artificial Intelligence usage together with self-regulated learning, digital literacy, and study load in explaining student academic achievement. Implications: The results suggest that universities should prioritize strengthening self-regulated learning, improving critical digital literacy, and designing proportional study loads to support the optimal use of AI in the academic learning process. Highlights • Self-regulated learning shows a positive relationship with student academic performance.• Digital literacy and study load are associated with higher academic achievement levels.• Artificial intelligence usage frequency is not the primary determinant of academic scores. Keywords Artificial Intelligence; Self-Regulated Learning; Digital Literacy; Study Load; Academic Achievement

BackgroundDespite increasing patient involvement in medical education, research has predominantly focused on involvement in small-group teaching. This study explored what it means to actively and meaningfully involve patients in large-group, lecture-based teaching while avoiding historical paternalistic approaches.ObjectiveThis study aimed to describe the design, implementation, and evaluation of a novel curriculum component involving patients in early-year biomedical, clinical, and social science teaching to promote empathy in medical students.MethodsA 6-step approach to curriculum development was applied to guide the design of this curriculum component, enhancing the existing curriculum by hosting real patients in lectures to add a genuine and authentic patient voice. The design process was supplemented by a coproduction workshop with patients, educators, and students. Patients were recruited to take part via local health care networks and the University of Leicester Patient and Carer Group. Nine modules in years 1 and 2 hosted patients in lectures across the 2023-2024 academic year. A student feedback questionnaire based on previous similar published studies was developed to assess engagement and achievement of learning outcomes.ResultsFirst- and second-year students (N=604) attended mandatory biomedical, clinical, and social science lectures hosting patients throughout the 2023-2024 academic year. In total, 65.6% (396/604) of students completed feedback questionnaires at the end of the year. Most students (340/391, 87%) reported that including patients in lectures increased their feelings of empathy, and 77.5% (307/396) reported that their inclusion improved their engagement with learning.ConclusionsThe novel inclusion of real patients and their stories in biomedical, clinical, and social science lecture-based teaching has the potential to improve student learning and enhance feelings of empathy toward patients. Our findings are reproducible and transferable, and the intervention was well received by students.

ABSTRACT While simulation-based inquiry learning (SBIL) offers rich interactive opportunities, the mechanisms by which different feedback types reshape students' underlying inquiry strategies remain under-explored. This study addresses this gap by comparing the differential effects of Elaborative Feedback (EF) and Metacognitive Feedback (MF) on fifth-grade students' science achievement, scientific epistemological beliefs (SEB), and inquiry behaviors. A randomized class-group design was employed with 75 elementary students completing five energy-themed inquiry tasks. The results showed that both feedback types significantly improved students' science achievement and overall SEB, with the MF group demonstrating a clear advantage in post-test performance. Analysis of SEB dimensions revealed that while both types promoted beliefs regarding the source and justification of knowledge, EF showed a specific advantage in the developmental dimension. Regarding inquiry behaviors, MF led to greater time investment and a higher frequency of reverse jump behaviors. Sequential pattern mining further confirmed that MF fostered more strategic, high-order navigational patterns. The findings suggest that MF is superior in fostering self-regulated learning and high-level inquiry behaviors, leading to greater achievement, while EF plays an irreplaceable role in clarifying abstract concepts like the tentative nature of science. This study provides critical implications for designing adaptive feedback mechanisms that cater to learners' cognitive needs and instructional objectives in SBIL contexts.

Society today is marked by the growing need for improved scientific competence. In education, this requires the creation and implementation of innovative teaching methodologies that allow students to construct their knowledge while also taking into account the emotions that emerge during the teaching-learning process. This article presents the design and implementation of a PBL proposal for 4th-year secondary school students, focusing on the design, construction, and launching of a rocket. The objective of the study was to develop students’ basic scientific skills in relation to dynamics, while also strengthening the positive emotions experienced during the learning process. Data were collected based on questionnaires and students’ work. The results showed an adequate level of learning achievement and scientific skills, and a positive emotional profile.

This study analyses the attitudes of 108 engineering students towards modelling practices in the automation laboratory. Two Likert-type questionnaires were applied: one on perceptions and beliefs, and the second on emotions. The results show a generally positive response to modelling practices, especially regarding perceived learning achievement, although limitations were identified in relation to perceived usefulness, individualized feedback, and team work. Self-efficacy levels were moderate, and emotions were generally positive, though with room for improvement in relation to surprise and enthusiasm. Gender differences were slight, though point to the need to strengthen emotional support and mentorship for women. Overall, the results indicate a satisfactory educational experience, but with room for improvement in relation to cooperation, teacher guidance, and practical connections between content.

