Teaching Strategies Research Articles

The Effectiveness of a Pap Smear Screening Practical Skills Training Program for Nurse-Midwifery Students

Pap smear screenings effectively reduce the incidence of cervical cancer. However, the effectiveness of practical teaching strategies for this procedure is seldom discussed. This study was designed to evaluate the effectiveness of a Pap smear screening training approach using the two strategies of classroom simulation and practical community screening demonstrations. Convenience sampling was used to recruit undergraduate students enrolled between 2021 and 2023 in the nursing midwifery department of a national university. Data were collected between September 2023 and June 2024 and analyzed using a pre-experimental design with a one-group pretest-posttest design. The learning outcomes considered included self-directed learning ability and practical ability performance in cervical smear procedures. Self-directed learning ability was assessed using a self-reported questionnaire, while practical ability performance was separately evaluated by two instructors using direct observation. Fifty-two students were enrolled as participants. Over time, and with the changes in teaching strategies, significant improvements were observed in self-directed learning ability in terms of mean total and subscale scores. In addition, DOPS scores showed a significant increase in practical ability performance. Integrating clinical hands-on training into classroom-based simulation teaching can enhance autonomous learning, improve skill proficiency, and foster future self-directed learning and practical abilities in students to promote women's health.

Integrating entrustable professional activities using an integrated curriculum design framework in pharmacy education.

The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the "Professional Practice Skills" Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice. The "Professional Practice Skills" module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles. Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach. This integration process highlights the importance of aligning curriculum design with professional competencies. The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness.

Professional Identity and Self-efficacy Among Occupational Therapy Students Engaged in Objective Structured Clinical Examination Utilizing Simulation Learning.

Objective structured clinical examination (OSCE) is widely used in health programs and has been applied in medical education to enhance clinical knowledge and help build clinical competence and confidence. It is carried out in different clinical stations that simulate real clinical situations and scenarios and helps prepare students for clinical training and practical applications. The purpose of this study was to investigate the change in professional identity and self-efficacy of occupational therapy students after applying OSCE utilizing simulated learning. A pre-post study design was used. The participants were 48 occupational therapy university students at 1 university in Saudi Arabia. Total scores and subscale scores for professional identity and self-efficacy were compared before and after OSCE using the Wilcoxon signed- rank test. Spearman's rank correlation coefficient was calculated to examine the relationship between professional identity and self-efficacy. There were significant increases in both professional identity and self-efficacy total scores after OSCE (P < .05). Most items in the professional identity, such as choosing occupational therapy again (P < .01) and improving occupational therapy skills (P < .01) and the self-efficacy, such as doing very well in class (P < .01) and ability to learn the material for class (P < .01) increased significantly. OSCE utilizing simulated-based learning plays a supportive role in forming occupational therapy students' identities as clinicians and can potentially enhance their overall self-efficacy, professional identity and growth. It is a beneficial teaching and learning strategy for occupational therapy educators and considered important steppingstones for students transitioning to real life occupational therapy practice.

Experiences of Intern Nurses Returning From Distance Education to Clinical Practice During the COVID-19 Pandemic: A Qualitative Study.

The present study aimed to understand the experiences of intern nurses returning to clinical practice after a year-long distance education during the pandemic. The study was conducted using the qualitative content analysis method. The participants were 32 intern nurses. The data included specific narratives on the experience of intern nurses returning from distance education to clinical practice during the pandemic. Data were collected through a total of four focus group interviews. Data analysis was conducted using an inductive qualitative analysis approach. The content analysis identified three main categories. The category 'Feelings during Clinical Practice' included the subcategories 'fear', 'uncertainty' and 'intolerance'. The category 'Challenges during Clinical Practice' included the subcategories 'sleep problems', 'alienation from clinical placement', 'lack of knowledge and experience', 'hospital staff', 'difficulty reaching nurse educator' and 'lack of protective equipment'. The category 'Suggestions for Clinical Practice' included the subcategories 'psychological support', 'case discussion and academic counselling' and 'protective equipment support'. The study revealed that intern nurses faced various challenges in clinical settings following their year-long distance education. The results may help nurse educators understand the experiences of intern nurses returning to clinical practice after a year-long distance education and determine the teaching strategies to be followed in specific situations like pandemics in the future.

