Educational Paradigm Research Articles

Exploring the Educational Landscape of ChatGPT: A Topic Modeling Approach on Twitter Data

In the rapidly evolving landscape of Artificial Intelligence (AI), platforms like ChatGPT are reshaping the educational domain, prompting deeper explorations into the nature and depth of this intersection. This study aimed to systematically uncover the prevailing sentiments, concerns and discussions on Twitter surrounding ChatGPT’s role in education. Through an extensive data collection process, over 3.8 million tweets were initially gathered, followed by rigorous refining processes that included expert-driven tweet labelling and subsequent classification using Machine Learning (ML) and deep learning models. The cleaned dataset underwent a series of preprocessing steps and feature extraction and was ultimately subjected to Latent Dirichlet Allocation (LDA) for topic modelling. Our findings unveiled 15 distinct topics that broadly spanned common discussions, AI implementation, and its potential impacts. The data’s visualisation using t-distributed stochastic neighbour embedding (t-SNE) showcased a dense central clustering of these topics. In conclusion, our research underscores the multi-faceted dialogues on AI, particularly ChatGPT, in education, emphasising the pressing need for continued discourse and research as AI tools further integrate into our educational paradigms.

谈判: Mega-games as Catalysts for Deep Experiential Learning in Higher Education

The study deepens into the transformative potential of mega-games as an innovative educational tool, offering profound and enriching learning experiences across diverse educational landscapes. Mega-games represent a fusion of various elements, including role-play, social interaction, simulations, rule-based systems, economic dynamics, political scenarios, and decision-making processes, all woven into an immersive narrative fabric. Through experiential learning, these games provide a unique platform for students to engage deeply with complex subject matter. This research centres on the application of mega-games within the context of sixth-semester students pursuing a degree in International Business at the Mexico State Campus of Tecnológico de Monterrey. Specifically, the study focuses on the simulation exercise titled 谈判 Tánpàn, which aims to immerse students in negotiation scenarios regarding the final price of a digital device manufactured in China. Drawing upon foundational principles outlined in Jesse Schell's book on game design, the exercise is meticulously designed to emulate real-world negotiation dynamics. The integration of game design principles, coupled with positive student feedback, underscores the efficacy of mega-games as potent educational instruments. Through rigorous analysis, the study unveils the profound impact of experiential learning on students' comprehension and application of negotiation techniques. By simulating authentic real-world scenarios, students are empowered to develop critical problem-solving acumen, hone their analytical thinking prowess, and refine their decision-making aptitude. Moreover, the immersive nature of mega-games fosters a dynamic learning environment that transcends traditional pedagogical approaches, fostering a holistic understanding of intricate subject matter. The success of the 谈判 Tánpàn simulation exercise serves as a testament to the potential of mega-games to revolutionize educational paradigms. It signals a burgeoning opportunity to expand the horizons of mega-games across various academic disciplines and participant cohorts. This study advocates for the widespread integration of mega-games as educational resources within Higher Education, championing their capacity to engender profound learning experiences and cultivate essential skills, heralding a new era of dynamic, immersive, and effective educational methodologies in diverse educational settings.

Bringing PERT to Pediatrics: Initial Experience and Outcomes of a Pediatric Multidisciplinary Pulmonary Embolism Response Team (PERT)

