Introduction: Anatomy is considered a difficult subject with a broad curriculum, and many students encounter difficulty in understanding it effectively. Modern-day learning involves the integration and use of new technologies and resources. Aim: To examine the perceptions of medical students regarding various teaching, learning, and assessment methods. Materials and Methods: This cross-sectional survey was conducted among undergraduate medical students (n=266) of the American International Institute of Medical Sciences, Udaipur, Rajasthan, India, after obtaining ethical clearance. A structured questionnaire consisting of 28 questions encompassing the current teaching, learning, and assessment methods in anatomy was used for the study. The data obtained were analysed and represented as percentages. Results: More than half of the participants, 164 (61.65%), believed that a one-year duration is adequate for proper understanding of the subject. About 82 (30.83%) of the participants felt that classical large-group lectures were the best teaching method. Students appreciated problem-based teaching, small-group demonstrations, and the use of advanced teaching-learning methodologies. A total of 248 (93.23%) of the participants enjoyed teaching at the dissection table. The majority of participants found difficulty in learning embryology 190 (71.43%) and histology 140 (52.63%). They expressed difficulty in comprehending the sequence of events, inability to visualise structures, and inadequate time allocation in embryology, as well as difficulty in identifying structures under the microscope and insufficient lecture and practical time in histology. Participants were satisfied with continuous assessment methods such as weekly assessments and part-ending tests. Conclusion: The survey received a mixed response from the participants. They were satisfied with the existing oneyear anatomy curriculum. Participants appreciated classical chalkboard teaching and cadaveric dissection even in the age of multimedia and artificial intelligence. Problem-Based Learning (PBL) and clinical case discussions as part of CompetencyBased Medical Education (CBME) encouraged critical thinking and application of knowledge among the participants. Students expressed anxiety regarding embryology and histology but appreciated continuous assessment strategies, as these aided ongoing learning and improved performance.

The article highlights the experience of training vocational education teachers to manage educational activities. Based on an analysis of the professional standard «Teacher of Vocational Training», the professional competencies, practical skills, and abilities of the educator are presented through the stages of the educational management cycle: planning, organization, motivation, control and correction. A model for transforming the traditional professional competencies of vocational education teachers – those involved in managing the educational process within vocational education institutions – into modern innovative competencies is proposed. The structure and content of the «Management of Educational Activity» academic subject for undergraduate students in professional education are characterized. The first module, «Education as an Object of Management», introduces students to the tiered system of educational management in Ukraine, the legal framework, principles of state policy in educational management, and the management system of educational institutions. The second module, «Management of Educational Activity in a Vocational Education Institution», focuses on the concept of educational activity and its content, alongside the core levels of management within a vocational institution (strategic, tactical, operational, and control-analytical levels). A wide range of pedagogical technologies used during the implementation of this module is characterized, including game-based technologies, the project method, situational modeling technology, and problem-based learning. The third module, «Management of the Educational Environment», introduces students to the components of a modern inclusive educational environment, resource management principles, the socio-communicative aspects of management, foundations of constructive interaction, management of innovative processes, and educational quality assurance. The conclusion emphasizes the relevance of the «Management of Educational Activity» discipline amidst the transformation of the vocational teacher’s role from a «knowledge translator» to a «manager of the educational process».

Generative AI tools like ChatGPT are transforming university EFL education, yet the cognitive mechanisms underlying effective human-AI engagement remain underexplored. This study adopts Cognitive Absorption Theory to examine how temporal dissociation, enjoyment, and curiosity influence learners’ engagement with GenAI in problem-based learning. Using a quasi-experimental design with 240 Taiwanese hospitality students, combined with PLS-SEM, fsQCA, and qualitative interviews, the research found that GenAI-supported PBL was associated with higher language proficiency outcomes. PLS-SEM validated temporal dissociation, enjoyment, and curiosity as significant predictors of positive GenAI experience while fsQCA identified three engagement configurations which were all centered on temporal dissociation. Qualitative findings revealed game-like exploration experiences alongside concerns about over-reliance. The study extends cognitive absorption theory to GenAI contexts and offers implications for designing learner-centered EFL instruction, particularly in Asian educational settings where technology integration is expanding.

