We present a novel setting of active learning (AL) where multiple target models are simultaneously learned. This setting arises in real-world applications where machine learning systems require training multiple models on the same labeled dataset to accommodate diverse devices with varying computational resources. However, traditional AL methods are often limited by their model dependence and non-transferability. In this paper, we address the question of whether an effective AL method can be designed for multiple target models. We analyze the query complexity of active and passive learning in this setting and demonstrate the potential for AL to achieve improved query complexity. Based on this insight, we further propose an agnostic AL sampling strategy which selects examples located in the joint disagreement regions of different target models. Experimental evaluations on classification and regression benchmarks validate the effectiveness of our approach over traditional AL methods.

Critical thinking (CT) is actively reflecting upon one's experience and knowledge while searching for necessary information through inquiry, representing a fundamental competency in science education. Transitioning science teaching from passive rote learning to emphasizing CT skills is essential for promoting inquiry-based learning and scientific argumentation. However, fostering and assessing CT within scientific inquiry and laboratory-based learning environments continues to present significant challenges. This study examined the impact of a modified laboratory manual (LM) integrating cognitive prompts designed to enhance CT skills and dispositions in an undergraduate physical chemistry laboratory course. Using a mixed methods approach with pre- and post-experimental design, we assessed CT outcomes with the California Critical Thinking Disposition Inventory (CCTDI) and the California Critical Thinking Skills Test (CCTST), supplemented by open-ended questionnaires and semi-structured interviews with both teaching staff and students to evaluate perceptions of the intervention. Participants included 31 second-year undergraduate students randomly assigned to either an experimental group ( n = 11) that used the CT-focused modified LM or a control group ( n = 20) that followed the traditional LM. Results showed no observable differences between groups in the CCTST tool. However, a statistically significant decrease was observed in the control group's CT dispositions, in the overall score of the CCTDI, and four of seven subscales, while the experimental group maintained their CT dispositions. The four affected subscales were specifically aligned with the modifications’ objectives, while the remaining three were unrelated to the original LM and course objectives. Qualitative findings from interviews corroborated these results, indicating that the targeted modifications effectively sustained and enhanced CT dispositions in undergraduate laboratory settings. The study highlights the importance of incorporating CT through structured learning activities in undergraduate science education to maintain student engagement and CT dispositions, while promoting higher-order thinking skills.

<p>Traditional teaching practices are often characterized by passive learning, limited interactivity, and a lack of real-time contextual feedback, which struggle to meet the evolving expectations of 21st-century learners. These limitations hinder learner engagement, knowledge retention, and the development of critical thinking skills. In response to these shortcomings, educators have increasingly explored innovative technologies. Among them, Spatial Computing stands out for its ability to merge physical and digital environments, enabling immersive, hands-on learning that traditional tools like video lectures or slide-based content cannot provide. This systematic literature review analyses 16 peer-reviewed studies published between 2020 and 2025, selected from Google Scholar, IEEE Xplore, ScienceDirect, and Springer. It investigates Spatial Computing's educational applications, benefits, challenges, and the technologies supporting its use. The findings reveal that Spatial Computing bridges virtual and reality, thus making learning content multidimensional. This leads to higher retention, active learning, and critical thinking. The findings report on both the great challenge and opportunity of making Spatial Computing available for learning environments. On one hand, it enables interactive simulation learning environments, real-time visualizations of information, and in-the-sim empirical manipulation of objects. On the other hand, it is limited by challenges associated with prohibitively expensive development costs, technical sophistication, and calls for comprehensive evaluation methodologies, inhibiting wide uptake.Additionally, this research highlights the necessity of close interdisciplinarity and the application of sound design methodologies to effectively leverage Spatial Computing. Overall, the review substantiates that Spatial Computing has the promise of radically overhauling conventional education through interactive, immersive, and personalized learning experiences. Future research needs should focus on simplifying the complexities of technology implementation, optimizing the system's design, and developing benchmarked standards for evaluating the learning effects of Spatial Computing.</p>

