Learning Challenges Research Articles

The Epistemic Uncertainty Gradient in Spaces of Random Projections

This work presents a novel approach to handling epistemic uncertainty estimates with motivation from Bayesian linear regression. We propose treating the model-dependent variance in the predictive distribution—commonly associated with epistemic uncertainty—as a model for the underlying data distribution. Using high-dimensional random feature transformations, this approach allows for a computationally efficient, parameter-free representation of arbitrary data distributions. This allows assessing whether a query point lies within the distribution, which can also provide insights into outlier detection and generalization tasks. Furthermore, given an initial input, minimizing the uncertainty using gradient descent offers a new method of querying data points that are close to the initial input and belong to the distribution resembling the training data, much like auto-completion in associative networks. We extend the proposed method to applications such as local Gaussian approximations, input–output regression, and even a mechanism for unlearning of data. This reinterpretation of uncertainty, alongside the geometric insights it provides, offers an innovative and novel framework for addressing classical machine learning challenges.

Mediating Educational Transitions with Near-Peer Role Models in the Language Classroom

Moving from one educational setting to another is often accompanied by various psychological and emotional stressors. In the case of English education in Japan this is exacerbated further by an enduring ideological division in the field between English for test-taking and the use of English as a communicative tool. In order to explore potential avenues for mitigating transitional stress, this study examines the ways in which near-peer role models (NPRMs) might mediate the challenges faced by first-year English students in a Japanese university. Written reactions to two videos of NPRMs discussing their experiences in university were collected from 39 first-year students. This data was then thematically coded and subsequently analyzed for any ways in which listening to the NPRM videos may have aided students in adjusting to their new educational environment. Student responses indicated the NPRMs were considered impressive role models due to their L2 proficiency and positive attitude. They also served as sources of knowledge for learning resources and strategies and offered relatable examples of how to handle language learning challenges. These findings suggest that similar pedagogical interventions utilizing NPRMs may represent a valuable social and symbolic resource providing psychological or emotional support while socializing students transitioning into a new learning environment.

Sustainable Teaching and Learning E-learning Model towards Redesigning Transformative Learning Model for Knowledge Sharing & Infrastructure Enhancements Post COVID-19

Background: Recently, e-learning has become a very basic, integral part of technologybased learning. Wide trends are increasing day by day because of the demands and its usage based on working remotely due to highly penetrated mobile handheld devices and digital media. The smart campus infrastructure has played a vital role to its full extent towards Z millennium students in the 20th century. The teaching and learning accessibility depends on terms of various cost-based affordable platforms, either with synchronous learning or asynchronous mode of learning. Methods: The current research explores the changeling leading to infrastructural reforms as per the need for digital media for e-learning during and after COVID-19 spreads. The perspectives in 2 forms of research study are: 1st working on infrastructural needs and demands for the smart campuses and online learning challenges and 2nd is working on platforms technology utilization for better accessible resources for all learners. This work studied different aspects during and after COVID-19, leading to the importance of uninterrupted internet access, phone, hardware and reliability, etc. In this work, the importance of gamification study and flipped classrooms for enhancing learner performance to highly engage them in learning environments focused research model on learner engagement on Gamified perceiving study with Smart PLS-SEM was investigated. Promoting sustainability in its entirety through knowledge transfer and contributions to address various challenges in the redesign of learners' syllabi to meet educational needs, emphasizing online learning to integrate various modes of learner platforms, personalized teaching and learning, peer-to-peer communication for learner enhancement, and student engagement through gamification are studied. Results: Learners who are enrolled at the school, college, and university levels of education increased exponentially post-COVID-19. More than 90% responded to school closures with different learning abilities. Nearly 50% of countries in the world are merging guidance with faculty training. The enrolment in online courses has surged to more than 80%, and the success rates for online courses have increased to more than 70%. The eventual outcome is to emphasize the two aspects of the online platform of teaching and learning by giving students higher outcomes and intelligent aspects of a smart campus. The learners progress in terms of less network connectivity loss, efficient chat system, knowledge sharing, online assessments, micro-learning, increasing engagement, and gamification rewards in online learning. PLS-SEM results indicate the fitness values for a fit model with x2/df as 1.50 and RMSEA as 0.059. Conclusion: From the learning prospective, the research focuses on inferring the importance of gamified learning applications for student learning satisfaction levels. This enhances and improves their fun learning competence.

