IntroductionNanotechnology has emerged as a promising field of study, aiming to revolutionize healthcare through the innovative development of drugs, diagnostic tools, and medical devices. As a result, healthcare professionals in training are constantly faced with the challenge of understanding and applying these emerging technologies. The objective of this study is to determine the factors to consider for including the teaching of nanotechnological tools in medical specialty postgraduate programs.MethodsA study based on the Nominal Group Technique (NGT) was conducted to identify the factors that promote and hinder the implementation of nanotechnology in certain postgraduate programs where nanotechnology is employed, such as Internal Medicine, Critical Care Medicine, Family Medicine, and Clinical Pharmacology at the School of Medicine of Universidad de La Sabana. A framework analysis was used to analyze the collected data.ResultsBased on the two research questions, several aspects were identified for the inclusion of nanotechnology in the medical practice of specialties. Key challenges include lack of knowledge and resource availability, misinformation, and lack of knowledge, as well as paradigmatic analysis as the main obstacles to the use of nanotechnology.ConclusionThe findings provide a first-time study on nanotechnology curricula within medical specialty programs in Colombia, with potential extrapolation to similar situations in other medical schools. These insights can inform the global development of medical education curricula by highlighting the need for structured nanotechnology training, fostering interdisciplinary collaboration, and addressing resource and knowledge gaps to prepare future healthcare professionals for advancing medical technology worldwide.

Navigating the challenges of teaching nanotechnology to pharmacy students in a developing country.

This study seeks to explore the perspectives of science teacher candidates on nanoscience and nanotechnology, aiming to enhance their understanding through structured activities. Undergraduate students training to become science teachers were selected as the participants for this research. The study was conducted using a qualitative methodology, with a case study design serving as the framework. Data collection involved semi-structured interviews, observation forms, and questionnaires. Survey and observation data were analyzed descriptively, while interview responses were examined using content analysis. An analysis of existing literature on nanoscience and nanotechnology education revealed that the majority of studies focused on informational presentations, with only a limited number incorporating experimental applications. Acknowledging the importance of embedding nanoscience education into science curricula, this research was structured in two stages: introductory presentations and practical experimental tasks. Following the presentations, participants engaged in experiments on optics and magnetism using nanomaterials, enabling them to directly observe physical changes at the nanoscale. This research presents an innovative approach by combining prior scientific knowledge with hands-on experiments and direct observations to teach nanoscience and nanotechnology concepts. Unlike earlier studies, it integrates nanoscience education with traditional science subjects, making the content more accessible and engaging for learners. The results revealed a significant increase in the interest and awareness of science teacher candidates toward nanoscience and nanotechnology. Additionally, participants strongly advocated for the inclusion of nanoscience education in university curricula, emphasizing its importance in science teaching.

Nanotechnology is a rapidly developing interdisciplinary field with significant potential in various sectors, including medicine, electronics, and energy. Its integration into education presents both opportunities and challenges. Despite growing recognition of nanotechnology's importance, its successful integration into curricula requires addressing challenges such as developing appropriate teaching strategies and knowledge dissemination. The key to overcoming these challenges is the need to develop innovative educational tools and global collaboration to ensure effective integration of nanotechnology education. The problem of promoting nanotechnology advancements as an innovative field of knowledge in educational environments, particularly among school students, is considered. The relevance of knowledge in the field of nanotechnology, including for school students, is dictated by our times and represents an important part of improving the quality of professional personnel training for the nano-industry, as well as a significant component of career guidance and motivation measures for talented youth in the educational system. The rapid development of innovative nanotechnology-based production requires that school students become familiar with the picture of the nanoworld, nano-objects, and related phenomena, which constitutes the essence of the nanotechnological approach to education.

The integration of nanotechnology into education is crucial to fostering creative thinking among high school students in the context of advanced scientific developments. This study aims to explore how the use of silicon nanowires (SiNWs) in nanotechnology education can enhance students' creativity. Using a qualitative descriptive methodology, data were collected through interviews, observations, and focus group discussions involving students and educators. The results indicate that hands-on experiments with SiNWs significantly enhance students' engagement, comprehension of abstract concepts, and creative problem-solving skills. The study highlights the importance of interactive and interdisciplinary approaches in modern science education to nurture innovation and prepare students for future challenges.

Exploring the Evolution of Nanotechnology Education: Insights from Bibliometric Analysis

TRANSFORMING NANOTECHNOLOGY EDUCATION: CURRENT TRENDS AND INNOVATIVE APPROACHES

Expanding the Plasmonic Color Palette: Enhancing Nanotechnology Education through a User-Friendly Teaching Platform

ABSTRACT The study aimed to develop and validate a nanoscience and nanotechnology (NST) teaching module for pre-service science teachers in Turkey where NST education has not been formally integrated into the teacher education curriculum. The research, driven by the concurrent triangulation method, was completed in six stages: (1) The content was defined and the syllabus was developed (2) A pilot study was conducted on seven subjects both to evaluate the course plans and activities and to develop the items of the Nanoscience and Nanotechnology Achievement Test (NST-AT) (3) Experts reviewed the items of both the NST-AT and the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) (4) The second pilot study was conducted both to validate the NST-AT and NAS-T and to re-evaluate the course plans and activities (5) Qualitative data collection tools were developed and validated (6) An intervention was performed on 16 subjects to assess whether the NST teaching module presented using an inquiry-based approach was effective on their nanoscience and nanotechnology achievements and attitudes towards nanotechnology. The results showed the NST teaching module had a positive impact on subjects' both cognitive and affective outcomes. The pre-service teachers' views of the activities in the NST teaching module were quite positive.

