Learning Opportunities Research Articles

Creating a safe space: medical students’ perspectives on using actor simulations for learning communication skills

BackgroundCommunication skills are an essential part of clinical competence that need to be acquired during health professions education. Simulations are extensively used for learning communication skills and have long been integral to medical degree programmes. In this research we use qualitative methodology to explore fourth-year medical students’ experiences in simulations aimed at improving versatile doctor-patient communication, focusing on their learning with trained actors.MethodsThe data comprises reflective writings from 208 fourth-year medical students, gathered after a communication skills course. These students provided informed consent for their writings to be included in the research. We performed an inductive qualitative content analysis on the textual data, with findings presented as themes, supported by categories, codes, and excerpts from raw data to enhance the trustworthiness of the analysis.ResultsWe identified eight key themes capturing students’ learning experiences through simulations: practising in a safe learning environment, valuing feedback, gaining new perspectives, finding simulations valuable and enjoyable, boosting confidence and self-knowledge, and viewing simulations as authentic and engaging learning opportunities. Some students offered critical perspectives on simulations. Throughout the course, students learned diverse aspects of patient care, emotional and behavioural communication dynamics, and lessons from medical errors. Some students offered critical perspectives on simulations, and a few indicated they did not learn anything new.ConclusionsA safe learning environment is vital for encouraging learners to explore, make errors, and absorb feedback to improve their communication with patients. Students predominantly valued the communication skills training with actors and the constructive feedback received and given in the debriefing discussions. However, some students expressed critical views toward simulations. Simulations are not static; they evolve and require continual improvements. Hence, we advocate for the ongoing exploration and enhancement of communication skills learning methods, including simulations, with careful consideration for students’ vulnerability and the importance of psychological safety. Additionally, it is critical to address students’ perceptions that certain clinical teachers prioritise biomedical knowledge over communication skills. Providing tailored training for teachers regarding the learning methods and the desired outcomes of communication courses is essential.

Impact of Virtual Learning on Student Performance and Engagement in Remote Hilly Areas of Uttarakhand

The rapid shift to virtual learning during the COVID-19 pandemic brought significant changes to the education system, especially in geographically challenging regions like the remote hilly areas of Uttarakhand, India. This study explores how these shifts affected high school students' academic performance and engagement in virtual classrooms, given the unique challenges posed by limited infrastructure and connectivity. This study investigates the impact of virtual learning on student performance and engagement in the remote hilly areas of Uttarakhand, India. With the sudden shift to virtual education during the COVID-19 pandemic, schools in these regions faced unique challenges due to their geographic isolation, lack of internet access, and frequent power outages. The study aims to assess how these conditions have influenced the effectiveness of virtual learning and its impact on students' academic outcomes and engagement levels. A total of 51 high school students from 05 government schools in remote areas of Uttarakhand participated in this research. Data was collected through structured questionnaires, focusing on students’ experiences with virtual learning, their academic performance before and after the shift, and their engagement with online classes. The study used both quantitative and qualitative methods, including descriptive statistics, logistic regression, and MANOVA, to analyze the data. Findings indicate that while virtual learning provided an essential educational lifeline during the pandemic, students in remote areas encountered significant barriers that hindered their learning experiences. Limited internet access and frequent electricity cuts were among the primary obstacles reported. Despite these challenges, a majority of students found virtual classrooms useful for maintaining continuity in their education. The study also reveals that virtual learning positively influenced student engagement, particularly in subjects that incorporated interactive content. However, the overall academic performance showed mixed results, with some students struggling due to the absence of traditional classroom interaction and practical learning opportunities. This research highlights the need for improved infrastructure and policy interventions to support virtual education in remote regions. It concludes that while virtual learning has potential, addressing technological and logistical barriers is crucial for ensuring equitable and effective learning experiences for all students in such areas.