ABSTRACT Sustainability has become a central concern in engineering education, requiring future engineers to address complex ecological, social, and economic challenges while exercising professional agency. This study examines engineering students’ perceptions of their sustainability agency within a Problem-Based Learning (PBL) environment, using Q methodology to capture diverse viewpoints among students enrolled in the same course. The analysis identified four key factors shaping sustainability agency: (1) educational opportunities combined with institutional support, (2) societal engagement through teamwork and collaboration, (3) emotional and motivational drivers, and (4) knowledge of the Sustainable Development Goals (SDGs) within a supportive learning framework. These factors represent complementary pathways through which students enact agency. The findings demonstrate that diversity of perspectives functions as a generative and enabling condition for learning in PBL, as it fosters dialogue, negotiation, and collective sense-making around complex sustainability problems. The study highlights the importance of intentionally designing large-scale, interdisciplinary PBL projects that connect students with real-world sustainability challenges and provide institutional support for sustained engagement. Such learning environments can strengthen engineering students’ capacity to navigate uncertainty, work across disciplinary boundaries, and act as proactive agents of sustainable change.

Informed through Shulman’s Pedagogical Teaching Knowledge (PCK), this study further explores how teachers acquire and utilize PCK, while enriching research on PCK and Problem-Based Learning. In these environments, collaboration and guidance, as well as teachers being responsive, are central. Lay of knowledge in the literature is particularly prevalent in qualitative work. Not a lot of studies “have really looked at how teachers ‘practice’ the teacher professional knowledge that they hold, through interaction as they go through a classroom episode and then through reflection on those practices.” By putting reception teachers in behaviour in classrooms, in PBL scenarios, through the lens of PCK, this study conducts a MAXQDA analysis of the transcription of records of classroom transcripts and observational data. By positioning teachers’ guidance strategies, emotional scaffolding, and situational regulation within the PCK ‘sphere’, this study aims to clarify what constitutes teachable knowledge of a subject to teachers as a collaborative opportunity. This also theoretically redefines the “space” of subject teaching knowledge, making it applicable to PBL teaching. Methodologically, we show qualitative coding and triangulation, and how they are used to build the argument on teacher knowledge.

Engineering education requires pedagogical approaches that integrate sustainability with the development of core technical competencies. This study develops, implements, and evaluates a Sustainability-Integrated Problem-Based Learning (SI-PBL) approach in an undergraduate mechanical vibration course. The approach anchors the learning process in the inherent sustainability characteristics of an engineering problem, requiring students to explicitly negotiate trade-offs between technical performance and sustainability objectives. A quasi-experimental study with 121 mechanical engineering students compared the SI-PBL approach to traditional lecture-based instruction through a compressor redesign project in which students redesigned the balancing system of a single-stage air compressor. Analysis of covariance showed that the SI-PBL cohort achieved significantly larger gains in conceptual understanding (d=0.74, p<0.001), mathematical proficiency (d=0.77, p<0.001), complex problem-solving (d=0.56, p<0.001), and sustainability-oriented decision-making (d=0.61, p<0.001). A positive correlation between gains in complex problem-solving and sustainability reasoning within the SI-PBL group (r=0.41, p=0.001) indicated related competency development. The study provides empirical evidence for using sustainability as an integrating context for developing both technical and sustainability competencies in engineering education.

ABSTRACT This study examines pre-service geography teachers’ perceptions of food systems, a newly introduced topic in South Korea’s 2022 revised geography curriculum. Using Q methodology, four distinct perception types were identified: Technological Innovation Pragmatists, Ethical Autonomy Practitioners, Integrative Education & Sustainability Advocates, and Contextual Balance Selectors. To enhance the strengths and address the limitations of each type, this paper proposes targeted pedagogical strategies: critical case studies to foster multi-dimensional understanding (Type 1); structural connection activities to link ethical consumption with political-economic contexts (Type 2); methodology-focused training to apply concept mapping and problem-based learning (Type 3); and decision-oriented discussions to enhance rational judgment (Type 4). These findings offer a diagnostic framework and practical prescriptions for teacher education programs, contributing to the cultivation of teachers capable of fostering food citizenship and sustainability.

This article documents the process in which undergraduate students in the Faculty of Health Sciences at McMaster University applied Design-Based Research (DBR) to develop Game-Based Learning (GBL) tools for anatomy education. It describes the student developers' approaches in applying DBR to design game-based learning tools for complex anatomy content, with the goal of addressing medical students' needs for visual, engaging, and interactive learning tools. The DBR framework, characterized by five stages (empathize, define, ideate, prototype, and test), was found to be instrumental for student developers to use in creating learner-centered tools, with each stage contributing uniquely to the design process. In addition, DBR encouraged experimentation, creative thinking, and problem-based learning, aligning with the dynamic and exploratory nature of innovation in anatomical education. This project led to the development of four anatomy games situated in the context of renal and gastrointestinal vascular anatomy: ORGAN-IZE, Renal Race, Pathology at Play, and Body Building. The documentation of each stage of the development process of these games, as presented in this article, offers a practical resource for educators interested in adopting DBR as a framework for student-led educational game design.

