Generative artificial intelligence (AI) is increasingly embedded in higher education; however, its pedagogical role in assessment within medical education remains insufficiently characterized. This study analyzed medical students' perceptions of using generative AI as a formative assessment strategy in a physiology course. First-year medical students enrolled in Physiology and Biophysics II at a Brazilian medical school participated during the 2023 and 2024 academic years (n = 156). In 2023 the activity was completed individually, whereas in 2024 it was conducted in small groups. Students used ChatGPT to generate concise, topic-focused texts based on self-constructed prompts and subsequently evaluated and, when appropriate, revised the AI-generated content. Perceptions were assessed with a structured questionnaire followed by guided feedback discussions. Students consistently described the activity as challenging, engaging, and educationally valuable. Prompt construction emerged as the most demanding component, underscoring the importance of aligning prompts with learning objectives. Participants also emphasized the need for critical appraisal of AI-generated outputs, identifying conceptual gaps and inaccuracies that required correction. Group-based activities were perceived as particularly beneficial for discussion and collaborative learning. Overall, the findings highlight the importance of explicit instructional guidance when integrating generative AI into assessment, emphasizing prompt design, critical reasoning, ethical use, and learner autonomy. When thoughtfully implemented, generative AI may serve as a catalyst for meaningful learning in physiology education rather than a shortcut to answers.NEW & NOTEWORTHY The availability of generative artificial intelligence tools is rapidly expanding across society, including higher education. New platforms and updates emerge at an unprecedented pace. Faculty must develop competencies to guide students in effective and ethical use across academic activities. As change accelerates, educators must continually refine their knowledge to ensure that technological adoption supports meaningful learning rather than superficial engagement in contemporary physiology education and assessment, thereby informing responsible curricular innovation worldwide.

Integrating aesthetic experience and inquiry-based learning: Teacher knowledge, beliefs, and practice in Singapore primary classrooms

Thinking skills in transdisciplinary curriculum integration: A service-learning project in a Spanish secondary school

Active learning fosters problem-solving, critical thinking, and practical application of theory. In pharmacy education, strategies such as student-generated multiple-choice questions (MCQs) and electronic posters (e-posters) can supplement traditional lectures to enhance learning. This cross-sectional study evaluated first-year pharmacy students' perceptions of this approach and the effectiveness of integrating MCQ generation (including scenario-based questions) and e-poster preparation into a two-semester physiology course, using a validated questionnaire. The survey evaluated engagement, satisfaction, information recall, conceptual comprehension, and application skills through Likert-scale and open-ended items. Academic performance was compared within the same cohort across semesters and with students from the previous academic year, who had not participated in these strategies. More than 70% of students agreed that both activities improved comprehension, factual recall, and clinical reasoning and the collaborative e-poster activity supported communication and creativity in applying physiological concepts. Intracohort analysis indicated that MCQ generation alone boosted summative assessment performance more, whereas the addition of e-posters in the second semester enhanced qualitative learning outcomes and skill development, despite the slightly heavier workload. Performance analysis showed that students exposed to these active learning strategies achieved higher mean scores than the previous cohort taught with traditional methods, and intracohort comparisons showed consistent performance across semesters despite the greater workload in the second term. Overall, incorporating student-generated MCQs and e-posters fostered stronger understanding, engagement, and skill development in first-year pharmacy students, enhancing the learning experience and supporting meaningful learning and higher-order thinking in foundational science education.NEW & NOTEWORTHY This study evaluated the impact of integrating student-generated multiple-choice questions (MCQs) and electronic posters into a first-year pharmacy physiology course. With a validated survey and performance comparisons, results showed improved engagement, comprehension, clinical reasoning, and academic performance compared with a previous cohort taught traditionally. Over 70% of students reported enhanced learning, and outcomes remained consistent across semesters despite increased workload, supporting the value of combined active learning strategies.

