Quality Of Teaching Research Articles

A Comprehensive Analysis of the Factors Influencing Absenteeism among Medical Students at the University of Zawia, Libya

Attendance of undergraduate medical students is crucial for their medical education, but absenteeism is a growing problem globally due to academic and personal challenges. This study at the University of Zawia surveyed 302 undergraduate medical students, primarily female, to understand the factors influencing their attendance. The study found that, external factors like traffic congestion and high costs of private transportation impacted attendance, while pedagogical factors like preferring home-based learning and dissatisfaction with teaching methods were significant. Social factors like peer influence were less influential, suggesting commitment to the field. Institutional factors like inadequate classroom resources, poor infrastructure, scheduling, and security were major concerns. The college's response to absenteeism was moderate, suggesting that institutional issues may be less critical. The study underscores the complex interplay of external, academic, and personal factors affecting student participation in medical education. Factors like traffic congestion, high costs of transportation, and inadequate infrastructure significantly hinder attendance, while dissatisfaction with traditional teaching methods and the belief that non-attendance does not affect grades are notable academic factors. Faculty-related issues, such as unclear explanations and ineffective teaching methods, greatly influence attendance decisions. Study recommendations include improving public transportation, updating teaching tools and classroom facilities, and enhancing teaching quality and engagement to address the complex interplay of factors affecting student attendance in medical education programs.

School District Superintendents as Transformational Leaders

The educational reform movement in the United States (1983-2024) presented school district superintendents with a wide array of challenges and opportunities. Initially, state and federal policymakers’ called for draconian school and district level accountability and endorsed he notion of top-down management. However, the reality of implementing district-wide, systemic changes focused on improving student learning outcomes influenced a shift in superintendents’ role from manager to teacher-scholar. During the last decade, researchers examined the role of superintendents in Instructionally Effective School Districts (IESD) and reported that they used their managerial prerogatives to initiate and sustain district-wide instructional improvement (Bjork, 2024). Research findings suggest that their involvement hiring and supervising teachers, evaluating principals, clearly articulating instructional and curricular goals, monitoring instructional improvement and, engaging in long-term financial planning for instruction indirectly influence the quality of learning and teaching. Findings from this longitudinal case study extend our understanding of how superintendents’ enact their role as teacher-scholar help to explain their success. Key elements of Transformational Leadership including idealized influence, inspirational motivation, intellectual stimulation and, individual consideration provided considerable insight into how they enacted their role. In addition, findings suggest that over time followers at different levels of the school district’s organization (teachers, principals and central office staffs) adopted Transformational Leadership dispositions and practices suggesting that it may be viewed as being both multidimensional and multi-directional. These findings may expand our understanding of how superintendents’ transformational leadership may influence the development of professional cultures and enhance student learning.

Policy Implementation Analysis: Examining the Effectiveness of Jambi's Teacher Certification Program

Teacher quality is crucial for improving education outcomes. Indonesia introduced the Teacher Certification Program (Sertifikasi Guru) in 2005 to enhance teacher professionalism. This study investigates the program's effectiveness in Jambi Province by analyzing its impact on teacher competencies, teaching practices, and student learning outcomes. This mixed-methods study involved 300 certified and 300 non-certified teachers in Jambi Province. Quantitative data were collected through questionnaires and student achievement records, analyzed using descriptive statistics, t-tests, and regression analysis. Qualitative data were gathered through interviews with 30 teachers, 10 school principals, and 5 education officials, and analyzed thematically. Certified teachers exhibited significantly higher pedagogical knowledge, subject matter knowledge, and classroom management skills than non-certified teachers. They were also more likely to employ active learning and student-centered approaches. However, the impact on student learning outcomes was modest. In conclusion, Jambi's Teacher Certification Program successfully improved teacher competencies and teaching practices. However, further efforts are needed to enhance its impact on student learning outcomes. Recommendations include strengthening the program's focus on practical application, providing ongoing professional development, and increasing school-level support for effective teaching.

