Conditional indirect influence of the satisfaction with life and student work engagement mediated by academic self-efficacy of undergraduate students.

Electronic portfolios (e-portfolios) are increasingly used in healthcare professional education (HPE) to support learning, reflection and professional development. Despite their broad adoption, there is limited synthesis on how e-portfolios are structurally designed and pedagogically implemented across healthcare programmes and on the implications for clinical teachers. A narrative review was conducted following the Scale for the Assessment of Narrative Review Articles (SANRA). Literature search was conducted in PubMed, Web of Science, Scopus and CINAHL between January and February 2025. Twelve studies published between 2012 and 2024 were included. Data were analysed to explore e-portfolio structures, educational uses and reported effects on reflection and learning. E-portfolios were implemented in various educational and clinical settings, showing considerable variation in platform design, structural components and curricular integration. Common features included reflective writing, documentation of clinical experiences, feedback mechanisms and assessment rubrics. Studies reported that e-portfolios integrated into structured pedagogical frameworks and supported by training and mentoring promote reflective practice, student engagement and professional identity development. Conversely, inconsistent implementation, technological barriers or checklist-oriented designs were associated with superficial engagement and limited educational value. The educational value of e-portfolios in HPE lies less in the technology itself and more in how these tools are pedagogically designed, supported and contextualised within clinical education. For clinical educators, attention to flexibility, relevance to practice and ongoing guidance may be key to promoting meaningful reflection rather than procedural completion. Further research is needed to identify best practices and improve adaptability in different healthcare education contexts.

Debate activities in U.S. pharmacy education: A scoping review.

GPT versus teacher feedback on English writing: An analysis of feedback characteristics and student engagement

This study investigates the impact of classroom environment on students' psychological safety and learning motivation and further explores how psychological safety influences motivation and how motivation, in turn, affects students' willingness to communicate. These relationships are analyzed using a quantitative approach through Structural Equation Modeling (SEM) implemented in R. While previous studies have often examined these variables in isolation, this study adopts an integrated approach to construct a comprehensive theoretical model, including classroom environment, psychological safety, learning motivation, and communication willingness. Moreover, it also considers how differences such as gender and urban-rural background may shape the ways in which the classroom environment affects students, offering insights into how these influences may vary across student groups. The findings are expected to offer both theoretical guidance and practical implications for improving classroom teaching approaches and stimulating greater student participation and learning achievements.

Students' study wellbeing plays a crucial role in protecting against social and academic challenges, both within and outside school. However, little is known about how the extent of physical activity and social media use affects study wellbeing. To explore this, we identified profiles of study engagement and burnout among Finnish primary school students (n=345, age 11), and lower secondary school students (n=447, age 14). Using latent profile analysis, we identified five study wellbeing profiles: three showing a negative association between engagement and burnout-engaged, burned-out, and average-and two bivariate profiles-exhausted-inadequacy and cynical. Students reported engaging in physical activity for at least one hour on most days, with the engaged profile showing significantly higher activity than the average profile, while the remaining profiles showed broadly similar levels. In contrast, clear differences emerged in social media use: students in the burned-out profile reported the highest use and those in the engaged profile the lowest, with other profiles falling in between. Primary school students were more likely to belong to beneficial profiles compared to lower secondary school students. Moreover, girls were more often represented in the profiles with exhausted-inadequacy and burned-out profiles, while boys were overrepresented in the cynical profile. Last, class-level clustering revealed that profiles were not evenly distributed across classes, indicating the influence of contextual factors on students' study wellbeing. The findings offer valuable insights for designing targeted interventions aimed at promoting student study engagement and preventing study burnout.