Counterfactual synthetic minority oversampling technique: solving healthcare’s imbalanced learning challenge

Counterfactual synthetic minority oversampling technique: solving healthcare’s imbalanced learning challenge

Machine Learning Utilization in Oncology for Precise Diagnosis and Informed Treatment

Machine learning (ML) technology has rapidly advanced and transformed sectors of today's world, healthcare specifically oncology, has benefited from such technology in recent years more than any other sector. This paper reviews the implementation of ML approaches in the field of oncology, specifically for precision diagnosis and personalized treatment, both of which are vital for dealing with the high level of complexity and heterogeneity associated with cancer. ML models are improving the accuracy of cancer diagnoses and prediction of patient-specific responses to treatments and enabling novel target discovery. Yet, the adoption of ML approaches in oncology is not devoid of difficulties. Such systems come with challenges such as data privacy, ethics, algorithmic biases, and technicalities such as model explainability and deployment in existing medical infrastructure, which this paper attempts to address However, the ML tools have a huge potential to change the way we practice and help us treat patients more efficiently, effectively and in a more patient-centered way. Then, the article discusses what the future holds for ML-driven oncology, such as big data capabilities, improvements in deep learning, and to for interdisciplinary collaborations between AI developers, oncologists and researchers. As this landscape continues to evolve, such considerations and innovation will be key in addressing the relevant ethical and practical challenges of machine learning to deliver on the promise of transforming cancer diagnosis and treatment.

Medical student experiences of Case-Based Learning (CBL) at a multicultural medical school

BackgroundEducational research highlights active approaches to learning are more effective in knowledge retention and problem-solving. It has long been acknowledged that adapting to more active ways of learning form part of the challenge for new university students as the pedagogical distance between the didactical approach largely followed by secondary school systems the world over differs quite significantly from the often more student-led, critical approach taken by universities. University students encounter various learning challenges, particularly during the transition from secondary school to university. Poor adaptation and low performance in the first year of tertiary education can lead to higher failure rates and potential withdrawal from study programmes. Adopting active learning strategies early in this transition phase is crucial for supporting students’ adaptation and success.Gaining student engagement with active learning can be a significant challenge when there is an expectation to participate in a discussion or voice an opinion. Case-based learning (CBL), with its scaffolded form of learning, is an approach that could provide the support needed to help multicultural learners adapt to their new learning environment in a non-threatening classroom-based setting. The research question in this study was: what features of CBL support active learning?MethodsData was collected using Structured Group Feedback Sessions (SGFS) from 36 students from 12 different countries. Students were placed in eight Structured Group Feedback sessions, a method that facilitates structured discussions and is effect in curriculum evaluation and feedback. The Experience Based Learning model was used as the conceptual framework to guide the analysis, which was completed using the framework analysis method.ResultsThemes were derived from the Experience Based Learning model: affective, pedagogical, and organisational and analysed according to the research question. We found CBL can be used to facilitate active learning with all students at a multicultural medical university. We identified six learning points to highlight features of CBL that support active learning: CBL increased contact with peers and facilitated student bonding; students need to feel psychologically safe to participate; prior learning can enhance confidence to participate; facilitators need to be aware of their role, know about psychological safety, and manage student participation including the dominant voice; some students have a lower tolerance of uncertainty and need additional clarity at the end either via the facilitator or additional notes that provide the key learning points to take away; students became more engaged when a case is aligned to a real patient case giving it authenticity.ConclusionsThis study explores how CBL can support active learning in a multicultural medical school. We identified that CBL did facilitate active learning and students engaged with it and enjoyed it. We identified six learning points to support others going forward.