O USO DE METODOLOGIAS ATIVAS NAS AULAS DE EDUCAÇÃO FÍSICA ESCOLAR NO ENSINO MÉDIO: UMA REVISÃO DE LITERATURA

School Physical Education (EFE) is a mandatory curricular component of Brazilian basic education that must provide students with the acquisition of systematized and organized knowledge about contents provided for in the Common Curricular Curriculum Base (BNCC). However, discipline has been treated with little importance in the school context. Given this, it is necessary to have tools that provide learning consistent with the student's reality, as well as attracting their attention to the benefits of EFE. This article aimed to describe the importance of using active methodologies in school physical education classes in high school. The study adopted a qualitative descriptive approach of the Narrative Literature Review type. The research selected ten (10) scientific articles published between 1997 and 2022. The study revealed the little importance attributed to innovative pedagogical approaches in the area of ​​education that deviate from the traditional model and are related to improving the quality of the school teaching and learning process. The studies surveyed in this review showed the great potential of Active Methodologies in the dynamics of the EFE classroom in high school.

Trilogi Kapabilitas Pemimpin Perspektif Al- Qur’an dalam Usaha Pengkolaborasian Tenaga Kependidikan

This study aims to investigate a tripology of leader capabilities structured in three aspects namely, how a leader can respond, how a leader has the management abilityto respond so as to anticipate changes and how to control the work capacity of managers in the organization, so that the work carried out in every management, in particular educational management, can run as expected. This study uses qualitative method which the discussion source is obtained through a literature review methodology by collecting data in related literature. The results of the study reveal that social resources collabaration in educational field is an effective strategy that integrates professional collaboration, sustainable training, and shared leaarning to vercome challenges in education and to improve the quality of teaching. By educational staff collaboration, it allows teachers to meet. Share best practices, and adopt innovative methods which relevant to the needs of the current curriculum. In line to the Holly Qur’an which instructs educational staff to give maximum efforts by optimizing social resources in educational field.

THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT

The aim of this study was to explore the opinions of secondary school students with different achievement levels about mathematics course. In this study, in which qualitative research design was used, interviews were conducted with 36 middle school students, divided into three groups based on their achievement levels: high, average, and low. The interviews focused on the factors influencing their success in mathematics. The findings were presented under three themes: attitudes and beliefs towards mathematics, self-efficacy, and teaching-learning processes. Results of this study indicated that the majority of students across high, average and low achievement levels agreed that mathematics was necessary in daily life under the attitudes and beliefs theme and that they had belief of being successful in mathematics under the self-efficacy theme. In addition, for the teaching learning process theme, the most of the students stated that making lessons in enjoyable ways facilitated learning whereas the noise in the classroom hindered it. Also, in this study, high-achieving students, unlike students at other success levels, stated that they were disciplined, had meta-cognitive skills, use of reinforcement, individualized instruction, and assignment of project facilitated learning mathematics, and that difficult formulas, too much emphasis on the same content, lack of prior knowledge, and teacher quality hindered learning mathematics. Besides, only students with average success stated that mathematics was necessary for school grade point average and was a course that required memorization, that explaining the importance of the subject facilitated learning mathematics, and that students' inability to focus on the lesson hindered learning more. In addition, only low-achieving students stated that they saw mathematics as torture, a necessary and demanding course for upper grades, that participation in class and the interest of teachers facilitated learning mathematics, but that poor physical conditions, the abstract nature of mathematics, and too much writing hindered mathematics.

A critical review of 50 years of initial teacher education in Jamaica: challenges and solutions for improving its effectiveness

ABSTRACT This review of initial teacher education (ITE) in Jamaica highlights the policies, pivotal events, educational initiatives and reforms that have shaped the landscape of teacher education in Jamaica over the last 50 years. It offers a critical reflection on the provision of ITE and the findings of a recent report on education in Jamaica, which suggests that its ITE is weak and ineffective. The review highlights what has taken place over the last 50 years and shows how more emphasis has been placed on concerns over the supply of teachers than on the provision of the type of ITE that produces quality teachers. Drawing on recognised principles for best practice in ITE and a critical theoretical perspective around the importance of teacher and learner agency, the paper suggests more attention must be given to building a globally informed, but also locally crafted knowledge base for teacher preparation in Jamaica. This involves preparing teacher educators who are educated, critically conscious and certified to assume responsibility for developing high-quality ITE in Jamaica.