IntroductionMultidisciplinary Pulmonary Embolism Response Teams (PERTs) streamline care of adults with life-threatening pulmonary embolism (PE). Given rarity of pediatric PE, developing a clinical, educational, and research PERT paradigm is a novel and underutilized concept in pediatrics. Research QuestionIs PERT feasible in pediatrics, and does it improve PE care? Study Design and MethodsA strategy-to-execution proposal to launch a pediatric PERT was developed for institutional buy-in. Key stakeholders collectively implemented PERT. Data were collected for the two-year pre- and post-PERT eras, and outcomes were compared. ResultsPERT implementation took 12 months. Our PERT, led by hematology, comprises of pediatric experts in emergency medicine, critical care, interventional cardiology, anesthesiology, and interventional radiology. Data on 30 patients pre-PERT and 31 post-PERT were analyzed. Pre-PERT, 10%(3/30), 13%(4/30), 20%(6/30), and 57%(17/30), and post-PERT, 3%(1/31), 10%(3/31), 16%(5/31), and 71%(22/31) were categorized as high-risk, intermediate-LOW risk, intermediate-HIGH risk, and low-risk PE, respectively. Post-PERT, there were 13 unique PERT activations. PERT was activated on all eligible PE patients and, additionally, on four low-risk PEs. Time-to-echocardiogram was shorter post-PERT (4.7 hrs vs 2 hrs, P=0.0147). Anticoagulation was ordered (90 min vs 54 min, P=0.003) and given sooner (154 min vs 113 min, P=0.049) post-PERT. There were no differences in time-to-reperfusion therapies (12 hrs pre-PERT vs 8.7 hrs post-PERT, P=0.1). Five (83.3%) of six eligible (intermediate-HIGH and high-risk) patients received reperfusion therapies in the post-PERT era compared to three (37.5%) of eight eligible patients in the pre-PERT era (P=0.0001). There were no differences in major bleeding, mortality, or length of stay in either era. InterpretationThe pediatric PERT paradigm was successfully created and adopted locally. Our PERT enhanced access to experts, facilitated timely advanced therapies, and held value for low-risk PE. The University of Texas Southwestern Medical Center (UTSW) and Children’s Health System of Texas pediatric PERT may serve as a best-practice model for streamlining care for pediatric PE.

Post-COVID pandemic: The new normal and aftermath

ABSTRACT Background: The COVID-19 pandemic has brought about unparalleled worldwide transformations, impacting all facets of human existence, including health systems, economies, societal norms, and individual behaviors. Aim: The goal is to comprehend the enduring alterations in public health strategies, economic recuperation processes, changes in work and education paradigms, and the psychological consequences for populations globally. Methods and Materials: This analysis uses a multidisciplinary approach by incorporating data from healthcare studies, economic reports, educational research, and psychological assessments. It aims to offer a comprehensive perspective on the world after the pandemic. Results: The findings suggest that the “New Normal” encompasses a wide range of changes, such as a greater dependence on digital technology, a transition toward remote work and learning, substantial modifications in global supply chains, and a revised outlook on health and wellness. The potential long-term consequences of these changes indicate that some may provide opportunities for innovation and expansion, whereas others present challenges that necessitate strategic planning and policy interventions. Conclusion: The aftermath of the COVID-19 pandemic presents a critical moment for global leaders, policymakers, and individuals to navigate the complexities of a transformed world, emphasizing the need for resilience, adaptability, and a renewed commitment to collective well-being.

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

This study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics.

FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS OF TECHNOLOGICAL EDUCATION

This article explores the processes and pedagogical strategies required to develop the professional competence of students in technological education. It emphasizes the relevance of integrating professional knowledge, skills, and values essential for preparing future specialists in technology-related fields. Using contemporary educational paradigms, the article identifies key components influencing the formation of professional competence, including the role of practical activities, interdisciplinary integration, and digital tools. It also provides recommendations for educators and institutions to effectively nurture competencies that align with the evolving demands of the workforce.