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

Drivers of adoption for integrated mangrove aquaculture: Its application for extensive smallholder shrimp farmers in Bangladesh

Integrated Mangrove Aquaculture (IMA) has the potential to simultaneously address the challenges of environmental degradation arising from conventional shrimp production, the expected impacts of climate change, and the growing global demand for shrimp. These challenges affect coastal livelihoods in Satkhira and Khulna districts of Bangladesh. However, IMA adoption in coastal Bangladesh so far remains low. This study explores the factors that influence IMA adoption by extensive smallholder shrimp farmers in Bangladesh using a questionnaire-based survey of 128 farmers. We identified potential drivers of adoption by combining exploratory data analysis and a logit regression analysis. Key findings were that lack of adoption appeared to be mainly attributed to a lack of awareness of IMA (65% of non-adopters were not aware of the existence of IMA), as well as a lack of trust in own required management skills and technical know-how. On the other hand, positive evaluation of IMA benefits and its main use as a risk mitigating strategy were the main enablers. The logit regression analysis indicated that perceived suitability of the pond to integrate IMA and availability of technical assistance were the factors most important to adoption, explaining respectively 30% and 26% of adoption. To enhance adoption of IMA and reduce the need for new pond excavation in mangrove stands, tailored technical training and social learning opportunities are required to increase awareness of IMA and its potential benefits, as well as for effective IMA management. Additionally, the development of new market opportunities for novel mangrove products is vital to foster incentives for adoption. Further work is needed on how to maximize the potential of IMA by thorough study of its various implementation options.

A Systematic Review of Learning Opportunities Within the Crowdworkers’ Workplace

This systematic review used a qualitative content analysis (QCA) and co-occurrence analysis of scientific papers from multiple disciplines published between 2011 and 2021. It could identify learning opportunities within the crowdworkers’ workplace, ranging from work management via brand-building and technology-use to the engagement with the community interface, considering multiple constituents of the crowdworkers’ workplace such as locations and their infrastructure, as well as working hours and expectations by society. The degree to which such learning opportunities occur is shaped by the crowdwork platform, the community interface, digital devices, and the individual workplace environment they encounter. To grasp the reality of crowdwork, the CPSS meta-model by Yilma et al. (2021), Goller’s concept of agentic actions (2017), and Billett’s workplace curriculum model (2020) are used.

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

Assessment of Entrepreneurial Education Service Quality Among Management Students in Salem District, Tamil Nadu

The quality of higher education is increasingly becoming an important issue as the socio-economic development of a country owes much to it. All over the country, the main aim is to increase the standard of education. Parents and government utilize a huge amount of money on educational system. India has the largest numbers of colleges as well as the largest number of management education institutes and infrastructure in the world. The objective of the study is to study the socio-economic profile of the management students and to measure the level of the entrepreneurial skills, level of satisfaction among the management students in Salem district. A survey was conducted from the target audience, students from the Management studies. 350 sample sizes were collected from 20 selected institutions both Government and Private colleges in Salem district Tamil Nadu, using stratified proportionate random sampling method. Microsoft excel 2019 and JASP (Jeffrey’s Amazing Statistics Program) software was used for data Analysis. The questionnaire instrument scale is based on Likert’s five-point scale. The study adopted descriptive research design. The results reveal a strong correlation between service quality dimensions (infrastructure, faculty support) and student satisfaction. Recommendations are made to enhance entrepreneurial education, focusing on improving physical infrastructure, curriculum relevance, and practical learning opportunities.

Modern aspects of pathology teaching

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys

AbstractThis article looks at how a Black informal STEM educator supported two Black boys' learning opportunities in coding, specifically investigating how the establishment of politicized trust between the informal STEM educator and youth supported their development of critical agency. Using the dual lenses of socio‐spatial relationality and politicized trust, we explore how the socio‐spatial relationality of place, materials, and educator–youth interactions allowed for the shifting of power dynamics that were foundational to supporting youth in navigating a coding process that centered who they were and their interests, in the moment. We employ participatory design research aimed at reducing power dynamics by remediating who has power within a setting, grounded in dismantling and disrupting traditional power hierarchies through actively involving the community in the design process. We present two case studies that map the learning trajectories of Donovan and Jabria, two middle‐school aged Black boys. Their learning trajectories include the following phases: tensions related to coding with Scratch, pivotal interaction with the educator, and development of critical agency. We unpack how the socially produced space supported Donovan, Jabria, and Worsley to critically read the world of coding, rewrite coding through political action, and establish politicized trust. Throughout this process, we see through Donovan and Jabria's interactions they were constantly editing and producing their interactions with coding which led to newly created learning opportunities by developing their critical agency in coding. Four main points were identified: continuous access to materials, sustained engagement to reimagine possibilities, understanding that all disengagement is not equal, and being explicit in communicating expectations followed by concrete action. Across these points, the salience of relational politicized trust between educator and youth was a cross cutting thread.