Overview of the problems of VET education: an Attempt for Classification and Cross-Mapping the Problems from 2024: A Case study

This study systematically examines the multifaceted challenges facing vocational education and training (VET) in Bulgaria, highlighting the persistent issues that undermine the effectiveness of the system. Through a comprehensive classification of these challenges, the research identifies key areas such as inadequate funding, outdated curricula, insufficient industry linkages, and a lack of qualified teaching personnel. The analysis reveals that long-term neglect, frequent political shifts, and ineffective policy measures have contributed to a significant skills gap among graduates compared to their predecessors. It summons cores of the multi-layered long-standing problems in Vocational education in Bulgaria. Long-term neglect, frequent changes in the views of various political entities with a strong influence on vocational education, inadequate malapropos and untimely fragmented half-measures, as well as the lack of the participation of serious business and expertise in vocational education are among the many reasons for the low level of technical and professional skills of the modern graduate of a vocational high school compared to his predecessor from the time of Polytechnicism. The absence of a cohesive framework for cooperation between educational institutions and industry stakeholders exacerbates the disconnect between VET programs and labor market needs. The paper also aims to provide a structured overview of the current state of VET in Bulgaria, offering insights that can inform future policy development and strategic interventions.

The impact of UTeach observation protocol-based multiple-source feedback on improving the quality of online teaching in medical education.

The ability to teach, as a core competency, has always suffered from a lack of systematic cultivation. This study aimed to explore the difference in teaching quality before and after the application of the UTOP (UTeach observation protocol)-based multiple source feedback (MSF) formative assessment of the quality improvement of medical education classrooms. This study retrospectively analyzed the teaching quality of the Second Affiliated Hospital of Tianjin University of Traditional Chinese Medicine and the Third Affiliated Hospital of Chongqing Medical University. The participants were divided into control and UTOP groups according to the actual training they took in the teaching. All the participants, including teachers and trainee teachers, who were under conventional teaching methods were in the control group, and those who were under MSF training were in the UTOP group. UTOP and New Teacher Assessment Scores (NTAS) were evaluated, and the differences between the two courses were analyzed. The UTOP group was divided into a teacher group and a practice group according to differences in the participants' teaching experience. The UTOP-MSF evaluation data were extracted and analyzed, and the differences in teaching quality were compared before and after the implementation of MSF training. The study was conducted for 10 months, with 43 participants completing 120 web-based lectures. In the control group, 32 participants were included, including 22 teachers with 27 courses and 10 trainee teachers who had no teaching experience with 13 courses. Eleven participants in the UTOP group received 9 rounds of MSF feedback training and completed 80 online lectures, including 3 teachers with 19 courses and 8 trainee teachers with 61 courses. A total of 324 evaluations from researchers were extracted and analyzed, including 162 UTOP scores and 162 NTAS; 575 MSF assessments were analyzed, including 438 from the teachers and 137 from the trainee teachers. The participants in the UTOP group had significantly higher UTOP and NTAS scores than did those in the control group did (59.84 ± 14.64 vs. 40.74 ± 6.80, p = 0.000; 73.00 (62.25, 80.00) vs. 53.00 (50.75, 57.00), p = 0.000, respectively). Among the participants who performed UTOP training, the UTOP-MSF scores increased for both teachers and trainee teachers (51.50 (37.75, 68.25) vs. 73.00 (68.00, 76.50), p = 0.022; 41.00 (36.00, 51.75) vs. 68.00 (59.75, 77.00), p = 0.000, respectively). The mean UTOP MSF scores were strongly positively correlated with the mean NTAS (r = 0.640, p = 0.000). UTOP-based MSF training significantly improved teaching quality in medical education, and it can be an effective tool for evaluating teaching quality.