Material Science and Metallurgy is an introductory yet conceptually deep subject taught in undergraduate engineering programs, and it often poses challenges for students in bridging the gap between abstract theory and material behavior. The present research is a proposed teaching-learning framework in the form of a learning by doing and writing model, which is applied in a third-semester Mechanical Engineering undergraduate course at Guru Ghasidas Vishwavidyalaya (A Central University) in the state of Chhattisgarh, India. The framework incorporates case scenarios and problem-based learning activities grounded in research, collaborative group tasks, and technical writing to improve conceptual knowledge and professional skills, including observation, curiosity, divergent thinking, empathy, and collaboration. Four learning activities were carefully designed to cover fundamental topics, including crystal structures, phase diagrams, strengthening mechanisms, heat treatment, and product development based on material properties. A rubric-based assessment of the assignment was used to quantitatively evaluate the effectiveness of the intervention, based on end-semester examination results across three academic periods (2023–24, 2024–25, and 2025–26). The findings reveal a positive change in average academic achievement, reduced score dispersion, increased learning consistency, and a decline in the rate of failures following the pedagogical intervention. Student feedback further confirms improved engagement and conceptual clarity. The results demonstrate the usefulness of active, writing-based, student-centered pedagogies and offer a scalable model of enhancing the learning processes in materials education and other engineering fields.

This study aims to assess and evaluate the effectiveness of implementing the Problem-Based Learning (PBL) model on metacognition through a literature review of 15 articles published within the last 6 years (2021-2026), consisting of reputable national and international journals. The research method employs a literature review, with the article search process conducted via SINTA, Harzing's Publish or Perish, Google Scholar, and Garuda portals. Journals that were collected and met the predetermined criteria were tabulated, covering the title, author, article type, sample, methods, and research findings. The review results indicate that, in general, Problem-Based Learning is effective in enhancing metacognition. PBL places students at the center of the learning process by confronting them with real-world problems. This approach encourages students' thinking awareness, planning, monitoring, and evaluation of their own thought processes. This study identifies hindering factors such as the requirement for significant time and the influence of students' self-efficacy levels on the success of this model. These findings are expected to provide a comprehensive overview of the strengths and opportunities for PBL implementation in developing metacognitive aspects in the future

Mathematical reasoning is recognized as a core competency in mathematics education; however, a comprehensive overview of its research development and thematic evolution remains limited. This study aims to map the research landscape of mathematical reasoning over the last decade in order to identify publication trends, influential contributors, and emerging research themes. A quantitative bibliometric approach was employed using Scopus-indexed journal articles, which were analyzed and visualized through VOSviewer to examine co-authorship networks, keyword co-occurrence, and thematic evolution. The findings indicate a significant growth in publications since 2018, reflecting increasing global attention to mathematical reasoning. The results further reveal that research in this field has developed multidimensionally, integrating cognitive, pedagogical, evaluative, and contextual dimensions, with a recent shift toward assessment practices, problem-based learning, and technology-enhanced instruction. These findings confirm that mathematical reasoning has become a mature and strategically important field in mathematics education, while highlighting opportunities for further research that integrate digital innovation and deep learning-oriented approaches.

Education aims to develop students’ potential optimally; however, learning outcomes in Indonesia still face challenges, particularly low student engagement due to teacher-centered instruction. In response to the demands of 21st-century learning and technological advancement, interactive digital learning media oriented toward problem solving are needed to improve Social Studies achievement. This study aimed to develop Wayground media based on Problem-Based Learning to enhance the Social Studies learning outcomes of Grade VII students at SMP Negeri 1 Bandung in the first semester of the 2025/2026 academic year. The research employed a Research and Development (R&D) method by adapting and streamlining the Borg and Gall model, including needs analysis, design, product development, expert validation, field testing, revision, and dissemination. The results indicated that the developed media was highly valid based on evaluations by media, material, and language experts. The practicality level exceeded 90.2% across individual, small-group, and large-group trials. The media proved effective, as the mean score increased from 61.27 to 89.71, with an N-Gain of 0.74 (high category) and a statistically significant t-test result (Sig. 0.000 < 0.05). Strengthening the research design and including control groups are recommended for future studies.

