Educational Strategies Research Articles

Relative deprivation and aggressive behavior: The serial mediation of school engagement and deviant peer affiliation

According to previous studies and ecological systems theory, relative deprivation may influence aggressive behavior, and individual contexts may mediate this relationship. The present study examined whether and how the factors of ecological microsystems (i.e., school engagement and deviant peer affiliation) act as serial mediators in this relationship. To investigate this issue, the current study surveyed 1153 adolescents (601 males, 52 %, mean age = 14.76, SD = 1.64) who enrolled in six middle and high schools in Guangdong and Henan provinces, China. The serial mediation model was used to test the relationship between relative deprivation, school engagement, deviant peer affiliation, and aggressive behavior. The study’s results support the serial mediation of school engagement and deviant peer affiliation, providing a promising serial mediation pathway for intervening in adolescents’ aggressive behavior. Specifically, the mediation pathway of deviant peer affiliation was significant. However, the effect of relative deprivation through the mediating effect of school engagement is significant only with the serial mediation of deviant peer affiliation. Relative deprivation presented a risk for the aggressive behavior of adolescents and the effect of relative deprivation was serially mediated by school engagement and deviant peer affiliation. Implications and interventions for educational strategies about aggressive behavior must consider factors related to the individual (relative deprivation), school, and peers.

Determining the Applicability and Use of the Intrinsic Motivation Inventory in the Context of Water Conservation

Urgent action is needed to educate the public and encourage water conservation behaviors amidst the global threat of water scarcity impacting billions by 2050. Crafting tailored educational programs about water conservation is crucial for incentivizing behavior change and achieving the Sustainable Development Goals. Intrinsic motivation, which is shaped by personal interests and values, plays a fundamental role in understanding individual behavior in various contexts, and therefore may aid in our understanding of water conservation behaviors. Despite the widespread application of the intrinsic motivation inventory (IMI) to measure intrinsic motivation, its adaptation and utilization in water conservation education remains largely unexplored, prompting this study to establish a relevant scale for intrinsic motivation in the context of water conservation education. Data were collected from 907 respondents in Florida, Georgia, and Alabama and subsequently analyzed using an exploratory factor analysis and confirmatory factor analysis to establish and confirm factor structures related to intrinsic motivation, perceived competence, perceived choice, and relatedness in water conservation. The study findings established the Water Conservation IMI as a reliable tool for measuring intrinsic motivation in water conservation education. Further validation of measures for extrinsic motivation in environmental literature are needed to enhance comprehensive education strategies for sustainability.

Pedagogical Strategies for Enhancing Physics Education for Pre-Physical Therapy Students

This study explores instructional strategies designed to improve engagement and learning outcomes in introductory physics courses for non-science majors, focusing on pre-physical therapy (pre-PT) students. Given that many of these students lack a robust mathematical background, the teaching approach aims to bridge this gap through structured problem-solving frameworks, hands-on activities, and contextual applications that link physics principles to health sciences. To address this, a teaching approach was developed over three years in two courses at Widener University in Pennsylvania: College Physics I (Mechanics and Heat) and College Physics II (Electricity and Magnetism). This approach combines structured problem-solving frameworks, real-world applications, hands-on activities, and active learning techniques. By emphasizing the relevance of physics concepts to health sciences, such as using examples from biomechanics and neuroelectric signaling, students are encouraged to connect theory with practical applications in their future careers. The structured problem-solving framework simplifies complex physics problems into manageable steps, fostering both computational and conceptual understanding. Interactive assignments and discussion threads further enhance engagement, while activities focused on scientific communication help students articulate complex ideas clearly. These methods helped students to approach physics as an interconnected field relevant to their future careers rather than isolated quantitative challenges. Assessments, including course evaluations and student feedback, indicate that this approach not only enhances conceptual understanding but also fosters scientific communication skills critical for healthcare professions. The findings contribute to a growing body of research suggesting that tailored physics curricula can significantly improve engagement and success among non-science majors pursuing professional healthcare pathways.

