Education Model Research Articles

Comparative Approaches for Quantification of Product Yield in a Model Recombinant Green Fluorescent Protein Expressed in E. coli.

Process Analytical Technologies (PAT) used to monitor and control manufacturing processes are crucial for efficient and automated bioprocessing, which is in congruence with lights-off-manufacturing and Industry 4.0 initiatives. As biomanufacturing seeks to realize more high-throughput and automated operation, an increasing need for multimodal analysis of process metrics becomes essential. Herein, we detail a series of methods for analyzing product yield from a bioreactor and how to conduct cross-method comparisons. We employ a model system of Escherichia coli (E. coli) expression of green fluorescent protein (GFP), which is a simple, cost effective model for students and educators to replicate at different scales. GFP is an ideal analytical marker as it is easy to visualize due to its fluorescence which indicates cellular protein expression, cell localization and physiological changes of the cell population. In this study, samples from a 300 L bioreactor with GFP-expressing E. coli are analyzed to improve product yield and bioprocessing efficiency. Utilizing a fed-batch process for enhanced cell density and product titer, this bioreactor runs on a 24-hour schedule from inoculation to GFP induction and final harvest. To reliably quantify relative GFP expression and E. coli proliferation, we provide simple protocols and example results for comparing three different analytical methods: (1) in-line bioreactor measurements, (2) plate reader assays, and (3) microscopy. The GFP and cell density results follow similar trends based on the various inline and offline analytical methods and show a peak of GFP expression and cell density between 12.5 and 18 hours post inoculation.

Problem-Based Learning for Interprofessional Education: A Review of the Concept and Its Application in a Geriatric Team.

The global population is aging, with those aged 65 years or over increasing in number and accounting for a growing share of the population. There are increasing demands for geriatric care which makes the development and delivery of effective geriatric team training a priority. Training in geriatrics is complex because of the multiplicity of medical, psychosocial, and functional issues in elderly individuals which need to be addressed by a multidisciplinary approach using interprofessional education (IPE). Problem-based learning, a student-centered educational model that brings several natural strengths to IPE, is a unique curriculum replacing the traditional lecture-based learning model. This model enhances physician competency after graduation, mainly in psychosocial and teamwork issues that are fundamentally essential for geriatrics. IPE has been shown to have a substantial positive impact on team collaboration, individual development, and healthcare improvement. In this paper, we summarize the current findings from recent studies on training professionals from different healthcare disciplines to deliver care for the elderly in collaborative practice. We also discuss if an interprofessional problem-based geriatric team program in geriatrics is a promising solution to enhance professional collaboration and quality of patient care.

Research and Practice of Integrated Knowledge and Action, Art and Craft Fusion in Aesthetic Education A Case Study of Qingdao Huanghai University

This paper delves into the practical implementation of integrated knowledge and action, focusing on the fusion of art and craft within aesthetic education, with Qingdao Huanghai University as the case study. It examines the university's unique "Four-Culture Integration Aesthetic Education Model," which emphasizes the amalgamation of excellent traditional culture, revolutionary red culture, craftsmanship culture, and innovation culture. The university adopts a systematic approach involving top-level design, coupling logic, and implementation guarantees to establish a comprehensive aesthetic education curriculum. Central to this approach is the integration of aesthetics, culture, art, engineering, and technology to cultivate students endowed with profound cultural heritage and innovative prowess. Furthermore, the paper elaborates on the development of an integrated knowledge and action, art and craft fusion aesthetic education system, with a focus on curriculum refinement, practical pathways, and enhancing overall connectivity.

Home Education: Needs, Challenges, and the Role of Higher Education Institutions

Home education has garnered significant attention from governments worldwide. This educational approach prompts inquiries about quality, social-emotional development, potential child abuse, curriculum, academic outcomes, and parental involvement. Despite its historical presence in the United States since the 1900s, homeschooling has experienced gradual growth, influenced by regulatory efforts and family dynamics. The emergence of COVID-19 further accelerated this trend, with the number of homeschooling families in the US rising from 1,690,000 in 2016 to 2.6 million in 2020 and reaching 3 million by 2021 Globally, over 300 million families have embraced this educational model. This research employs a mixed, non-experimental, descriptive methodology and focuses on Puerto Rico. It examines demographic data, needs, and obstacles encountered by homeschooling families, categorizing them by groups, regions, teaching methods, and religious affiliations. Additionally, the study explores the role of universities as potential partners in supporting and serving homeschooling families. Furthermore, we present international research findings on academic achievement and socialization among homeschooled students, drawing from several studies and university entrance scores.

