Learner participation in their learning is important to foster meaningful learning. Thus, teachers adopt different teaching methods including case-based teaching method to propel learners’ participation in learning. This qualitative study explored business studies teachers’ implementation of case-based teaching in technology-enhanced classrooms. The study is located within the interpretivists’ paradigm and utilises Experiential Learning Theory as a lens to interpret and thematically analyse interviews collected from six business studies teachers, from six secondary schools in KwaZulu-Natal in South Africa that were selected purposefully. The study found that a case-based teaching method is compatible with technology integration and helps teachers to expose learners to real business situations. Consequently, integrating technology while implementing case-based teaching transforms the learning context. It is recommended that business studies teachers intensify the implementation of case-based teaching in their technology-enhanced classrooms to facilitate learners’ understanding as they participate in learning.

Purpose: This study examined nurses’ experiences in caring for patients with left ventricular assist devices (LVADs) to gain a contextual understanding of the unique characteristics of LVAD nursing care and to identify nurses’ perceived educational needs.Methods: A qualitative descriptive approach was used. Twelve nurses from a tertiary hospital were recruited through convenience sampling. Data were collected via in-depth, face-to-face interviews conducted from October 15 to November 25, 2024. The interview data were analyzed using qualitative content analysis.Results: Through a qualitative content analysis, three main themes and nine subthemes were identified. The main themes were: (1) challenges and achievements of nurses in managing LVAD devices and providing nursing care, (2) difficulties in caring for patients with LVADs within structural constraints, and (3) expectations for practical and applicable education in LVAD nursing care. The subthemes reflected the dual demands of patient care and device management. These demands involved both burden and professional fulfillment. Nurses worked within physical constraints and unclear reporting criteria. There were also unmet nurse-oriented education needs, particularly for practical, current, and tiered resources tailored to experience level and unit context.Conclusion: The findings indicate that caring for patients with LVADs demands nuanced clinical reasoning and greater nursing competence compared to general heart failure care. Educational approaches should reflect clinical contexts and support nurses’ engagement in participatory and experiential learning to address this complexity. These insights provide a systematic educational foundation for developing programs tailored to the realities of LVAD nursing care.

The increasing integration of digital technologies into education and daily life has heightened adolescents’ exposure to cyber risks, including online manipulation and exploitation. This study investigates Vietnamese high school students’ awareness and preventive behaviors regarding “online kidnapping,” a behavioral phenomenon encompassing catfishing, sextortion, and digital coercion. Employing a quantitative research design, data were collected from 338 students at Nguyen Binh Khiem High School (Ho Chi Minh City) through an 11- item standardized questionnaire. Statistical analyses using SPSS 26.0, including descriptive statistics, Chi-square tests, and Pearson’s correlation, revealed that only 25% of participants had a clear understanding of online kidnapping, while 68% had interacted with strangers online and 32% had shared personal or sensitive information. A significant positive correlation was found between awareness and preventive behaviors (r = 0.62, p < 0.01), indicating that higher cognitive understanding is associated with safer online practices. Grounded in Ajzen’s Theory of Planned Behavior and Kolb’s Experiential Learning Model, the study introduces the “360° Digital Shield”, a three-tier educational framework that integrates (1) school-wide awareness programs, (2) peer-led digital media campaigns, and (3) curriculum-based experiential learning modules. This model emphasizes continuous, participatory learning to build sustainable digital resilience. The research contributes to the growing body of evidence-based digital safety education and provides practical implications for policymakers and educators in promoting responsible digital citizenship among youth in developing contexts.