人工智能赋能金融学课程创新：理论、实践与展望Artificial Intelligence-Driven Innovation in Finance Courses: Theories, Practices, and Prospects

本文探讨了人工智能（AI）技术在金融学课程创新中的应用，旨在为高校金融学教学改革提供指导。随着AI技术的快速发展，金融行业正经历深刻变革，对复合型金融人才的需求愈发迫切。文章首先梳理了建构主义、行为主义、混合式学习和联接主义学习理论在AI赋能金融学课程中的应用，包括情境模拟、个性化辅导、程序教学、强化机制、在线与面对面教学结合以及知识图谱技术建立知识点联系等。实践路径上，提出了基于AI的个性化教学策略、智能互动式教学模式和虚拟仿真实验教学应用，通过数据分析定制学习路径、智能工具增强课堂互动以及虚拟环境提升实操能力。此外，文章还探讨了AI优化教学评价，通过多维度数据驱动的评价指标体系、自动化与实时化评价过程以及促进学生全面发展的评价导向，实现对学生学习情况的全面、科学评估。最后，文章总结了研究结论，并对未来研究方向进行了展望。通过本文的研究，期望为高校金融学教学改革提供有益参考，助力培养适应新时代需求的高素质金融人才。 This paper explores the application of artificial intelligence (AI) technology in innovating finance courses, aiming to provide guidance for teaching reform in finance education at colleges and universities. With the rapid development of AI technology, the financial industry is undergoing profound transformations, and the demand for multidisciplinary financial talents is becoming increasingly urgent. Firstly, the paper examines the application of constructivism, behaviorism, blended learning, and connectivism learning theories in AI-empowered finance courses. These include scenario simulation, personalized tutoring, programmed instruction, reinforcement mechanisms, the integration of online and face-to-face teaching, and the establishment of knowledge point connections through knowledge graph technology. In terms of practical approaches, the paper proposes AI-based personalized teaching strategies, intelligent interactive teaching models, and virtual simulation experimental teaching applications. These involve customizing learning paths through data analysis, enhancing classroom interaction with intelligent tools, and improving practical operation skills within virtual environments. Additionally, the paper explores the optimization of teaching evaluation through AI. This includes a multi-dimensional, data-driven evaluation index system, an automated and real-time evaluation process, and an evaluation framework aimed at fostering students’ all-round development, enabling comprehensive and scientific assessments of their learning outcomes. Finally, the paper summarizes the research findings and discusses future research directions. It is expected that the insights provided by this study will serve as a valuable reference for teaching reform in finance education, contributing to the cultivation of high-quality financial talents equipped to meet the demands of the new era.

The Distinction between Case Study and Case Analysis in Educational and Professional Contexts

The terms Case Study and Case Analysis are often used interchangeably in academic and professional contexts, but they represent distinct methodologies with different objectives in education and decision-making. This paper explores the conceptual and methodological differences between Case Study and Case Analysis, focusing on their definitions, key characteristics, and respective roles in fostering learning and problem-solving. While Case Studies provide detailed, descriptive narratives of real-life or hypothetical scenarios, Case Analyses are structured, evaluative processes aimed at solving the problems or challenges within those scenarios. This article clarifies the unique functions of each approach and demonstrates how they complement each other in academic settings. The paper concludes by emphasizing the significance of both Case Studies and Case Analyses in developing critical thinking, problem-solving, and decision-making skills, offering practical recommendations for educators and researchers on how to effectively integrate these methodologies into teaching strategies.

STUDENTS’ PERCEPTIONS OF FEEDBACK IN REDUCING SPEAKING ANXIETY

This study investigates the levels of speaking anxiety and the perceptions on the different types of feedback on reducing speaking anxiety on Grade 10 students in the Visayas region, using a mixed-methods approach, specifically an explanatory sequential design. Data were gathered by simple random sampling from 50 students in Bohol, Biliran, and Cebu for the survey questionnaires and 20 students for the interview, and analyzed using descriptive statistics, ordinal regression, and thematic analysis. Findings reveal that many students experience moderate to high levels of speaking anxiety, indicating that current teaching strategies may be insufficient. Positive feedback boosts learners' confidence, while constructive feedback helps improve their speaking skills. However, negative feedback increases stress and self-doubt, leading to avoidance of speaking activities. The study also highlights how learners use feedback to build confidence, apply it practically, perceive its potential, and experience its impact. Strategies to mitigate speaking anxiety include fostering a supportive environment, reducing performance pressure, focusing on practical speaking skills, providing clear guidance and feedback, and implementing anxiety-reduction techniques. The study underscores the need for more tailored strategies in teaching to reduce speaking anxiety and improve language skills among English learners in the Visayas.