<b>Research aims:</b> This research investigates the effectiveness of a novel teaching approach called RME-SBG (Realistic Mathematics Education with GeoGebra Software) for instructing high school students on the concept of derivatives. Calculus education often struggles to provide students with a deep understanding and meaningful connections to real-world applications. This study aims to address these shortcomings by employing the strengths of both RME and GeoGebra software.<br /> <b>Methodology:</b> Researchers will recruit participants and form two groups: one using RME-SBG and another receiving traditional instruction. The RME-SBG group will explore derivatives through real-world scenarios and use GeoGebra for visualization and exploration. The control group will receive lectures and practice problems. Data will be collected through pre-tests, post-tests, classroom observations, and student surveys to assess both groups’ understanding, problem-solving abilities, and engagement with the material. This analysis will determine the effectiveness of the RME-SBG approach in teaching derivatives.<br /> <b>Results and conclusion:</b> The study found that the RME-SBG group showed statistically significant improvement in their conceptual understanding of derivatives compared to the control group. Students in the RME-SBG group demonstrated a stronger ability to apply derivatives to solve problems compared to the control group. The RME-SBG approach appeared to foster greater student engagement and positive attitudes towards learning derivatives compared to traditional instruction.

Augmented reality (AR) offers opportunities for hand hygiene training and assessment in health profession students, providing guided and repetitive experiential learning. This pilot study aimed to explore radiography students' perceptions of the usability and satisfaction of an AR system (ARS) for hand hygiene education and its effect on students' knowledge, confidence, and practice. Radiography students completed ARS-based hand hygiene training and assessment before clinical placement. Data was collected at three timepoints: Pre-intervention (Survey 1); Postintervention (Survey 2); and Post-placement (Survey 3). Surveys explored knowledge, confidence and perceptions of the ARS. Software-acquired data was automatically recorded. Following an opt-out recruitment approach, 73 students participated in this study. Self-reported confidence in hand hygiene practice improved after the AR intervention and remained stable post-placement. Hand hygiene knowledge was high before and after AR intervention, with no change post-placement. Training and assessment averaged five and 3 min respectively. Most students (58.6 %) passed the assessment on their first attempt. Common compliance errors were recorded across five out of six hand hygiene actions. Students found the ARS to be interactive and enjoyable. Negative feedback focused on the ARS' detection of hand movements by a small proportion of students. AR-based hand hygiene training is a feasible and engaging for radiography students, enhancing confidence and supporting skills acquisition through interactive, time-efficient practice. Identified limitations suggest improvements to introduction to the ARS-based training and the physical environment where intervention is conducted. Integrating AR into pre-clinical education can provide consistent, scalable, and immersive training that reinforces importance of hand hygiene. The time efficiency of AR supports inclusion in busy curricula, while its interactive nature may increase student engagement.

Data augmented hybrid GCN transformer for student engagement recognition in E-learning

Formative assessment plays a crucial role in enhancing students’ understanding of complex subjects such as geography. This study aimed to explore the effectiveness of formative assessment practices employed by primary geography teachers in Saudi Arabia to promote students’ comprehension of geographic concepts. Seventy teachers from the Eastern and Western regions participated. Data were collected through a structured classroom observation checklist designed to examine formative assessment strategies during geography lessons. Results indicated that teachers, in general, applied formative assessment techniques to foster critical thinking and analytical skills. Common strategies included open-ended questioning, constructive feedback, and peer assessment, which supported students’ understanding and encouraged higher-order thinking. Teachers also promoted active student engagement by connecting lesson content to real-world contexts. However, challenges remained in fully integrating inquiry-based learning, problem-solving, and student-led demonstrations. Findings align with contemporary educational theories such as constructivism and social cognitive theory reveal a gap between theoretical knowledge and practical skill development. To address this, the study recommends expanding professional development programs to equip teachers with diverse formative assessment tools and instructional methods. Additionally, curricula should be revised to incorporate experiential learning opportunities, including fieldwork and modern technologies like Geographic Information Systems (GIS). Enhancing school infrastructure and supportive policies is essential to sustain student engagement and improve the quality of geographic education.