Artificial intelligence Applications in education: A Technical review

The rapid advancement of artificial intelligence has brought about changes in several sectors, including the education sector, where it has a significant role in developing learning outcomes, assigning educational experiences, and alleviating administrative work for teachers. AI systems, including machine learning and virtual reality, have been employed in educational practices, helping to provide innovative alternative solutions to traditional teaching and learning challenges. Despite the great opportunities presented by AI, both teachers and learners face many challenges, such as teachers’ readiness to adopt these technologies, their need for professional development, and moral concerns. This paper examines AI in education, exploring how it can improve curricula, support teachers, and enhance student outcomes. The research also highlights key barriers, including technological limitations, privacy issues, and biases in AI algorithms. Based on extensive literature reviews, the study explores new trends and research gaps, as well as guiding prospects for future research in AI-enabled education, with a great deal of attention focused on teacher training, long-term outcomes, ethical issues, and the effects of AI on student-teacher interactions in the educational environment. The Previous studies in the literature review suggest strategies to integrate AI into education effectively, helping students benefit from this technology without negatively impacting human values and the importance of personal interaction. This paper also addresses issues related to privacy and biases in AI algorithms.

Self-directed flourishing: a conceptual meta-framework for dealing with the challenges of 21st-century learning and education

Self-directed flourishing: a conceptual meta-framework for dealing with the challenges of 21st-century learning and education

Systematic Literature Review: Opportunities and Strategies for Implementing Artificial Intelligence in Chemistry Learning in Indonesia

There are major changes in industrial structure where digitalization and technological innovation are becoming the main factors of economic growth.This research aims to identify opportunities and strategies in the application of artificial intelligence (AI) to enhance chemistry learning in Indonesia. Through the systematic literature review (SLR) method, this research reviews 33 journals related to the application of AI in education, particularly in the subject of chemistry. Analysis shows that AI has the potential to make a significant impact through a more personalized, interactive, and adaptive approach to student needs. In addition, AI offers solutions to learning challenges, such as limited laboratory infrastructure, through the use of virtual simulations that facilitate experimental practice. Strategies that support the implementation of AI in chemistry education in Indonesia include improving access to technology, continuous teacher training, and raising awareness of technological changes in education. With effective implementation, AI is expected to make a real contribution to improving the quality of chemistry education in Indonesia

Multiplatform ecosystems of professional learning: The case of the #CharlasEducativas

Self-directed educator professional learning is commonplace, and such activities increasingly span multiple digital spaces and formats, and blur boundaries between online and offline. In this exploratory research, we analyze the case of the #CharlasEducativas, a dynamic professional learning ecosystem that began in 2020 and is based in Spain. We describe the platforms, modalities, and activities that comprised the #CharlasEducativas from 2020–2023, and how these different elements combine to create a multiplatform learning ecosystem. Relying upon multiple data sources, we also analyze the topics and content associated with various components of this unique ecosystem, and share participant perceptions of the #CharlasEducativas. Although the ecosystem was first developed relying mostly on YouTube and X/Twitter, the #CharlasEducativas have evolved over time to include additional platforms, and even in-person events, with different spaces functioning in overlapping and distinct ways. These spaces have been employed in synchronous and asynchronous ways, using text, images, voice, and visuals to discuss and share information on a wide array of education topics. Many participants reported perceiving the #CharlasEducativas as a space of learning and community building, and credited this learning and community with sparking reflection upon and changes in their own teaching practices. We discuss how the #CharlasEducativas reflect opportunities and challenges of contemporary educator professional learning in the context of ubiquitous social media platforms. Finally, we define implications for research and practice, highlighting the need to advance understanding of educators’ multiplatform professional learning activities.

Innovating Islamic Education Through Technology: Strategies for Overcoming Challenges in Online Learning

This study explores the implementation of online learning in Islamic Education (PAI) using the Independent Curriculum and offers solutions to overcome these obstacles. Using a qualitative methodology, data were collected through in-depth interviews and literature reviews from various sources, including books, scientific publications, and interviews with PAI teachers at SMA Muhammadiyah 1. The key findings reveal three main challenges: a lack of parental involvement, low digital literacy among teachers and students, and unequal access to technology. Furthermore, the limited availability of engaging, contextual, and digital-based PAI content poses significant difficulties. This study recommends enhancing teacher training in digital literacy, developing technology-based PAI learning resources, and fostering collaboration with communities, parents, and schools. To increase student interest, it emphasizes project-based learning methods and the integration of Islamic technologies, such as digital Quran applications. This research aims to support the development of relevant and effective PAI learning strategies for the digital era.