This research aims to examine the main drivers of university nanotechnology programs in producing knowledge workers for the nanotechnology related job market. Three key drivers, namely multidisciplinary and complexity, hands-on training and transferability knowledge are determined in order to elicit experts' views on nanotechnology education. Ten in-depth interview sessions were conducted with middle- or high-level field experts from the various fields of nanoscience. The findings show that students stringing from an assortment of science disciplines will have an opportunity of surviving nanotechnology as the progression will be at full tilt; however, it would be challenging for management and business-oriented people to apprehend and cherish the impact of this technology. The balance between capstone experience and classroom teaching, as well as the aspects of malleability and transferability knowledge such as management and entrepreneurial skills are also important elements of university nanotechnology education. This paper ends with several key policy implications.

Purpose: The main objective of this study was to explore the applications of nanotechnology in renewable energy.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the applications of nanotechnology in renewable energy. Preliminary empirical review revealed that the transformative potential of nanotechnology in revolutionizing renewable energy production, storage, and utilization. Through interdisciplinary collaboration and innovation, nanotechnology offers solutions to enhance the efficiency of photovoltaic cells, improve the performance of batteries and supercapacitors, and facilitate cleaner energy production with nanocatalysts. These findings underscore the need for continued research and development, paving the way for a more sustainable and environmentally friendly future in the renewable energy sector.
 Unique Contribution to Theory, Practice and Policy: The Diffusion of Innovations Theory, Technology Acceptance Model (TAM) and Resource-Based View (RBV) Theory may be used to anchor future studies on nanotechnology and renewable energy. The study offered several key recommendations. Firstly, it emphasizes the importance of fostering collaborative research initiatives among academia, industry, and government agencies to accelerate the development and adoption of nanotechnology in renewable energy. Secondly, the study suggests investing in nanotechnology education and training programs to bridge the skills gap and equip the workforce with the necessary expertise. Lastly, it underscores the need for clear and comprehensive policy frameworks to regulate nanotechnology in the renewable energy sector, addressing safety, environmental, and ethical concerns while incentivizing compliance. These recommendations collectively aim to promote the responsible and efficient integration of nanotechnology in renewable energy, contributing to a sustainable and innovative energy landscape.

Nanotechnology is a rapidly evolving interdisciplinary field with vast potential applications across various sectors, including medicine, electronics, and energy. Its integration into education presents both opportunities and challenges. To effectively teach nanotechnology, educators must foster knowledge-centered learning environments, promote interdisciplinary approaches, and provide early exposure to scientific research. Despite the increasing recognition of nanotechnology's importance, its successful integration into curricula requires addressing challenges such as the development of suitable teaching strategies, the dissemination of knowledge, and the training of educators. Key to overcoming these challenges is the need for continuous research, development of innovative instructional tools, and global collaboration to ensure the effective integration of nanotechnology education. Through these efforts, students can develop essential skills and scientific literacy, empowering them to contribute to the advancement of nanotechnology and its societal impact.

ABSTRACT Nanoscience and Nanotechnology (NST) education is at the forefront of an emerging interdisciplinary frontier, ready to address global challenges. In this context, our research adopts a distinctive approach—using software applications in digital games to introduce young children to NST concepts and analyse resulting learning outcomes. The three-step research unfolds strategically, aiming to assess the effectiveness of two distinct digital technologies (computers and tablets) at an introductory level, influencing children's understanding of Nanotechnology concepts. One hundred fifty second-grade students, divided into experimental and control groups, participated in an exploration facilitated by the Test for the NANOtechnology Elementary Knowledge Assessment (TENANO). This tool meticulously measures the depth of children's knowledge about size, a fundamental aspect of NST. The experimental groups, especially the tablet group, significantly outperformed their post-test control counterparts. This marks a pioneering stride in early primary education. By leveraging children's familiarity with digital technology, this research harnesses the recent health crisis to advance NST education through interactive games, leaving a distinctive mark on early-primary NST education and paving the way for transformative educational methodologies.

This opinion piece delves into the intricate challenges facing higher education in nanotechnology, particularly in Ukraine, a country currently embroiled in geopolitical unrest. Through a reflective lens, the article examines the complexities of preparing graduates for an uncertain job market while also considering the pressing national imperatives that demand specialized expertise. Beyond the Ukrainian context, the article escalates the discussion to a global scale, calling for an immediate yet thoughtful reassessment of how we approach specialized education in a rapidly changing world. The piece confronts uncomfortable questions and proposes calls to action for policymakers, educators, and the global community. By framing Ukraine’s struggle as indicative of a broader global challenge, it aims to catalyze meaningful discussions and reforms in how specialized higher education is approached and implemented worldwide.

