This study investigates strategies to improve mathematical readiness among prospective Diagnostic Medical Sonography (DMS) students at a private four-year university. The DMS program—an intensive, hands-on imaging discipline—requires students to demonstrate proficiency in mathematics as part of the admissions process. Specifically, students must pass a Mathematics Competency Exam during their freshman year. To support student success, the university implemented a structured pathway that began with a two-week summer math bootcamp, followed by enrollment in quantitative courses including Applied College Algebra and Physics. Students were also provided weekly assignments and supplementary instructional resources throughout the academic year to reinforce learning and exam preparation. <br /> During the first academic year of implementation, a significant portion of students did not pass the Mathematics Competency Exam. In response, the university introduced a College Algebra Lab in the second year to offer additional, integrated instructional support. This lab featured diagnostic assessments, targeted remediation, and real-time application of algebraic concepts aligned with the DMS curriculum. Results from the second year demonstrated a statistically significant improvement in student outcomes. More students successfully completed Applied College Algebra and Physics, and the Mathematics Competency Exam pass rate increased. These findings suggest that the addition of the College Algebra Lab contributed meaningfully to enhanced academic performance and readiness for entry into the DMS program.

Exploring the role of classroom quality and student-teacher relationship in the executive function and academic performance of first grade children.

Impact of a play-based intervention on creativity and cognitive flexibility measures in primary education students in Antofagasta (Chile).

Effects of a serious game on undergraduate nursing students' learning motivation, engagement and outcomes in community nursing home visit education: A cluster quasi-experimental study.

Depression and anxiety are prevalent among Chinese adolescents, yet access to care is limited. This study evaluated a culturally adapted digital mental health literacy intervention for Chinese high school students. In this randomized controlled trial, 390 students were assigned to a 12-week digital intervention or control. The program integrated cognitive-behavioral therapy principles. Primary outcomes were depression (PHQ-A) and anxiety (GAD-7) scores at baseline and 12 weeks. Linear mixed-effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (-2.54 points, p < 0.001) and depression (-1.91 points, p < 0.001) compared to controls, with consistent effects across demographics. Culturally adapted digital programs offer scalable school-based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes. The digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long-term sustainability and broader applicability.

Absenteeism among nursing students in classroom and clinical settings presents ongoing challenges to academic performance, clinical competency, and program completion. Understanding its causes, impacts and mitigation strategies is critical for improving student outcomes. To map the existing literature on absenteeism among undergraduate nursing students. The objectives were (1) to identify the factors contributing to absenteeism; (2) to examine the academic, clinical, and professional impacts of absenteeism; and (3) to explore strategies used to address this issue. Scoping review. A comprehensive literature search was conducted in four major databases, including MEDLINE (Ovid), CINAHL (EBSCO), EMBASE, PsycINFO (Ovid) and also in Google Scholar. Keywords included "nursing students," "absenteeism," "classroom attendance," and "clinical placement". Studies published in English between 2000 and 2024 were included. Titles, abstracts, and full texts were screened, and relevant studies were analysed using content analysis, consistent with JBI guidance for scoping reviews. Findings were subsequently mapped and categorised into three overarching domains: contributing factors, impacts, and strategies to address absenteeism. Twenty-six studies were included. Absenteeism in classroom and clinical settings reflected four broad factors: teaching and academic factors, personal and health factors, logistical and institutional factors, and social and cultural factors. Impacts of absenteeism included reduced academic performance, delayed progression, and diminished clinical competency and skill development. Strategies to mitigate absenteeism were categorised into five domains: academic and curriculum support, student engagement and motivation, student wellbeing and support services, governance and policy enforcement, and community, clinical, and collaborative engagement. Absenteeism in nursing education is multifaceted and has an adverse impact on both academic and clinical outcomes. Addressing this issue requires a holistic, multi-level approach that combines academic support, student engagement, institutional governance, and collaborative partnerships. Further research is needed to evaluate the effectiveness of these strategies.