Supervision Model Through Coaching and Mentoring for Enhancing Active Learning Instruction Competency of Elementary Teachers Under Office of the Basic Education Commission

The study aimed to 1. investigate the components and indicators of active learning instruction competency among elementary school teachers, 2. examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and 3. develop an educational supervision model based on instructional coaching and mentoring principles, aimed at enhancing active learning instruction competency among elementary school teachers under the jurisdiction of the Office of the Basic Education Commission. The study was divided into three phases: Phase 1 examine the components and indicators of active learning instruction competency. The target group comprised 7 qualified individuals selected through purposive sampling, with suitability assessed using an appropriateness assessment questionnaire. Phase 2 the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers are investigated. The sample group consisted of 384 elementary school teachers selected through multi-stage random sampling, employing a proportional stratified sampling technique. A questionnaire with a 5-point Likert scale was utilized for data collection. Phase 3 the development of the supervision model involved input from a group of 9 qualified individuals selected through purposive sampling. These individuals were chosen based on their expertise and relevance to the research objectives. Research tools included interviews and assessments. The research findings revealed that: 1. there were 4 components and 24 indicators of active learning instruction competency among elementary school teachers. These components are categorized as follows: 1) Designing of active learning management: comprising 6 indicators, 2) Organization of learning activities focusing on higher-order thinking skills and practical application: consisting of 4 indicators, 3) Utilization of educational media, innovations, educational technology, and learning resources: encompassing 6 indicators, and 4) Measurement and evaluation based on actual conditions: including 8 indicators. Overall, the competency level is rated as the highest. 2. The current state was rated as moderate, while the desired state was rated as the highest. Upon disaggregating the components of the supervision model, it was found that the component with the highest level of necessity was Component 2, which pertains to organizing learning activities emphasizing higher-order thinking skills and practical application. 3. The results of developing the educational supervision model based on instructional coaching and mentoring principles to enhance active learning management competency among elementary school teachers, under the jurisdiction of the Office of the Basic Education Commission, revealed that the supervision model consisted of the following steps: 1) Planning, 2) Observation, 3) Reflection, and 4) Evaluation. These steps were deemed highly appropriate and feasible at the highest level.

Navigating Educational Management in the Era of Digital Transformation

This study delved into the adaptation of educational management models in response to the challenges and opportunities presented by digital transformation within learning contexts. Employing a literature review methodology spanning from 2015 to 2023, the research conducted a comprehensive exploration and analysis of relevant studies, scholarly articles, and literature in the field of education and technology. Utilizing techniques of analysis and synthesis, insights extracted from the literature were systematically mapped and synthesized. The research outcomes identified patterns, perspectives, and pertinent strategies for aligning educational management models with the demands of digital transformation in learning environments. The analysis involved a thorough examination of primary data sources including academic journals, textbooks, and publications, providing a nuanced understanding of the evolving landscape of educational management amidst digital disruption. The synthesis process facilitated the integration of diverse perspectives and approaches, shedding light on effective strategies and best practices for adaptation. The results revealed a paradigm shift in educational management paradigms towards embracing technological integration, along with the emergence of innovative strategies to address implementation challenges. Visionary leadership, stakeholder engagement, strategic planning, and robust infrastructure were identified as key components in navigating digital transformation effectively within educational settings. In conclusion, the study underscores the imperative for educational institutions to proactively adapt their management models to leverage the opportunities presented by digital transformation. The findings have significant implications for policymakers, educators, and administrators, highlighting the need for strategic investments in leadership development, infrastructure, and professional development to facilitate seamless integration of digital technologies in learning environments.