Assessing Students’ Perceptions of Moodle Usage for Teaching and Learning: A Case of College of Business Education, Dar es Salaam Campus, Tanzania

The advancement of Information Communication Technologies (ICT) has stimulated the development of new learning experiences through using software applications or platforms that deliver, manage and track educational or training programs in the universities. Through the use of blended learning, e-learning platforms like moodle have improved learning experience by integrating virtual classes, video conferencing, presentations, and testing in education delivery. This study aims to show how students perceive the use of moodle for teaching and learning at the College of Business Education (CBE) Dar es Salaam Campus in Tanzania. The study was guided by was guided by the Connectivism Theory (CT). The study adopted a case design because it used a short period of time and constructed at a single case study at College of Business Education (CBE). The target population was 11,924 students from the College of Business Education (CBE) who used moodle as their learning platform. Probability sampling specifically simple random sampling was used to attain the sample size of 374 respondents. Both qualitative and quantitative approaches were employed in the study.The quantitative data was collected through the Likert scale questionnaire was processed through coding, tabulating and analysis using MS excel. Further, the processed and analyzed results for research questions two and three were produced statistically using tables and figures. Apparently, the qualitative data were recorded and immediately transcribed, shared with the respondents for collection in case there were mistakes made, edited, summarized, tabulated and presented in the narrative. Also, the thematic-content analysis was undertaken to analyze the qualitative data obtained through the semi-structured interview and then presented using Tables of summaries and narratives. In addition, the presentation and discussion of the findings were triangulated during the presentation of the responses for each research question. The findings revealed that the integration of moodle into the learning process has enhanced the overall quality of teaching and learning and blended learning through moodle has improved understanding of the course materials. The study recommended that the curriculum designers and policymakers at the college should develop policies that promote the effective use of technology in education including guidelines for implementing moodle in blended learning environments to ensure equitable access to quality education for all students.

Students’ ratings to evaluate effective teaching practices of secondary schools in Bangladesh

PurposeInternational studies have emphasised the importance of effective teaching for student learning. However, few studies have investigated teaching practices in Bangladesh. The purpose of the study set out to explore the mathematics teaching behaviour of secondary school level of Bangladesh.Design/methodology/approachA convenient sampling strategy was used to collect 502 grade nine students’ perceptions from 15 mathematics classes within Dhaka Metropolitan City (DMC). A valid and reliable student questionnaire was used where the students rated their mathematics teachers' teaching behaviours identified in the dynamic model of educational effectiveness (DMEE).FindingsThe findings from the quantitative analysis of the student evaluations revealed that the mathematics teachers demonstrated structuring, modelling, questioning, teacher–student interactions and teacher dealing with misbehaviours in their daily classroom teaching.Research limitations/implicationsA small sample of mathematics classes were chosen in the study; hence, the findings may not be totally representative nor generalisable to the population of secondary mathematics teachers within Dhaka, Bangladesh.Practical implicationsThe study conducted in Bangladesh contributes to the international dimension to educational effectiveness research. The findings from the study provide partial support for teaching factors and dimensions in DMEE (Creemers and Kyriakides, 2008), and emphasise the need for further studies, particularly in cross-cultural contexts.Originality/valueThis is the first study to evaluate teaching behaviours of secondary mathematics teachers through students’ perceptions in Bangladesh. It contributes important insights about teaching behaviours to inform the development of evidence-based policy and practice on quality teaching in the region.

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Cracking the code of teacher burnout: the chain mediation of GPT integration degree through behavioral engagement and classroom atmosphere in a cross-level chain mediation model

Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice.

Physical education teaching scheduling technology based on chaotic genetic algorithm.

In the modern educational environment, rational and efficient course scheduling is of great significance in ensuring teaching quality and improving resource utilization. The traditional sports scheduling methods are faced with the challenges of diversified demands and complex constraints. For this reason, the study proposes a new physical education course scheduling model after mathematically modeling the physical education scheduling model and improving the genetic environment based on chaotic genetic algorithm, and then proposes a new physical education course scheduling model. The experiment outcomes denote that the average computing time of the improved chaotic genetic algorithm is 28s, and when the number of iterations is 175-200, the optimal number of individuals is 35 at most, and the value of the optimal fitness is 9.4. The simulation test outcomes denote that the new scheduling model can reasonably arrange the course in the 5th-6th section, which meets the needs of students. Meanwhile, when the amount of scheduling teachers is 4 and the amount of courses is 5, the average utilization rate of scheduling resources at this time is the highest 82.5%. Compared with the same type of scheduling model, the new model has the highest superiority of 90.7%, the highest stability of 90.1%, and the highest robustness of 91.6%. The proposed method can meet the diversified and dynamically changing teaching needs, and provides an effective optimization tool for physical education scheduling.