In large classes, maintaining student focus and motivation is often problematic. Traditional approach to lectures can lead to passive learning and less participation by students. This study proposes mind mapping as a potential solution, to assist a more engaging and motivating learning environment. Mixed-methods research was used in which both quantitative and qualitative approaches were applied. The forty-two first year nursing students in this school participated in the study with a division into experimental group using mind mapping while the other control group underwent traditional teaching. Engagement and motivation scores before and after intervention were quantified using standardized questionnaires whose data was analyzed on SPSS. It also involved thematic analysis of student feedback for further understanding. An increase in engagement scores was observed for those who participated in the experiment as opposed to those originating from the control population (P <. 05). The qualitative findings are presented also in 3 main categories: better understanding, more engagement, and higher motivation. The results, to the best of our knowledge, are the first of their kind in large class size to show that the students are even more engaged and more motivated in mind mapping as hypothesized. Teachers in large classroom environments could adopt some mind mapping in their teaching methods to help motivate students to participate more. The results of this study suggest that mind mapping holds promise as an instructional technique that can be used in large classrooms to positively affect student engagement and motivation. While future research could evaluate the lasting effects and the generalizability of mind mapping to different educational settings.

In the era of modern learning, interactive dynamics have become an important aspect in creating an active and meaningful learning process. However, in Nahwu learning at universities, students often still show passive learning patterns with a dominance of one-way lecture methods. This condition hinders student engagement and conceptual understanding of Arabic grammar structure. This study aims to explain how the use of Guided Cooperative Learning (GCL) affects Nahwu lessons and how it makes classes more interactive. This study uses a qualitative descriptive method that focuses on one lecturer and 38 students in the fourth semester of the Arabic Language Education Program at UIN Palangka Raya. Information was collected by observing three in-depth class sessions, conducting detailed discussions, and reviewing lesson plans; then analyzed using the Miles and Huberman interactive model. The results of the study show that the use of GCL makes students more active in participating, interact more with each other, and understand i'rab better. The lecturer acts as the main guide in creating a classroom environment where everyone works together and thinks deeply.

Objectives: Conventionally, homoeopathic materia medica is taught to undergraduates (UG) through the lecture or traditional classroom (TC) method. The TC method faces limitations such as limited time and attention spans, one-sided lectures, passive learning and limited scope of interaction. We therefore aimed to use the flipped classroom (FC) strategy and observe its benefits while teaching a content-heavy subject like materia medica. Material and Methods: This was a quasi-experimental self-controlled study conducted for III BHMS students at a UG college in Maharashtra. Four lectures were conducted; two using the TC method, followed by two using the FC method. Pre- and post-test assessments were conducted after the 2 nd and 4 th lectures. After all 4 lectures were completed, a feedback form comprising the quantitative and descriptive aspects of both methods was provided to the students for recording their overall experience. Results: The difference between the pre- and post-test scores was statistically significant in both groups. The students’ feedback forms showed a preference for FC. Amongst the students, 60% found FC excellent for learning, more engaging, interesting and enjoyable and encouraged deeper thinking, understanding and connections. Further, 53% could connect to the shared information in an FC and 54% could resolve their doubts. After FC, 68% students were definitely confident about applying the learning in the clinical setting and examination; 76% were definitely satisfied with the FC. Conclusion: TC likely enables better recall-based outcomes, as seen through better performance in multiple-choice tests, whereas FC had better outcomes in long-answer tests, possibly because it focused on differentiation between remedies, which requires higher cognition such as analysis, evaluation and qualitative appreciation.

This study explores the pedagogical relevance of Kurikulum Merdeka in revitalizing Social Science (IPS) education in Indonesia. Employing a Systematic Literature Review, the research synthesizes academic data, policy documents, and field reports. Findings reveal that the curriculum’s philosophical synergy Constructivism, Humanism, and Ki Hajar Dewantara’s "Sistem Among" shifts paradigms from passive rote learning to active, student-centered inquiry. Structural shifts, including merging IPAS in primary schools and abolishing secondary school specialization, foster holistic, interdisciplinary, and personalized learning environments. Implementation of differentiated instruction and Project-Based Learning (PjBL) effectively enhances student engagement while internalizing Pancasila Student Profile values. However, critical challenges persist regarding teacher assessment competencies and the digital divide. The study concludes that Kurikulum Merdeka holds profound relevance for Society 5.0 but necessitates intensive teacher training and infrastructure optimization. This research offers an integrative analysis of dimensions shaping Indonesian social education essential for national development.

