Abstract Background Under the backdrop of heavy academic workloads and intense competition in universities, academic stress-related depression is on the rise. Traditional mental health courses often remain at the level of knowledge dissemination, lacking targeted interventions and quantitative assessments for high-risk students. University education management departments need intervention effectiveness evidence that can be directly used for course optimization and student management. Therefore, this study evaluated the intervention effect of mental health education on academic stress-related depression from the perspective of university education management, aiming to provide new insights into reducing students’ levels of academic stress-related depression. Methods The study selected 412 students at risk of academic stress-related depression from three universities. All students had a Patient Health Questionnaire-9 (PHQ-9) score ≥ 10 and a learning stress scale score ≥ 60. They were randomly assigned by department and class: ① Conventional mental health course group (n = 206); ② Structured education management intervention + mental health course group (n = 206). The intervention lasted for 6 weeks and was jointly designed by the university’s education management department and the mental health center. It included four structured modules: ① Stress quantification and retrospection: constructing a personal stress curve based on weekly learning workload and subjective stress levels; ② Academic time management reconstruction: through course task decomposition, weekly goal tiering, and learning pace reallocation; ③ Peer support group: weekly emotion-task debriefing conducted in groups of 6-8 people guided by trained mentors; ④ Academic planning guidance: providing individualized academic path optimization and phased progress monitoring based on students’ course performance and course selection structure. The main indicators included the PHQ-9, the Generalized Anxiety Disorder-7 Questionnaire (GAD-7), the learning stress scale, learning engagement, and course completion rate. Repeated measures ANOVA and a structural model of the effects of educational management were used for analysis. Results After 6 weeks of intervention, the PHQ-9 score in the structured management intervention group decreased from 13.42 ± 2.91 to 7.58 ± 2.63, a decrease of 43.53%, significantly better than the control group (p<.001). The learning stress scale score decreased by -6.21 ± 1.84 in the management intervention group, more than twice that of the control group. The learning engagement in the structured management intervention group increased by 26.42% compared to before the intervention, while the control group only increased by 9.73%, a highly significant difference (p<.01). The course completion rate in the structured management intervention group increased by 14.24% compared to before the intervention, while the control group only increased by 4.15% after the intervention. Structural equation modeling shows that the indirect effect of improved academic time management on depression accounts for 37.85% of the total effect. Discussion Collaborative intervention by higher education management and mental health education can significantly reduce the level of academic stress-related depression. Regular courses can only produce limited emotional relief, while management intervention can significantly improve learning pace and perceived sense of control. Future research will further develop a semester-level dynamic intervention model and incorporate learning behavior log data to improve accuracy.

This study looked at children’s singing development profiles, emphasising the nationwide state and issues of evaluation and grading systems in China. By connecting the development of an assessment scale with the curriculum, the study addressed crucial problems of population, validity, reliability, and singing voice assessment methods. The proposed singing voice assessment scale consisted of evaluations on Pitch Accuracy, Rhythmic Consistency, Vocal Quality, and Diction (PRVD), which incorporated grade-based marking rubrics and song difficulty level mapping based on Item Response Theory. ANOVA and MANOVA statistical tests between groups and factors revealed that the PRVD scale scheme could provide reliable and generalisable tools and procedures for evaluating school pupils’ singing voices with a small sample size. Implementation strategy recommendations are discussed, along with methodological limitations to be explored in future studies. The study demonstrates the importance of developing a systematic, scalable, and flexible framework for assessing children’s singing abilities. For researchers, it provides a foundation for refining assessment tools and exploring contextual influences. For policymakers, it offers a model for standardising assessments and addressing inequities in music education. For teachers, it equips them with practical tools and strategies to enhance instruction and support student development.