This study addresses the challenge of interpreting qualitative student feedback from the course experience surveys (CES). Traditional feedback analysis is labor-intensive and not easily scalable. We combine sentiment and thematic analysis to enhance the depth of qualitative insights, uncovering deeper perspectives in student comments. The obtain, scrub, explore, model, and interpret (OSEMN) framework guided data collection, cleaning, exploration, and modeling. The analysis showed that over 70% of student feedback was positive, reflecting high satisfaction with educational experiences. Key findings included a long-tailed distribution of comment lengths, with shorter comments more prevalent. Interestingly, longer comments showed a weak negative correlation with sentiment scores, indicating that length does not necessarily reflect more positive or negative sentiment. Nuanced feedback patterns emerged; higher counts of positive words sometimes decreased sentiment scores, while negative words correlated positively, suggesting complex sentiment expression. We identified five primary themes, they are: i) educational engagement; ii) classroom dynamics; iii) appreciative learning; iv) educational excellence; and v) instructional effectiveness. The study underscores the value of student feedback in driving educational improvements and offers actionable insights for administrators. It demonstrates the potential of automated analysis to transform qualitative data into strategic enhancements, ultimately improving student outcomes and institutional effectiveness. Future research should examine the long-term impacts of feedback-driven interventions and strategies to increase survey engagement.

This paper examines outbound student mobility and transnational education (TNE) linked to Ho Chi Minh City (HCMC), Vietnam’s largest higher-education hub. The revised manuscript adopts a mixed-method design that combines a bibliometric mapping of Web of Science records (n = 6,455; 2002–2025) with a focused documentary review of Vietnam/HCMC-relevant studies (n = 12) and a policy-institutional corpus (n = 8 documents, comprising two Ministry of Education and Training sources and six university disclosures). Following a PRISMA-informed screening logic, the study clarifies its search scope, inclusion and exclusion criteria, and document quality checks. The results show four durable knowledge clusters—student mobility, cross-border provision, quality assurance, and graduate outcomes—with a marked post-2020 shift toward educational quality and employability. At the local level, HCMC’s outbound mobility rose to 35,000 students by 2023, although the city’s share of the national total declined as outbound growth dispersed across Vietnam. HCMC also hosts a diverse TNE portfolio of approximately 89 programs, accounting for about 23% of the national total. Synthesizing the global and local evidence, the paper proposes a localized quality-assurance framework centered on transparent partner accreditation, clear credit recognition, assessment integrity, work-integrated learning, and responsible public reporting.

Vocational education in fashion aims to equip students with theoretical knowledge and practical skills relevant to the demands of the industry. In the Fashion Education curriculum, Fashion Technology is positioned as a basic course that supports applied courses such as Children's Fashion Production. This study aims to examine the influence of the learning outcomes of the Fashion Technology course on the learning outcomes of students in the Children's Fashion Production course. This study uses a quantitative approach with an ex post facto design. The population consists of 82 students of the class of 2023 of the Fashion Education Study Program at Semarang State University, and a total sampling method was used. Data is collected through documentation of student academic data records. Data analysis included descriptive statistics and inferential analysis using simple linear regression with SPSS version 26. The results of the regression analysis showed that the learning outcomes of Fashion Technology had a significant positive influence on the learning outcomes of Children's Fashion Production (F = 24.655; p &lt; 0.05). The coefficient of determination (R²) was 0.233, indicating that Fashion Technology contributed 23.3% to the variance in student achievement in Children's Fashion Production. The regression coefficient (B = 0.457) showed that higher achievement in Fashion Technology was associated with better performance in applied courses. These findings affirm the importance of Fashion Technology as a foundational course that supports students' success in practical fashion production and highlight the need for strong alignment between basic and applied courses in fashion vocational education.