Abstract This study examines the potential of synchronous oral telecollaborative tasks to foster learner autonomy among young language learners. Previous research highlights both the language learning affordances of technology-mediated task-based language teaching and challenges for successful implementation with young learners and suggests that learner autonomy is an important mediating variable. The present article investigates autonomy by exploring learner participation during task-as-process and the teacher’s role in creating opportunities for learning in technology-mediated exchanges. We propose a new analytical framework based on the notion of arena , drawing on Goffman’s dramaturgical concept of frontstage versus backstage interaction, to inform a fine-grained investigation of turn-taking during the same task-as-workplan implemented in two French primary school classrooms with learners of English of CEFR A1 level. Quantitative analysis of the interaction data revealed contrasting participation patterns in various task phases and across different areas of the interactional arena. In one class, learners managed the task independently; the teacher intervened only once, and learners exhibited significantly higher on-task time and greater frontstage engagement. In the other class, the teacher participated in backstage task management, providing prompting and echoing, and also in frontstage interaction, and this in all task phases. The study underlines young learners’ capacity for successful L2 interaction in synchronous telecollaboration and traces critical links between learner autonomy and teachers’ interpretation of tasks.

Social Studies (IPS) learning in elementary schools plays a crucial role in fostering students’ social awareness, which includes understanding social values, developing empathy, and participating responsibly in community life. However, in practice, Social Studies learning often remains theoretical and textbook-centered, making students’ learning experiences less meaningful and disconnected from real-life contexts. To address this issue, utilizing the surrounding environment as a learning resource offers an effective alternative by bringing real social situations into the learning process. This study aims to analyze the concepts, implementation, and impact of environmental utilization on enhancing elementary students’ social awareness. The research employed a Systematic Literature Review (SLR) method by reviewing relevant scholarly articles obtained from national and international databases such as Garuda, Google Scholar, and ScienceDirect, using the keywords “environment as a learning resource in Social Studies” and “students’ social awareness.” The findings reveal that the use of the surrounding environment as a learning resource promotes students’ critical thinking, empathy, and social concern through contextual and participatory learning experiences. Moreover, teachers play a pivotal role in designing project-based and field-observation activities that strengthen the internalization of social values. Therefore, Social Studies learning that integrates environmental resources is proven to be effective in shaping students’ social character from an early age and supports the realization of holistic, active, and life-oriented education.

Abstract Introduction Urban streams are often part of peripheral settlements, commonly trapped in negative social–ecological feedback, undermining habitat health and ecosystem resilience. Disrupting this loop requires integrating ecological rehabilitation approaches that actively engage local communities. Objectives This study aims to advance the ecological rehabilitation of urban streams exploring how Participatory Action Research (PAR) can co‐produce ecological and social innovations that inform inclusive restoration policies in vulnerable urban settings. Methods Together with workers of a grassroots organization who are beneficiaries of a national social employment program, we conducted three co‐production cycles to adapt, install, and test planted rolls. Furthermore, a factorial experiment tested the development of four native species ( Typha latifolia , Schoenoplectus californicus , Thalia multiflora , and Equisetum giganteum ) in pre‐soaked versus unsoaked sawdust substrates. Plant development was co‐monitored over 100 days, and field survival for 1 year. Growth and T 50 were estimated with mixed‐effects models (Conway–Maxwell–Poisson and zero‐inflated gamma) and establishment was evaluated via survival analysis. Results Implementation of a shared workbook and data collection yielded a standardized plant‐roll protocol and enabled participatory learning. Rooting time ( T 50 ) strongly predicted in‐stream plant establishment: T. multiflora rooted earliest (36.4 days) and achieved the highest survival; S. californicus and T. latifolia rooted similarly (≈77 days) but differed in allocation— S. californicus showed early foliar growth and lower survival, while T. latifolia had better establishment. Equisetum giganteum was poorly suited to the rolls. Conclusions The PAR approach enabled co‐production of ecological and social innovations, linking species performance with community learning and generating actionable knowledge to inform inclusive, labor‐based restoration policies in vulnerable urban areas.