Application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system for undergraduate medical students

BackgroundProcess-based teaching is a new education model. SPARK case database is a free medical imaging case database. This manuscript aimed to explore the application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system.Methods117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences.ResultsThe scores after the theoretical class of Group A and B were (100.0 ± 25.4), (101.0 ± 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 ± 23.7), (92.1 ± 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 ± 17.4), (72.1 ± 21.3)(t = 2.363, P < 0.05), (107.6 ± 14.3), (102.1 ± 18.0)(t = 1.292, P > 0.05), (89.7 ± 24.3), (66.6 ± 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 ± 17.3), (72.8 ± 25.5)(t = 3.755, P < 0.05), (107.3 ± 20.3), (93.1 ± 20.9)(t = 2.652, P < 0.05), (100.3 ± 19.7), (77.2 ± 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 ± 28.8), (84.5 ± 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 ± 20.3), (91.7 ± 23.0)(t = 0.699, P > 0.05).ConclusionsThe process-based teaching based on SPARK case database could improve the radiology practice ability of the musculoskeletal system of students.

Entrepreneurship Teaching : Design and Activities of 21st Century Learning for Economic Class under Mini-Project (Participatory-Phenomenological Design)

This study aims to explain the process of teaching entrepreneurship education courses in economics classes under a detailed mini-project. This research used Participatory action research (PAR) under qualitative approach. The sample size was only taken purposefully from one semester's three economics classes. This research used observation sheets in the form of learning activities and interviews. All data collected were analyzed descriptively with the step of reducing, displaying and drawing conclusion. The research results showed the effectiveness of a bidirectional teaching model in entrepreneurship education. This model, which combines theoretical instruction with practical application, significantly enhances student engagement and learning outcomes. The bidirectional approach allows students to relate theoretical concepts to real-world examples, fostering a deeper understanding and active participation. An essential element of this teaching model is the inclusion of mini-projects. These projects enable students to apply theoretical knowledge in practical scenarios, such as developing business plans and analyzing recruitment strategies. The hands-on experience gained through mini-projects not only solidifies students' grasp of the material but also hones their problem-solving and critical-thinking skills. The study's findings underscore the superiority of the bidirectional teaching model over traditional methods. The experimental class, which utilized this approach, showed a 93% success rate in meeting various evaluation criteria, compared to just 30% in the control class. This stark contrast highlights the importance of integrating mini-projects and practical activities into the curriculum to enhance educational outcomes. The bidirectional teaching model, complemented by mini-projects, proves to be a highly effective approach in entrepreneurship education. It not only engages students more deeply but also equips them with practical skills and knowledge that are essential for their future careers.

Developing a Contextual Learning Model in Islamic Education to Improve Applicable Knowledge and Foster Knowledge-Based Virtues

This study addresses the prevalent reliance on theoretical-abstract learning in Islamic religious education, which often emphasizes theories, symbols, textual materials, and memorized facts. Recognizing the need for a more practical approach, our research aims to develop a contextual learning design specifically focused on prayer in Islamic religious education. The goal is to enhance both knowledge acquisition and the cultivation of charitable virtues. Utilizing a combined quantitative and qualitative research approach, we employed research and development (R&amp;D) methods. Data collection involved participatory observation, documentation studies, and questionnaires. The findings reveal that the contextual learning model significantly improves students' theoretical understanding and practical application of prayer. Results show enhanced academic achievements and the integration of prayer values into students' daily lives. The contextual learning model presents a more realistic, concrete, engaging, and meaningful approach to prayer instruction, fostering active student participation and the application of learned material in real-life scenarios. This study underscores the potential of contextual learning in transforming Islamic religious education, making it more effective and relevant for students.

Guru Sebagai Role Model Pribadi yang Baik dalam Pendidikan dan Pembelajaran di Kelas

This article aims to find out teachers as role models in education and learning in the classroom. This research approach is a qualitative approach with the method used in this article literature study. This research is a type of research that collects data from literature. Primary data was obtained from reading reference books, journals, and websites. Data analysis with the stages of data analysis of the Miles and Huberman model with stages of data reduction, data presentation, and verification or conclusion. The validity test of data in qualitative research includes internal validity, external validity, reliability, and objectivity tests. The findings of this research are that for a teacher to be able to carry out the mandate given to him; he must always get closer to Allah SWT. Being a teacher is a hard job, but in this way the position of a teacher becomes noble. For a teacher to be able to carry out his role well, they must be able to be role models for their students. Teachers must be good individuals who are always the Qur'an and Hadith as a guide in doing and behaving. Some of the behaviors that must be possessed by teachers to become a role for their students include teachers must have strong faith, teachers must have good work quality, and teachers must be useful to others.