This study examines teachers’ understanding of the basic concept of school community relations from an outcome prespective in elementary schools. The relationship between schools and the community plays an important role in supporting the effectiveness of educational programs and improving the quality of learning outcomes. Theacers act as key actors who connect schools with parents and the surronding community. Therefore, understanding the concept of school and community relations is essential to build effective communication and collaboration. The researgh used a qualitative approach with a literature study method. Data were collected from relevant academic sources such as journal articels, book, and previous reaseacrh related to school and community relations and educcational management. He collected data were analyzed using descriptive qualitative analysis through data reduction, data presentation, and conclusion drawing. The results of the study indicate the techers’ understanding of the concept of school and community relations countributes significantly to strengthening cooperation between schools and the community. Effective collaboration can increase community partisipation, support school programs, and create positive educational outcomes for students and institutions. Thus, strengthening teachers’ understanding of school and community relations is important to improve the quality and effectiveness of education in elementary schools.

ABSTRACT Artificial intelligence (AI) is reshaping marketing practice and consequently marketing education. While prior pedagogical research has examined traditional AI tasks and more recently generative AI (GenAI) in marketing education, limited attention has been devoted to the emerging paradigm of agentic AI. This requires instructors and students to move from content creation toward system design, process orchestration and execution of marketing tasks using autonomous AI agents. This paper introduces a novel workflow automation assignment that integrates agentic AI into marketing education. We conceptualize agentic AI for marketing education, distinguish it from traditional and generative AI and develop hypotheses regarding its impact on student satisfaction, perceived learning, and engagement in marketing process automation. In this research, a survey was conducted to measure the teaching effectiveness and overall satisfaction of graduate level marketing students (n = 71) in a French university. The evidence suggests that the proposed assignment using n8n platform has positive outcomes in students’ learning experience and engagement.

ABSTRACT The increasing enrollment in post-secondary education has highlighted the need for effective university policies to support students facing mental health challenges. This study explores the impacts of involuntary university leaves of absence on students with mental health issues, focusing on their experiences, the effectiveness of these policies, and recommendations for improvement. Using a qualitative methodology involving framework analysis, 22 emerging adult undergraduate students from across Canada were interviewed to understand their journeys before, during, and after taking an involuntary leave of absence. The study identifies three primary themes: (a) the health and well-being journey in the context of the leave of absence; (b) the interactions between mental health and university structures, supports, and policies; and (c) other influences on mental health and well-being. Academic pressure, interpersonal stressors, and the COVID-19 pandemic significantly contributed to the need for a leave of absence. Student outcomes, however, differ markedly: some students report relief and personal growth, whereas others contend with disrupted identities and difficulties reengaging with university life. The study underscores the importance of tailored support systems and policies that address the unique needs of students with mental health issues, advocating for a balance between institutional requirements and student well-being.

Many tertiary mathematics departments are seeking to improve equity in their programs; however, they may struggle to translate these goals for equity into action. This longitudinal, qualitative study focuses on a Networked Improvement Community (NIC) within the mathematics department at a public, doctoral degree-granting university located in the Southeast United States. This NIC worked together for two years (Spring 2023 to Spring 2025) to become more reflective practitioners and critically transform the mathematics program at their institution. We used Cultural Historical Activity Theory (CHAT) to examine relationships between objects, tools, and outcomes for the NIC. Data included multiple interviews and journals from eleven (n = 11) participants, and was triangulated with observer field notes of monthly NIC meetings. Thematic analysis revealed three pathways that connected NIC members’ individual and collective goals (objects), NIC activities and resources (tools), and NIC members’ perspectives on teaching and students (outcomes). We found that sometimes objects, mediated by tools, led to aligned outcomes, but not always. Specific tools could lead the NIC to adopt a new and collective object (and outcome). In other cases, the lack of the right tool led to unrealized outcomes or even secondary outcomes within the NIC. Ultimately, the critical transformations that NIC members envisioned were not realized; however, the experience of examining student data and discussing with colleagues shaped their thinking about teaching and students in impactful ways that inform faculty development for institutional change efforts on a broader scale. Our findings highlight the importance of identifying the right tools to support critical transformation, including the value of examining data as a collaborative group. We also extend NIC scholarship by using second-generation CHAT to distinguish objects over time and specify pathway models linking tools to outcomes.