This study examined the effectiveness of experiential simulation strategies in enhancing the academic performance of Grade 4 learners in Araling Panlipunan, particularly on the topic Likas-Kayang Kaunlaran. Grounded in constructivist and experiential learning theories, the study implemented Project ARVEN as an instructional intervention incorporating role-playing, reenactments, collaborative learning, and reflective discussions. A quasi-experimental one-group pretest–posttest design was employed, involving fifteen (15) Grade 4 learners from Dulag Elementary School, Lingayen I District, Pangasinan, during the School Year 2024–2025. Data were collected using a validated researcher-developed 40-item test administered before and after the intervention. Descriptive statistics and a paired samples t-test were utilized to analyze the data. Results revealed that learners initially demonstrated low performance, with a mean pretest score of 13.07, predominantly classified under “Not Proficient” and “Nearly Proficient” levels. Following the intervention, learners showed substantial improvement, achieving a mean posttest score of 30.20, with all participants reaching at least a “Proficient” level. The computed t-value of 12.577 exceeded the critical value at the 0.05 level of significance, indicating a statistically significant difference between pretest and posttest scores. These findings suggest that experiential simulation strategies are effective in improving learners’ academic performance and conceptual understanding in Araling Panlipunan. The study recommends the integration of simulation-based approaches in social studies instruction and calls for further research to explore long-term impact and applicability across diverse contexts. Moreover, the intervention demonstrates potential for fostering learner engagement, critical thinking, and meaningful learning experiences, thus supporting broader educational goals within elementary social studies curriculum.

This article analyzed the use of active methodologies in the teaching of algebra and their impact on the learning of third-grade secondary students at Politécnico Max Henríquez Ureña during the 2024–2025 school year. The research arose from the need to strengthen pedagogical practices in the area of mathematics, due to the difficulties many students experience in understanding algebraic content, generally associated with the abstract nature of the subject and the predominance of traditional teaching methods focused on memorization and repetition of procedures. The study was conducted under a quantitative approach with a descriptive design, with the purpose of identifying the frequency of implementation of active teaching strategies in the classroom and their relationship with the understanding of algebraic content. The population consisted of third-grade secondary students, from which a sample of 131 participants was selected. A structured questionnaire with a Likert-type scale was applied as the data collection instrument, aimed at measuring variables such as student participation, motivation toward the subject, perception of learning, and frequency of use of active methodologies by teachers. The results showed that, although traditional methodologies are still present, there is a progressive incorporation of active strategies such as collaborative learning, problem-solving, and project-based learning. These methodologies encouraged student participation, increased motivation toward the subject, and facilitated the understanding of abstract algebraic concepts. Likewise, it was observed that students more frequently exposed to these strategies showed more positive attitudes toward mathematics and a greater willingness to work in teams and solve problem situations. It was concluded that the systematic implementation of active methodologies significantly contributed to strengthening meaningful learning, developing logical-mathematical thinking, and improving attitudes toward learning mathematics. Likewise, the need to promote continuous teacher training, pedagogical support, and curricular adaptation is highlighted in order to ensure the effective application of these strategies in the educational context and improve the quality of learning at the secondary level.

Educational interventions to improve electrocardiogram interpretation competence among nurses: A systematic review.

Islamic Religious Education (IRE) plays a crucial role in shaping students’ moral character and spiritual awareness. However, contemporary IRE remains dominated by teacher-centered instruction and rote memorization, limiting students’ ability to contextualize Islamic values. Despite ongoing reform discourses, a critical research gap persists: the absence of a systematic instructional framework that effectively bridges theological foundations with contemporary pedagogical, contextual, and digital realities. This study analyzes instructional design development in IRE through conceptual deconstruction to promote meaningful learning. The novelty of this research lies in proposing a theo-anthropocentric instructional framework that reconceptualizes IRE pedagogy by integrating student-centered strategies, contextual relevance, and digital technology. Employing qualitative library research, data from scholarly works (2020–2025) were synthesized using content and descriptive–analytical techniques. Findings reveal that traditional models overemphasize cognitive knowledge while neglecting affective and experiential dimensions. Consequently, IRE transformation requires innovative pedagogies and technological integration to connect religious teachings with authentic experiences. Ultimately, IRE must transcend mere knowledge transmission to cultivate meaningful learning that fosters moral responsibility, critical reflection, and spiritual growth in contemporary learners.