The rapid expansion of Artificial Intelligence (AI) in educational settings has transformed writing practices, assessment structures, patterns of student engagement, and underlying epistemological assumptions about knowledge production. While AI systems offer unprecedented opportunities for cognitive scaffolding, emotional regulation, and inclusive participation, they simultaneously challenge traditional notions of authorship, intellectual agency, and pedagogical authority. The integration of AI into school practice therefore requires robust theoretical grounding, ethical governance, and organizational coherence. This article develops a comprehensive, human centered framework that connects AI literacy, critical digital literacy, collaborative digital writing, metacognition, emotional intelligence, and organizational culture in secondary education. Drawing upon interdisciplinary research in areas such as AI and adolescent emotional well being, AI and school related anxiety, collaborative ICT based inclusion, digital tools as cognitive instruments, technology as cultural bridge building practice, organizational culture and school vision, metacognition and emotional intelligence models, theory of mind in ICT contexts, digitally assisted mindfulness, and psychoanalytic cultural theory, the study proposes a multilayered instructional model for AI supported collaborative digital writing. The article argues that AI literacy must be cultivated not merely as technical competence but as epistemic responsibility embedded within reflective, relational, and culturally coherent school ecosystems. Collaborative digital writing emerges as a pedagogically optimal environment for fostering metacognitive regulation, socio emotional awareness, critical evaluation, and inclusive participation. The study concludes that AI integration in education must be guided by visionary leadership, organizational culture, ethical transparency, and human centered pedagogical design.

The study focused on investigating the transformative learning experiences of trainee teachers at one of the teacher training institutes of District Peshawar. Transformative learning is more than a simple technique; it is an effective path of self-analysis and professional development that empowers teachers to become inclusive, creative, and considerate. Through transformative learning, teaching becomes a meaningful mission that challenges presumptions and encourages critical thinking. The present study aimed to investigate transformative learning experiences in teacher training through a narrative of teachers and was delimited to a particular group in District Peshawar. The researcher followed the interpretivism philosophy and adopted a qualitative research method. Participants were selected based on their live experience in the teaching field and their willingness to share experiences. A semi-structured interview format was used for data collection. One-on-one, in-person interviews were conducted to allow interviewees to cooperate openly in discussion. Prior to the interviews, consent forms were signed regarding audio recording and later use for research purposes. Notes were also taken on the spot for future reference, and participants were reminded that they could stop the interview at any time. The researcher used thematic analysis as the data analysis technique. A central theme emerged showing a shift in teachers’ perceptions of their professional roles. Most teachers began their careers with a traditional approach emphasizing passive learning, discipline, and content coverage. However, professional training and reflective practices enhanced their facilitation skills, enabling them to see themselves as facilitators rather than passive transmitters of knowledge. This transformation brought dynamic changes in classroom management, where inquiry-based learning, one-to-one dialogue, and student engagement through creative assignments took precedence.

The study focused on investigating the transformative learning experiences of trainee teachers at one of the teacher training institutes of District Peshawar. Transformative learning is more than a simple technique; it is an effective path of self-analysis and professional development that empowers teachers to become inclusive, creative, and considerate. Through transformative learning, teaching becomes a meaningful mission that challenges presumptions and encourages critical thinking. The present study aimed to investigate transformative learning experiences in teacher training through a narrative of teachers and was delimited to a particular group in District Peshawar. The researcher followed the interpretivism philosophy and adopted a qualitative research method. Participants were selected based on their live experience in the teaching field and their willingness to share experiences. A semi-structured interview format was used for data collection. One-on-one, in-person interviews were conducted to allow interviewees to cooperate openly in discussion. Prior to the interviews, consent forms were signed regarding audio recording and later use for research purposes. Notes were also taken on the spot for future reference, and participants were reminded that they could stop the interview at any time. The researcher used thematic analysis as the data analysis technique. A central theme emerged showing a shift in teachers’ perceptions of their professional roles. Most teachers began their careers with a traditional approach emphasizing passive learning, discipline, and content coverage. However, professional training and reflective practices enhanced their facilitation skills, enabling them to see themselves as facilitators rather than passive transmitters of knowledge. This transformation brought dynamic changes in classroom management, where inquiry-based learning, one-to-one dialogue, and student engagement through creative assignments took precedence.