Pedagogical renewal and intercultural education in Spain: The history of a mismatch?

In this article, we examine the relationship established between what the history of education in Spain has identified as "pedagogical renewal" and the proposals, experiences, reflections, meetings and training spaces framed in what at the time was identified as "intercultural education". This analysis stems from the apparent disappearance of everything generated around "intercultural education" throughout the 1990s from the historical account of pedagogical renewal. Faced with this apparent mismatch, the authors of the article argue that the main characteristics of the intercultural proposal (in terms of organisational forms, the global nature of its proposals and critical spirit questioning some of the basic pillars of the dominant educational system and model) would allow it to be identified with the movements, proposals and practices of pedagogical renewal. Additionally, the authors highlight the commitment and involvement of individuals, groups and journals aligned with the pedagogical renewal in the promotion and defence of intercultural education. Consequently, the authors finally propose some key insights that may help us understand why this presence and participation tends to be overlooked in the historiographical account of the renewal.

IMPROVEMENT OF SUSTAINABLE ENVIRONMENTAL AND ECONOMIC COMPETENCES USING THE E-ACADEMY FOR THE DEVELOPMENT OF RURAL AREAS

Today, sustained development faces major challenges, which is based on economic, ecological and sociocultural principles, and which is a prerequisite for the development of rural areas. The goal of the work is the implementation of the professional education model for people from rural areas through the improvement of sustainable environmental and economic competencies using the E-Academy platform. The research is based on data obtained through the Survey (164 respondents), from Serbia, Slovenia and Croatia. The results show that 57% of respondents have secondary education and all are from rural areas. It has been established that the majority have elementary knowledge of the use of digital platforms and tools, so the interest in such education is at an enviable level. The significance of the results is reflected in the inclusion of the rural population in the E-Academy, monitoring the course of education and helping those who strive to improve agriculture.

Personalised education in current pedagogical renewal centers

Pedagogical renewal is a concept loaded with a historical-pedagogical trajectory linked to reflection, social justice, educational improvement, teacher commitment and the questioning of the educational model, with personalised education being a key aspect. The aim of this paper is to analyse how learning is personalised in primary education centres that promote processes of pedagogical renewal. A qualitative methodology is used, based on a case study. Two schools with a high intensity of pedagogical renewal were selected and in-depth interviews were conducted with the management team and teachers, focus groups with families and students, and participant observation. The information derived is analysed with the ATLAS.Ti 22 programme, after coding and categorisation. The results reveal a number of common elements and processes of personalisation of learning which are structured in three dimensions. In the first dimension, school characteristics, the following stand out: student autonomy, individualisation of learning and freedom of choice of learning pathways. As for the second dimension, educational project, the following elements stand out: flexible curricular organisation, active methodology where group work is a key element, organisation of timetables without previously established patterns, the role of accompanying teachers, student focus and active participation of families in daily school life. Finally, from the third dimension, inclusion, the following can be extracted: daily educational work where diversity is not a limitation, but a source of learning of great didactic value.

Integrating Digital Literacy and Entrepreneurship in Pesantren Curriculum for Economic Empowerment

This study explores the integration of digital literacy and entrepreneurship into the curriculum of Islamic boarding schools (pesantren) to promote economic empowerment. Utilizing a qualitative research methodology with a literature review approach, the research examines existing studies, educational models, and theoretical frameworks that support the inclusion of these contemporary skills in pesantren education. The findings highlight the potential benefits of equipping students with digital competencies and entrepreneurial knowledge, which are crucial for achieving economic independence in the digital era. The study identifies best practices and successful case studies from various pesantren that have implemented such curriculum reforms. Additionally, it discusses the challenges and opportunities associated with this educational transformation, including the need for teacher training, curriculum development, and resource allocation. The research concludes that integrating digital literacy and entrepreneurship into pesantren curriculum can significantly enhance the economic prospects of students, thereby contributing to broader socio-economic development. Recommendations for policymakers, educators, and stakeholders are provided to facilitate the effective adoption and implementation of these curricular changes

Effect of sexual health education on sexual function and satisfaction of menopausal migrant women: an application of the theory of planned behavior