Graph causal representation learning for out-of-distribution generalization.

The role of epistemic beliefs in predicting ChatGPT adoption and avoidance in higher education.

Background: Children’s emotional wellbeing and physical activity are closely linked to their learning achievements, social integration, and long-term health. Studies show that physical activity improves psychological wellbeing, reduces anxiety, and strengthens self-regulation (Demetriou et al., 2019; Kang et al., 2020). However, the World Health Organization emphasises that 81% of children and adolescents are still physically inactive (WHO, 2021), which increases the risk of obesity and cardiovascular disease (Walker et al., 2021). Schools, as the primary educational environment, play a key role in promoting physical activity and providing psychological support, but few studies have examined how different school environments can affect children’s emotional wellbeing and activity levels. The aim of this study was to determine the impact of gender and school type on the emotional wellbeing and physical activity of primary school students and to analyse the possible relationships between these factors. Material and Methods: The study was conducted in November 2024 in three different types of schools (public rural, public urban, and private). There were 166 primary school students (aged 6–10; 53.6% boys, 46.4% girls) participating in this study. Emotional state was assessed using the Wellbeing, Activity, and Mood (WAM) Scale (Malinauskas, 2003b; Райгородский, 2000), consisting of 30 statements that were adapted by the authors to the age of the children and supplemented with visual images to help understand the questions. Physical activity levels were determined using a short version of the International Physical Activity Questionnaire (IPAQ-LT) (Lekečinskaitė, 2009), which was also adapted by the authors for primary school children – the questions were simplified and presented with examples and visual elements that children could understand. Physical activity was classified into three levels: low (<600 MET-min/week), moderate (600–3,000 MET-min/week), and high (>3,000 MET-min/week). The study was anonymous, conducted in accordance with ethical requirements, and data collection was carried out under the same conditions in all schools. Results and Conclusions: The analysis showed that boys’ wellbeing and mood were slightly higher, while girls showed slightly higher physical activity, but these differences were not statistically significant (p > 0.05), thus gender did not have a significant impact on emotional state or activity. Meanwhile, the type of school had a significant effect: private school students rated their wellbeing and mood lower than rural and urban students (p < 0.001), while rural school students showed significantly higher physical activity than urban students (p < 0.001). Correlation analysis revealed strong links between wellbeing, mood, and subjective activity (r = 0.70, p < 0.001), but objectively measured physical activity (IPAQ-LT) had no significant link to emotional state. This suggests that the school environment has a greater influence on children’s wellbeing than gender, and that subjective emotional factors are more closely related to wellbeing than objective activity levels. Keywords: School-age children, physical activity, psychological wellbeing

Background: This study was motivated by low student learning outcomes in Islamic Religious Education, particularly in the topic of respecting parents, due to teacher-centered instructional practices. Objective: This study aimed to improve students’ learning outcomes in Islamic Religious Education on the topic of respecting parents through the implementation of the poster comment method. Method: This study employed a Classroom Action Research (CAR) approach conducted in three cycles, consisting of planning, action, observation, and reflection stages. The participants were seven fourth-grade students of SD Islam Al Azhar 51 Bengkulu. Data were collected through learning achievement tests, observations, and documentation. Data analysis was conducted using descriptive quantitative and qualitative techniques to examine improvements in learning outcomes and instructional processes in each cycle. Result: The findings indicated an increase in the average scores and students’ learning mastery in each cycle. In the third cycle, classical learning mastery reached 100%, indicating that all students met the minimum mastery criteria. Conclusion: The poster comment method was proven effective in improving learning outcomes in Islamic Religious Education on the topic of respecting parents in fourth-grade elementary students. Contribution: This study contributes an alternative active learning strategy that teachers can apply to enhance the quality of Islamic Religious Education in elementary schools, particularly in fostering character values through participatory and collaborative approaches.