This paper explores how new pedagogic strategies (experiential learning, technology-enhanced learning, and interdisciplinary learning) can influence the sustainability and biodiversity education. The study will contribute to ecological literacy, student involvement, and pro-environmental behavioral improvement.The qualitative, exploratory research design was used in both the secondary and tertiary institutions using semi-structured interviews, focus groups, classroom observation, and instructional materials analysis. They involved educators, curriculum developers, and students involved in sustainability-oriented programs. Based on thematic analysis, it was found that six major pedagogical themes: experiential learning, technology-enhanced instruction, interdisciplinary curriculum integration, student engagement, ecological literacy, and pro-environmental behavior were strongly present in the results. The highest Ecological Literacy Index (ELI) scores were recorded in students who were exposed to high levels of experiential learning (mean = 4.7). On the cognitive (mean = 4.5) and behavioral engagement (mean = 4.6), cognitive and behavioral engagement improved substantially when technology-enhanced instruction was involved, especially using digital simulations. Interdisciplinary instruction led to moderate to high levels of engagement in cognitive, emotional, and behavioral aspects in the students. It was also established that high scores of experiential and interdisciplinary integrations were closely related to the strongest scores in the Pro-Environmental Behavior Index (PEBI) (mean = 4.4). The results indicate that an ecological literacy improvement, increased student engagement, and positive change in pro-environmental attitudes and behavior are the likely outcomes of ecological synergy and holistic and transformative pedagogies at once. The study concludes by recommending additional studies to examine the long-term behavior change.

The rapid integration of digital technologies in the sphere of higher education has had an essential influence on the process of teaching and learning and imposed new psychological and cognitive requirements on students of universities. Even with the increasing technical infrastructure on the ground, student academic performance is increasingly reliant on internal factors, including their dispositions towards technology use and their self-beliefs on their capability to study. The proposed research aims at exploring the extent to which academic self-efficacy and technology attitudes of undergraduate students have a bearing on academic achievement at the University of Lahore, Pakistan. It is founded on the Self-Efficacy Theory developed by Bandura and Technology Acceptance Model (TAM). Quantitative correlational study was used to collect data on 404 undergraduate students in six academic departments using validated self-report questionnaires. The evaluation of academic success based on cumulative grade point average (CGPA) was used to assess academic performance of students. The multiple regression analysis, independent-samples t-tests, descriptive statistics and Pearson correlation were performed in SPSS (Version 27). Findings showed academic self-efficacy and technology attitudes explained 52% variance in academic attainment. Self-efficacy was the strongest predictor, while females showed higher self-efficacy and more favorable technology attitudes.. The results support the paramount importance of the psychological preparation in the technology-enhanced learning space and emphasize the urgency of the institutional intervention increasing student confidence levels and engagement rates with digital technologies. The present research, policy and practice implications on higher education are discussed.

This study examines the pedagogical value of the Aptitude–Treatment Interaction (ATI) learning model in supporting higher-order evaluative thinking skills (C5) within Islamic Religious Education (IRE). A quantitative quasi-experimental design with a posttest-only control group was employed to compare learning outcomes between students taught using the ATI model and those taught through a conventional expository approach at SMP Negeri 21 Bandar Lampung. Data were analyzed using an independent sample t-test. The results indicated no statistically significant difference in evaluative learning outcomes between the experimental and control groups (p = 0.279). Nevertheless, classroom implementation revealed that the ATI model enhanced student engagement, participation, and motivation by aligning instructional treatments with students’ aptitude levels. These findings suggest that the instructional benefits of ATI may not be fully reflected through outcome-based statistical comparisons alone, particularly when assessing complex cognitive processes such as evaluative thinking. The theoretical contribution of this study lies in extending the ATI framework to higher-order cognitive assessment (C5) within IRE, an area that has received limited empirical attention. Rather than functioning solely as an outcome-enhancing model, ATI is positioned as an adaptive instructional mechanism that supports differentiated learning processes and meaningful engagement in value-oriented subjects.