Foreign Language Anxiety Phenomenon and Coping Strategies among Students in Business English Audio-Visual and Speaking Courses

As a course that emphasizes practical international business communication skills, Business English Audiovisual Speaking requires students not only to master language skills, but also to be able to apply them flexibly in a real business environment. However, this highly practical and professional requirement often causes students to encounter difficulties in language comprehension, expression and failure to keep up with the progress in the learning process, thus triggering foreign language anxiety. Such anxiety not only affects students' learning efficiency, but also may lead them to fear negative evaluations and even refuse to communicate in a second language when necessary. Based on the theory of foreign language anxiety, this study takes students majoring in Business English in College G as the research object and analyzes in depth the phenomenon of students' foreign language anxiety in Business English Audiovisual Speaking course. It is found that students generally have moderate to severe foreign language and listening anxiety in this course. To this end, targeted coping strategies were proposed, including students' self-regulation strategies and teachers' effective teaching methods. These strategies aim to help students alleviate their foreign language anxiety, thereby improving their language learning, and ultimately cultivating high-quality talents who are competent in the international business environment. Through this study, we hope to provide an empirical basis for the field of business English education and contribute to the reduction of students' foreign language anxiety and the improvement of teaching quality.

Study on the Role of Student Feedback in The Value-added Assessment of Architecture Programmes

This study explores the important role of student feedback in value-added evaluation in architecture majors. It aims to reveal how to improve teaching quality through an effective feedback mechanism and provide a scientific basis for curriculum improvement. Value-added evaluation focuses on the growth and progress of students in the learning process, and student feedback, as a source of information that directly reflects the learning experience, can comprehensively support the assessment of teaching effectiveness. This study analyzes the existing student feedback mechanisms, explores their application methods and actual effects in value-added evaluation, and points out the deficiencies of the existing mechanisms and possible paths for optimization. The study found that feedback promotes continuous improvement of course design and teaching methods by constructing a closed-loop mechanism, and that this feedback mechanism shows significant advantages, especially in the field of architecture, which requires a high degree of practicality and creativity. The study concludes with recommendations for optimising the student feedback mechanism and looks ahead to the direction of future research, with a view to providing a feasible reference for improving the quality of education in the field of architecture.

Optimized evaluation of the quality of sensor video internet of things (VIOT) by the integration of big data and artificial intelligence

AbstractThe application of sensor video internet of things technology to large-scale integrated work can significantly improve the working quality of employees. However, the degree of improvement in working quality is still difficult to measure in a systematic, intelligent, stable, and accurate manner. local optimization and adjustment after evaluation are still relatively challenging, To address these issues, the study proposes a method of optimizing the evaluation of sensor video quality through the integration of big data and AI techniques. A large-scale integrated distance education system in the field of education and training with a certain application basis is adopted as a case. Including big data and AI techniques such as integrated intelligent agent modules, recommendation algorithms, and transaction optimization algorithms, a new agent-oriented system design with fast response speed, strong scalability, convenient local optimization, and greater stability is achieved. According to the network topology structure of the distance education system in colleges and universities, this paper uses queuing theory to analyze the system performance of the system. The focus of this paper is the quantitative relationship between system communication intensity ρ, user arrival rate λ, system channel capacity n and system waiting delay, blocking probability, average queue length, system throughput and other important performance indicators. In teaching evaluation, the key factor that affects the quality of classroom teaching, that is, Developing a comprehensive system for evaluating classroom instruction is crucial. By incorporating student feedback, leveraging data mining techniques, and harnessing computer technology, a holistic framework for gathering, analyzing, and generating actionable insights on teaching performance is established. This approach makes the evaluation process more systematic and evidence-based, identifying 12 key elements that influence classroom education standards. In the experimental section, the student assessment data sets I1 and I2 exhibit experimental values (statistics) that significantly exceed the thresholds, with a minimum support of 0.32 and a confidence level of 0.61. Moreover, the Boolean matrix is divided into 90 points. The rule U1Ua ≥ U2 is identified as a subset of {U1U2Ua} within the large item set, signifying a strong association rule. These findings confirm the robustness of the artificial intelligence model proposed in this paper for video quality prediction. The optimized sensor video quality evaluation method not only meets a satisfactory confidence level and matching value but also demonstrates good reliability and relevance in the evaluation criteria.