The organization of the educational-upbringing process in general education schools represents a multifaceted challenge encompassing pedagogical, psychological, socio-cultural, and administrative dimensions. This article investigates the specific features that characterize the organization of this process in general education schools, with particular attention to the integration of classical Islamic-Uzbek pedagogical heritage and contemporary educational frameworks. Using a mixed-methods research design involving document analysis, structured classroom observations (n = 45), and teacher interviews (n = 30) across 15 general education schools, the study identifies five core organizational features: (1) the unity of instructional and upbringing components, (2) age-appropriate developmental sequencing, (3) value-based content integration, (4) quality of teacher-student relationships, and (5) institutional-family-community collaboration. The findings indicate that schools successfully implementing an integrative approach drawing on both classical pedagogical wisdom from scholars such as Ibn Sina, Al-Ghazali, and Yusuf Khos Hojib, and modern educational science demonstrate significantly higher student engagement and character development outcomes. These results carry implications for curriculum design, teacher preparation, and school management policy in post-Soviet Central Asian educational contexts.

Medical education is often perceived as a highly competitive environment, with competition influencing both student motivation and graduate outcomes. Previous research has reported mixed findings on the impact of competitive teaching methods, particularly on academic performance and broader graduate outcomes, such as student well-being and teamwork. A greater understanding of how students perceive competition, including the role of collaborative competition, is needed to inform teaching practices that support both learning and professional development. This study aimed to explore how medical students perceive competition in the learning environment, focusing on the contrast between individual and collaborative competition and their perceived effects on professional development. In 2020, a questionnaire incorporating both closed-ended and open-ended questions was distributed to all 1384 registered medical students at the University of Sheffield. Quantitative data were collected via Likert scales and analysed statistically, while qualitative free-text responses underwent thematic analysis. A convergent parallel design was used to integrate quantitative and qualitative findings, allowing a comprehensive understanding of student perspectives. Eighty-five students responded, with 38 providing free-text comments. Students reported similar levels of competitiveness across sex and year of study, and perceived themselves as less competitive than their peers. Collaborative competition was preferred over individual competition and was perceived to support key graduate outcomes by maintaining the benefits of individual competition while mitigating its negative aspects. These findings reinforce the perceived competitive nature of medical education and highlight the importance of considering student perceptions in shaping teaching practices.

This study aims to determine the effect of gamification-based learning media through the Padlet application on Indonesian language learning outcomes in the material "Self-Expression through Hobbies" for fifth-grade students at SDN 117505 Panjang Tongah in the 2025/2026 academic year. The type of research used is quantitative research with a quasi-experimental method and a nonequivalent control group design. The study population was all fifth-grade students, totaling 50 students. The sample was determined using a purposive sampling technique, with class V-A as the experimental class that received treatment using gamification-based learning media (Padlet), totaling 23 students, and class V-B as the control class with conventional learning, totaling 27 students. The research instrument used a multiple-choice test consisting of 20 questions that had been tested for validity, reliability, difficulty level, and discriminating power. Data analysis techniques used normality tests, homogeneity tests, and hypothesis testing with an independent sample t-test. The results showed a significant difference in learning outcomes between the experimental class and the control class. The average posttest score of the experimental class was 88.04, higher than the control class's 63.33. The hypothesis test results obtained a significance value of 0.000 &lt; 0.05 and a t-count of 8.298 &gt; t-table 2.010, so H1 was accepted and H0 was rejected. Thus, it can be concluded that there is a significant effect of using gamification-based learning media through the Padlet application on the Indonesian language learning outcomes of fifth-grade students at SDN 117505 Panjang Tongah