The use of digital applications in education has become an innovative tool for strengthening literacy skills in students with mild intellectual disabilities. The implementation of these technological platforms allows students to interact with dynamic and engaging activities, facilitating letter identification, sound association, and the construction of simple words. By integrating visual and auditory resources, children's attention is captured and their interest maintained for longer periods, generating a more active and participatory learning process. Experience with these applications shows that immediate reinforcement for each activity stimulates motivation and helps reduce anxiety. In this way, students develop greater confidence in their abilities, which directly benefits their academic performance and strengthens their positive attitude toward new tasks. The emotional aspect is fundamental, since working in a digital environment provides security and sparks enthusiasm, contributing to consistency in the development of reading and writing skills.

This paper presents an approach to teaching and consolidating skills in the context of sustainability “Prototyping Sustainability–Designing Sustainable IT” (ProS), using the workshop format for participatory and creative learning. The workshop integrates principles from Education for Sustainable Development (ESD), transformative and experiential learning, participatory design, and critical reflection on the digital age to engage participants in critically examining the environmental, economic, and social impacts of digital technologies in the context of Sustainable Development Goals (SDGs). Structured in five modular phases, from self-reflection and knowledge activation to collaborative prototyping and peer evaluation, the workshop offers a hands-on, gamified learning experience centred on real-world sustainability challenges. Learners create user-centred paper-based prototypes for digital products using tactile materials, persona-driven scenarios and knowledge of sustainable product characteristics gained in the workshop. Outcome measurement is supported through pre- and post-workshop surveys, peer voting templates, and paper-based prototype artefacts, enabling rich insight into behavioural intentions and learning gains. The paper discusses the educational value and sustainability relevance of the workshop engaging young people in critically reflecting on the environmental, economic, and social consequences of digitalization. Finally, it highlights challenges and limitations and proposes directions for future research.

ABSTRACT This article examines Electronic Life, a collaborative programme at Tate Britain that explored artificial intelligence (AI) as a tool for institutional reflection, participatory learning, and creative experimentation. The project positioned AI technologies not as neutral tools but as collaborators in collective learning, co-creation, and institutional inquiry. Developed in response to Tate Britain’s 2023 rehang, the programme engaged marginalised youth and community groups in both dialogues and hands-on experience with AI, foregrounding questions of voice, representation, and institutional authority. Drawing on practice-led reflection and research interviews – including a conversation with Ruchika Gurung (Curator of Community & Partnerships, Tate Britain) – the article contextualises and examines how AI can function as an active participant within what is termed social AI practice, disrupting hierarchies, amplifying marginalised voices, and enabling creative, reflexive practice. Situated within Tate’s wider commitment to social engagement, the article offers a critical framework for participatory AI in museums, highlighting how care-centred approaches to technology can reshape learning, authorship, and community relationships in cultural institutions.

In the evolving landscape of digital education, there is an increasing need to enhance traditional Learning Management Systems (LMSs) by integrating innovative pedagogical practices that promote active participation and learner autonomy. This study presents the transformation of a Greek LMS platform into an open learning ecosystem, incorporating three key educational innovations: collaborative hackathons, microcredentials, and blended learning support. The primary goal was to modernize the LMS in a way that encourages deeper engagement, social learning, collaboration, and mixed learning. To accomplish this objective, the system integrated advanced innovative tools designed to facilitate structured collaborative processes including hackathons, microcredentials aligned with specific learning objectives, and blended learning through flexible content delivery and student learning tracking tools. The use of these tools in the educational process contributes to the creation of a more dynamic and participatory learning environment, where knowledge is co-shaped and learning acquires a social character. In addition, the tools promote differentiated learning, allowing students to engage at their own pace and in their own way.