Decolonizing Minds and Education: Critical Pedagogy and Epistemic Disobedience in Kurdistan

This article examines the intricacies involved in the process of decolonizing education. It draws on the author's first-hand teaching experiences and observations as an activist scholar and a critical pedagogue at Bingöl University in Turkey from 2013 to 2016, during a period marked by intense political tension between security forces and Kurdish insurgencies. It elucidates a transformative pedagogical endeavor aimed at decolonizing education, with a particular focus on Kurdish students who endure colonial domination and oppression. Grounded in critical pedagogy, border thinking, and the principles of epistemic disobedience, this intervention represents a deliberate departure from traditional educational paradigms. It endeavors to cultivate a more inclusive and liberatory learning environment by drawing on theoretical frameworks articulated by renowned scholars such as Freire, Fanon, Mignolo, and Illich. At its core, this endeavor seeks to transcend the conventional boundaries of education by fostering critical consciousness, agency, and alternative worldviews among marginalized communities. Through prioritizing interactive dialogue, problem-posing educational models, and participatory learning practices, the initiative empowers students to critically engage with their social, historical, and cultural contexts. Employing innovative pedagogical strategies like the marketplace of ideas and extracurricular reading groups, students are encouraged to reclaim their own forms of knowledge and challenge hegemonic narratives perpetuated by colonial structures. This initiative underscores the transformative potential of education in dismantling oppressive structures and fostering alternative visions of social change. By amplifying the voices of marginalized communities, the intervention not only challenges the status quo but also lays the groundwork for a more equitable and emancipatory educational landscape.

ВИКОРИСТАННЯ ВІРТУАЛЬНОЇ ЛАБОРАТОРІЇ LABSTER ДЛЯ ВИВЧЕННЯ ХІМІЇ В ТЕХНІЧНОМУ УНІВЕРСИТЕТІ

Immersive virtual labs represent a digital paradigm in education that meets the needs and preferences of today’s students. The main advantage is the ability to conduct laboratory and practical work in the physical absence of educational equipment or the inability to use it, which is especially important in the context of martial law restrictions in Ukraine. The article analyzes the experience of using the Labster web platform, which provides virtual laboratory simulations of natural sciences. The virtual laboratory was used in the educational process of Lutsk National Technical University when teaching chemical disciplines in the autumn semester of the 2023-2024 academic year. The virtual simulation tasks "Introduction to Groups of the Periodic Table" were offered to students as an alternative option for extracurricular independent work. 146 1st year students were registered, of which 99 (67.8%) completed the test, and 47 (32.2 %) partially passed it. The results of the surveys are presented, the first was conducted immediately after work, the second was a questionnaire on the comprehensibility of the content and the perception of the usefulness of Labster modeling – about three weeks after the completion of the Labster simulation. Based on the analysis of the answers of students, the main advantages of using a virtual laboratory are established - gaining new educational experience, improving the knowledge and digital skills of students. Virtual simulations increased students' engagement and confidence. The advantage of working in a virtual laboratory is personalized learning. The main obstacles to using Labster are highlighted: low level of English proficiency (Labster does not involve the use of Ukrainian content) and insufficient digital skills to navigate in the virtual space. It is recommended to use virtual simulations not as a substitute for classroom practical exercises, but as a modern tool to supplement them.

The Significance of Integrating Engineering Design-Based Instruction in STEM Education

Engineering design-based learning activities can successfully spark students’ interest in real-world issues by motivating them to apply their disciplinary knowledge in mathematics, science and more to analyze and solve problems identified (Uzel & Bilici, 2022). Generally speaking, problem identification and problem solving are the two primary steps in the engineering design process. Researchers assert that engineering design-based instruction (EDBI) is a novel paradigm of teaching, particularly valuable in inquiry-based instructional practices (Cooper et al., 2015). Research finds that the enactment of EDBI for addressing open, practical issues is substantially beneficial for increasing the problem-solving and design abilities of primary and secondary students (Crotty et al., 2017; Capobianco et al., 2018), and that EDBI implementation in STEM education can significantly improve students’ attitudes towards the STEM curriculum, promote their academic success, and support their 21st-century skills development (Moore et al., 2015).