Innovation and Technology in Nursing Education: Challenges and Opportunities

This comment responds to the recently published article on online learning methods during the COVID-19 pandemic. The article describes the challenges, methods, and opportunities of online learning. The authors consider this topic to be very current, interesting, and highly relevant, as the impact that technology will have on the future of nursing education will be significant. However, the challenge posed by the implementation of advanced technologies such as virtual reality (VR) or e-learning requires special attention. These technologies not only enrich students’ educational experiences but can be important in adequately and comprehensively preparing students to meet real-world clinical challenges.

Studio as a Catalyst for Incremental and Ambitious Teacher Learning

This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen teaching and learning through collaborative analysis and reflection. To build our argument, we drew from two Studio projects that had shared structures of cycles of learning and routines, as well as shared practices of using rich representations and collective interpretations of teaching. While both projects’ structures and practices take up ambitious and equitable teaching, they use different routines and attend to different features of equitable teaching. Building on a history of PL models, such as lesson study, which use similar structures and practices as powerful catalysts of teacher learning, we argue that Studio’s structures and practices can catalyze teachers’ incremental learning of ambitious and equitable teaching. We discuss the implications for future research based on this argument and for those leading PL.

Development of Small-Scale Kits and Flipbooks for Practical Acid-Base Instruction

Practicum is essential to learning because it provides practical learning opportunities in building students' knowledge. Learning using the practical method can explain abstract theories into concrete ones and can be analyzed in more detail so that this method can improve cognitive, psychomotor, and affective skills. Practical activities in schools currently still use large amounts of chemicals. The resulting waste is only thrown in the trash or the drain. Disposal of large amounts of chemical waste will affect the surrounding environment. Based on this background, the researcher aims to develop a small-scale practical kit and flipbook for instructions on practical acid and base solutions. This type of research is development research (R&D) and uses the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Material and language experts and media experts validate products. Product trials were carried out at SMAN 15 Tangerang Regency. The results of the validation of the small-scale practicum kit and flipbook practicum instructions were material 87% (very feasible), language 80% (feasible), and media 84% (very feasible). The product trial results stated that the small-scale practical kit and practical flipbook instructions were suitable for use in the learning process

Music Education Inequality: A Case Study in Zhejiang

Abstract: This article describes the inequality distribution of music education resources in Zhejiang Province, such as the difference in music classroom facilities and music teaching equipment, and makes a statistical analysis of the data. Zhejiang Province has a high level of economic development compare with other Chinese provinces and the music facilities in the urban areas are great. Compared with rural schools, students in the urban area have more music learning opportunities and resources. However, for students in rural areas, the venues and conditions for music activities are limited, and it is difficult to meet the needs of students' music education requirements, so their level of music training is relatively low. Based on the differences between urban and rural schools in Jiaxing and Haining cities in Zhejiang Province, the essay describes that there are certain differences between urban and rural schools. Urban schools have more perfect facilities and equipment, and they can invest a lot of money in education, while rural schools are relatively backward in facilities and lack of educational resources.

The Challenges and Opportunities of NEP-2020 in the Reference of Inclusive Education in India: An Overview

The National Education Policy (NEP) 2020 provides a transformative vision for India's education system by emphasizing inclusive education and offering equal learning opportunities for children from varied socio economic, cultural and ability backgrounds. This paper looks at the challenges and opportunities given by NEP 2020 for promoting inclusive education in India. Infrastructure deficiencies, insufficient teacher preparation, and social biases are major hurdles, but policy-driven changes, technological integration, and financial support mechanisms present potential. This report gives an overview of the challenges and opportunities for implementing inclusive education in light of NEP 2020. Poor infrastructure, a lack of specialized teacher training and entrenched social attitudes about disability and marginalization all impede progress. However, opportunities arise as a result of policy-driven efforts, growing use of information and communication technology (ICT), and financing provisions aimed at fostering more equal learning settings. The research emphasizes the need of teacher capacity building, community participation, and long-term policy commitment in overcoming these challenges and realizing NEP 2020's inclusive vision. According to the findings, successful policy implementation requires stakeholder engagement to establish a more inclusive and easier to able education system in India.