The quality of education in Indonesia, particularly at the secondary level, faces challenges related to low student engagement and passive learning approaches. Conventional teaching methods often fail to stimulate students' active participation and intrinsic motivation, resulting in decreased learning interest and academic performance. At MA Muhammadiyah Pekanbaru, preliminary observations revealed that students exhibited limited enthusiasm during lessons, minimal peer interaction, and low levels of classroom participation. These conditions indicate the need for innovative pedagogical strategies that can foster more engaging and interactive learning environments. The Matching Cards learning model, as a cooperative learning technique, offers potential solutions by promoting active student involvement through game-based and collaborative activities. This study aims to increase students' learning interest through the application of the Matching Cards learning model as an alternative to conventional learning at MA Muhammadiyah Pekanbaru. Low student learning interest in conventional learning is evident from the lack of active involvement, low learning enthusiasm, and minimal interaction between students. This study used a Classroom Action Research (CAR) approach with two cycles. The results showed that the application of the Matching Cards model had a significant impact on increasing learning interest, marked by increased student activity, enthusiasm, discussion results, and ability to work together.

Dubai and Sharjah, twin cities of the United Arab Emirates, offer a diverse living environment, attracting residents from around the globe. Despite their cosmopolitan nature, these emirates have a concerning rate of fire incidents. To address fire-related issues, the public and private sectors provide extensive fire safety training/workshops and run awareness campaigns. The increase in fire incidents has been encouraged by the possible deficiencies in these training programs; a survey was conducted to assess the effectiveness of available training resources. Employing basic statistics and thematic analysis, we collected data from 149 participants. We aimed to assess the effectiveness of fire safety training programs provided by different organizations in Dubai and Sharjah. The proposed survey had 12 questions about fire safety training and awareness campaigns run in the Dubai and Sharjah Emirates, yielding valuable insights. The lack of adequate fire safety training among the residents of Dubai and Sharjah was revealed through thematic analysis. Conventional approaches in training, such as PowerPoint slides, brochures, and discussions, make the training passive learning. Residents wait for the opportunity to attend fire safety training, and it happens rarely. The available training often lacks contextual learning and inclusion of technological resources. Residents of Dubai and Sharjah rely on their employers or the public sector to sponsor their fire safety training. Additionally, many residents use search engines to learn about fire safety, unaware of existing awareness campaigns. Survey respondents in larger workshops frequently complained about limited individual attention, the long duration of these workshops, participants' education level, time constraints, and the language of instruction. These are the major causes of difficulties in the fire safety training. Most residents recommended incorporating mobile, augmented, and virtual reality applications to make training safe, contextually rich, engaging, and motivating. The survey results supported practical demonstrations, smartphone-enabled training, and augmented and virtual reality-based training over leaflets, PowerPoint presentations, and discussion. Age, gender, and qualification variables were used to establish relationships with the survey responses using thematic analysis to improve fire safety training and awareness campaigns. However, the question left unanswered by respondents requires further investigation to address the gaps and how technology, such as augmented and virtual reality, can transform perception of awareness campaigns by integrating contextual learning, motivation, and engagement.