This study aims to improve learning outcomes in Sociology by implementing the peer teaching model among tenth-grade students at SMA Muhammadiyah Kupang. The main problems identified were low student participation and learning outcomes that did not meet the minimum competency criteria. The peer teaching model was selected because it encourages collaborative interaction through the role of peer tutors who assist classmates in understanding learning materials. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data collection techniques included observation and achievement tests, which were analyzed qualitatively and quantitatively. The findings indicate an improvement in students' learning outcomes and learning engagement across the two cycles. In the first cycle, most students had not achieved satisfactory performance, while in the second cycle, 100% of students achieved learning mastery. These results demonstrate that the peer teaching model is effective in enhancing students’ understanding and performance in Sociology. Therefore, peer teaching can be recommended as an alternative participatory and student-centered learning strategy.

This community service aims to implement recycling activities for children as an educational strategy to foster environmental awareness from an early age. In the context of increasing environmental challenges, environmental education is an urgent need to shape a caring and responsible character for environmental sustainability. The method used is participatory learning with direct practice of recycling waste that actively involves children, accompanied by education on waste management, sorting, and the reuse of used materials into useful products. This approach uses observation, and documentation as data collection techniques to evaluate children's understanding and behavior. The results of the community service show a significant increase in children's awareness and concrete actions in protecting the environment after participating in the recycling activity. Children not only understand the concept of environmental conservation theoretically, but also practice it in their daily lives, such as sorting waste and reducing plastic waste. This community service's contribution to the development of science in the field of education lies in the successful implementation of an experiential learning model that integrates cognitive, affective, and psychomotor aspects in instilling environmental values. This educational model enriches an effective and contextual approach to environmental education, while also providing a strategic alternative for fostering environmental awareness among the younger generation. Thus, this community service makes a significant contribution to the development of educational methods that can strengthen sustainable development through the active participation of children from an early age.

ABSTRACT The use of digital media in formative assessment has transformed the approach to teaching English as a second language and literacy development. In today's increasingly digital world, innovative strategies, such as digital tools and gamification, offer new learning opportunities. This study conducted a cognitive analysis of the impact of digital technology and gamification on English language proficiency using mixed methods. Quantitative data were collected through surveys from 247 students and qualitative data through semi-structured interviews with 10 teachers and three focus group discussions involving 18 participants. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), while qualitative data were examined through thematic analysis using NVivo. The results revealed that digital tools and gamification significantly enhanced learner engagement, motivation and participation. Students, who actively used these tools, demonstrated notable improvement in sentence fluency, vocabulary development and grammatical awareness. Gamification also fostered intrinsic motivation and directly influenced vocabulary acquisition. The findings indicate that integrating digital tools and gamification can serve as an effective approach for improving English language learning and assessment outcomes.

The low geography learning outcomes among Grade X students, as indicated by scores falling below the standard, serve as the background of this study. One of the main contributing factors is the use of learning methods that lack engagement and interactivity. This research aims to examine the implementation of learning using interactive media, compare learning outcomes between control and experimental classes, and analyze the effect of using interactive media on geography learning outcomes. A quantitative approach with a quasi-experimental design was employed, using purposive sampling to select two classes—E2 as the experimental class and E4 as the control class. Data were collected through observation, documentation, and testing. The research instruments underwent validity and reliability testing, while data analysis included tests of normality, homogeneity, hypothesis testing, and gain analysis. The findings show that the average post-test score of the experimental class using the interactive Quizizz media was 88.63, compared to 74.03 in the control class. This difference indicates a significant positive effect of using Quizizz on students' geography learning outcomes. The study concludes that integrating interactive media such as Quizizz is effective in enhancing learning outcomes, particularly when aligned with students’ characteristics and learning needs. The practical implication recommends that teachers adopt digital interactive media in geography instruction to foster a more engaging and participatory learning environment.