Large language models in internal medicine residency: current use and attitudes among internal medicine residents

BackgroundArtificial intelligence (AI) uses in healthcare changed dramatically with large language models. While work is underway to integrate generative AI safely and effectively into medical practice, little is known about how resident physicians are already using these tools in their work.ObjectivesTo characterize the current usage patterns and attitudes towards large language models among internal medicine residents in North Carolina.MethodsCross-sectional survey-based study of Internal medicine residents in North Carolina.Results152 of 523 total residents completed the survey (29% response rate). Many identified a role for LLMs in both clinical (56%) and non-clinical medicine (72%) today, although only 26% reported current use. More perceived a future role in clinical (71%) and non-clinical (80%) medicine. None had received formal training, but 94% expressed interest in learning more and 87% thought residencies maybe or definitely should have formal curriculum. Top clinical uses include forming a differential diagnosis, researching treatments, and creating educational materials. Top non-clinical uses included self-directed learning, scientific writing, and summarizing literature.ConclusionsMedical educators and administrators should be aware that residents are using generative AI in professional settings. Residents believe in a current and future role for AI in medicine and desire curriculum and learning opportunities during training.

The Evolution of Theories, Transformations, and Emerging Trends in Distance Education Worldwide: A Comprehensive Research Article

Purpose: The fundamental objective of the current comprehensible research article is to dwell on the developmental and historical process, theoretical approaches and foundations, along with technological improvements of newly emerging trends in distance education. Furthermore, the study puts a great deal of emphasis on the most significant psychological theories such as behaviorism, cognitivism, and constructivism and in what ways they can contribute to the effectiveness of distance education platforms. The study also explores the theoretical foundations such as systems theory, communication theory and media theory along with a focus on connectivism to comprehend distance education with a careful assessment on the integration of the emerging technological advancements such as artificial intelligence, virtual reality, and augmented reality by revealing their transformative impacts and the potential on distance education. Henceforth, to accomplish such an aim, the current article provides a comprehensive analysis of distance education and offers a collection of insights into distance education for teachers, policymakers and other researchers in the relevant field. Design/Methodology/Approach: The current article employs a literature review as a research method to assess and evaluate the essential existing research body and to obtain definitive, evidence-based, practical, compelling and persuasive data within the relevant field of distance education from a constructivist perspective to find a clear answer to the research questions. Findings: The current study accentuates and finds that the improvements in technology, particularly, the Internet and fiber optics, have a transformative impact on distance education by improving interactivity and accessibility. Distance education seems to have evolved from corresponding with letters to sophisticated online platforms, enhancing global accessibility and overcoming challenges and obstacles. Psychological theories such as behaviorism, cognitivism, and constructivism are of high importance in optimizing learning experiences in this technological era. Highlights: The study highlights that the emerging trends in technology, comprising virtual reality (VR), augmented reality (AR), and artificial intelligence (AI), have a profound transformative effect on distance education by improving interactivity, visualization, and individualized learning experiences. VR and AR offer immersive, 3D settings that enhance involvement, engagement and understanding, whereas AI grands individualized learning and assessments, reshaping traditional educational methods and enhancing access to effective and productive learning opportunities.

Exploring the "led" in health professional student-led experiences: a scoping review.