A critical look at equity in international doctoral education at a distance: A duo's journey

This collaborative, reflective research paper delves into the doctoral socialization experiences of two international students navigating pre‐ and postrelocation realities amid COVID‐19 complexities. The authors juxtapose our journeys in the Global South (pre‐relocation) and the Global North (postrelocation), scrutinizing learning outcomes, access to resources and academic and professional opportunities. Through journaling and deep self‐reflection, this research illuminates stark disparities in educational accessibility, mainly rooted in the undeniable global technological divide. In this collaborative, reflective paper, my colleague and I unveil the unique challenges of distance learning, highlighting the resulting academic isolation and inequitable doctoral socialization experiences. Furthermore, the study reflects on the disproportionate access to academic and professional growth opportunities accompanying geographical mobility, emphasizing educational success and capacity‐building inequities. This collaborative, reflective research contributes to the ongoing debate on IHE's impact on equity, particularly regarding the potential exacerbation of global disparities through internationalization at a distance. In this collaborative research, the authors attempt to answer the question: ‘How do experiences under internationalization at a distance compare to or diverge from the experiences of geographically mobile students?’ By adopting counter‐storytelling as the interpretive framework, this collaborative, reflective paper hopes to amplify and validate the stories of international students from the Global South and how they, the authors, experience internationalization at a distance in their doctoral education. The nuanced findings inform institutional policies promoting more equitable and inclusive practices in international higher education. Practitioner notesWhat is already known about this topic (internationalization at a distance [IaD]) IaD enables students from diverse geographical locations to access educational resources and opportunities without physical relocation, promoting inclusivity and global participation. IaD offers flexible learning options that cater to diverse schedules and personal circumstances, allowing learners to balance academic pursuits with other commitments. IaD can reduce costs associated with traditional education, such as travel, accommodation and living expenses, making higher education more accessible and affordable for students from economically disadvantaged backgrounds. What this paper adds Documents the structural challenges inherent in IaD, particularly through the lens of North African women international doctoral students, offering nuanced insights into their experiences amid and after the COVID‐19 pandemic. Provides a detailed exploration of the mental and emotional toll of remote learning on distant learners, highlighting specific challenges such as isolation and feelings of academic inadequacy, which are often overlooked in traditional narratives of educational equity. Offers actionable recommendations for policy and institutional change aimed at improving support systems and enhancing educational equity for international students based on the documented experiences and challenges highlighted in the study. Implications for practice and/or policy Advocate for investments in digital libraries and partnerships with global repositories to improve access to educational resources for international students, particularly those from the Global South. Promote development programmes to integrate diverse perspectives and culturally responsive pedagogies into curriculum design and teaching practices to enhance inclusivity and support diverse student populations. Encourage the implementation of policies that support mental health and well‐being among international students, including virtual counselling services, mentorship programmes and flexible learning options tailored to diverse time zones and personal circumstances. These measures aim to mitigate the challenges exacerbated by IaD and promote equitable educational opportunities globally.

Efektivitas Metode Quantum Learning dalam Mengajarkan Al-Qur'an dan Hadits kepada Murid SDN 249/Vi Rawa Jaya