Enhancing Educational Outcomes by Boosting Artificial Intelligence Application in Personalized Learning

As the social expectation of the standards of talent training increases, the society has become more aware of the limitations of the traditional one-size-fits-all education paradigm and has endeavored to develop educational paths that can better cater for individually different needs of the learner. Personalized learning, as an important instructional strategy in the new era, is intended to make education more pertinent to the unique needs, learning style, and ability of each individual student for the purpose of optimizing their educational outcomes (Kaswan et al., 2024). The rise of artificial intelligence (AI) makes changes to conventional education patterns and improvements in personalized learning possible as this technology can be harnessed to provide tailored learning materials to students, improve their information acquisition and retention, and thereby enhance their learning efficiency and educational experience (Chen et al., 2020).

Cloud-Enabled Personalization: Transforming Educational Paradigms through Adaptive Learning Technologies

This article examines the transformative impact of cloud computing on personalized learning in education, exploring how cloud-based technologies are reshaping educational paradigms. Through a comprehensive analysis of adaptive learning platforms, real-time feedback systems, and learning analytics, we demonstrate how cloud computing facilitates tailored educational experiences. The article addresses key challenges in education, including accessibility, resource allocation, and costeffectiveness, showcasing cloud-based solutions that enhance collaboration and inclusivity. We explore the evolution of teaching and learning tools, from virtual classrooms to interactive content delivery, and their role in improving student outcomes through early intervention systems and engagement-enhancing techniques. The global reach and scalability of cloud-based education are examined, highlighting its potential for cross-border learning and ability to meet fluctuating demands. Our findings indicate that cloud computing is not merely a technological advancement but a fundamental shift in educational methodology, offering unprecedented opportunities for personalized, efficient, and globally accessible learning experiences. This article contributes to the growing body of knowledge on educational technology and provides insights for educators, institutions, and policymakers seeking to leverage cloud computing for educational excellence.

Updating the information-contextual approach in training future foreign language teachers through case studies

The article examines the issues of interdependence of the information-contextual approach in the training of future foreign language teachers through case studies and innovative technologies. The relevance of this problem is due to the need to improve the training of future foreign language teachers in connection with the combination of the anthropocentric paradigm of education with innovative technologies, the characteristic features of which are the use of activity technologies, which include case studies. The purpose of this scientific article is to identify the features of using the information-contextual approach in the process of professional training of future foreign language teachers through case studies. The tasks were set to prepare a review of current scientific research and sources related to the topic of the article and to clarify the essence of the key concepts of "information-contextual approach" and "case technologies". Conclusions on the set goal as a result of the conducted study indicate that the integration processes that characterize the education system are associated with the trends in the development of the methodological basis of the new educational paradigm, which determine the need to update the information-contextual approach in the process of professional training of future foreign language teachers.

FORMATION OF LEADERSHIP COMPETENCE OF FUTURE NGU OFFICERS IN THE CONTEXT OF THE NEW PARADIGM OF MILITARY EDUCATION

The article raises the question of the formation of leadership competence of future officers of the NGU in the modern conditions of a complex security environment, the armed aggression of the russian federation against Ukraine, the Euro-Atlantic choice of Ukraine and the modernization of the security and defense sector on the basis of operational interoperability in accordance with NATO standards and procedures. The need to train highly educated, competent, motivated professionals of the security sector, to which NGU belongs, is emphasized, whose success is determined by professionalism, adaptability, mobility and leadership qualities. Leadership as a multifaceted socio-historical phenomenon is considered on the basis of theories of leadership, which provides an understanding of the essence of influence on subordinates and commanders; peculiarities of preparation and training. The development of military leadership is related to its very purpose and the challenges of the modern security situation. The significance of the competence approach in the development of the leadership competence of the future officer of the NGU, which is reflected in the new paradigm of military education, is indicated. The figure of a modern military leader at NGU has been updated taking into account a certain model according to the requirements of NGU, in particular, what a leader should be, what he should know and do (perform), his features that ensure the realization of professional competencies. The concept of leadership competence has been updated and the directions of its formation have been clarified. It is noted that for the formation of the leadership competence of the future officer of the NGU, both existing models of leadership, the experience of Ukrainian higher military educational institutions, and successful practices in the development of military leadership in developed countries are important. In this regard, educational programs on leadership, approaches to the formation of leadership competence at the Kyiv Institute of the National Guard of Ukraine and the National Academy of the US Armed Forces were analyzed.