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

Advancing Electric Engineering Education through Immersive Virtual Reality: Deep Learning and Evolutionary Algorithms for Image Stitching and Rectification in Virtual Lab Environments

Virtual Reality (VR) technology has emerged as a transformative tool in education, offering immersive and interactive experiences that enhance learning outcomes. This paper delves into the application of image stitching and rectification techniques to create a VR lab environment, specifically tailored for electrical engineering education. The importance of VR technology in education is explored, highlighting its role in promoting active learning and providing experiential learning opportunities. The primary emphasis of this Paper lies in the smooth incorporation of image stitching algorithms for the creation of panoramic perspectives, along with the implementation of rectification techniques to correct irregular borders within the stitched images. By utilizing Convolutional Neural Networks (CNNs) and Genetic Algorithms (GAs), the proposed approach optimizes the rectification process, resulting in visually cohesive representations. Demonstrating the utilization of the VR lab across a range of situations, such as examining power transfer and creating control panels for water pumps in irrigation initiatives, the immersive setting enables students to delve into intricate systems. The performance of the proposed method was evaluated using various metrics, including mean squared error, peak signal to noise ratio (PSNR), structural similarity index (SSIM), and Fréchet inception distance (FID). the combination of deep learning algorithm specifically (CNN) and optimization algorithm specifically (Genetic algorithm (GA)) led to an increase in the accuracy of the rectified images where the average PSNR reached 23.98, SSIM was 0.8066, and FID was 18.72. Regarding the users’ opinion about the generated environment by stitching and rectifying images, participants demonstrated consistent positive sentiments, with mean scores ranging from 3.65 to 4.03, all above the scale midpoint, and moderate variability indicated by standard deviation values ranging from 1.070 to 1.251, suggesting general favorability with some variation in responses. This experience empowers the users to gain insights and cultivate essential problemsolving abilities at a heightened level. Collaborative learning is facilitated, enabling students to engage in collaborative projects regardless of their physical location. Through the synthesis of image processing techniques and VR technology, this research contributes to the enrichment of educational experiences and the advancement of electrical engineering education.

Living and learning in the retail sector: transactions of young adults’ life course experiences and workplace learning opportunities

This paper seeks to bridge the existing knowledge gap between workplace learning and life course studies by investigating how young adults in the retail industry identify, pursue, and actualise learning opportunities in their workplaces. It considers the elements from their life course that either facilitate or impede these learning opportunities. The study contributes to workplace learning and life course studies by constructing a nuanced understanding of young adults’ agency in navigating their learning and development within the work context. The research is based on an exploratory single case study of young adults working in the Danish retail sector, specifically in non-specialised food handling. Learning biography vignettes (LBV) serves as the empirical foundation for analysis. The findings highlight the complex interplay between personal life events, social support, work environments, and individual agency in shaping the learning and development trajectories of young adults. The research underscores the need for workplaces to be supportive and flexible, providing a range of learning opportunities. It is vital that these environments recognise individual agency and cater to both the personal and professional growth needs of young adults.

Building capacity for inclusive informal STEM learning opportunities for autistic learners

BackgroundResearch is needed to better understand the specific challenges for autistic learners in informal STEM learning settings. This study aimed to increase inclusion in STEM museums, with a larger goal of increasing the impact (i.e., learning and application of knowledge during and after visits) of informal STEM learning settings for autistic youth. We conducted an online parent attitudes survey with 93 parents of autistic adolescents and 53 parents of adolescents in the general population to better understand the experiences of autistic adolescents when visiting STEM-related museums. Parent responses informed professional development training for museum staff at four partner museums, which taught strategies to better support autistic learners. Then, autistic adolescents (n = 20) and their parents were randomly assigned to visit one partner and one control museum. They were asked to report their experiences through an online survey and semi-structured interviews.ResultsParticipants who completed the parent attitudes survey indicated significantly lower inclusion, engagement, and general impact of STEM museum visits among autistic adolescents compared to the general population comparison group. Parents of adolescents who visited partner and control museums reported higher STEM impact during visits to partner museums; however, parent-reported inclusion, engagement, and general impact did not differ significantly between partner and control museums. Qualitative analysis identified four themes (Spectrum of Museum Impact; Adolescent-Environment Fit; Barriers to Engagement, and Barrier Breakers), providing context for quantitative findings.ConclusionsFindings underscore the need for increased inclusion for autistic individuals in informal STEM learning environments like museums. This project demonstrated feasibility of professional development training of forward-facing staff and identified several themes that should inform future efforts to improve inclusion in informal STEM learning settings.