Food and Nutrition Education (FNE) is a continuous process that promotes healthy eating habits through the development of knowledge and skills that support critical and autonomous food choices. However, traditional information-based approaches remain predominant and have shown limited effectiveness in sustaining behavioral change. In response, participatory methodologies grounded in dialogue and popular education have gained relevance by fostering engagement, interaction, and protagonism. These strategies have the potential to strengthen bonds, promote meaningful learning, and actively involve families in the educational process. To analyze the use of participatory methodologies in food and nutrition education and their impact on promoting healthy eating habits and developing critical and reflective competencies among participants. This qualitative intervention study included 45 participants: 9 individuals participated in the semi-structured interview (5 children and 4 caregivers), and the remainder (36 individuals) answered only the questionnaire (14 caregivers, 16 children, and 6 facilitators). The intervention was conducted in three stages: (I) nine playful nutrition workshops with children aged 7-12 years and their families, led by health professionals and students using participatory methodologies; (II) application of evaluation questionnaires involving children with different nutritional statuses, caregivers, and facilitators; and (III) post-intervention face-to-face semi-structured interviews with children with overweight or obesity and their caregivers. Audio recordings were transcribed and analyzed through thematic content analysis using ATLAS.ti®, guided by Social Cognitive Theory and emerging analytical categories. Six main categories were identified: self-efficacy, modeling-based learning, active engagement, dietary self-regulation, influence of the family environment, and triadic reciprocity. Participants reported increased self-efficacy (e.g., food label reading), observational learning, reduced consumption of ultra-processed foods, improved meal planning, and lunchbox preparation. Dietary self-regulation was expressed through simple rules, while the family environment functioned as both a facilitator and a barrier to change. Triadic reciprocity revealed the transfer of learning across home, school, and work settings. Additional emerging categories included satisfaction with the intervention and suggestions for improvement. Participatory methodologies proved to be effective and promising approaches in food and nutrition education, enhancing family involvement, encouraging critical reflection, and promoting positive changes in children's eating behaviors.

Experiential learning in pharmacy education fosters professional competencies through real-world engagement. Despite the high burden of breast cancer in the UAE, adolescents are an under-targeted group in awareness campaigns. Additionally, pharmacy curricula rarely incorporate student-led education initiatives. This study evaluated a student-led breast cancer awareness campaign to explore its educational impact on pharmacy students and short-term knowledge gains among adolescent girls. This mixed-methods study, conducted in Dubai, included a qualitative component (two focus groups with 16 final-year pharmacy students) and a quantitative component using a single-group pre-post design with 87 female secondary school students. Thematic analysis guided by the Kirkpatrick Model evaluated training outcomes based on participants' reactions, learning gains, behavioural changes, and broader results. The quantitative phase assessed knowledge gains among 87 female secondary school students using pre- and post-intervention surveys. Descriptive statistics and the Wilcoxon signed-rank test were used in the data analysis. Across Kirkpatrick levels, pharmacy students reported strong engagement with the campaign and meaningful experiential learning outcomes, particularly in health communication, advocacy, and professional identity development. Quantitatively, total knowledge scores among school participants increased from 41.7 ± 15.2 to 67.6 ± 15.7 (p < 0.001). At the domain level, mean absolute percentage-point gains were + 31.0 for breast-cancer signs, + 23.6 for risk-factor knowledge, and + 34.8 for screening concepts, indicating consistent improvements across domains. Overall, willingness to seek medical help for breast changes increased following the intervention. The student-led awareness campaign was associated with measurable short-term improvements in breast cancer knowledge among adolescents and meaningful experiential learning outcomes for pharmacy students. Delivered as a co-curricular activity, the initiative illustrates a practical model for integrating student-led health education into pharmacy curricula to enhance advocacy and experiential learning.