ABSTRACT The increasing presence of large language models (LLMs) like ChatGPT in higher education presents both opportunities and challenges for geography assessment. While these tools support learning, they also raise concerns about plagiarism and the authenticity of student work. This study investigates students’ use of ChatGPT for academic tasks and their perspectives on authentic assessment methods. Our survey revealed that 80% of students used ChatGPT, primarily for brainstorming (63%). To mitigate potential negative impacts, students favoured project-based assessments (70%) and fieldwork or internships (70%), citing benefits such as fostering creativity (70%) and learning process and skill development (67%). Student interviews revealed themes of academic support, integrity concerns, authentic assessment preference, and responsible AI integration in education. In response, we implemented a project-based learning (PBL) approach in the physical geography teaching, incorporating environmental data collection, analysis, and reporting. This was complemented by oral presentations and peer assessments to enhance assessment. The transition towards authentic assessment, integrating real-world applications, aims to cultivate deeper learning, originality, and self-reflection. Our findings highlight the importance of reassessing traditional evaluation methods in the context of AI advancements, ensuring both academic integrity and meaningful learning experiences in geography education.

The semester system is an innovative approach to education that differs from the annual system. It emphasizes continuous student assessment, a flexible and market-driven curriculum, and learner-centered teaching methods. This study examines the implementation of a semester system at Valley University (pseudonym), Nepal. A mixed-methods approach was employed to gather quantitative data from 43 faculty members via a Google form, with seven faculty members chosen for in-depth interviews across five graduate schools at VU. The findings show that while faculty members view the semester system as a modern and innovative approach to higher education, its complete success is challenged by insufficient infrastructure, inconsistent academic calendars, irregular student attendance, inadequate teaching and learning resources, poor time management, an under-resourced library, and limited professional development opportunities for teachers. Faculty members discussed the need for curriculum revision and redesign to meet market-driven demands, effective administrative management, and the proper integration of technology in teaching and research. The study concludes that policy formulation, including the effective implementation of the semester system, teacher capacity building through professional development, and infrastructure investments, is necessary for the semester system to achieve its goals. The study’s findings can improve existing practices and facilitate knowledge sharing among key university stakeholders.

Abstract Background Medical Education Units (MEUs) provide centralized management of curriculum development, faculty training, assessment, and quality assurance. In Korean Medicine schools, MEUs have been established per accreditation standards to support curriculum planning, quality improvement, and innovative pedagogy. However, challenges persist in governance, personnel, funding, and balancing research and service functions, with stakeholder perceptions varying by background and role, highlighting the need for systematic empirical investigation. Methods An exploratory cross-sectional survey was conducted among faculty from 12 Korean medicine institutions. Participants rated education unit roles, prioritized tasks across necessity, urgency, and importance, and evaluated operational barriers and support needs. Data were analyzed using descriptive statistics, Plackett–Luce ranking models, and group comparisons ( t tests, ANOVA, Mann–Whitney U , and Kruskal–Wallis). Results Eighty-two faculty from 12 Korean medicine institutions participated. Curriculum management and quality improvement were rated as top priorities, while student assessment consistently ranked lowest. Significant between-field differences emerged in curriculum management, faculty development, and program evaluation perceptions. Personnel shortages, lack of interest, and limited awareness were identified as major operational barriers. Support needs prioritized personnel and budget, whereas feasibility favored budget and policy support, highlighting a mismatch between most-needed resources and those most attainable for education unit operations. Conclusions Korean medicine education units play a central role in curriculum management and quality improvement, yet operational effectiveness is constrained by personnel shortages and resource misalignment. Targeted support for staffing and strategic resource allocation is essential to enhance their functional capacity and fulfill accreditation-driven educational objectives. Trial Registration Not applicable (not a human interventional study). Graphical abstract

Innovation-driven group composition for effective collaborative programming: integrating multi-evidences of teacher, student, and peer assessments