ObjectivesThis study investigated the effect of an intervention based on the theory of planned behavior on sexual function and satisfaction of migrant women during menopause in Iran.MethodsThis quasi-experimental study was conducted on 88 migrant and menopausal women in Iran. Sampling was performed using the multistage methods in four health care centers. The educational program based on the theory of planned behavior was held in 4 sessions of 90 min for 4 weeks in the intervention group. The final evaluation of the intervention was performed immediately, and the follow-up stage (3 months after the intervention) by completing questionnaires in two groups. The data was analyzed with SPSS 20 software with statistical tests of mean and standard deviation, Manwitney, Frideman, Generalized Estimating Equations.ResultsThe results showed that after the intervention, the mean score of sexual function in the intervention group increased from 16.53 ± 2.68 before to 17.52 ± 2.90 immediately and 17.38 ± 2.81 in follow up stage (p < 0.05). But in the control group, this score was not statistically significant during the study stages (p > 0.05).ConclusionThe results indicate that the intervention based on the theory of planned behavior is effective in sexual function and satisfaction with the married life of migrant women during menopause. but to change the sexual function, studies with a longer duration and also the use of other educational models are suggested.

Pop-Up Safety Town: Leveling the Playing Field for Children in Underserved Communities Through Injury Prevention Education.

Unintentional injuries are the leading cause of morbidity and mortality among children and adolescents in the United States. Traditional injury education interventions for children often are inaccessible due to cost and logistics in underserved communities, exacerbating injury disparities. A new approach is needed to close this gap for families with preschool children. Collaborating with Head Start preschools optimizes engagement and accessibility to families in underserved communities. Involving caregivers and community organizations addresses the limitations of conventional interventions and community-specific injury prevention concerns. Pop-up Safety Town offers a more affordable model for injury prevention education, particularly in underserved regions. The model's approach, using adaptable education, mobile and reusable materials, and volunteer staffing, offers greater potential for achieving sustainable impact in these underserved communities. Pop-up Safety Town presents a novel upstream solution to address disparities in injury prevention education in underserved communities.

(073) WOMEN'S SEXUAL DYSFUNCTION TRAINING MODULE INCREASES SCREENING COMFORT

Abstract Introduction Sexual dysfunction in women affects approximately 40% of patients, however, many providers fail to screen for it. The continual lack of screening presents limited opportunities for healthcare trainees to observe, learn and master this skill. Approximately half of medical students feel inadequately prepared to discuss these diagnoses with patients. For this reason, experts advocated a multidisciplinary, longitudinal sexual health education approach to address the exposure of women’s sexual health in the clinical setting. In order to address this issue, our institution created a module focusing on sexual dysfunction in women to educate healthcare students on screening, assessment and baseline treatment for the most common dysfunction, hypoactive sexual desire disorder or decreased libido. This module was created by a gynecologist and reviewed by professors in the psychology department and graduate nursing school. Additionally, it was approved by the medical school for use. It simulates a clinical rotation to emphasize screening for sexual dysfunction in women and baseline evaluation of decreased libido using a biopsychosocial model. Objective The primary aim of this study is to evaluate changes in students’ comfort level who screen for women’s sexual dysfunctions after completion of the Female Sexual Dysfunction Module. Additionally, we aim to assess the over baseline level of comfort in screening and determine if knowledge about when to screen is gained through the module. Methods This study was IRB approved. US medical students and graduate nursing students were approached via email to complete demographic information, a pre-survey, module, and post-survey. In the redcap survey, participants were asked to identify scenarios appropriate to broach the subject of a patient's sexual functioning. Additionally, they were asked to rate their comfort level asking patients about sexual desire, dyspareunia, and anorgasmia as well as general knowledge-based questions about sexual dysfunction in women. Results This study surveyed 425 medical students and nursing students from over 70 institutions across the US. Compared to their pre-module response, more respondents felt it was appropriate to query patients about their sexual functioning following the module (all p &amp;lt; .05). Respondents were also far more comfortable asking patients about their sexual health after the module compared to pre-module responses (all p &amp;lt; .05). Compared to their pre-module response, more respondents correctly identified the components of the linear female sexual response cycle created by Masters and Johnson (24.8% versus 61.6%; p &amp;lt; .001), and more respondents identified the components of the Plisst screening model (6.3% versus 53.7%; p &amp;lt; .001). Conclusions This nationwide study demonstrates our module provides statistical improvement in students’ comfort level when screening for female sexual dysfunction. It agrees with previous studies in terms of healthcare trainees’ overall lower baseline aptitude with this diagnosis and shows that this module statistically increases knowledge These results support using interactive modules in healthcare training curricula in order to standardize training. It can be especially helpful for schools where clinical exposure to this diagnosis is sparse. To further elucidate the most efficacious method of teaching, this study recommends future directions to assess the various models of sexual medicine education. Disclosure No.