This study aims to determine the diversity of gastropods in the mangrove ecosystem of Kayu Ara Permai Village, Siak Regency, and to develop a biodiversity handout. The background of this study is the limited availability of teaching materials and the lack of contextual learning in schools. To address this problem, a handout based on local environmental potential was developed to help students understand the concept of biodiversity in a concrete and meaningful way. This study used a quantitative descriptive method, while the handout development followed the ADDIE model, including analysis, design, development, implementation, and evaluation, but was limited to the development stage. Gastropod data were collected using line transect and plot methods at three observation stations. The results showed that the gastropod diversity index was categorized as moderate, with six species found in various mangrove conditions. These findings were then used as contextual material in the development of the handout. Validation results by material and media experts showed that the handout was categorized as very valid in terms of content, language, presentation, and graphics. This study contributes by integrating local ecological research into contextual teaching materials, enhancing the relevance of biodiversity learning and supporting more meaningful learning experiences.

ABSTRACT This article develops Quay’s account of aesthetic experience in outdoor education and argues for a more pluralistic model of aesthetic education. While Quay argues that holistic experience remains valuable, I suggest that outdoor education can be strengthened through engagement with philosophical aesthetics. Drawing on environmental and everyday aesthetics, this article incorporates insights from Ronald W. Hepburn, Yuriko Saito and Arnold Berleant. Hepburn’s notion of “sensible‑sounding language” highlights the need for precise vocabulary to articulate aesthetic experience in nature, recognising its integrated cognitive and sensuous dimensions. Saito’s work on everyday aesthetics invites educators to notice aesthetic qualities in mundane aspects of outdoor practice to enhance their educational potential. Finally, Berleant’s tripartite model of description, critical explanation and critical appraisal is proposed as a basis for an aesthetic curriculum for outdoor educators. I conclude that a richer focus on aesthetic education can generate more meaningful outdoor learning experiences for learners and practitioners.

Gene expression prediction from histological images offers a promising approach for spatial transcriptome analysis without expensive sequencing. We present Image2Gene, a simple yet effective weakly supervised contrastive learning framework that predicts gene expression profiles directly from tissue morphology using only an image encoder and multiple fully connected layers. Rather than relying on complex modules or gene expression-based embedding spaces, our approach does not rely on complex modules or gene expression-based embedding spaces. Instead, it encodes spatial coordinates via a learnable embedding and uses an image encoder to extract histological image features. We then propose a novel contrastive loss function that minimizes the difference between the cosine self-similarity of image embeddings and the Pearson autocorrelation of corresponding gene expression profiles to learn a structured image representation that reflects gene expression variations. Unlike previous methods for cross-heterogeneous modality matching, our approach aligns samples solely in image space, enabling more robust and biologically meaningful similarity learning. Finally, we perform gene expression inference via k-Nearest Neighbor interpolation in the learned image embedding space. Despite its simple architecture, extensive experiments on HER+ and cSCC spatial transcriptome datasets demonstrate that Image2Gene achieves highly competitive performance, highlighting its potential as a scalable, annotation-free alternative for inferring transcriptome patterns directly from histological sections.

This study aimed to examine the effectiveness of mind mapping as a cognitive organizational tool in improving numeracy skills and meaningful learning among elementary school students. The study addressed the challenge of students’ difficulties in understanding mathematical concepts meaningfully. A quasi-experimental design with pretest-posttest control group was applied, involving 120 fourth-grade students at SD Negeri 38 Bonto Perak, Pangkep, from October to December 2025. Data were collected using numeracy tests, learning meaningfulness questionnaires, and classroom observations, then analyzed using paired and independent t-tests and effect size (Cohen’s d). Results revealed significant improvement in overall numeracy scores in the experimental group (mean gain = 18.7) compared to the control group (mean gain = 7.4), particularly in problem-solving and application skills. Students also reported higher engagement, understanding, and confidence. Classroom observations confirmed active participation and consistent use of mind mapping strategies. It is recommended that teachers integrate mind mapping in mathematics instruction to enhance cognitive and affective learning outcomes.