Despite its official adoption in Iran’s national EFL curriculum, Communicative Language Teaching (CLT) remains inconsistently implemented, revealing a profound disconnect between policy mandates and classroom realities. This mixed-methods study examines the perceptions of 35 Iranian EFL teachers (15 pre-service, 20 in-service) in Isfahan, using questionnaires and semi-structured interviews, to explore their conceptualizations of CLT, perceived barriers to its enactment, and the resulting belief-practice gap. Findings demonstrate robust theoretical support for CLT principles across both cohorts, yet their practical application is severely constrained. Common obstacles include grammar-focused national examinations, large class sizes, students’ ingrained passive learning habits, scarcity of authentic materials, and insufficient teacher training. In-service teachers further highlight systemic barriers—misaligned assessment systems, inadequate administrative support, and low salaries—whereas pre-service teachers, limited by minimal classroom exposure, display greater optimism. Framed through Vygotsky’s sociocultural theory, the study positions teachers as active agents mediating conflicting institutional and cultural demands. It contends that sustainable CLT integration demands policy coherence, sustained professional development, and context-sensitive adaptations rather than relying solely on top-down reform. By providing a comparative analysis across career stages, this research advances teacher cognition scholarship and reframes CLT as a locally negotiated practice, offering direct implications for teacher education, curriculum design, and policymaking in comparable EFL contexts.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

Sensory processing in the mammalian cortex relies on extensive feedforward and feedback connections, yet how information is routed along these pathways remains poorly understood. Here, we examined the functional properties of feedback and feedforward neurons in the mouse olfactory (piriform) cortex. We selectively labeled neurons projecting to the olfactory bulb (OB, feedback) or medial prefrontal cortex (mPFC, feedforward) and recorded their activity during passive odor exposure and learning of an odor discrimination task. We found that odor identity and reward associations were encoded by OB-projecting ensembles early during odor exposure, whereas mPFC-projecting neurons encoded this information later, aligned with behavioral responses. Moreover, mPFC-projecting neurons maintained a stable representation of valence across days, while OB-projecting neurons exhibited pronounced plasticity. Together, these findings reveal that odor information is selectively routed through feedforward and feedback pathways and suggest that the functional properties of piriform neurons mirror the computational demands of their downstream targets.

Abstract A review of the literature reveals a discrepancy about what type of task with concept maps is the most effective for individual learning. Furthermore, to date, no research has compared these tasks in individual and collaborative learning contexts. This paper explores the influence of the different tasks on learning, involving concept maps and summaries. The participants were 226 undergraduates who were randomly assigned to 12 experimental conditions. Two independent variables were considered: the knowledge representation task (fill-in-the-blanks concept map, sort a shuffled concepts-provided map, self-construct a map, write a summary) and the structure of the activity (individual + collaborative, collaborative + individual, and fully individual). In addition to the evaluation of comprehension and delayed recall, 4195 verbal exchanges during the collaborative activities were recorded and analyzed. Results confirm an interaction between the type of task and the structure of the activity. The students who self-constructed complete concept maps and then discussed them in pairs obtained better learning results than those in other conditions. Verbal interaction was much more dialogic in this type of task, with a significantly greater proportion than in the other conditions of in-depth exploratory talk episodes, and a lower proportion of cumulative talk. However, the fill-in-the-blanks and shuffled-concepts conditions provided a greater proportion of superficial exploratory talk, and the collaborative summary condition generated a greater proportion of non-dialogic talk fragments. The findings are discussed in the context of the ICAP (Interactive, Constructive, Active, and Passive learning) framework, cognitive load theory and the sociocultural perspective on dialogic learning.

This paper addresses the limitations of deterministic teaching-learning models in higher education by proposing a learning game, adaptable approach to strategic management courses that foster active student engagement and comprehensive development. This new methodology might be beneficial to include the applicability of this in both undergraduate and master's courses. Grounded in the kinesthetic learning style and utilizing gamification, learning game encourages learning through action and direct experience. It is specifically designed based on Zimmerman's (2000) cyclical model of self-regulated learning (SRL), which encompasses the forethought, performance, and self-reflection phases. The pedagogical aim is to reinforce students' understanding of formulating differentiation leadership competitive strategies. Key objectives include enabling students to apply sources of competitive advantage for differentiation, discern the advantages and risks of this strategy, and elucidate its successful implementation prerequisites. Furthermore, the learning game aims to cultivate transversal competencies such as creativity, communication, negotiation, teamwork, and leadership skills within the university setting, shifting away from passive learning towards active participation and potential agency for social change.