Research on the Connotation, Difficulties, and Implementation Strategies of Ideological and Political Education in Artificial Intelligence Curriculum

Research on the Connotation, Difficulties, and Implementation Strategies of Ideological and Political Education in Artificial Intelligence Curriculum

Changes in Patient Safety Knowledge During Undergraduate Nursing Education: A Scoping Review Protocol.

Patient safety is a critical component of healthcare quality, yet there remains a significant gap in understanding how patient safety knowledge progresses among nursing students throughout their educational journey. This scoping review aims to map and analyze the existing literature on the development of patient safety knowledge in undergraduate nursing education. This study will follow the Joanna Briggs Institute methodology for scoping reviews and adhere to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Reviews) guidelines. A comprehensive search strategy will be employed across multiple databases, including CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Education Resources Information Center), PubMed, Embase, SCOPUS, and Web of Science. The review will include studies published from 2019 to 2024 in English, Portuguese, and Spanish. Two independent reviewers will conduct study selection and data extraction. The data will be synthesized narratively, with quantitative data summarized using descriptive statistics and qualitative data analyzed thematically. The review is expected to identify key patterns in the progression of patient safety knowledge among nursing students, including critical periods for knowledge acquisition, challenges in translating theoretical knowledge into practice, and effective educational strategies. The findings will be presented in both tabular and narrative forms, providing a comprehensive overview of the current state of patient safety education in nursing programs. The anticipated outcomes of this review have significant implications for nursing education, healthcare policy, and clinical practice. For educators, the findings will inform curriculum development and the design of targeted interventions to enhance patient safety competencies. From a policy perspective, the results could support the standardization of patient safety education across nursing programs. In clinical practice, the study may emphasize the importance of continuous professional development in patient safety. This scoping review aims to fill a critical gap in the literature by providing a comprehensive understanding of how patient safety knowledge progresses among nursing students. The findings are expected to contribute significantly to the advancement of nursing education and patient safety, ultimately fostering a culture of safety that benefits both healthcare providers and recipients.

A design framework for educational escape rooms in STEM: CREATE

ABSTRACT Background: As STEM education evolves, there is an increasing demand for innovative pedagogical tools that not only engage students but also enhance their learning experiences. Educational escape rooms (EERs) have shown promise in meeting these demands by combining enjoyment with effective educational strategies. Purpose: This paper introduces the CREATE framework, a novel approach designed specifically for developing EERs in STEM education. The framework aims to integrate core pedagogical principles with the engaging mechanics of escape rooms to enrich learning outcomes. Sample: While this paper does not focus on a specific sample in empirical research, it addresses the broader academic community involved in STEM education, including educators, curriculum designers, and educational researchers. Design and Methods: The CREATE framework is described through its six key components: Content Integration, Real-world Engagement, Educational Alignment, Adaptability and Accessibility, Teamwork and Communication, and Evaluation and Feedback. Each component is supported by relevant educational theories which guide the design and implementation, ensuring the EERs align with educational standards and learning objectives in STEM. Results: The framework was conceptualised to facilitate the creation of EERs that are theoretically sound and pedagogically effective. The paper provides a theoretical basis and design methodology expected to enhance the educational impact of escape rooms. Conclusion: The CREATE framework offers a scalable and theory-based approach to enhance STEM education through EERs. It holds significant potential for educators seeking to innovate and improve student engagement and learning outcomes. Future research should focus on empirical validation of the framework across various educational settings to substantiate its effectiveness and adaptability.

Which novel teaching strategy is most recommended in medical education? A systematic review and network meta-analysis