This paper hopes to discuss and suggest a systematic, interdisciplinary model of integrating biodiversity education in STEM education, with the aim of increasing ecological literacy, encouraging interdisciplinary problem-solving, and encouraging positive attitudes towards conservation careers. It is also assessed how this integration affects student engagement and learning outcomes in the study. It used a mixed-methods design, which included baseline curriculum mapping, a teacher survey, and the introduction of a biodiversity-based integrated module of STEM. The course syllabi, learning objectives, and instructional materials were reviewed in Biology, Environmental Science, Data Science, and Engineering subjects, and the curriculum mapping. The intervention session consisted of problem-focused and evidence-based tasks, and the pre- and post-intervention tests consisted of ecological literacy, understanding of biodiversity, and STEM application skills. Student reflective journals and open-ended surveys based on qualitative data were used to collect the data. There was also no difference between the baseline curriculum mapping: 92.5% of the biology and 83.3% of the Environmental Science courses included the content on biodiversity, in contrast to 30% of Data Science and 18.2% of Engineering. The results of post-intervention assessments indicated a great enhancement of students in the following areas: Ecological literacy level increased to 72.3 ± 8.4 (Cohen's d = 1.76), Biodiversity concepts to 70.1 ± 7.1 (Cohen's d = 1.89), and STEM application skills to 74.4 ± 9.5 (Cohen's d = 1.65). Biodiversity in STEM education improves academic achievement and student learning. The paper has identified the necessity of Curricular reforms to overcome the low level of inclusion of biodiversity in Data Science and Engineering. This evidence indicates that interdisciplinary biodiversity education delivers cognitive and affective learning outcomes, making students ready to work in the conservation field and environmental research.

Human connection is the foundation of effective learning, particularly in higher education. Drawing from Relationship-Rich Education by Felten and Lambert (2020), this reflective scholarly article examines the critical role faculty–student relationships play in fostering academic success, personal growth, and a sense of belonging. Situated within broader higher education scholarship on student engagement, mentorship, and persistence, this article argues that relationship-building must be intentional rather than left to chance. As an online criminal justice professor, I reflect on the unique challenges faced by students balancing work, family, and education, making relationship-driven teaching especially essential in virtual learning environments. Key themes from the literature emphasize mentorship, high-quality student–faculty interactions, and the creation of inclusive and supportive academic environments. These themes are aligned with my teaching practice and translated into a concrete action plan designed to enhance relationship-rich learning in online courses. By fostering meaningful interactions and mentorship, faculty can significantly influence student motivation, persistence, and overall success.

Self-efficacy is as an individual's belief in their capability to execute courses of action required to achieve specific goals. This is a critical determinant of student success in higher learning, especially online learning environments. This article examines the relationship between self-efficacy, motivation, and academic achievement in virtual classrooms, with particular emphasis on strategies faculty can employ to cultivate student confidence and engagement in settings where isolation and self-doubt are prevalent challenges. Drawing on Bandura's social cognitive theory and contemporary research, we present evidence-based pedagogical strategies across multiple domains: emotional regulation and trauma-informed teaching, assignment scaffolding and formative assessment, peer collaboration opportunities, and strategic integration of synchronous elements in asynchronous courses. Recent research demonstrates that while academic self-efficacy significantly enhances performance in mixed-mode learning environments, purely asynchronous courses show weaker effects due to limited real-time communication. Practical recommendations for incorporating synchronous touchpoints, including live office hours, structured communication channels, video feedback, and discussion protocols, to strengthen self-efficacy in predominantly asynchronous formats are outlined. This article emphasizes understanding diverse student backgrounds, employing trauma-informed practices, and creating inclusive environments that validate student identities and foster belonging. We present curated assessment questions faculty can use to understand individual student motivation and success drivers, enabling personalized support and early intervention. Through intentional course design, responsive teaching practices, and strategic technology use, online educators can create environments where students develop both competence and confidence.

Digitization has revolutionized the process of teaching and learning worldwide and in the post-pandemic world. The incorporation of technological applications like Learning Management Systems (LMS), virtual classrooms, and multimedia materials, and artificial intelligence has revolutionized the pedagogical practice greatly. The current research question focuses on exploring how student engagement and academic performance at secondary level is affected by digitalization. The method of a descriptive survey was chosen. The 400 students of secondary education institutions were used to collect the data on the basis of a structured questionnaire and academic records. Such statistical methods were employed as mean, standard deviation, t-test, and correlation analysis. The results indicate that online instructional practices are majorly more effective in engagement, motivation, and performance among students as compared to the conventional one. But there exist challenges of digital divide, poor infrastructure as well as gaps in teacher training. The research concludes that digitalization when wisely used can make a significant contribution to the learning results and equip students with the skills of the future.