The blackout rage gallon (BORG) is an excessive drinking trend popular at some colleges in the U.S and propelled by social media. Media reports depict harmful consequences of BORG use, but others view this trend as a strategy to reduce drink contamination, control alcohol intake, and minimize hangovers. This study provides the first detailed assessment of college students' perceptions and use of BORGs, including consequences and motivations for use and nonuse. Participants (age 18-25 years) were past-year college students (N=103) from both public and private U.S. institutions who reported weekly binge drinking and completed a survey assessing BORG use, motivations, and drinking-related outcomes. Participants were 20.4 years old, 62% female sex at birth, and their mean AUDIT score was 11.3±5.2. We oversampled college students reporting past-year BORG use (BORG+; n=63) relative to college students denying BORG use (BORG-; n=40). BORG+ participants consumed 9-10 standard alcohol drinks during a typical BORG event. Most reported getting buzzed or drunk (98%), nearly one-third (29%) experienced a blackout, 17% vomited, and 59% said/did something embarrassing. Regardless of these effects, two-thirds endorsed intending to engage in future BORG drinking. BORG- participants cited refraining from BORG use because it was not part of their college culture and was not effective for limiting alcohol intake. The BORG trend presents another challenge for harm reduction efforts focused on curbing excessive drinking in college students. The high intensity drinking of BORG use, paired with associated blackouts, vomiting, and behavioral disinhibition, render this phenomenon as living up to its name.

Purpose: The study highlights the perceived challenges and expectations of the implementation of Critical Pedagogy (CP) in one college of education in Ghana. Injustice and bias have existed in social settings, including educational institutions, over the years. Consequently, staff and students endure suppression biases. Design/Methodology/Approach: The study employed a qualitative research design, employing focus group discussions. From a target population of all academic and managerial staff, fifty-two (52) staff attended a seminar, with forty (40) voluntarily participating in panel group discussion. A thematic analysis approach was employed to analyse the data. Findings: The discussion revealed that ignorance, resistance, staff and student background diversity, curriculum constraints, and assessment demands are among the challenges that impede the implementation of CP. Research Limitation: A sample of one college of education may limit the generalisability of the findings. Practical Implication: Implementing CP has the potential to transform staff and students into reflective teachers for the basic schools. This will consequently produce functionally transformative global teachers to facilitate the standards-based curriculum. Implementing CP in the college offers opportunities to create transformative learning experiences that foster critical thinking in students, ensure institutional harmony, and enhance academic productivity. Social Implication: When teacher trainers ensure that pre-service teachers assume their respective roles in college, they develop functional philosophies around creating an inclusive and reflective classroom. They will, in turn, teach to empower young children to grow and become functional and responsive global citizens. Originality/Value: The study is a novel approach that encourages teacher trainers to recognise the collective impact of CP on students’ liberation and capacity-building initiatives, thereby contributing to justice, equality, and empowerment in schools and society.

Students as co-educators: Exploring peer-led digital tutorials to enhance clinical reasoning in undergraduate nursing education.

Artificial intelligence: A modern tool for assessing dental students?

IPAS learning in the Merdeka Curriculum is designed to promote meaningful, student-centered learning through discovery-based activities. However, the learning process in grade IV of SD Negeri 01 Bandar Buat, Padang City was still dominated by conventional methods, with lesson modules that were not optimally designed and low student participation, resulting in learning outcomes that did not meet the Minimum Learning Achievement Criteria. This study aimed to improve students’ learning outcomes and learning activities through the implementation of the Discovery Learning model. This research employed Classroom Action Research (CAR) conducted in two cycles involving 28 fourth-grade students. Data were collected through tests and non-test techniques, including learning outcome tests, observations of lesson modules, teacher and student activities, as well as assessments of students’ attitudes and skills. The results showed an improvement in lesson planning quality from 92.86% in Cycle I to 96.43% in Cycle II, teacher activity from 87.50% to 96.88%, and student activity from 81.25% to 96.88%, all categorized as very good. These findings indicate that the Discovery Learning model is effective in improving the quality of IPAS learning processes and learning outcomes in elementary schools.

Mathematical creativity is one of the most fascinating research topics in mathematics education. Following preferred reporting items for systematic reviews and meta-analysis (PRISMA) data retrieval protocol, a total of 235 related publications published from 1994 to 2004 were retrieved from Scopus database. By using Microsoft Excel and VOSviewer, bibliometric analysis was performed to comprehensively capture the research trends in the field of mathematical creativity. The results revealed that the publication and citation trends have been rising over time. The publications were dispersed throughout the five continents. The United States is the most prolific and influential nation, with the greatest number of publications, g-index and h-index. Eight research foci have been identified, namely: i) student mathematical creativity and their achievement; ii) assessment of students’ mathematical creativity in geometry problem solving; iii) eliciting mathematical creativity; iv) mathematical creativity process; v) assessing of convergent and divergent thinking of gifted students; vi) pre-service teacher mathematical creativity in problem posing and with the aid of technology; vii) mathematical creativity tasks; and viii) mathematical creativity in early childhood. Overall, the findings of this bibliometric analysis are expected to guide researchers in understanding the research pattern over time. This study also provides direction for future research on mathematical creativity.