AimThere is no conclusive evidence which one is the optimal methodology for enhancing the quality and efficacy of learning for medical students. Therefore, this systematic review and network meta-analysis aims to evaluate and prioritize various teaching strategies in medical education, including simulation-based learning (SBL), flipped classrooms (FC), problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL), and bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS).MethodsWe conducted a comprehensive systematic search of PubMed, Embase, Web of Science, the Cochrane Library, and some key medical education journals up to November 31, 2023. The following keywords were searched in MeSH: (“medical students”) AND (“problem-based learning” OR “problem solving”) AND (“Randomized Controlled Trials as Topic”). Two authors independently carried out data extraction and quality assessment from the final selection of records following a full-text assessment based on strict eligibility criteria. Pairwise and network meta-analyses were then applied to calculate pooled standardized mean differences (SMDs) and 95% confidence intervals (95%CIs) using a random-effects model. Statistical analysis was performed by R software (4.3.1) and Stata 14 software.ResultsA total of 80 randomized controlled trials with 6,180 students were included in the study. Compared to LBL, CBL (SMD = 1.19; 95% CI 0.49–1.90; p < 0.05; SUCRA = 89.4%), PBL (SMD = 3.37; 95% CI 1.23–5.51; p < 0.05; SUCRA = 93.3%), and SBL (SMD = 2.64; 95% CI 1.28–4.00; p < 0.05; SUCRA = 96.2%) were identified as the most effective methods in enhancing theoretical test scores, experimental or practical test scores, and students’ satisfaction scores, respectively. Furthermore, subgroup analysis indicated that CBL (SUCRA = 97.7%) and PBL (SUCRA = 60.3%) were the most effective method for enhancing learning effectiveness within clinical curricula.ConclusionsAmong the six novel teaching strategies evaluated, CBL and PBL are more effective in enhancing the quality and efficacy of learning for medical students; SBL was determined to offer a superior learning experience throughout the educational process. However, this analysis revealed only minor differences among those novel teaching strategies.

Socio-economic inequalities in access to higher education in Ireland: achievements, failures and possibilities in comparative perspective

ABSTRACT The achievement of equality of opportunity has been an important driver of the major expansion of higher education systems. This paper provides a review of more than four decades of research on socio-economic inequalities in access to higher education in Ireland. To contextualise the Irish experience the paper provides an overview of the international literature on social mobility and on the role of higher education in the status attainment process. The analysis differentiates between changes in absolute and relative levels of inequality. It identifies the further inequalities which arise from participation in distinctive forms of higher education in a system differentiated by college type, field of study and programme duration. The examination of both the national and international literature points to the importance of developing a comprehensive national equity promotion strategy in education but also in the broader spheres of economic and social policy.

Critical Education and Digital Media

The consideration of education as a social right, a human right, and a factor of social development offer possibilities for effective responses in terms of democratization, equality, and equity to the controversial socio-cultural and socio-economic effects and consequences of the digitization and platformisation of current societies. The scope of this article is the evaluation of Latin American critical edu-communication as a transformative and institutive instrument of practices that, through the integration of digital literacy with dialogic and conscientization strategies, open spaces of democratization and protection of human rights in a context characterized by strong inequalities and the digital divide. In this sense, the analysis through a qualitative methodology of a pilot case study makes it possible to offer necessary suggestions to promote digital media education strategies and the democratization of education.

Evaluation of virtual training delivery for health information systems implementation in Canada: A qualitative study.

As health information systems (HIS) become a critical part of patient care, it is crucial to build an effective education strategy that facilitates the adoption and sustained use of these systems. The COVID-19 pandemic (2019-2023) has contributed to the rapid shift in virtual education and training for healthcare staff. We sought to evaluate the efficacy and long-term sustainability of virtual training for using a HIS by examining opportunities and challenges. An exploratory, multimethods study was conducted with staff who had taken part in a virtual HIS training program as part of the clinical transformation journey at a large academic health science center in Canada. The study was guided by the Accelerating the Learning Cycle framework. Data were collected through pre- and post-training surveys, as well as semi-structured interviews. An iterative, inductive, constant comparative analysis approach, outlined by Braun and Clarke, was taken to thematically analyse the data. Of the 33 participants in this study, 13 were educational champions, and 20 were end-users. The pre- and post-training surveys yielded a total of 1479 responses in both groups. Three prominent themes emerged from this study: (1) fostering dynamic facilitation techniques to cultivate an inclusive culture and adapt to diverse learning needs; (2) integrating practical learning activities that contribute to knowledge retention; and (3) ensuring training resources are accessible and consistent for an optimal training experience. As HIS continue to be part of the transformation of the healthcare ecosystem, education is vital in preparing healthcare providers to perform their clinical tasks and effectively use these technologies. Findings from this study can be used to inform the development of virtual training that is inclusive and addresses the needs of care providers.