ABSTRACT This sequential exploratory mixed methods study explores how mental health experiences shape career development among students at a Midwestern community college. We conducted in-depth interviews and focus groups with 27 students with mental health challenges, followed by analysis of survey data from 1,607 students to examine differences between those with and without mental health conditions. Integrating qualitative and quantitative findings, three themes emerged. First, mental health challenges served as a motivator for career choices centering empathy, community, and service, reflected in students’ mental health journeys and significantly higher self-reported critical self-reflection and social awareness compared with peers without mental health conditions. Second, meaningful learning experiences affirmed career paths yet left holistic needs unmet, evidenced by students’ accounts of affirming coursework alongside significantly lower holistic academic support. Third, students continuously negotiated career fulfillment and mental health sustainability, reflected in expressed tensions between ambition and well-being and significantly lower career self-efficacy and community and civic engagement. Our findings reframe mental health experiences not solely as a barrier but as a meaningful asset shaping career purpose and decision-making. We call for a reimagined campus environment where academic guidance, career development, and mental health are intentionally integrated to support students’ holistic well-being and sustainable success.

Introduction Lectures remain a central component of undergraduate medical education worldwide. However, concerns have emerged that traditional lecture durations may not align with contemporary understanding of attention, cognitive load and student engagement. 1–4 Despite ongoing debate, there is no clear consensus on the optimal length of a medical lecture. This systematic review aimed to synthesise existing literature examining lecture duration and its relationship with medical student concentration, engagement and learning outcomes. 5 Methods This systematic review was conducted in accordance with PRISMA guidelines. Comprehensive searches were performed across Medline, Embase and ERIC without language or date restrictions. After duplicate removal, 6508 titles and abstracts were screened. Full texts were assessed against predefined inclusion criteria and five studies met eligibility requirements. 7–11 Forward and backward citation tracking was also undertaken to ensure comprehensive coverage. Data were charted and thematically synthesised. Results Four interrelated themes emerged from the included studies: note-taking practices, lecture topic complexity, lecture duration and presentation methods. 7–11 Several studies reported that student concentration appeared to decline after the first 10 to 15 minutes of a lecture. 9 However, evidence also suggested that engagement was influenced by interactivity, cognitive demand and instructional design rather than duration alone. 6,7 Shorter lectures, approximately 30 minutes in length, were associated in some studies with improved retention and reduced cognitive overload, although findings were not universally consistent. 8,10 Conclusion Current evidence suggests that lecture duration interacts with multiple contextual and pedagogical factors. While shorter lectures may enhance engagement in some settings, duration alone does not determine learning effectiveness. 5–7 Medical educators should consider lecture design, cognitive complexity and opportunities for interaction alongside duration when developing curricula. 1,3 Further research is required to clarify how lecture structure and length can be optimised to support sustainable attention and meaningful learning in medical education. 5

Pre-matriculation programs are commonly used to help new medical students transition into medical school, especially when students come from varied educational background. Little is known about facilitators' perspectives, even though they play a key role in designing and delivering these programs. This study aimed to explore facilitators' views on the effectiveness, challenges, and future improvement of a basic biomedical science-matriculation program. A qualitative exploratory study was conducted using a focus group discussion involving ten facilitators from various department at a private medical faculty in Indonesia. Participants were purposively sampled to represent diverse disciplines and teaching experience. Data were audio-recorded, transcribed verbatim, translated into English, and analyzed using thematic analysis following Braun and Clarke's framework. Four main themes were identified. First, facilitators had different views on the program's effectiveness. Second, students showed weak understanding of key biomedical subjects, often relying on memorization rather than understanding concepts. Third, challenges in implementation included low student motivation, weak literacy and learning culture, generational and cultural gaps, curriculum overload, and limited pedagogical support. Fourth, facilitators proposed recommendations for improvement, emphasizing the need to incorporating learning skills, stronger integration of basic and clinical sciences, structured evaluation, faculty development, and institutional support. Facilitators generally valued the program but noted key challenges. Targeted redesign may improve effectiveness, emphasizing the need for learner-centered, integrated, and systematically evaluated approaches to support meaningful learning and transition to medical education.

This study aims to examine the application of the storytelling method in Islamic Cultural History learning to increase student enthusiasm and retention at an Islamic Elementary School (MI) in Pekalongan Regency. The background to this research stems from low student interest in Islamic Cultural History lessons, which are often delivered monotonously, resulting in students being less active and having difficulty remembering the material. The storytelling method is considered capable of creating an interactive and meaningful learning atmosphere through the power of stories in conveying historical and religious values. This study used a qualitative literature approach with a literature review method. The research subjects were MI students, and data were collected through several journal references and articles. Data analysis was conducted thematically with a focus on increasing student enthusiasm and retention. The results showed that the application of storytelling had a positive impact on student learning motivation. Stories about Islamic figures, told expressively, captured students' attention and built emotional engagement, thus facilitating their recall of historical events. In conclusion, the storytelling method has proven effective in improving the quality of Islamic History learning, particularly in terms of student engagement and memory retention.