ABSTRACT Navigating scientific uncertainty is essential for fostering curiosity and enhancing students' science learning. Dispositions toward Scientific Uncertainty Navigation (DSUN)—students' tendencies to think, feel, believe, and act when encountering scientific uncertainties—play a key role in this process. Despite its importance, DSUN remains underexplored in terms of conceptualization, measurement, and its relationship to curiosity and learning achievement. To address these gaps, we propose a four‐construct DSUN framework: Epistemic Orientation, Affective Responses, Self‐Efficacy, and Strategies. Using Kane's (2006) argument‐based approach, we developed and validated a DSUN measure, evaluating its structure, generalizability, relationship to curiosity and achievement, and responsiveness to change in uncertainty‐driven science learning—an instructional approach that positions student uncertainty as a catalyst for scientific engagement and learning. Pre‐ and post‐instruction survey data ( n = 857) were collected from middle school science classrooms taught by 12 teachers across 10 schools. Factor analysis revealed that Affective Responses split into positive and negative dimensions, yielding five DSUN subconstructs. Mediation analysis demonstrated that pre‐DSUN predicted both curiosity and achievement, with curiosity serving as a mediator. Path analysis showed that curiosity mediated the effects of three pre‐DSUN subconstructs—Positive Affective Responses, Self‐Efficacy, and Strategies—on achievement. Importantly, the direct effect of pre‐ and post‐Positive Affective Responses on achievement, controlling for curiosity, was negative. After instruction, the relationship between post‐Epistemic Orientation and curiosity strengthened, as did curiosity's mediating role in predicting learning achievement. These findings underscore curiosity's pivotal function in translating DSUN into achievement. Methodologically, the study affirms the utility of Kane's framework for validating novel constructs in science education. Theoretically, it advances understanding of DSUN as a multidimensional construct intricately linked to curiosity and learning. Pedagogically, it offers actionable insights for supporting students' navigation of scientific uncertainty in ways that foster both curiosity and learning achievement.

The increasing educational problem of unequal learning outcomes among students highlights a major challenge in modern education—at-risk students often fail to cope with standardised teaching methods, leading to low academic performance and higher dropout rates. By adapting pace, material, and teaching methods to each student’s particular needs, artificial intelligence (AI) in education has the potential to totally change individualised learning. These systems use AI algorithms to evaluate student data and behaviour, providing real-time individualised feedback, adaptive learning pathways, and customised content. The increasing diversity of student learning styles has made it crucial to create intelligent educational systems that offer tailored assistance, particularly for students who are at danger of falling short of academic standards. Therefore, this study presents Personalized Learning Systems for at-risk students using Adaptive Techniques. While correlation analysis demonstrated a substantial positive relationship between AI-based learning and pupil achievement (r = 0.64, p < 0.001), regression modelling revealed a significant impact on participation and engagement (B = 0.62, p < 0.001). Furthermore, chi-square results confirmed the importance of accessibility difficulties (y2 = 14.66, p < 0.001) and data privacy concerns (x2 = 16.79, p < 0.001). This study contributes to the growing field of AI-driven education by offering a scalable and context-aware framework for supporting vulnerable learners, particularly in developing education ecosystems such as Oman.

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This study aimed to improve students’ academic achievement through the implementation of the discovery learning model. The application of this model provides students with direct learning experiences by engaging them in experimental activities that facilitate the independent discovery of mathematical concepts and principles. The research problem focused on how the implementation of discovery learning could enhance mathematics learning achievement of Grade VI A students at SDN 1 Kekeri. This study described the implementation of the discovery learning model in improving students’ mathematics learning outcomes. The research employed Classroom Action Research (CAR) involving Grade VI A students of SDN 1 Kekeri, Gunung Sari District, West Lombok Regency. The data analysis revealed that students’ learning activities at the classical level reached 61.86% in Cycle I and increased to 74.99% in Cycle II. Furthermore, students’ learning achievement showed a significant improvement of 30.30%, increasing from 60.60% in Cycle I to 90.90% in Cycle II. Based on these results, it can be concluded that the implementation of the discovery learning model effectively improved students’ mathematics learning outcomes and achieved learning mastery.

Several studies have established associations between teachers’ practices and students’ attitudes and achievement, but the new question is how pre-service teachers’ competencies are associated with students’ attitudes. This study aimed to assess the association between pre-service Business teachers’ classroom management competencies and students’ attitudes. Multiple sampling techniques were employed to select 192 Business students as respondents to a closed-ended questionnaire. The data were analysed using descriptive and inferential statistics and multiple linear regression. The results showed that pre-service Business teachers possess adequate classroom management competencies, which are positively associated with students’ attitudes toward learning and academic achievement. Therefore, teachers should be encouraged to vary their classroom management techniques to direct their students’ attitudes towards learning.