Sustainable Development through Competence-Based Education Strategy: Empowering Learners’ Progression for Self-Reliance

Competence-based education strategies have become a crucial element in modern educational environments, playing a vital role in guiding learners toward self-reliance. By prioritizing the acquisition of specific skills and knowledge, these approaches facilitate the development of practical abilities essential for independent success. Through a focus on mastery of competencies and their real-world application, learners cultivate a deeper understanding, self-sufficiency, and effective problem-solving skills, ultimately enhancing their capacity for lifelong learning and adaptability. As learners progress through competence-based programs, they build the confidence and skills necessary to navigate their educational and career trajectories with increased autonomy, thereby fostering a more self-reliant and empowered future. This review highlights the significance of integrating Self-Directed Learning Theory with competence-based education strategies, leading to enhanced learner autonomy, effectiveness, and adaptability in both personal and professional contexts. Keywords: Competence, Education, Learners, Self-Reliance, Sustainable, Development, Progression, Strategy

Development, Implementation and Evaluation of the Fellowship Course Regenerative Medicine in Dentistry

Introduction: Scientists have developed solutions, for oral health by leveraging advancements in medicine. These solutions, known as “ reconstructive dentistry “ aim to address the limitations and short lifespan of restorative methods. Unlike restorative treatments, reconstructive dentistry focuses on not only restoring the structure of tissues but also their physiological functions. To achieve this, it requires an effort among dentists, biologists, stem cell researchers, material scientists, tissue engineers and other experts. Consequently, this study was carried out to create and evaluate a fellowship program called “Reconstructive Medicine in Dentistry.” The program aims to foster an approach towards reconstruction, in dentistry. Materials and Methods: This research involved three stages. Utilized a mixed method approach. In the first stage, we developed a design based on the Kern model, which involved conducting a review of relevant studies to extract and determine the goals and topics related to medical reconstruction, in dentistry. Expert panel meetings were held to finalize these goals and topics. For each target group, we identified the learners, learning environment and educational strategies. We also made arrangements for implementing the program. Established evaluation methods for both students and the program itself. Subsequently, we implemented the designed curriculum for two groups of students. Finally, we evaluated the program’s effectiveness through questionnaires and semi structured interviews, with students, professors and organizers. The collected data was analyzed using statistics. Results: In 2020 and 2021, two groups of students were meticulously selected from disciplines such as maxillofacial surgeons, oral medicine specialists, periodontists, endodontists, and more, after passing the entrance exam. The primary objective of this program is to educate graduates with the skills to restore missing tissues in the mouth, jaw and facial regions using cutting edge regenerative medicine techniques. The curriculum was developed in collaboration with experts from areas like tissue engineering, dental specialization (including maxillofacial surgeons) biomaterials and developmental biology. Both students and professors expressed satisfaction, with the program. Conclusion: A group of professors, from specialties came together to implement a fellowship program in reconstructive dentistry. The main goal of this program was to train specialists in tissue reconstruction for patients who have suffered jaw and facial injuries; by using advanced methods in medicine. Additionally, this initiative can also be a step towards strengthening the university’s movement towards third and fourth-generation universities. The findings from this study can provide insights, for those involved in planning and implementing interdisciplinary fellowship programs.

Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images

This study delves into the cognitive dynamics of environmental context and viewer interaction with ambivalent NS-propaganda imagery as exhibited at the memorial “Dokumentation Obersalzberg” in the Bavarian Alpes. Employing virtual environments that replicate the exhibition and bunker settings of the site, this study investigates how these different contexts influence the retention of visual details in propaganda images presented within a high immersive virtual reality. It further explores the role of viewer behavior, specifically the act of approaching versus observing from a distance, in the cognitive processing and memory retention of these images.Our primary findings indicate that the environmental context affects memory retention, with the exhibition context enhancing the retention of pictorial details compared to the bunker context. However, this effect interacts with the viewer's approach behavior, where approaching the images in the bunker context significantly improves retention, but not in the exhibition context. Moreover, these effects are moderated by the viewers' perceptions of Adolf Hitler, as shaped by the propaganda images.This study contributes to a deeper understanding of how educational strategies at historical sites can be optimized to foster viewer engagement and learning, indicating that both the physical setup of the exhibit and the nature of viewer interaction are crucial in maximizing the educational impact of exhibits dealing with sensitive historical content.