The objective of this research is to investigate the influence of Hybrid-Discovery Learning (Hybrid-DL) implementation on students' critical thinking abilities and performance. This study uses field research with a quantitative approach, and the Post-test Only Control-Group Quasi-Experiment method was employed. The study population comprised 54 fifth-grade students from Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School, divided into three classes: V-A (16 students), V-B (15 students), and V-C (23 students). Data collection instruments included learning outcome test sheets and critical thinking skills record tests. Data collection techniques used in this study were 1) Observation, researchers conducted observations of the learning process taking place at Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School; 2) Interview, researchers conducted interviews with teachers who teach science subjects to see the development of students' critical thinking after applying the Hybrid-Discovery learning model. The obtained data were analysed using a two-way MANOVA analysis, with a significance level of 5%. The research findings show that Hybrid-DL has a significant effect on the achievement of critical thinking skills and learning outcomes. This effect is demonstrated by the improvement in student learning outcomes in the form of learning motivation in the form of increased student enthusiasm for learning as evidenced by increased learning motivation questionnaire scores, and learning achievement as represented by increased student formative assessment scores in the form of report card grades, as well as increased student critical thinking skills as taken from improved critical thinking skills test results.

As a core environmental setting in students’ daily lives and studies, campus green spaces have a direct impact on cognitive performance and psychological well-being. Grounded in Attention Restoration Theory, this study investigates the interactive effects of olfactory–visual stimuli on college students’ perceptual evaluation of campus green spaces and their restorative experiences. The experimental site of this study is Nanjing Institute of Technology in East China, where we employ systematic measurement methods to analyze the interactive psychological impact of olfactory and visual stimuli. Using rosemary and camphor leaves as representative aromatic plant substances, a comprehensive assessment of students’ emotional states and environmental perceptions is conducted through eye tracking, blood pressure monitoring, and attention tests. Finally, based on the empirical findings, corresponding strategies to improve multisensory landscape design in campus green spaces are proposed. The results indicate that the visual system is primarily responsible for spatial structure recognition, while the olfactory system is more involved in emotional regulation and atmosphere creation. Plant aromas directly influence physiological and emotional states, and modulate visual landscape evaluations through cross-modal mechanisms, thereby enhancing restorative effects compared to visual-only designs. This study validates the value of integrating environmental perception into campus landscape design, transcending the limitations of traditional single-sensory evaluation models. The findings contribute to the development of campus environment systems oriented toward physical and mental well-being.

The field of education has a strong influence on the state and nation. A good education will produce good products for the country's future development. The foundation of a country is a good education system that produces high-quality alumni. The educational institution in question is a university. Universities can produce graduates of varying quality. This will cause a few problems in the development of education in Indonesia. The importance of student quality in a tertiary institution underscores the need for systematic, measurable assessment. Assessment of outstanding students can be grouped into 2 criteria: academic-based and non-academic-based. The assessment of undergraduate students refers to the selection guidelines for outstanding undergraduates issued by the Ministry of Research, Technology, and Higher Education. A computerized system is needed to store large amounts of data to support student selection (assessment) activities, enabling them to be carried out effectively and efficiently. The Decision Support System is one of the information system models that can implement this idea. The basic concept of a Decision Support System is to provide decision recommendations to the manager or leader of a case. The system's output produces the 5 best students with the highest score of 4.4. Assessment of outstanding students using the Decision Support System is more effective and reduces mathematical calculation errors in the assessment process. A computerized Decision Support System can store large amounts of data and process large volumes.