Task design for highly educated newcomers: improvement and implementation through Lesson Study

PurposeThis case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.Design/methodology/approachUsing LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.FindingsFindings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.Practical implicationsThis study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.Originality/valueThis study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

Students’ Perceptions of Creating Educational Videos as a Teaching and Learning Strategy

Background: The integration of digital technology in nursing education has revolutionized traditional teaching methods. Creating educational videos enhances student engagement and clinical reasoning. Purpose: This study evaluated nursing students’ satisfaction and perceptions of creating educational videos as a teaching and learning strategy. Methods: A mixed-methods descriptive study was conducted with 150 second-year nursing students enrolled in a Health Education module at San Jorge University (Zaragoza, Spain). Students developed health education videos in groups, and data were collected through a 5-point Likert scale questionnaire and reflective narratives. Results: Students produced 33 videos. Quantitative findings showed high satisfaction, with the highest ratings for video applicability. Qualitative data revealed enhanced teamwork, creativity, and information technology skills. Conclusions: Video creation is an effective tool in nursing education, fostering engagement and skill development, aligning with modern educational practices.

L2 Writing with AI: Perceptions and Engagement of EFL Learners in China

Despite the growing use of artificial intelligence (AI) in foreign language education, research on how learners perceive and engage with AI tools remains limited. This study explores the perceptions and behaviors of Chinese EFL (English as a Foreign Language) learners regarding AI-assisted second/foreign language (L2) writing. Through qualitative thematic analysis, we examined data from 80 first-year undergraduates at a university in South China. The findings reveal that students perceive AI as significantly enhancing writing quality and efficiency in four key areas: language optimization, literature processing, content generation, and strategic support. While they recognize both the advantages and limitations of AI, these perceptions shape their engagement with these tools. The study also discusses the evolving nature of academic writing skills in the digital age, emphasizing the need for new pedagogical strategies. The results suggest a collaborative model that combines human creativity with AI capabilities to enhance the foreign language learning experience.

Exploring Cultural Diversity Awareness and Addressing Cultural Biases among Undergraduate Students in Online Learning Environments

The growing field of online education has developed within a cultural context rooted in many forms of inherent bias. Therefore, this mixed-methods study was conducted within a sociocultural theoretical framework. The population consisted of teachers and students from various backgrounds at some universities in Karachi. In qualitative research, twelve teachers from random universities were selected using a purposive sampling method. In quantitative research, the researchers used the simple random sampling method to select one hundred students. The researchers conducted interviews and surveys. The researchers analysed the quantitative data using the statistical analysis method in SPSS. The researchers manually analysed the qualitative data through thematic analysis. The study's findings show teachers encountered challenges and biases in synchronous and asynchronous online sessions. Cultural diversity is an important element and an anticipated norm in online learning environments. Teachers should develop cultural diversity awareness in students and use teaching strategies. This study also found that students aware of cultural diversity were satisfied with their online learning experience. The findings of this study add to the literature on online learning satisfaction and provide direction for solving problems related to online learning satisfaction.

Student Teachers’ Pedagogical Content Knowledge, Beliefs, and Practices Within the Context of Lesson Study

ABSTRACT The purpose of lesson study (LS), which aims to enhance student learning, is to develop teachers’ teaching competencies. Despite an expanding body of research on lesson study, few studies have delved into how the components of lesson study can be leveraged to promote student teachers’ pedagogical content knowledge (PCK) in science classrooms. This case study aimed to investigate how LS fosters PCK, particularly concerning the dynamic interplay between teachers’ knowledge, beliefs, and practices. The participants consisted of two student teachers, two cooperating teachers, and a university mentor. To analyze the data from content representations, lesson plans, interviews, and observations, inductive analysis was utilized. The findings revealed that reflecting on student learning is essential for adjusting instruction and anticipating challenges enables proactive preparation. Collaborative learning spaces, especially partnerships between cooperating teachers and student teachers, cultivate positive learning environments and innovative teaching strategies. Open-mindedness within the learning community is vital to developing PCK in student teachers. This study suggests that by incorporating these key elements into teacher education programs, we can better prepare science teachers to be adaptable, reflective, and collaborative practitioners who can effectively meet the diverse needs of their students.