Education and Art: A Possibility of Freedom for Minors in Captivity

This paper seeks to expose the problems experienced in women's prisons in Colombia, with respect to those who are mothers with loss of liberty. It addresses the right to education of children in captivity and the possibilities that the DIAR programs oriented by the ICBF offer to validate this right, bringing educational strategies to prisons to assist minors in their first three years of life. Likewise, the reflection on the contributions that the development of the arts can offer in educational scenarios other than the institutions created for that purpose is linked, and that, despite the state of captivity of the children, provides exercises of artistic creation, allowing the minors to live freedom in other ways.

Formulation of National Defense Education Strategy in Order to Strengthen a Strong National Defense

This study aims to evaluate the strategic role of the establishment of the Defense Office in the regions in coordinating and strengthening the implementation of national defense policies at the local level. The research methods used are official document analysis, case studies, and evaluation of data from various reliable sources. The results of the study indicate that although the establishment of the Defense Office in the regions faces administrative and logistical challenges, the existence of this office has strengthened coordination between the central and regional governments, and contributed significantly to the development of national resources and increasing awareness of national defense. The conclusion of this study confirms that the establishment of the Defense Office in the regions has a vital role in ensuring national security stability through the implementation of effective and efficient defense policies at the regional level.

Environmental Education as Risk Prevention in the Tourist Area Pie de la Cuesta, Acapulco, Mexico

Objective: Design Environmental Education Strategies for the Prevention and Mitigation of Risk by Natural Disasters aimed at tourist service providers in the Playa de la Cuesta, Acapulco area, to respond to the presence of the natural phenomena to which they are vulnerable. Theoretical Framework: An analysis on environmental education is presented as a social tool that allows individuals to achieve reflective and critical knowledge about the environment to understand the risk of environmental problems. Method: The methodology includes a systematic review of literature. Data collection is qualitative, using the interview and for the analysis the ATLAS software. you. Results and discussion: Strengthen capacities on knowledge and development of risk prevention actions for natural disasters. Likewise, the participants expressed interest in participating in the construction of knowledge for the adoption of safer and sustainable practices, allowing them to deal with environmental challenges. Implications of research: Before the constant impact of natural phenomena standing on the slope and the absence of strategies to face them, it is necessary to become environmentally aware. Originality/Value: The relevance and value of this research is evident in the need to generate new projects which contributes to the prevention and mitigation of risks due to natural phenomena in the Acapulco tourist destination. The study suggests that the foot of the slope be the crosy of a paradigm shift by introducing environmental education in Acapulco.

EARLY CHILDHOOD EDUCATION IN THE 21ST CENTURY: THE ROLE OF TEACHERS IN MEDIATING CHILDREN'S USE OF TECHNOLOGY

This research analyzed the role of teachers in mediating the use of technology by children in early childhood education in the 21st century, focusing on the challenges and opportunities of this mediation in the educational process. The central problem investigated was to identify the main responsibilities and strategies of educators in guiding the use of digital technologies by young children. The general objective was to analyze the practices of technological mediation in early childhood education in Brazil, highlighting the crucial role of teachers in this process. The methodology used was a bibliographic review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that, although there are significant benefits in the integration of technologies in early childhood education, the role of the teacher as a mediator is fundamental to ensure its appropriate and pedagogically relevant use. The research highlighted the importance of continuing teacher training in educational technologies and the need for educational policies that support this mediation. The final considerations indicated that, despite the challenges, the role of the teacher as a mediator of the use of technologies in early childhood education is crucial for the integral development of children in the 21st century. Investments in teacher training, development of pedagogical guidelines for the use of technologies and the promotion of a balanced approach are essential for the success of this mediation. The need for future studies was highlighted to explore effective mediation strategies and assess the long-term impacts of this approach on child development.