Soft skills development remains a critical challenge in higher education, especially in large, multidisciplinary learning environments where students vary in background, motivation, and self-regulatory capacity. Although problem-based learning (PBL) is broadly acknowledged as a successful method for developing critical skills and abilities such as planning, collaboration, and reflective thinking, traditional implementations often face constraints in personalization, coordination, and formative assessment. This study introduces an enhanced PBL model augmented by artificial intelligence (AI) Agents to support soft skills acquisition in blended learning contexts. The AI Agent, leveraging natural language processing (NLP) and automation via the n8n platform, functioned as a virtual assistant to facilitate task planning, peer coordination, self-monitoring, and timely feedback. A quasi-experimental study was carried out involving three groups of students (N = 263) participating in a course focused on developing soft skills, comprising one group using AI-supported PBL, another group using traditional PBL, and a control group taught through standard instructional methods. A mixed-methods analysis demonstrated that the group utilizing AI support exhibited statistically notable enhancements in their outcomes across six soft skill domains, particularly in planning, group work, and reflective learning (p < 0.001). Behavioral data from LMS logs and product assessments further validated enhanced collaboration, consistency, and accuracy in self-assessment among AI-supported learners. The findings demonstrate that integrating AI Agents into PBL not only reduces instructor workload and enhances instructional equity but also empowers learners through personalized, data-driven scaffolding. This approach offers promising implications for scalable, technology-enhanced soft skills education across disciplines.

This study aims to determine the effects of using the problem-based learning (PBL) model and live worksheet media on students' mathematical reasoning skills. The research method used was quantitative and quasi-experimental. The study included all Grade X students from a private high school in Jakarta who had relatively balanced math skills. The study sample comprised four classes (X.1, X.2, X.4, and X.6), which were randomly selected using random sampling technique and each received a different learning treatment; X.1 was taught using the TCL method with PPT, X.2 received PBL with PPT, X.4 received PBL assisted by Live Worksheets, and X.6 was taught using the TCL method assisted by Live Worksheets. A descriptive test, validated and pre-tested by experts, served as the instrument. The results of the ATS showed that there were no significant differences in the initial abilities between the classes. A mathematical reasoning ability test was conducted after the treatment and the data analysis was performed using non-parametric tests, as the data did not meet the requirements of parametric tests. The test results yielded an Asymp. Sig value of 0.000 <0.05, which implies the rejection of H0. This means that there is a difference in the students' mathematical reasoning ability between the four classes. The class that applied the PBL and live worksheet model achieved the best average result. This indicates that the combination of these methods effectively improves students' mathematical thinking ability.

This study aims to describe the numeracy ability of grade V students of SDN 1 Pinoh Utara in solving the Minimum Competency Assessment (AKM) questions. The research uses a qualitative method with a case study design. The research subjects consisted of 20 students of class V and one homeroom teacher. Data was collected through a 4-question test based on three numeracy indicators and an unstructured interview with the teacher. The results showed that 6 students (30%) were in the high category, 11 students (55%) in the medium category, and 3 students (15%) in the low category. Students are good at using mathematical numbers and symbols and analyzing information in the form of tables. However, the ability to interpret results and make decisions still needs to be improved. These difficulties are influenced by a lack of familiarity with contextual questions, reading skills that are not optimal, and exercises that focus more on calculations. Therefore, numeracy learning needs to be developed through context-based questions, problem-based learning, and the habit of writing down reasons in writing.

Reasoning is a skill that students must possess to improve their ability in solving mathematics problems related to everyday life. Meanwhile, self regulated learning skills is aims to increase their sense of responsibility for their own learning. This research aims to improve both of these abilities through the geogebra assisted the problem-based learning, so the students can be better understand about concepts that taught by the teacher, take responsibility, and build their self regulated learning. The researcher used a quasi-experimental design with a pretest-posttest approach involving both experiment and control groups, that each consisting of 25 student in eighth-grade from SMP EL Fitra Bandung. The first step that reseacher take is given a pretest to both of class, after that continue to give experiment class with geogebra assisted the problem based learning method and control class with a conventional method. The research instruments used were a mathematical reasoning essay test about system linear equation in two variabels (SPLDV) and a self regulated scale. The integration of geogebra software is in line with current technological advancements and make the student more interesting when learning many subject at school specially in mathematic program. The results showed that students who received geogebra assisted problem-based learning method performed better in reasoning ability compared to those who received conventional method. However, there was no significant difference in self regulated learning between the two groups, indicating that both the experimental and control groups experienced an increase in self regulated learning.

Mathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience.

Background: Team-based learning (TBL) is a relatively recent approach in contrast to problem-based learning (PBL), which has long been established. Both approaches support learner-centered, peer-assisted education in interactive small-group settings. The objective of this study was to evaluate and compare the effectiveness of TBL and PBL in promoting active learning, critical thinking and improving overall academic performance among undergraduate dental students. Methods: This was a mixed-methods quasi-experimental study which included first-year Bachelor of Dental Surgery (BDS) students from January to September 2022. This study was conducted at a private dental institute in Abbottabad, Pakistan. A purposive sampling technique was used, dividing the 42 included students into two independent cohorts (n=21 for PBL and n=21 for TBL). The data collection tool consisted of 3 sections, the first was a structured, pre-tested questionnaire comparing effectiveness of the two methodologies, the second section consisted of peer-review and team evaluation and the third section contained open-ended questions for students’ feedback. The scores of the PBL and TBL were calculated and compared, along with a questionnaire comparing students’ satisfaction with their teams and their perceptions regarding PBL and TBL. The statistical analysis for quantitative data, such as the means of test scores and facilitators’ assessments, was performed using Student’s independent samples t-test. Thematic analysis was used to quote and characterize qualitative data. Results: Among 45 enrolled students, 42 met the inclusion criteria. TBL scores [team readiness assurance test (tRAT) and post-assessment] were significantly higher than those of PBL (P<0.001). Students reported that PBL promoted group discussion and teamwork, while TBL was more effective in time management (P=0.005), motivation (P=0.02), and perceived challenge (P<0.001). Pre-reading material in TBL was cited as particularly beneficial for in-session efficiency. Conclusions: Both TBL and PBL fostered active learning and critical thinking. TBL showed greater effectiveness in improving academic performance, likely due to its structured format and emphasis on preparation. PBL, however, excelled in enhancing teamwork, leadership, and application to clinical scenarios. TBL may be considered a more effective strategy for achieving broader learning outcomes in dental education.

This systematic review aims to identify, categorize, and evaluate the effectiveness of GeoGebra-assisted instructional strategies reported in various published studies in developing mathematical communication skills among Indonesian high school students. Specifically, the review seeks to: (1) identify and categorize the types of GeoGebra-assisted instructional strategies employed by Indonesian teachers; (2) synthesize evidence regarding their effectiveness on students' mathematical communication skills; and (3) analyze implementation challenges and facilitating factors within the Indonesian educational context. Following the PRISMA framework, the study analyzed 20 empirical articles published between 2024 and 2025 which met the preset criteria. The use of Geogebra in the three predominant instructional strategies, such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning, could enhance students' visual, symbolic, and verbal communication skills. The synthesis reveals that GeoGebra's interactive features facilitate mathematical representation and discourse, though implementation faces challenges including infrastructural limitations and varying levels of teacher readiness. Facilitating factors include GeoGebra's accessibility, visual capabilities, and compatibility with collaborative learning approaches. The novelty of this review lies in its focused synthesis of implementation dynamics within the Indonesian context. Practical implications underscore the need for targeted professional development and institutional support to optimize GeoGebra integration. This study contributes an evidence-based framework to guide educators and policymakers in fostering effective, communication-oriented mathematics instruction.

Mathematical problem-solving skills is an essential skill that students must possess because it supports their understanding of mathematical concepts, the application of knowledge in daily life, and the development of higher-order thinking skills such as critical and analytical thinking. However, various studies show that this ability is still considered low, necessitating a systematic and comprehensive research mapping. This study aims to identify trends in research on mathematical problem-solving abilities in mathematics learning from 2021 to 2025. The method used is a Systematic Literature Review based on the PRISMA 2020 protocol, utilising the Scopus database. The analysis was conducted with the assistance of VOSviewer to visualise keyword connections, research theme clusters, and publication patterns. The study results show an increase in the number of publications year after year, peaking in 2025. A qualitative research approach dominates, while the most frequently used instrument is a test sheet. The most researched educational level is high school, followed by middle school and teachers. Frequently occurring keywords include problem-solving, problem-based learning, and technology as the main focus. The latest trend points toward utilising authentic problem-based learning technologies and strategies to enhance mathematical problem-solving abilities. This finding confirms that mathematical problem-solving ability is an important complex skill.