This study aims to determine the effect of using a QR Code-Based Multiplication Wheel media on the understanding of multiplication concepts among third-grade students at SDN Kepuhkiriman 1. The background of this research is based on students’ low understanding of multiplication, as learning activities tend to emphasize memorization rather than comprehension of multiplication as repeated addition. The QR Code-Based Multiplication Wheel is a manipulative learning medium in the form of a rotating wheel containing multiplication numbers and equipped with QR codes linked to interactive digital content, such as explanatory videos, animations, and practice exercises. This media is designed to help students understand multiplication concepts concretely through visual, kinesthetic, and digital activities. This research employed a quantitative approach using a quasi-experimental design with a Posttest-Only Control Group Design model. The research subjects consisted of two classes: class III A as the experimental group and class III B as the control group, each consisting of 25 students. Data collection was conducted through a learning achievement test in the form of multiplication concept understanding questions administered after the treatment (posttest). The data were analyzed using an independent sample t-test with the assistance of the latest version of SPSS software. The results showed a significant difference between the average posttest scores of the experimental group and the control group, with the experimental group achieving higher scores. The Sig. (2-tailed) value was less than 0.05, indicating that the QR Code-Based Multiplication Wheel media has a positive and significant effect on improving students’ understanding of multiplication concepts. This media can also serve as an innovative alternative for teachers in developing more effective and engaging mathematics learning.

Exploring the Relationship between Role Ambiguity and Clinical Learning Achievement among B.Sc. Nursing Students: An Indian Perspective

Learning environment and student engagement (SE) are widely considered valuable to foreign language learning, but how they influence foreign language achievement (LA) remains underexplored. Drawing on sociocultural theory, this survey study explored the impact of the online learning environment (OLE) on LA of Chinese as a Foreign Language (CFL) and the mediating role of SE among 447 international students in China by using structural equation modeling. The results indicated that: (1) the participants had favorable perceptions toward OLE, SE and LA; (2) OLE factors, i.e., accessibility of online learning materials, student interaction, and course organization significantly positively influenced LA, whereas teacher support did not influence LA; (3) SE mediated the positive effects of all the OLE factors on LA. The results suggest that enhancing online learning environment and increasing student engagement are effective means to improve online CFL learning achievement.

This study aimed to analyze differences in learning outcomes and critical thinking skills between male and female students in the subject of Islamic Religious Education and Character Education. The research employed a quantitative approach with a comparative method. The study participants were Grade XI students selected using purposive sampling techniques. Data on learning outcomes and critical thinking skills were collected through tests that had been validated and tested for reliability, and subsequently analyzed using comparative statistical tests. The results indicated significant differences in learning outcomes and critical thinking skills between male and female students in Islamic Religious Education and Character Education. Female students tended to achieve higher mean scores than male students. These findings suggest that gender is associated with students’ learning achievement and critical thinking abilities. The study concludes that it is important to implement learning strategies in Islamic Religious Education that are responsive to students’ differing characteristics in order to promote a more equitable and effective learning process.

This study aimed to explore the relationship between academic self-concept, non-academic self-concept, and academic achievement among Senior High School learners. A total of 177 learners, comprising males and females in Grades 11 and 12, from Marcela T. Mabanta National High School during the School Year 2021-2022, participated in the research. Data on academic and non-academic self-concept were collected using the Academic Self-Concept Scale by Liu and Wang (2005), while academic achievement was measured using learners' previous-semester Cumulative Grade Point Average (CGPA). The results revealed a significant correlation between academic self-concept and learning achievement, indicating that learners with a stronger academic self-concept tended to perform better academically. Additionally, the findings highlighted the potential influence of grade level on self-concept, with Grade 12 learners exhibiting higher levels of self-concept than their Grade 11 counterparts. The study concluded with the development of an actionable plan designed to enhance positive self-concept among Senior High School learners. This plan seeks to recognize and nurture hidden potential, strengthen self-esteem, and optimize learners' abilities to improve academic performance. The findings underscore the importance of integrating self-concept development strategies into educational programs to foster holistic learner growth.

Reading comprehension is a foundational skill underpinning students’ success in language learning, critical thinking, and academic achievement. However, many EFL learners experience difficulties engaging with extended and complex texts when reading instruction lacks creative and multimodal elements. This classroom-based study explores undergraduate English Literature students’ perceptions of using Scratch-based digital storytelling in a reading course at the English Literature Department of the Faculty of Law and Language, Universitas STIKUBANK. Grounded in constructivist learning and multimodal literacy theories, the study examines how the integration of technology, creativity, and narrative production is perceived to support students’ engagement with literary texts. Thirty-five students participated in a six-week digital storytelling project in which they digitally retold literary stories using Scratch. Data were collected through a validated 10-item questionnaire (Cronbach’s α = .94) and open-ended student reflections. The findings indicate that students perceived Scratch as an engaging platform that supported their understanding of story structure, character motivation, and thematic meaning. Students also reported increased collaboration, confidence, and enjoyment during reading activities. While the findings are perception-based, the study suggests that Scratch-based digital storytelling holds pedagogical potential for supporting students’ engagement with literary texts, interpretive processes, and digital literacy in EFL literature classrooms, thereby contributing to Sustainable Development Goal 4 (Quality Education).