IMPROVEMENT OF INTERPERSONAL RELATIONSHIPS IN PRIMARY SCHOOLS THROUGH THE CONSTRUCTION OF AUDIOVISUALS

The creation of audiovisuals in primary education can improve interpersonal relationships and children’s participation in the learning process. Children are able to express themselves and share their ideas, which encourages their creativity and gives them a sense of empowerment and responsibility in their own learning. Additionally, they can learn valuable technical skills for the future such as video editing and using production software. The creation of audiovisuals is an effective and valuable educational strategy that can have a positive impact on the social and emotional development of children. Objective of the study is to assess some theoretical references on interpersonal relationships and their development through audiovisuals. Research methods included theoretical methods such as historical-logical, analysis- synthesis and inductive-deductive methods, in addition to the empirical method of observation. Sample. A sample of ten theoretical references was analyzed. The result was that information and communication technologies, especially audiovisuals, can contribute to the improvement of interpersonal relationships. Results. The construction of audiovisuals encourages creativity and gives schoolchildren a sense of empowerment and responsibility in their own learning. By creating their own videos, children can also learn technical skills such as video editing and using production software, giving them valuable skills for the future. Conclusions. Creation of audiovisuals so that children learn to improve their interpersonal relationships by seeing themselves can be an effective educational strategy. Technological advances have allowed audiovisuals to become increasingly accessible and easy to produce, which has led to the creation of new forms of communication and artistic expression that can be carried out by schoolchildren themselves.

Impact of the nocebo effect on discontinuation of statin therapy due to myopathy in patients with cardiovascular disease – a review

Introduction and purpose of review: Statins are widely used drugs in the prevention of cardiovascular diseases, yet many patients experience side effects of statin use, mainly muscle symptoms, such as myopathy, which often lead to discontinuation of treatment. The aim of this literature review is to assess the role of the nocebo effect in reported muscle symptoms and its impact on statin discontinuation in patients with cardiovascular diseases. Methods: The review analysed the results of several studies, including key publications such as the N-of-1 trial by Wood et al.[1] and the work of Collins et al.[2] on the safety and efficacy of statin therapy. The review covered articles published between 2000 and 2023 that examined the impact of the nocebo effect on statin discontinuation[3-10]. Results: The collected data indicate that the nocebo effect plays a significant role in the reported muscle symptoms during statin use. The study by Wood et al.[1] showed no significant differences in reported symptoms between the groups taking statins, placebo, or receiving no treatment, suggesting that a substantial portion of the symptoms results from the nocebo effect. Similar findings were obtained in the study conducted by the StatinWISE group[4], where patients taking statins and placebo reported a comparable frequency of muscle symptoms. An analysis conducted by Collins et al.[2] indicates that the actual incidence of myopathy associated with statin therapy is much lower than commonly reported. Conclusions: The nocebo effect significantly influences the perceived adverse effects of statins, which may lead to the unjustified discontinuation of these drugs by patients with cardiovascular diseases. Further research is needed to better understand the psychological mechanisms affecting statin tolerance and to develop educational and clinical strategies aimed at minimizing the nocebo effect and improving long-term adherence to therapy.

Integrating disaster literacy in high school geography: Designing and testing a flood assessment tool

Indonesia's high vulnerability to flood disasters has significant social and educational impacts, especially on secondary school students. This research addresses the need for an effective flood disaster literacy tool by developing a credible and validated test instrument designed for high school geography education. Using the ADDIE model, this research involved the stages of review, creation, implementation, testing, and assessment. The study involved a sample of 30 students from SMA Negeri 1 Beber, Cirebon Regency, who were assessed for their understanding through a specially designed flood disaster literacy test. The results showed a mix of correct and incorrect answers, with notable variations in students' understanding. The test instrument showed high validity and reliability, with a KR-21 coefficient of 0.963, confirming its robustness. Despite a few invalid items, the instrument effectively evaluated key aspects of flood disaster literacy, including knowledge, attitudes and practical skills. The findings highlight strengths and areas for improvement in students' understanding, emphasising the need for targeted educational strategies. This research contributes to improving geography education by integrating disaster literacy and offers a foundation for future curriculum development.