The article identifies the interactive contribution of cognitive and affective involvement in encouraging sustainable behaviors in forest recreation. Thinking and problem solving are processes that occur in the mind, and they are referred to as cognitive engagement. Emotional attachments and stimulation are processes through which the mind is referred to as affective. The two are fundamental in the long-term behavioural transformation, especially in the context of sustainability. Gamified simulations, interactive learning activities and hands-on workshop designs were tailored to stimulate visitor interaction through forest tours. The Engagement Effectiveness Index (EEI) and the Behaviour Adoption Ratio (BAR) are two quantitative indicators that were used to determine success in the support of sustainable practices. The conceptual model believes that engagement results in ecological outcomes, and the levels of participation are connected to behavioural ones, including waste reduction, following trails, and taking part in conservation. Results showed that an increase in the engagement scores resulted in high levels of ecological changes, such as a 32 % waste reduction and 92% trail compliance. Improved methods of learning that enhanced pro-environmental behaviour were experiential and practical learning methods, which were better than the traditional methods of passive learning. The paper will come to a conclusion that the processes of cultivation of sustainable recreation behaviours should be based on intellectual and emotional engagement. Educational methods that are interactive and emotionally involving are therefore very crucial in the formation of responsible recreation habits in forestry environments. In future endeavours, integrative approaches like these should be given priority, and their assessment should be done over extended time intervals to determine the sustainability of the impacts.

NEW & NOTEWORTHY Unlike broad, older "active learning" overviews, this review applies a physiology-specific, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020-guided approach [protocol registered on Open Science Framework (OSF)] that integrates empirical evidence with theory to produce actionable guidance. It updates the field through an exhaustive 1990 to Aug 2025 search and quality appraisal [Medical Education Research Study Quality Instrument (MERSQI)/Mixed Methods Appraisal Tool (MMAT)] and then maps findings onto six persistent, discipline-relevant challenges (large-class engagement; abstract/paired concepts; fragmented knowledge; system-level complexity; preclass preparation; and formative feedback). Beyond cataloging strategies, it links each challenge to concrete, small-step interventions (interactive lecturing with polling, peer instruction, scaffolded problem-solving, pattern recognition, system-based frameworks for acid-base, flipped elements, and low-stakes assessment) explicitly grounded in learning theory (constructivism, cognitive load, dual coding, and retrieval practice). Sensitivity analyses demonstrate thematic robustness. The result is a practical, evidence-and-theory-informed toolkit that shows educators how to incrementally transform physiology teaching without curricular overhaul.

English language learning in Indonesia faces significant challenges, including limited vocabulary retention, poor pronunciation, and passive learning methods. The EngVenture application was developed to address these issues by integrating gamification principles with interactive English learning environments. This study aims to design and implement a backend system and DevOps workflow that ensure optimal performance, security, and stability for gamification-based learning applications. The Rapid Application Development (RAD) method was employed, comprising requirements planning, user design, construction, and cutover phases. System requirements were identified through a validated questionnaire (Cronbach's α = 0.89) distributed to 101 respondents from diverse backgrounds. Results indicated that users prioritized data security (90.1%), system speed (91.1%), and secure authentication (69.3%) as critical factors. Based on these findings, a RESTful API-based backend was designed and integrated with Docker, Jenkins, and Nginx, incorporating security features such as JWT authentication, API key validation, and SSL/TLS encryption. Quantitative evaluation over a 20-day period demonstrated significant improvements: 85% faster deployment time (6.23→1.48 minutes), 43.4% reduction in error rate (211→138 errors), 95.7% build success rate, stable API response time (~160ms) under load testing with 1,000 concurrent requests, and near-zero downtime (<5 minutes). This research demonstrates that the integration of structured backend architecture and automated DevOps practices significantly enhances system reliability, deployment efficiency, and user satisfaction in educational technology applications such as EngVenture.