Cimanggu II Village, located in Cibungbulang Subdistrict, Bogor Regency, has several libraries. However, libraries and literacy interest in this village are still relatively low, as evidenced by poorly maintained facilities and low public understanding of literacy issues. The Pelita (Improving Children's Literacy through Participatory Learning and Ecosystem Development) program was implemented in Cimanggu II Village to address the low interest in reading due to the poor condition of the Lentera Community Reading Park (TBM) and the minimal community support. The objectives of this activity include improving children's literacy skills, revitalizing the Lentera Community Library, strengthening community and external stakeholder involvement, and creating an inclusive literacy environment. This program integrates Community Engagement, Enriched Learning Environment, and Fun Learning Method based on Maslow's Hierarchy of Needs theory. The Pelita Sehati subprogram focuses on revitalizing TBM facilities and digitizing data, while Pelita Cerdas emphasizes improving literacy through interactive activities such as storytelling, magic chemistry, reading aloud, book reviews, story writing, and reading-based creative projects. The results showed a significant increase in children's interest in reading, literacy skills, courage, creativity, and participation. Evaluation using the Logic Model confirms the relationship between inputs, activities, outputs, and outcomes, while the sustainability strategy using the Quadruple Helix Model strengthens multi-stakeholder collaboration. This program has succeeded in building an inclusive, sustainable, and impactful literacy ecosystem.

ABSTRACT Globally women are under-represented in entrepreneurship education and training (EET) programmes both in universities and in communities. At the same time, content, delivery and evaluation practices often normalize the ideal male entrepreneur from the Global North, overlooking women or gender diverse entrepreneurs in university and community-based EET programmes. To inform pedagogy, this study poses two questions: 1) What are the challenges that limit the enrolment and participation of gender diverse learners in EET programmes? and 2) What are the indicators that characterize inclusive EET programmes? Drawing on the expertise of entrepreneurship educators from 19 countries, a Delphi panel study (n = 85) was employed to reduce and refine a pool of 35 indicators that characterize gender inclusive EET. Supporting a social feminist perspective, findings identify individual, programme, organization and entrepreneurship education ecosystem challenges for gender inclusive EET. Outcomes and impacts of interventions to inform EET that respond to the learning needs of diverse entrepreneurs, students and other stakeholders are discussed. The implications for practice and research are considered, and a summative model of gender inclusive EET is advanced.

Critical AI literacy is an active area of scientific research and current scholarship on the integration of generative AI technologies in language education. However, there is a dearth of research into Canadian adult educators’ perceptions of and experiences with critical AI literacy development from an autoethnographic perspective. To address this research lacuna, the author conducted a narrative study of his college English for academic purposes classes over three academic semesters in 2024 and 2025. The data, generated from the researcher’s teacher learning journal and regular interactions with ChatGPT as a reflective partner, highlighted three main research results and implications for pedagogical practices. First, developing adult educators AI literacy is a form of teacher professional learning, which can position the learners as class collaborators and knowledge co-creators. Next, adapting teaching approaches to sustain more human-focused learning experiences involves three levels of complexities: between the educator and the chatbot, the learners’ interactions with AI technologies, and the teacher-learner relationship as one of partnership and exploration. Last, to engage the students as active agents in the process of learning, adult educators should craft sound pedagogical approaches to enhance language teaching, stimulate learner participation, and create human-focused teaching interventions in AI-enhanced higher education settings.