The Changing Educational Landscape for Sustainable Online Experiences: Implications of ChatGPT in Arab Students’ Learning Experience

The integration of artificial intelligence (AI) into education is rapidly transforming traditional paradigms of teaching and learning. ChatGPT, an advanced AI system capable of sophisticated language generation, represents a potentially disruptive innovation in this sphere. This study employed a descriptive cross-sectional design using a cross-sectional approach to examine ChatGPT’s emerging role in reshaping students’ learning experiences within higher education. A survey of 473 undergraduate students at King Faisal University, Saudi Arabia assessed ChatGPT’s usage patterns, effectiveness, and implications across diverse learning domains. Data were collected through a structured online survey distributed over a month and analyzed using quantitative measures (i.e., SPSS). Sixty precent (60%) of the students reported using ChatGPT for homework assistance, with 27.7% doing so weekly. Additionally, 45.5% utilized it for research, 35.5% for exam preparation, and approximately 30% for language learning and content discussions. Over 60% of the students recognized moderate to significant positive impacts of ChatGPT on their academic performance, research skills, and technical competencies. However, 38.7% reported no discernible effects on critical thinking. Factor analysis identified engagement as a key pathway for ChatGPT to enrich learning, with usage strongly linked to participation and motivation. Regression analysis determined usage frequency, satisfaction, and perceived usefulness as significant predictors of ChatGPT’s academic effectiveness, evidenced by beta coefficients of 0.21 for usage frequency and 0.25 for satisfaction. The findings showcase ChatGPT’s promising versatility as an AI-powered educational tool, while emphasizing the need for ethical frameworks, balanced expectations, and holistic adoption strategies to maximize benefits and minimize risks. Further research into pedagogical integration capabilities and evolving impacts will be critical as advanced AI becomes increasingly pervasive throughout education.

MODELING OF THE EDUCATIONAL ENVIRONMENT IN THE TEACHER’S PROFESSIONAL AND PEDAGOGICAL ACTIVITY

The study substantiates the theoretical and methodological aspects of modeling the educational environment in the professional and pedagogical activity of a general secondary education teacher on the methodological basis of the humanistic-competence paradigm of general secondary education and the concept of the New Ukrainian School. The article’s purpose is to clarify the role and significance of the modeling method as a means of efficient professional and pedagogical activity of teachers in the educational environment of general secondary schools. The principles of individualization of educational services, conscious perspective, flexibility of educational influences, democratization, and dynamism of the educational process are emphasized in the process of applying the modeling method by the teacher. The objects of modeling in the teacher’s activity are model programs in teaching subjects, a system of aspect and subject lessons, a set of club activities, individual qualities and properties of students’ personalities, etc. The author proposes the stages of creating a pedagogical model and the algorithm of modeling in the teacher’s activity (setting a goal, selecting an object, formulating a subject, clarifying the normative support, choosing a theory that explains the content of the subject of modeling; substantiating the basic assumptions of simplifying a real object; constructing a model using theoretical foundations; model examination; studying the model using a pedagogical experiment; finalizing, adjusting and finalizing the model). It is concluded that the awareness of the principles of building a model of the educational environment of general secondary school, as well as the use of this knowledge as a theoretical basis for the general scheme of forming the content of the educational process will contribute to the successful implementation of efficient professional and pedagogical activities of teachers in an institution aimed at building a health-developing educational space.