Influence of Electronic Monitoring and Evaluation on Administrative Decision-Making in the Educational Sector

This study investigates the essential role of Electronic Monitoring and Evaluation (EMAE) in enhancing the elementary education sector. EMAE frameworks offer systematic methodologies for assessing educational programs, fostering accountability, and facilitating data-driven decision-making. This research serves as a case study of the primary education authority in Bauchi Local Government, with a particular focus on their teachers. According to the 2023 Annual School Census, there are 4,226 staff members, from which 367 were sampled using the Yamane formula. The sampling frame was stratified to reach the target respondents effectively. Data were collected using a structured questionnaire comprised of closed-ended questions that were designed and validated, achieving a Cronbach’s Alpha of 0.83. Based on 358 completed questionnaires, the responses were analyzed using descriptive and inferential statistics. The findings emphasize how effective EMAE practices can lead to improved educational outcomes by identifying successful teaching strategies and fostering continuous enhancement. Additionally, the involvement of diverse stakeholders—including educators, parents, and community members—strengthens collaboration and ensures that educational reforms remain relevant and sustainable. The results highlight the significance of EMAE in aligning national education systems with global standards, such as the Sustainable Development Goals (SDGs). Ultimately, this research underscores that robust EMAE practices are essential for cultivating an effective, responsive, and equitable educational environment, ensuring that all students receive a quality education.

The influence of generative artificial intelligence on creative cognition of design students: a chain mediation model of self-efficacy and anxiety

IntroductionThis study investigated the role of generative Artificial Intelligence (AI) in enhancing the creative cognition of design students, examining the mediating effects of self-efficacy and anxiety reduction.MethodsA quantitative approach was employed, collecting data through online surveys from 121 design students at universities in southern China. The study utilized scales for AI knowledge and perception, self-efficacy, anxiety, and creative cognition, adapted from previous studies and evaluated on 5-point Likert scales. Data analysis was conducted using SPSS 24.0 for exploratory factor analysis and PROCESS v3.5 for mediation analysis.ResultsThe findings confirmed that AI positively impacted students’ innovative thinking (*β* = 0.610, *p* &amp;lt; 0.001). Self-efficacy (standardized *β* = 0.256, 95% CI [0.140, 0.418], *p* &amp;lt; 0.001) and anxiety reduction (standardized *β* = 0.093, 95% CI [0.018, 0.195], *p* &amp;lt; 0.05) positively mediated the relationship between generative AI and creative cognition. Additionally, a serial mediation effect through self-efficacy and anxiety reduction was observed (standardized *β* = 0.053, 95% CI [0.012, 0.114], *p* &amp;lt; 0.05).DiscussionOur empirical analysis demonstrates that AI positively affects design students’ innovative thinking, with self-efficacy and anxiety reduction serving as significant mediators. These findings provide valuable insights for educators and policymakers, suggesting that AI-integrated design curricula can significantly foster creative cognition, promote academic achievement, and enhance designer capabilities. Understanding AI’s impact on students’ creative processes is crucial for developing effective teaching strategies in today’s evolving educational landscape.

Fostering Reading Skills through Simplex Didactics and Music: Creation of an Inclusive Tool for Pupils with Dyslexia

During the last decades, prevalence of pupils with Specific Learning Disorder, and more specifically with Dyslexia, is on the increase in Italian schools. It requires both researchers and teachers to investigate, adapt and adopt simplex teaching strategies. that may foster pupils learning process at primary schools by taking account of their educational needs, their learning styles and preferences. According to these premises, the following article aims to create a teaching tool that may support the reading learning process of pupils with dyslexia, during the first years of primary schools, by adopting the simplex principle of detour and the educational potential of music. Keywords: music, simplexity, specific learning disorders, inclusive education, reading skill

Beyond borders: exemplary culturally diverse policy practices within early childhood teacher education

ABSTRACT The United States (US) and the United Kingdom (UK) exhibit significant cultural and linguistic diversity. Research conducted in Europe and the US highlights how diversity creates complex teaching environments, often leaving educators insufficiently prepared. Consequently, teacher education has become a paramount area of focus but remains under-investigated within diversity-related contexts. This study analyzes early childhood education (ECE) teacher preparation in the US and UK to evaluate prospects for culturally responsive teaching. Using document analysis, ECE teacher education programs across 18 universities were examined, focusing on diversity in course titles, objectives, and content along with practical strategies for teaching in multicultural environments. Findings showed that, while diversity and inclusion were highlighted in module titles and policy frameworks, practical application often prioritized special education over cultural diversity. Modules specifically addressing migration-related issues were limited, and despite an emphasis on family and community engagement, gaps persisted in preparing teachers to support cultural diversity. Practical teaching experiences in diverse settings were identified as essential for developing culturally responsive practices. It is recommended that integrating comprehensive, mandatory modules on multicultural and multilingual education, alongside practical components, to better equip educators for diverse ECE environments.