Introduction: The 2021 document “Modern ward rounds: Good practice for multidisciplinary patient review” recommends simulation as a useful strategy for training relating to ward rounds [1]. Existing ward round simulation predominantly targets undergraduates, or foundation doctors during induction, with limited integration across different grades of medical training. We hoped to take this opportunity to engage multi-disciplinary and cross-grade teams in a more authentic, collaborative learning experience around open communication and building positive working culture. Methods: A half-day, multi-patient simulation event was designed to represent the complexities of ward rounds on an acute medical ward. This three-part session included a pre-brief alongside a period of sharing experiences and good practice, followed by the simulation and subsequent debrief. The ward round simulation comprised a bay of four patients at various stages of their inpatient journey. Foundation Year 1 doctors, senior registrars, consultants, and registered nurses were invited to attend as learner participants to allow development of authentic team dynamics. Pre- and post- simulation surveys explored attitudes of learners to current ward round practices and what they had learnt from the experience. In total, 91 learners were surveyed across 17 episodes between September 2024 and March 2025.14% were consultants, 65% were resident doctors, 17.5% were nursing staff and the remainder listed their professional title as “other”. Results: The response was overwhelmingly positive, with 97.7% of 88 learners reporting that the training was “likely” or “very likely” to change their practice. 87.5% would “definitely recommend” the course. Verbal feedback from one ward manager stated that staff who had attended the simulation now realised the value they can add to a ward round. In the pre-course survey, learners felt ward round effectiveness could be improved through better communication and more consistent multi-disciplinary involvement. Post-course, these feelings were replicated, with learners describing the recognition of a need for assertiveness, feeling more comfortable to challenge more senior colleagues, and to escalate concerns. We observed that one of the greatest challenges for nurses is the ability to attend ward rounds. We would like to examine the barriers further as we develop the simulation in the coming year. Discussion: Learners have appreciated open discussions around the challenges and best practices of ward rounds made possible by the cross-grade and multi-disciplinary nature of this simulation. The diversity of perspectives demonstrated freely in debriefs provides optimism that this culture of mutual respect can be translated more widely into clinical areas. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

This study examines how interactive digital educational games influence English vocabulary acquisition among primary school learners. With technology becoming central to modern classrooms, it is important to evaluate whether gamified tools genuinely enhance engagement, motivation, and retention, especially in English as a Foreign Language (EFL) settings. To address this, a quasi-experimental design was applied with two Grade 4 classes of similar academic ability at Al Musbah First Cycle School in North Al Batinah Governorate, Oman. The study aimed to assess whether digital games could provide a more effective approach to vocabulary learning than traditional instruction. Over one semester, the experimental group was taught vocabulary using carefully selected digital educational games that integrated animated visuals, real-time auditory feedback, and adaptive challenges. These features were aligned with curriculum standards and intended to promote active learner participation. The control group, by contrast, learned through conventional methods such as textbook exercises and teacher-led repetition. Pre- and post-tests were administered to both groups to evaluate vocabulary development. Results showed significant vocabulary gains in the experimental group, highlighting the effectiveness of digital games in EFL instruction. Beyond improved performance, students displayed greater motivation and willingness to participate, suggesting reduced anxiety and stronger engagement. This research contributes empirical evidence to ongoing discussions on educational technology by demonstrating the pedagogical value of gamified learning. It further offers practical recommendations for educators, curriculum developers, and policymakers on integrating digital games into EFL classrooms to foster inclusive, multimodal learning environments that sustain vocabulary growth.

This study aimed to investigate the predictive influence of multimodal literacy instruction and students’ learning comfort on the classroom interaction of college students. Grounded in the increasing emphasis on multimodal pedagogies and affective learning environments, the study posits that both instructional modality and learner affect significantly shape interaction patterns within higher education classrooms. A quantitative research design employing a descriptive-correlational approach was utilized. Data were collected through stratified random sampling using standardized survey questionnaires. Descriptive statistics (mean and standard deviation), Pearson’s correlation coefficient (r), and multiple regression analysis were employed to analyze the data and address the study’s objectives. Findings indicated that the levels of multimodal literacy instruction, learning comfort, and classroom interaction were all rated as very high. Significant positive correlations were found between multimodal literacy instruction (r = 0.603, p < 0.001) and learning comfort (r = 0.683, p < 0.001) and classroom interaction. Moreover, regression analysis revealed that both multimodal literacy instruction (β = 0.280, t = 3.327, p < 0.05) and learning comfort (β = 0.487, t = 5.653, p < 0.05) were significant predictors of classroom interaction, jointly explaining 51.2% of its variance (R² = 0.512). The results highlight the crucial role of multimodal pedagogical strategies and learners’ affective states in promoting classroom engagement. These findings support instructional practices that enhance both multimodal comprehension and student comfort, thereby promoting enriched classroom interactions and increased learner participation.