This study aims to analyze the effectiveness of the Quantum Learning method in teaching Al-Qur'an and Hadith at SDN 249/VI Rawa Jaya. The background of this research lies in the need for innovation in Islamic education to improve students' understanding, motivation, and engagement. Quantum Learning offers an interactive, creative, and enjoyable approach, making it relevant to address challenges in conventional learning, such as low student interest and difficulties in understanding the material. The study uses a quantitative descriptive method with a quasi-experimental design approach. The research subjects were students of SDN 249/VI Rawa Jaya selected purposively. Data was collected through learning outcome tests, questionnaires, observations, and documentation. A pre-test was conducted to measure students' initial abilities, while a post-test assessed the effectiveness of the Quantum Learning method. Questionnaires were distributed to gather students’ responses to the method, while observations recorded students’ activities and engagement during the learning process. The results showed a significant improvement in students' post-test scores after implementing the Quantum Learning method. The average scores of students increased significantly compared to their pre-test results. Moreover, students responded positively to the method, expressing that the learning process became more engaging, easier to understand, and enjoyable. Observations revealed that the method successfully created an interactive learning environment, where students actively participated in group discussions, educational games, and visually-based activities. Inferential analysis using the t-test demonstrated that the Quantum Learning method had a significant impact on students’ learning outcomes. The method not only enhanced students' cognitive understanding but also positively influenced their affective aspects, such as motivation and confidence in studying Al-Qur'an and Hadith. In conclusion, the Quantum Learning method is proven effective in improving students’ learning outcomes at SDN 249/VI Rawa Jaya. However, the study identified some challenges, such as limited time and the need for teacher training to optimize the method. It is recommended that schools support the implementation of this method by allocating sufficient time, providing teacher training, and developing adequate learning facilities. This research is expected to serve as a reference for developing more effective and innovative Islamic education methods at the elementary school level.

Analisis Perkembangan Akademik Siswa Tunagrahita dalam Lingkungan Pendidikan Inklusif pada Kelas V di SDN Kebun Bunga 1

This study aims to analyze the academic development of students with learning disabilities in an inclusive education environment in grade V at SDN Kebun Bunga 1, focusing on learning strategies, teacher support and their impact on students' academic outcomes. The main issues faced were challenges in inclusive learning, including limited resources and the implementation of effective strategies. With a qualitative approach using the PRISMA method, data was collected through observation, interviews and document analysis. The results show that material simplification, individualized guidance, and the use of interactive learning media play a significant role in improving the understanding and independence of students with disabilities. Despite facing cognitive and emotional limitations, students showed progress in reading skills, concept understanding, and social interaction. The implications of this study are the need for more in-depth teacher training, close collaboration with parents, and the development of more innovative learning media to support inclusive education. This research contributes to the development of adaptive and inclusive education strategies for students with special needs.

Exploring teachers’ experience of distance teaching for children with autism spectrum disorders during a pandemic in Indonesia

This study aimed to explore teachers’ experiences, challenges, and strategies to address the obstacles associated with distance learning for children with autism spectrum disorder (ASD) during COVID-19 in Indonesia. A mixed-method was adopted including both textual such as interviews and visual consisting of photovoice. The analysis included the participation of six teachers from Autism State Special Schools who were interviewed online with the obtained data subjected to a thematic method. Additionally, three main themes were observed namely (1) the experiences of teachers with sub-themes including adaptation, selfless assistance, and yearning for children, (2) distance learning challenges which focused on parents’ time constraints as well as internet accessibility, and (3) strategies to overcome challenges with three sub-themes such as adapting learning methods, pursuing social support, and using religious coping. The results suggested potential solutions for teachers facing similar challenges during distance learning which could inform future efforts to improve distance learning for the population.

Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education

This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across the academic levels. Thematic analysis was used to identify key themes in language and literacy learning. The study highlights significant challenges related to auditory-based instruction, such as phonics and phonemic awareness, which are inaccessible to deaf students. The lack of consistent sign language interpreters and difficulties understanding English-based literacy instruction were recurring issues. Deaf students also struggled with reading fluency, grammar, and syntax. Peer teaching proved valuable, but adapting the Primary Literacy Program (PLP) for deaf students was challenging. Despite communication barriers, Zambian Sign Language (ZSL) and visual aids were helpful. The study calls for an inclusive educational environment by integrating ZSL into the curriculum, revising literacy strategies, and developing more inclusive assessment methods. Educational policy should be revised to better address the linguistic needs of deaf students, ensuring equitable access to learning opportunities.