BackgroundVirtual reality (VR) technology is increasingly used in health care professionals’ education as a novel tool for teaching, learning, and assessment.ObjectiveThis study explored the experiences of clinical students and lecturers with VR for training and assessment at a Nigerian institution. It also explored students’ perceptions of the usefulness of VR in improving their clinical abilities, knowledge retention, engagement, and overall learning experience.MethodsA qualitative research study was conducted among 24 clinical students and 8 clinical lecturers. A developed Virtual reality model to TRain and Assess Clinical Students (VTRACS) was used to train and assess clinical students using clinical scenarios. Data were collected through 4 focus group discussions conducted among the clinical students and 8 in-depth interviews conducted among the clinical lecturers. Trustworthiness was maintained, and ethical approval for the study was obtained. The focus group discussions and in-depth interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo (version 11; QSR International).ResultsMany of the participants had no previous experience with VR in teaching and learning activities, but judging from their engagement with VTRACS, they defined VR as an alternative learning method (alternative to the traditional physical method). Major themes emerging from the study were expression of excitement, simple and useful innovation, proficiency enhancement, challenges with innovation, and uniformity. The clinical students adjudged VTRACS as an educational supplement with a feeling of unlimited learning access, enhancing clinical abilities while positively impacting their confidence and reducing clinical errors. The participants also described the objectivity and standardization of clinical scenarios as drivers of uniformity in training and assessment of clinical students. The participants were, however, concerned about the loss of empathy with the use of VTRACS, which may negatively impact the affective domain of learning.ConclusionsThe use of VR in the teaching and assessment of clinical students at a Nigerian university is perceived as a complementary method of learning that increases skill acquisition, provides unlimited access to training, and enhances proficiency. While VR is considered to be engaging and beneficial to health care professionals’ education, there is a need for its effective incorporation into clinical courses and mitigation of challenges such as cost and technology to ensure the realization of the full potential of VR in health care professionals’ education.

Background Medical education is a continuously evolving field that requires faculty members to engage in ongoing professional development to maintain high-quality instructions. Faculty development programs at medical education department of medical colleges play a critical role in equipping educators with the necessary skills to address the dynamic challenges of medical education. However, the effectiveness of such programs is contingent upon accurately identifying faculty training needs. This study aimed to conduct a comprehensive need assessment survey to determine the specific areas where faculty members require further development in order to improvise their teaching skills. Methods The study was conducted at College of Medicine, King Faisal University, Al-Ahsa. A structured google survey was designed and developed to assess faculty training needs across various competencies, including teaching methodologies, clinical instruction, curriculum development, and educational research. Faculty members were asked to rate the importance of each competency and indicate their need for additional training. The survey was distributed to all faculty members of college of medicine, King Faisal University, Al-ahsa by email. 41 faculty members across different departments, including Surgery, Biomedical Sciences, Clinical Neurosciences, and Obstetrics and Gynecology responded to the survey. Data collection was conducted over one month, and responses were analyzed using descriptive statistics. Results The survey yielded responses from 41 faculty members, with Assistant Professors constituting 70% of the participants. The highest departmental representation was from Biomedical Sciences (35%) and Surgery (25%). Teaching in large and small groups received the highest mean importance rating (4.5), followed by facilitating and managing learning (4.3). The most frequently reported areas requiring additional training included large group teaching (65%), assessment and learning (60%), and educational research (55%). Faculty members recommended regular workshops on teaching methodologies, educational research, and statistical analysis, with an emphasis on accreditation of training sessions through relevant health authorities. Discussion The findings highlight the critical need for faculty development in large group teaching, student assessment, and educational research. The increasing role of technology in medical education was also evident, as faculty members expressed a need for training in e-learning platforms. Need assessment surveys provide valuable insights for tailoring faculty development initiatives; however, their limitations must be acknowledged. Surveys may not capture all faculty challenges due to reliance on self-reported data, potentially leading to a narrow focus on training programs. To address these limitations, institutions should integrate qualitative methods such as focus groups and peer mentoring to supplement survey findings. The integration of interdisciplinary faculty development initiatives has the potential to augment collaborative efforts and elevate the quality of educational experiences. Conclusion: This need assessment survey provides essential insights into the training needs of faculty members, emphasizing the importance of structured and targeted faculty development programs. While need assessment surveys serve as a foundational tool for shaping faculty training initiatives by the Faculty Development Committee, Medical institutions must adopt a multifaceted approach that includes qualitative insights and collaborative strategies to ensure comprehensive professional development of faculty members and other staff. By fostering an inclusive and dynamic faculty development culture, medical institutions can enhance teaching effectiveness and improve overall educational outcomes. The study helped a lot in development of annual faculty training need for the college of medicine, King Faisal University, Al-Ahsa BJMS, Vol. 25 No. 01 January’26 Page : 297-304