Physics learning in schools often remains dominated by conventional methods, resulting in low student motivation and suboptimal cognitive learning outcomes, particularly when abstract concepts are taught without adequate support for practicum. This condition becomes more challenging in schools with limited laboratory facilities. This study aimed to examine the implementation of discovery-learning-based student worksheets assisted by PhET Interactive Simulations and to determine their effects on students’ learning motivation and cognitive learning outcomes in physics, particularly in the direct current electricity material. This study employed a quasi-experimental method with a pretest-posttest nonequivalent control group design. The research was conducted at Muhammadiyah Senior High School Jayapura and involved 41 students selected through purposive sampling. The instruments used were a learning motivation questionnaire and pretest-posttest items measuring cognitive learning outcomes. The data were analyzed using descriptive statistics, N-gain, independent-samples t-test, and MANOVA using SPSS 16.0. The results showed that students who learned with discovery-learning-based student worksheets assisted by PhET interactive simulations had higher motivation and better cognitive learning outcomes than those who learned with textbook-based worksheets. The independent-samples t-test showed a significance value of 0.000 &lt; 0.05, indicating a significant difference in learning motivation between the two groups. In addition, the MANOVA yielded a p-value of 0.000 &lt; 0.005, indicating a significant difference in both motivation and cognitive learning outcomes. The novelty of this study lies in the integrated use of discovery-learning-based student worksheets and PhET interactive simulations to simultaneously enhance student motivation and cognitive achievement in physics. In conclusion, this approach is effective in fostering active, interactive, and meaningful learning while also serving as an alternative for schools with limited laboratory resources. This study contributes to physics education by providing empirical evidence that integrating structured worksheets, discovery learning, and virtual simulations can enhance both the quality of instruction and student learning performance.

Assessment in the microbiology laboratories is traditionally structured around spot diagnosis or Objective Structured Practical Examinations (OSPEs) to assess students' ability to identify the causative agents of infectious diseases. Game-based learning has great potential to engage students and indicate their learning gaps in a non-threatening learning environment. The study introduced 'Bingo Lab' as an innovative gamification intervention in undergraduate microbiology courses. We plan to pilot Bingo Lab in two programs, Dentistry and Nursing. The study tracks students' engagement throughout the activity and examines gender differences and their correlation with microbiology performance. Additionally, it explores how Bingo Lab can create opportunities for meaningful learning and gathers students' feedback on their experience. The intervention was structured in five stages: planning, orientation, Bingo Lab., feedback, and reporting. We shortlisted 25 'unknown' microbiology spots as a mock (revision) exam in a laboratory setup. The spots were randomly mapped on a 5x5 Bingo card. One Bingo is awarded when any student completes five stations, whether horizontally, vertically, or diagonally on the Bingo card. Students' engagement was measured three times: early in the session, in the middle, and towards the end. We also solicited their feedback anonymously using a template of three sections: I like, I wish, and I wonder. Students' engagement scores significantly increased from the early stage to the middle of the activity (p = .005) and from the beginning to the end of the session (p < .001), but there was no significant difference between the beginning and the end of the activity. There were no significant gender differences in engagement at any time point. Bingo Labs were well received by students and helped them address their learning gaps, but they also shared a couple of concerns about having more time for preparation and receiving instructions in advance. Bingo in the microbiology lab was well received by students and enabled them to identify their learning gaps and seek feedback and validation from experts. The study supported the effectiveness of the Bingo Lab as a game-based learning approach in improving students' engagement. In a competitive culture, exam-oriented students need to celebrate their excellence, such as through Bingo, a rewarding experience that boosts their self-esteem. The use of Bingo in microbiology laboratories has been found to be effective in engaging students and guiding them to indicate their learning gaps in a non-threatening environment.