The Use of Computer Technologies in Special Education Teacher Training Programs in East Jerusalem: Students' Perspectives and Its Impact on Practical Applications"

Abstract: This research aims to explore the degree of use of computerized technologies in the special education teacher qualification program in East Jerusalem, and the extent of its impact on their performance in practical applications from the students’ point of view, explore students’ opinions about the effectiveness of computerized technologies in improving their educational experience and teaching skills, and reveal the differences in the use of computerized technologies. In qualifying special education teachers and its impact on their performance according to the variables of gender, number of years of experience, and experience in using computerized technologies, the descriptive approach was used, and the questionnaire was used as a tool for collecting data after ensuring its validity and reliability. The study population consisted of all students in special education teacher training colleges, numbering (680) teachers, distributed among 3 main colleges. The study sample consisted of (245) students selected by the available method, and the results were based on the reality of using computerized techniques in rehabilitation programs as a whole (3.80) and to a large degree, and the absence of statistically significant differences ( = 0.05) due to the effect of variables (gender, age, or experience in The use of computerized techniques) for the impact of the use of computerized techniques in the special education teacher qualification program in East Jerusalem on performance in practical applications from the point of view of students in all fields and the overall grade. Based on the results of the study, the researcher recommends strengthening the training of special education teachers within education teacher qualification programs. Specialize in the use of computerized technologies to ensure their effectiveness.

Pathways for Enhancing the Teaching Quality of Financial Education through Research Practices

Objective: This study investigates how integrating research practices into financial education can enhance students' learning outcomes, practical skills, and innovation capacity. With the rapid evolution of the financial sector due to globalization and technological advancements, financial education must move beyond traditional theoretical approaches to prepare students for complex real-world challenges. The objective of this research is to explore specific pathways for incorporating research-driven practices into financial curricula to better align education with industry demands. Methods: The study employed a mixed-method approach, combining quantitative and qualitative research methods. Surveys were distributed to 461 students and 121 faculty members from four universities—two research-intensive institutions and two applied colleges—aiming to capture diverse perspectives on the integration of research into teaching. The data were analyzed using descriptive statistics, regression models, and qualitative analysis of interviews with selected participants. The regression analysis focused on the relationship between the frequency of research participation and the development of practical skills and innovation capacity. Results: The regression analysis revealed a significant positive correlation between research participation and improved learning outcomes (β=0.52, p<0.01), practical skills (β=0.47, p<0.01), and innovation capacity (β=0.43, p<0.01). Students who participated in research projects demonstrated a deeper understanding of financial theories, stronger data analysis and decision-making skills, and greater creativity in problem-solving. These results suggest that research engagement significantly enhances students' ability to apply theoretical knowledge in practical contexts. Conclusion: Integrating research practices into financial education bridges the gap between theory and practice, fostering critical thinking, problem-solving skills, and innovation among students. Universities should prioritize research-based learning, offering opportunities for interdisciplinary research, university-business collaborations, and digital platforms to expand student access to research experiences. Future studies should explore the role of interdisciplinary research in further enhancing financial education outcomes, particularly through fields such as data science, behavioral economics, and artificial intelligence.

Adapting to a New Normal: Peruvian University Faculty’s Experiences with Techno-Stress Post-COVID-19

Background Technology enhances teaching and learning quality, yet when educators lack tech proficiency, it hinders effective education and leads to frustration, lower confidence, and self-doubt. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods Using a qualitative approach (grounded theory), ten university faculty members were selected for in-depth interviews based on criteria such as teaching experience, tenure, specific courses or subjects taught, and active engagement during the research period. The guiding research question, “What are the experiences and perceptions of university faculty members concerning techno-stress?” directed the study’s focus. The instrument (interview guide) that measured techno-stress consisted of 12 items and was administered virtually. Data were analyzed thematically to uncover common stressors, adaptive strategies, and institutional challenges faced by faculty in adapting to technology’s demands and work overload. Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. Conclusions This research highlights technology’s positive impact on higher education but notes faculty struggles with techno-stress, emphasizing the need for training, support, and boundaries to maintain work-life balance and enhance educational quality.