Working Toward Advanced Architectural Education: Developing an AI-Based Model to Improve Emotional Intelligence in Education

This study explored the integration of emotional intelligence (EI) with artificial intelligence (AI) to address emerging challenges in architectural education. An AI-supported teaching model was developed, utilizing AI tools to assess students’ emotional responses and enabling educators to adapt teaching strategies based on emotional data. This study employed a three-phase methodology: theoretical, analytical, and experimental phases. The theoretical phase involved a comprehensive literature review focusing on the role of EI in architectural education. In the analytical phase, a survey was conducted to evaluate students’ ability to overcome learning challenges using a case study from an Egyptian university. The experimental phase implemented an EI-driven teaching approach with a pilot group of students, incorporating instructor feedback and ChatGPT-4O for assessments in order to minimize potential bias. The results demonstrate that integrating EI into education significantly enhances students’ performance compared to traditional teaching methods. Furthermore, the findings contribute to the development of an AI-based model that provides personalized feedback and fosters a dynamic learning environment, aiming to achieve higher academic and behavioral standards among architecture students. This research offers theoretical and practical insights into advancing the integration of AI and EI in architectural education.

Evaluation of Cost-Sensitive Learning Models in Forecasting Business Failure of Capital Market Firms

Classifying imbalanced data is a well-known challenge in machine learning. One of the fields inherently affected by imbalanced data is credit datasets in finance. In this study, to address this challenge, we employed one of the most recent methods developed for classifying imbalanced data, CorrOV-CSEn. In addition to the original CorrOV-CSEn approach, which uses AdaBoost as its base learning method, we also applied Multi-Layer Perceptron (MLP), random forest, gradient boosted trees, XGBoost, and CatBoost. Our dataset, sourced from the Iran capital market from 2015 to 2022, utilizes the more general and accurate term business failure instead of default. Model performance was evaluated using sensitivity, precision, and F1 score, while their overall performance was compared using the Friedman–Nemenyi test. The results indicate the high effectiveness of all models in identifying failing businesses (sensitivity), with CatBoost achieving a sensitivity of 0.909 on the test data. However, all models exhibited relatively low precision.

Mental Health and Moral Education in the Digital Age

The rapid integration of internet technology into higher education has transformed the learning landscape, presenting both opportunities and challenges. This study focuses on the critical role of moral education in addressing college students' mental health needs within this digital context. The exposure to diverse and complex online content can significantly impact students' psychological well-being. Moral education is highlighted as a fundamental facilitator for enhancing psychological resilience and emotional stability, equipping students with the necessary skills to navigate the digital world. The research aims to assess the current state of mental health education, identify key issues, and forecast future trends, while also providing an analysis of effective moral education implementation. It seeks to offer theoretical insights and practical recommendations to improve mental health and moral education practices in higher education, ultimately fostering well-rounded individuals prepared for the 21st-century challenges.

Effectiveness of Facebook Reels in Developing Viewing Skills of English Language Students at a Philippine State University

Despite the growing use of social media in education, there is limited research on the effectiveness of Facebook Reels in enhancing the viewing skills of English language students. The study aimed to determine the effectiveness of Facebook Reels in developing the viewing skills of students. One of the key challenges in teaching and learning viewing skills is that students often lack the necessary skills to interpret visual information effectively, as well as the digital literacy skills to use digital media proficiently. Conducted at a Philippine State University in Libungan, North Cotabato, the research involved 155 English language students as respondents. Descriptive statistics were employed to show the effects of Facebook Reels on enhancing the viewing skills of the respondents. The study utilized adapted questionnaires based on David’s (1986) Technology Acceptance Model (TAM) and Oxford. The findings revealed that the majority of the respondents occasionally view Facebook Reels. The students had a positive attitude towards using Facebook Reels, finding it to be a fun and valuable tool for learning that is also cost-effective and accessible anytime and anywhere. Additionally, the respondents reported gaining more knowledge and improving their viewing skills after watching the videos. The results indicated that the students' actual performance in using Facebook Reels was average, and notably, the actual performance was higher than the perceived effectiveness in developing their viewing skills. Based on the findings, Facebook Reels is an effective tool for enhancing viewing skills, particularly in understanding grammar lessons such as tenses, modals, and questions. University instructors may find Facebook Reels a valuable educational tool, particularly in teaching grammar.