Design of a didactic strategy based on role-playing for early childhood education children

There are delays in the consolidation of decision-making and problem-solving, which results in late independence and deficiencies in emotional self-regulation and social skills. The research aimed to design a teaching strategy based on role-playing games that promote the autonomy of children in early childhood education. The methodology had a mixed approach, using descriptive, non-experimental, and field research, employing participant observation. The results highlight that teachers do not use role-playing games daily but by applying the strategy, children are willing to carry out the activities and solve problematic situations without help. It is concluded that role-playing games provide benefits related to movement, communication and expression, respect, and tolerance towards others.

Effective Strategies for Teaching Arabic Prosody in Oral Communication Skills

An emphasis on the elements of prosody was crucial for achieving full proficiency in a spoken language. The research focused on prosody, which included components such as stress, intonation, pauses, and mora. This study aimed to evaluate the proficiency of Arabic teachers at Government Aided Religious Schools (SABK) in Selangor, Malaysia, regarding their understanding and instructional abilities in prosody, particularly in speaking skills. The study sample consisted of 152 Arabic teachers working at SABK in Selangor, Malaysia. The questionnaire was evaluated by four reviewers, and the results indicated a high level of reliability, as evidenced by Cronbach Alpha values of 0.91 for prosody teaching strategies and 0.90 for prosody knowledge. Both descriptive and inferential analyses were performed on the acquired data. The research data were analyzed using the Statistical Package for the Social Sciences (SPSS) software, version 20. The results of the data analysis showed that both the prosody knowledge (mean: 3.76, S.D.: 0.465) and the prosody teaching strategies (mean: 3.69, S.D.: 0.484) were at a relatively high level. According to Pearson's correlation analysis, there was a significant positive correlation (r=0.530) between the prosody teaching strategy and the prosody knowledge. Simultaneously, knowledge of prosody played an important role in applying prosody strategies effectively, contributing about 28.1 percent (r₂=0.281). Proficiency in Arabic prosody aided teachers in creating effective ways for two-way interaction inside the classroom. Students greatly benefited from this situation in terms of improving their communication skills, as it made class communication more effective. The Arabic language curriculum needed to provide teachers with training in prosody teaching strategies to enhance two-way communication in the classroom.

Research on the Integration Path of Primary School Chinese Language Big Unit Teaching and Interdisciplinary Integration Towards 21st Century Skills

With the development of society and educational progress, the cultivation of 21st-century skills is increasingly valued in primary education. This study aims to explore the pathways for integrating 21st-century skills into large unit teaching of primary Chinese language education and interdisciplinary integration. Through in-depth analysis of 21st-century skills and combining the concept of large unit education, this study has designed a teaching model for integrating 21st-century skills into large unit teaching of primary Chinese language education and interdisciplinary integration. Through in-depth investigation and analysis of practical cases, this study finds that this integration pathway can effectively enhance students critical thinking, creativity, cooperation, and communication skills. This study employs methods such as literature review, case studies, and action research, not only providing primary Chinese language teachers with a set of practical teaching strategies but also offering educational policymakers references for reforming primary Chinese language teaching, aiming to change their fear of large unit teaching, stimulate their enthusiasm for teaching research, encourage them to boldly explore and actively practice.

Research on Interactive Teaching of College English Based on Deep Learning and Virtual Reality

As digital technologies advance, the need for interactive teaching methodologies in higher education has become crucial, particularly in the context of English language learning. This study explores innovative approaches utilizing deep learning and virtual reality to enhance student engagement and learning outcomes in college environments. The primary aim is to investigate the effectiveness of an Intelligent Coral Reef Optimization-driven Redefined Long Short-Term Memory (ICR-RLSTM) model, designed to facilitate a more dynamic and personalized learning experience in college English courses. The dataset comprises diverse English language materials, including texts, audio and interactive exercises, sourced from various educational platforms. Data pre-processing involves standardization techniques and the application of Natural Language Processing (NLP) algorithms to ensure the information is clean and structured for optimal analysis. The proposed interactive teaching model integrates gamification elements and virtual environments to provide students with immersive learning experiences. The ICR-RLSTM algorithm enhances predictive capabilities by optimizing long-term memory retention through intelligent coral reef optimization techniques, adapting to individual learner progress. Preliminary results indicate that the proposed model significantly improves student engagement and knowledge retention compared to traditional methods. The findings suggest that integrating deep learning and virtual reality into English language teaching can create adaptive and effective learning environments. This research contributes valuable insights into enhancing interactive teaching strategies and informs future educational practices.