The Atomic Force Microscope (AFM) is a precision mechatronic system for nanoscale imaging of surfaces. Due to limited instrument access and lack of visualization techniques, understanding its principles can be challenging. Digital twin technology allows the creation of virtual representations of physical systems, which can be particularly useful to address challenges in AFM education. To realistically simulate nanoscale physics, we first developed new efficient algorithms for four virtual scale models, including cantilever mechanics, probe transducers, controller tuning, and contact mechanics. Second, three simulated experiment interactive learning modules are developed for instrument operation, including virtual imaging, system overview, and imaging modalities. In the end, three hardware systems are integrated for an extended reality experience, including a macroscopic AFM scale model, a haptic device for probe-sample interaction force feedback, and an upgraded low-cost educational AFM for nanoscale imaging and instrumentation. This completes the eight total modules for the AFM SMILER: A scale model interactive learning extended reality toolkit. Preliminary studies show the toolkit being helpful for AFM education. In addition to mechatronics and nanotechnology education, techniques developed in this work can be generally applied to computationally efficient realistic digital twin creation.

ABSTRACT Dynamic and flexible nucleic acid models can provide current and future scientists with physical intuition for the structure of DNA and the ways that DNA and its synthetic mimics can be used to build self-assembling structures and advanced nanomachines. As more research labs and classrooms dive into the field of structural nucleic acid nanotechnology, students and researchers need access to interactive, dynamic, handheld models. Here, we present a 3D-printable kit for the construction of DNA and peptide nucleic acid (PNA). We have engineered a previous modular DNA kit to reduce costs while improving ease of assembly, flexibility, and robustness. We have also expanded the scope of available snap-together models by creating the first 3D-printable models of γPNA, an emerging material for nuclease- and protease-resistance nanotechnology. Building on previous research, representative nucleic acid duplexes were split into logical monomer segments, and atomic coordinates were used to create solid models for 3D printing. We used a human factors approach to customize 3 types of articulated snap-together connectors that allow for physically relevant motion characteristic of each interface in the model. Modules are easy to connect and separate manually but stay together when the model is manipulated. To greatly reduce cost, we bundled these segments for printing, and we created a miniaturized version that uses less than half the printing material to build. Our novel 3D-printed articulated snap-together models capture the flexibility and robustness of DNA and γPNA nanostructures. Resulting handheld helical models replicate the geometries in published structures and can now flex to form crossovers and allow biologically relevant zipping and unzipping to allow complex demonstrations of nanomachines undergoing strand displacement reactions. Finally, the same tools used to create these models can be readily applied to other types of backbones and nucleobases for endless research and education possibilities.

This study aimed to investigate the research trends in Nanoscience and Nanotechnology (NST) Education through a bibliometric mapping analysis. With its focus on NST education and an analysis of a comprehensive number of studies, this study is expected to provide a guide for new studies, identify the trends in the field and compare the existing research on this topic. VOSviewer software was used to examine and visualize bibliometric networks between the research units. The bibliometric analysis included a total of 196 articles published between 2001 and 2021 in peer-reviewed journals covered by the Web of Science database. The results indicated that the most used keywords were nanotechnology, hands-on learning, upper-division undergraduate, graduate education, and laboratory instruction. The most-productive countries in NST education research were the United States, Israel, France, and Taiwan. The results provided a comprehensive review to understand the recent developments in NST education research.

Invited Letter: Micro Nano Technology Education Center

The scanning electron microscope (SEM) has evolved to become an indispensable tool for research and education in engineering, physics, nanotechnology, geosciences, materials science, biological sciences and other fields. However, training on a physical SEM is costly, time consuming, and often unavailable in economically disadvantaged areas. Advances in computer technology have made interactive three-dimensional (3D) virtual laboratory an effective tool for training in medicine and many engineering and technology fields. In the current work, in order to provide cost-effective hands-on training, a virtual 3D SEM was developed using the game development engine <i>Unity 3D</i>. It contains realistic 3D models of the physical components, created using <i>3ds Max^®</i>, a software for 3D modeling and rendering. The components are manipulated with scripts programmed using C# and JavaScript and then paired with the corresponding model. Users may view and operate the virtual instrument, save images for further analysis, and write a report. The developed virtual SEM was tested on diverse groups of users at multiple institutions, each divided to treatment and control groups. Feedback from these tests was collected and used for improvements in the overall quality of the simulated experience. In addition, users reported the experience of training on the virtual SEM as enjoyable.

The advancement of Nanotechnology has been extremely important in innovations associated with materials, electronics, medicine, manufacturing, and so on, contributing to many high-tech industries. To achieve the sustainable advancement of nanotechnology, nanotechnology education becomes increasingly important. It is our pleasure to introduce Dr. Ilgu Yun, the guest editor of this special issue of <i>IEEE Nanotechnology Magazine</i> on advances in nanotechnology and applications, which covers not only nanotechnology research but also global nanotechnology education.