THEORETICAL PRINCIPLES OF THE FORMATION OF SPIRITUAL CULTURE IN FUTURE TEACHERS OF ARTISTS

The problem of spirituality, spiritual culture and their role in the formation of the creative personality of student youth is quite relevant. The process of forming spirituality is an important aspect of the modern humane educational paradigm. According to the scientific community, it is spirituality that expresses the degree of "humanization" of the pedagogical process. Questions of spirituality have interested humanity at all times and have been studied by many sciences: philosophy, pedagogy, psychology, sociology, ethics, aesthetics, etc. In the New Ukrainian School Program in the Progress to Values, it is stated that now it is important to intensify efforts to raise the spiritual level of Ukrainian youth, to form a stable system of deep moral and spiritual values in them. The purpose of the article is to describe the concept of spiritual culture and the formation of artistic ideas in future teachers during the study of Ukrainian folk art. Analysis, synthesis and modeling methods were used to study the state of research. The results of our research was carried out with the help of empirical methods: pedagogical observation, questionnaires, interviews, testing, the method of experimental evaluations. Mathematical statistics methods were used to process the research results. In the research, we used a complex of general scientific and pedagogical methods. To ensure an objective and comprehensive study of the researched phenomenon, an analysis of scientific, scientific-methodical, and art sources was carried out; the state of development of the problem and prospects for further research were determined; generalization of pedagogical experience in teaching art in a higher education institution. The formation of a spiritual personality takes place in the interconnected process of education and training. An important role in the formation of the spiritual sphere of the individual belongs to education. Its tasks are classified according to the following directions: formation of a scientific outlook; education of a conscious attitude to learning, development of cognitive activity and culture of mental work; education of political consciousness and development of civic activity; education of a creative attitude to work, preparation for a conscious choice of profession; education of morality and culture of behavior; formation of legal awareness and education of civil responsibility; education of aesthetic culture and development of artistic abilities, etc.

Empowering knowledge management in enhancing the performance of higher education institutions in the era of industrial revolution 4.0: A mediating role of innovation

Education is the most important element of economic growth and development, Pakistan is full of resources, but improper use of resources leads to it being underdeveloped. Where appropriate education standards can help Pakistan overcome economic problems. Therefore, Pakistan has failed to establish new universities in the last two decades. On the other hand, the performance of the education sector of Pakistan is insignificant and nowhere exists in international rankings. Higher education institutions (HEIs) are progressively incorporating modern technologies and creative approaches to improve their performance in the context of Education 4.0. This study uses innovation as a mediating variable to examine the relationship between knowledge management (KM) and HEI performance. (KM), which includes the organized administration of an organization's knowledge resources, is essential for creating an atmosphere that supports ongoing education and development. Educational paradigms and operational efficiencies are being reshaped by innovation, which is defined by the application of technologies. This study aims to use knowledge management as a construct in enhancing HEIP, where innovation plays a contributing factor as a mediator. The unit of analysis was organization; therefore, the current study targeted 88 universities in Pakistan. The samples were selected via a stratified random sampling technique, and the data were analyzed via SMART PLS 4.0. The findings of the current study revealed that knowledge management in the era of Education 4.0 is a significant construct in enhancing HEIP. Similarly, the results of the mediation also revealed that innovation is a significant contributing factor to the progress of HIEIP. Furthermore, the research explores optimal methodologies and obstacles linked to the amalgamation of knowledge management and innovation, furnishing HEIs with an all-encompassing framework designed to prosper in the context of Education 4.0.