It is important for nurse practitioners (NPs) who take care of older adults to understand and assess patient social determinants of health (SDOH) due to this population's growth and unique physical and social concerns. The aims of this study were to explore NP student identification, assessment, incorporation, and comfort level using SDOH while caring for geriatric patients. Graduate NP students in a clinical setting with geriatric patients were recruited to complete a five-item survey: The NP SDOH Plan of Care Survey, which assessed their knowledge and familiarity of the SDOH, incorporation of SDOH, and comfort level discussing SDOH in their interactions with older adults. Sixty-eight eligible family NPs and adult-gerontology primary care NPs students completed the survey. They most frequently and most comfortably incorporated the SDOH of social support, access to care, and transportation into their plan of care with geriatric patients in primary care settings. Knowledge of SDOH and comfort with SDOH are related to the likelihood of NP students assessing SDOH and incorporating them into the patient plan of care. Continued focus and emphasis on incorporating SDOH in NP programs may increase the comfort of NP students, as well as proficiency in assessment and adjustments in care with identified health-related social needs to improve the health of geriatric patients.

Radiography students are exposed to computed tomography (CT) education within coursework and clinical placements. To inform enhancement of CT education in university curricula, the aim of this narrative review was to explore the current published literature relating to CT teaching methods and assessment of diagnostic radiography students during university training. Medline, CINAHL, and Web of Science databases were used to search for articles published in English between 2015 and 2025. Reference lists of included studies were also searched. Data was extracted from 13 included studies and summarised into three themes: (1) CT education methods and characteristics, (2) evaluation of CT education activities: approaches and outcomes, and (3) student assessment in CT education. Most studies reported that CT education commonly involved on-campus training, with fewer studies incorporating clinical placements. Developed CT education activities commonly used a tutorial-based approach, with use of CT scanners (direct access or remote-access) and virtual reality. Evaluation of CT education activities focused on student knowledge and students' experience of the education activity. Assessment in CT is mostly based on pre-post intervention quizzes to assess knowledge and blogs for reflection. On-campus CT education supports CT knowledge for students, with clinical education playing an important role in furthering knowledge and skills. On-campus education benefits from guided learning, to support students' knowledge gain and confidence. CT education within clinical and academic settings, as well as how competency is achieved prior to graduation in radiography students, should be further investigated.

Monitoring the development of increasingly essential collaborative skills at the individual level within a classroom context requires effective, easy-to-use, and quick measurement tools. These tools should provide global feedback on the skillset rather than reflecting performance in a single group task. A self-rated questionnaire is a beneficial option for this purpose. The aim of our research is to develop a self-rated scale for adolescents, the Collaborative Skills Scale (CoSS), which provides a global assessment of students’ teamwork competence. Additionally, using our assessment instrument, we seek to explore what patterns adolescents’ self-ratings show to be connected to their collaborative skills. A total of 2128 Grade 8 students participated in our online data collection. The Collaborative Skills Scale was developed based on the collaborative problem-solving model of the ATC21S project. Confirmatory factor analyses yielded a reliable and structurally valid 18-item scale (Cronbach’s α = 0.90; χ2 = 1802.83, df = 132, p < 0.01; CFI = 0.944; TLI = 0.935; RMSEA = 0.077; SRMR = 0.031), which can provide educational practitioners with an effective formative assessment tool for monitoring and supporting the development of teamwork skills. Ideally, it should be utilized in combination with other instruments, such as peer- or teacher-rated scales, to ensure a comprehensive understanding of students’ collaborative skills. In line with previous findings, students tended to rate their teamwork skills above average. The implications of this potentially biased self-evaluation among adolescents in terms of collaborative competence are discussed.