Implementation of School-Based Management of School Administrators and Teachers-Directed Instructional Practices in Selected Public Schools in Rizal

This study investigates the level of implementation of School-Based Management (SBM) practices among school administrators and evaluates the instructional practices of teachers. The research was conducted using a mixed-methods approach, combining quantitative data from surveys and qualitative insights from interviews. The respondents included school administrators and teachers from various educational institutions. The study's findings reveal that the implementation of SBM practices is highly effective, with curriculum and instructional management, human resource management, financial planning and budgeting, facilities management, and community engagement all being rated as highly implemented. The overall mean score for SBM implementation was 3.688, indicating a strong adherence to SBM principles across the board. The highest-rated individual practices included the provision of professional development opportunities, efficient financial resource allocation, and the establishment of clear safety protocols. In assessing instructional practices, teachers reported a high level of practice in areas such as dissemination of content, procedural instruction, practice and repetition, teacher monitoring and assistance, and focus on procedural fluency. The overall mean score for instructional practices was 3.608, highlighting a generally effective teaching environment. However, performance orientation was identified as an area needing improvement, with a mean score of 3.380. The study also explored differences in SBM implementation and instructional practices based on demographic variables such as sex, age, years in service, and highest educational attainment. The results indicated no significant differences in SBM implementation across these variables, suggesting consistent application of SBM practices. However, there were notable differences in instructional practices based on years in service and highest educational attainment, with less experienced teachers and those with bachelor's degrees placing greater emphasis on procedural fluency. The study concludes with a comprehensive SBM Educational Model designed to enhance school management and instructional practices. The model integrates the highest-ranked indicators from the study, emphasizing continuous improvement, professional development, community engagement, and effective resource management. This model provides a structured framework for schools to implement SBM practices more effectively, ultimately leading to improved educational outcomes for students.

A Comparative Study of Montessori and Traditional Education Approaches: Cognitive Development and Academic Achievement

This study investigates the comparative impacts of Montessori and traditional education approaches on cognitive development, academic achievement, and social-emotional skills among primary school students. Employing a mixed-methods design, the research involved 500 students aged 6 to 12 years from both educational settings. Quantitative data were collected through standardized assessments, while qualitative insights were gathered via interviews with teachers, parents, and students. The results revealed that Montessori students demonstrated significantly higher cognitive development, particularly in processing speed, working memory, and perceptual reasoning. Additionally, Montessori students outperformed their peers in traditional schools in mathematics and language arts, though no significant difference was found in science achievement. Social-emotional skills, including social competence and behavioral self-control, were also more developed in Montessori students. Qualitative findings highlighted the perceived benefits of the Montessori approach in fostering independence, creativity, and intrinsic motivation, while traditional education was noted for its structured curriculum and academic rigor. The study suggests that a hybrid educational model integrating elements of both Montessori and traditional methods could optimize educational outcomes, promoting both academic excellence and holistic development.

The Impact and Reconstruction of Computational Thinking on Educational Models in the Era of Artificial Intelligence

This paper explores the impact and reconstruction of computational thinking on educational models in the era of artificial intelligence. With the rapid advancement of artificial intelligence technologies, the importance of computational thinking in the field of education is becoming increasingly prominent. The paper first introduces the concept of computational thinking and its significance in the era of artificial intelligence, then discusses the evolution of traditional educational models in the context of artificial intelligence and the need for adaptation. It further analyzes the influence of computational thinking on education, including integrating computational thinking into the curriculum, developing problem-solving skills, and fostering creativity and innovation. Lastly, strategies for restructuring educational models are proposed, such as promoting technology-driven learning, encouraging collaborative and project-based learning, and enhancing teacher training and professional development. The paper also discusses challenges and considerations, such as addressing equity and access issues and ensuring ethical use of artificial intelligence in education. Finally, future prospects and recommendations are provided, emphasizing leveraging computational thinking for enhanced educational outcomes and advocating for a holistic approach to educational transformation.