This study was motivated by the low learning outcomes of students in IPAS (Science and Social Studies) learning in grade V of SDN 13 Batu Gadang, Padang City. The purpose of this study was to improve students’ learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by Slidesgo media. This research employed Classroom Action Research (CAR) consisting of two cycles, each including planning, implementation, observation, and reflection stages. The subjects of this study were 25 fifth-grade students. Data were collected through observation, tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed a significant improvement in each cycle. The learning planning increased from 91.67% in Cycle I to 95.83% in Cycle II. The implementation of learning also improved, with teacher and student activities reaching 96.43% categorized as very good. Furthermore, students’ learning outcomes increased from an average score of 75.28 in Cycle I to 85.32 in Cycle II. Therefore, it can be concluded that the application of the Problem Based Learning model assisted by Slidesgo media effectively improves students’ learning outcomes in IPAS learning. Keywords: Problem Based Learning, Slidesgo , learning outcomes , IPAS

Abstract This paper reports initial findings from a pilot study of the Coping Power- Rural program with upper elementary and middle school students, which was created to meet the specific needs of rural populations. Coping Power- Rural included adapted content to ensure it was relevant and accessible to students and teachers in rural schools. The program followed a two-tiered delivery format, incorporating both universal classroom sessions as well as targeted group sessions. The program also promoted skill generalization across contexts (e.g., school and home settings) through a flexible, technology-enhanced caregiver component, which provided caregivers with remote access to resources and supports. Building on prior feasibility and acceptability work (Nguyen et al. in Sch Ment Health 16:776–792, 2024. https://doi.org/10.1007/s12310-024-09632-2 ), this pilot study reports pre-post contrast testing of the Coping Power- Rural program in six rural schools across three states, involving 185 students (grades 4–7; 55.1% male; 43.2% Black; 7.6% Latine) and 48 school-based staff. The pre-post pilot outcomes indicated significant improvements in student conduct problems, aggressive/disruptive behavior, prosocial behavior, emotion regulation problems, internalizing problems, family stability, and family involvement from pretest to posttest ( p &lt; 0.05; Cohen’s d s ranged from 0.20 to 0.48). There were also significant pre-post improvements for youth who participated in the targeted group on several teacher-reported outcomes (e.g., greater reductions in aggressive/disruptive behavior, emotion regulation problems, internalizing problems). These pre-post pilot findings provide promising evidence regarding outcomes for students based on exposure to the classroom Coping Power- Rural sessions, as well as for students in the targeted group.

Anatomy and Physiology is an undergraduate science course with a reputation of being a “gatekeeping” course because students must achieve a grade of C or better to continue with coursework in the student’s chosen STEM major, which many students fail to accomplish. The volume of material and complexity of the content are two reasons why the course is difficult for students to master, and nationally has a high drop/fail/withdraw rate. This study examines the role of gestures in teaching and learning in an undergraduate anatomy and physiology course and asks these research questions: 1) Do pointing gestures by students affect student outcomes more than pointing gestures by the teacher alone? And 2) Do representational gestures by students affect student outcomes? We found that representational gestures helped students learn cranial nerve content better compared to students who did not use gestures as measured by exam scores. Additionally, after a unit incorporating gestures in teaching and learning, students indicated that they would be more likely to use their hands to study and learn in the future.

Emerging adults who are students (EAS) face challenges balancing academic demands with early career development in a competitive labour market. Career and vocational interventions (CVIs) aim to support this transition by improving employability, academic outcomes, career self-efficacy, and mental health protective factors. This systematic review assesses the effectiveness of CVIs compared with standard approaches in improving employment-related outcomes for EAS, following Cochrane and PRISMA guidelines. Multiple databases were searched for studies published between 2018 and May 2025. Three independent reviewers screened abstracts and full texts in duplicate. Eligible studies were primary research evaluating CVIs for students aged 12–25 yrs and reporting employment-related outcomes. Thirty-one moderate- to low-quality studies examining middle school, high school, and university students were included from an initial 5765 records. CVIs were typically multi-component, combining training, school- or work-based learning, and additional supports. Overall, CVIs were associated with improved career readiness, academic outcomes, employment, resilience, and career adaptability. However, some studies reported lower employment rates and income for women and students with disabilities compared with men and peers without disabilities. These findings suggest that CVIs can support school-to-work transitions but underscore the need for tailored, integrated approaches, and higher-quality longitudinal research to guide policy and practice.