Gamification as an e-learning tool: A Literature Review

The purpose of the article is to highlight the status of gamification of the educational process as an element of e-learning. The use of the game space in the educational process requires compliance with a number of specific conditions, so the task of the study is to determine the organisational and functional characteristics of gamification. The methodology involves the use of the principles of qualitative research, which analyses scientific views (53 sources were analysed) on the use of gamification in the educational process. The systematic literature review is conducted using the PRISMA 2020 flowchart, which allowed for a variable selection of sources relevant to the study of the current problem. The results of the study indicate the following trends in the positioning of gamification tools in the e-learning cluster: auxiliary status of gamification (42%), reinforcing status of the game factor (39%), alternative status of game-based learning (15%), negative feedback on the actualisation of gamification (4%). The literature review confirms the trend of involving a game case in the educational paradigm. At the same time, the role and format of gamification does not have a clear algorithm for implementation and functioning in learning activities, which indicates the need to streamline this cluster of e-learning. The scientific and pedagogical discourse today does not have a clear answer to the general positioning of gamification in the educational system. Institutionally, gamification is enshrined in educational strategies due to global trends in the digitalisation of society, but at the organisational and functional level, there are contradictions about the status of the game space in the structure of e-learning. The study identified two cases of game-based learning platforms in the innovative educational space: an autonomous online game-based learning format (54%) and a game tool as an element of the digital learning environment (46%). The scientific novelty of the study is focused on the correlation of indicators of quantitative increase in the level of gamification and qualitative indicators of the effectiveness of this e-learning case. Prospects for scientific research are focused on developing a strategy for the development of gamification in the educational sphere in general and in the context of e-learning in particular. Conclusion. Thus, gamification has gained positions in the e-learning system and is forming its own niche in the educational paradigm. The rapid digitalisation of the socio-cultural space causes the diversity and disorder of the organisation of the e-learning game case (especially in the context of the educational and pedagogical status), which is expressed in the scientific discourse of the last five years.

Creative Teaching in the Context of Educational Reform: Insights from the Perspective of In-service Teachers

Aim. This study aims to elucidate the multifaceted nature of creative teaching within the specific context of educational reform by exploring the nuanced perspectives of in-service teachers through their real-life teaching experiences. Methods. A qualitative approach was adopted, with semi-structured, vignette-based interviews with 19 teachers from elementary, junior high, and senior high schools in Taiwan. Data analysis followed reflexive thematic analysis methods. Results. The findings underscore that in-service teachers perceive creative teaching not as the creation of entirely new educational paradigms but rather as the adoption of unconventional methods. This entails the adaptive and strategic utilisation of diverse teaching methods, the integration of multidisciplinary content, and an enduring commitment to continuous improvement. It is an incremental process involving the continuous absorption of new concepts, the adaptation of new methods, and making progressive adjustments. Conclusion. Enhancing teachers’ creative teaching requires a context-specific understanding of its essence, facilitating targeted promotion and teacher education. This study addresses the research gap by qualitatively investigating teachers’ perspectives on creative teaching and its implementation. The insights gained in this study are crucial in guiding the effective integration of creativity into pedagogical practice within teacher education and professional development endeavours. Cognitive value. This study challenges the conventional notion that creative teaching involves the invention of entirely new methods, arguing instead that creative teaching is primarily concerned with the ways in which teachers implement unconventional approaches, rather than the novelty of those approaches. These findings offer a novel perspective on fostering creative teaching within teacher development endeavours.

Integrating IoT and visual question answering in smart cities: Enhancing educational outcomes

Emerging as a paradigmatic shift in urban development, smart cities harness the potential of advanced information and communication technologies to seamlessly integrate urban functions, optimize resource allocation, and improve the effectiveness of city management. Within the domain of smart education, the imperative application of Visual Question Answering (VQA) technology encounters significant limitations at the prevailing stage, particularly the absence of a robust Internet of Things (IoT) framework and the inadequate incorporation of large pre-trained language models (LLMs) within contemporary smart education paradigms, especially in addressing zero-shot VQA scenarios, which pose considerable challenges. In response to these constraints, this paper introduces an IoT-based smart city framework that is designed to refine the functionality and efficacy of educational systems. This framework is delineated into four cardinal layers: the data collection layer, data transmission layer, data management layer, and application layer. Furthermore, we introduce the innovative TeachVQA methodology at the application layer, synergizing VQA technology with extensive pre-trained language models, thereby considerably enhancing the dissemination and assimilation of educational content. Evaluative metrics in the VQAv2 and OKVQA datasets substantiate that the TeachVQA methodology not only outperforms existing VQA approaches, but also underscores its profound potential and practical relevance in the educational sector.