Artificial Intelligence (AI) and generative learning technologies are transforming the landscape of higher education. With tools capable of producing essays/reports, solving complex problems, and simulating critical thought, traditional assessment practices are becoming increasingly vulnerable. The rapid, widespread, and easy accessibility of generative AI raises concerns about academic dishonesty, plagiarism, and the erosion of original thought. This disruption calls for a reimagining of assessment models that are not only robust in the face of AI but also pedagogically sound. Active Learning Strategies (ALS) offer a pathway forward. Rooted in constructivist and experiential learning theories, ALS emphasizes student participation, collaboration, and real-world application. By shifting from passive learning methods to active learning engagement, these strategies promote higher-order thinking and personal investment in learning, qualities that AI cannot easily replicate. This paper aims to analyze how ALS can underpin AI-resilient assessment design, drawing insights from a scoping literature review, an applied case study from the UNESCO-ESCS Chair in Portugal and results from inquiries to students.

BackgroundCurrent dementia prevention programs largely target Western populations, overlooking multicultural communities and exacerbating health disparities. In Australia, where over 30% of the population is overseas‐born, the MindCare project aims to co‐develop a culturally tailored dementia prevention program for Hindi, Vietnamese, Greek, and Arabic‐speaking communities.MethodUsing co‐design methodologies, the program incorporated the nominal group technique for cultural adaptation workshops and individual consultations. The Think‐Aloud method was then applied during user testing to obtain final feedback to finalize materials.ResultThe initial MindCare prototype, based on the Lancet Commission: Dementia Prevention, Intervention, and Care report, was refined through six workshops with 37 participants from target communities, experts, and service providers. Iterative adjustments improved flow, language, visuals, and transitions, with key changes addressing stigma, dietary guidance, and content sequencing.The program was then culturally‐tailored and translated into four bilingual versions (target languages and English) through seven cultural‐adaptation workshops and 10 consultations with 50 participants. The adaptations integrated culturally specific foods, activities, and practices. Striking a balance between evidence‐based content and community preferences required negotiation in some groups, however consensus was achieved in most cases.User testing (n = 3 per language, total n = 12) rendered minor feedback to simplify presenter notes, reduce activities, and extend break times. These insights led to 15 adjustments in the final program. Participants liked the overall layout and aesthetics of the program and found materials to be culturally sensitive, engaging, and well‐balanced in active and passive learning ratio.ConclusionThe rigorous co‐design process which involved close collaboration with nearly 100 participants from the target communities, experts, and key services ensured the programs met diverse cultural needs while maintaining evidence‐based rigor. The process of co‐designing MindCare was far from linear and required flexibility, and iterative feedback cycles, however, this has been key to the delivery of four culturally‐tailored community‐education programs. The final MindCare programs will be evaluated through a national randomized controlled trial (RCT) in 2025. Upon trial completion, MindCare programs will be freely available online, offering an impactful dementia prevention education resource for multicultural communities in Australia, with scope for further adaption for use in other languages or countries.

This article analyzes the group characteristics of the “inveterate exam-taker” (zuòtíjiā), exploring the growth predicament faced by contemporary Chinese youth under the multiple disciplines of the educational system, family structure, and social culture. The exam-oriented education, with its core focus on finding “standard answers,” obscures students’ subjective experiences, reducing learning to a formalistic exercise of solving given problems rather than a genuine exploration of the world. In family education, parents’ high expectations and high control, to some extent, strip children of their plasticity and capacity for dependence, leading to the loneliness of the “only child” and an absence of genuine relationships. Excessive self-control and goal-orientation inevitably lead to abstraction, self-enclosure, and a retreat from the world. The present self and concrete life are squeezed and devoured by the “known past” and the “preset future,” leaving students commonly trapped in the predicament of “second-hand time,” where passive learning causes them to lose their real connection to the world, to others, and even to themselves. This paper calls for the reconstruction of a foundation based on action and experience, to return knowledge to life’s scenarios, and to reawaken students’ sense of reality and agency through practice, thereby enabling them to overcome this predicament and achieve true individual growth.