Perceptions of Lebanese students regarding Integration of Artificial Intelligence in English University courses.

Pathways from AI-assisted learning experience to psychological resilience: The role of stress perception in medical students.

Exploring social accountability in radiography education: Student perspectives on current practices and understanding.

Entrustable professional activities (EPAs) for pharmacy students during experiential education: A comparative analysis.

Most students struggle to write argumentative essays due to a lack of schemata, so resources are needed to enrich them. The purpose of this study was to investigate the impact of SVVR-assisted immersive teaching using a flipped classroom model on argumentative essay writing skills, class engagement, and student perceptions. A quasi-experimental method was used, involving 200 university students majoring in Indonesian language education. The participants were divided into two groups with the same number of 100 students each: the experimental group received the intervention of spherical video virtual reality in a flipped classroom model, while the control group received conventional teaching. The instruments used were a rubric for assessing argumentative writing skills, a class engagement questionnaire, a rubric for assessing the lexical complexity of argumentative essays and interview questions. The data analysis included the Wilcoxon signed-rank test, the Quade test, paired-sample t-test, and one-way analysis of covariance (ANCOVA). The findings indicated that SVVR-assisted immersive teaching with a flipped classroom model improved argumentative essay writing skills, class engagement, and student perceptions. Improved argumentative writing skills were evident in the use of evidence and data to support arguments, which were presented more robustly and scientifically, resulting from the observation of objects. Improvements in the quality of argumentative essays were also evident in the increased lexical complexity across all aspects of lexical density, lexical sophistication, and lexical variety. Increased class engagement was evident in cognitive engagement, behavioral engagement, and emotional engagement. Positive perceptions were evident in the experience, emotion, active motivation, and strategies used for improving writing learning. Thus, improvements in all competencies occurred because the intervention enhanced realistic and context-rich experiences, critical thinking skills, and evidence-based reasoning. This research suggests that the use of virtual reality technology can enhance the students' understanding of difficult concepts and create positive impressions of the learning process.

This study developed and validated a contextualized physics module integrating Augmented Reality (AR) for teaching projectile motion, addressing challenges related to abstract concepts and limited laboratory resources in physics classrooms. The research employed a Design and Development approach using the ADDIE model to produce a learning module that incorporates culturally relevant examples and interactive three-dimensional visualizations accessible through smartphones. The product was evaluated through expert validation and preliminary user testing. Validation by five experts resulted in very high ratings across all assessed aspects, with contextual relevance receiving the highest score (M = 4.75/5.00). Preliminary implementation involving 35 students indicated high levels of perceived practicality and user acceptance, particularly regarding engagement (M = 4.78) and the perceived usefulness of AR visualizations for clarifying projectile motion concepts (M = 4.62). Observational notes during implementation suggested that students actively related the AR simulations to real-world situations presented in the module. These findings indicate that the developed module demonstrates strong validity and practical feasibility as a technology-supported instructional resource that integrates Augmented Reality with Contextual Teaching and Learning principles. However, the study focuses on product quality evaluation through expert judgment and student perceptions; it does not measure learning effectiveness or learning gains. Future research may therefore investigate the instructional impact of the module through experimental or quasi-experimental designs.

This study aims to analyze the effectiveness of short videos in enhancing vocabulary mastery and to explore students’ perceptions of using short video content in Arabic language learning at Al-Amin Tingaf Islamic Elementary School. The research used a quantitative quasi-experimental design with 48 students divided into two groups: 24 in the experimental group and 24 in the control group. The experimental group received vocabulary instruction through short videos, while the control group learned through traditional methods. Data were collected through pretests, posttests, and a student perception questionnaire. The results showed that the experimental group’s average score increased from 66 on the pretest to 83.6 on the posttest, with an improvement of 16.5 points. However, the T-test indicated that the difference was not statistically significant (Sig. > 0.05). Despite this, the questionnaire revealed positive student responses, especially regarding the attractiveness and clarity of the short video content. Overall, short videos demonstrate promising potential as an engaging and supportive tool for teaching Arabic vocabulary.

Purpose The purpose is to examine engineering students’ perceptions of soft skills, focussing on the gap between their self-perceived acquisition and the importance attributed to these skills by employers. Particular attention is given to leadership, innovation, ethical and social responsibility, and adaptability as key skills. Design/methodology/approach The study is based on a cross-sectional survey of 344 first-year engineering students (70 females; M age = 18) from two Spanish universities. A newly validated instrument (HABEI) measured perceived importance, self-reported acquisition and employer relevance of nine core soft skills. Findings Results reveal a consistent gap between the value students attribute to soft skills and their self-perceived acquisition. Ethical and social responsibility, in particular, is undervalued despite being recognised as highly relevant by employers. Research limitations/implications The study is limited to first-year engineering students in Spain and relies on self-report measures, which may introduce bias. Future research could include longitudinal designs and cross-cultural comparisons. Practical implications The findings highlight the need to integrate soft skills training, especially in ethical and social domains, more explicitly into engineering curricula. Universities should design learning experiences that bridge the gap between academic formation and workplace expectations. Originality/value It provides empirical evidence using a novel instrument, offering both conceptual and practical contributions to understanding and addressing the soft skills gap in engineering education.

Research shows that incorporating Open Educational Resources (OER) into nursing programs can enhance student engagement, reduce financial burdens, and promote inclusivity. However, its utility for teaching public health to student nurses has not been studied. This study evaluated the effectiveness and acceptability of OER in an in-person undergraduate public health nursing course. A retrospective, quantitative analysis was conducted on six course offerings (August 2021-May 2024). Data from two groups-textbook-only (n = 125) and OER-only (n = 247)-were compared using final grades (n = 372) and student evaluations (n = 193). Cost savings were estimated based on bookstore prices ($120 per textbook). Grades were analyzed as categorical variables with z-scores; Chi-square tests examined associations between OER use, costs, and perceptions. Textbooks for the semester-long public health nursing course cost students collectively $8400 per semester; OER was free. No significant differences in overall grades were observed, except for a higher rate of A- grades in the textbook group (p<0.05). Student satisfaction with cost was higher in the OER group (88%vs. 55%, p<0.0001). Perceptions of material necessity for classroom success were similar between textbook and OER groups (p = 0.434). Using OER substantially lowers costs without harming academic performance, supporting its use as a cost-effective, equitable strategy in public health nursing education.

Abstract Artificial intelligence (AI) is increasingly integrated into higher education, yet students have diverse perceptions regarding its role in education. Our study aimed to explore how students view AI as an educational tool. Using a phenomenological approach, we employed an online open‐ended questionnaire with students from Texas A&amp;M University College of Agriculture and Life Sciences, specifically in the Department of Agricultural Leadership, Education, and Communications. The technology acceptance model guided the study in which we sought to answer three research questions: (1) How do students in agricultural education perceive the ethical and cognitive implications of using AI in their academic work? (2) In what ways do students in agricultural education perceive AI tools, such as ChatGPT, as useful for enhancing their academic performance and creativity? and (3) What are students’ experiences and expectations regarding the integration of AI technologies in college‐level agricultural education classrooms? The findings revealed a range of student perceptions and experiences that provide valuable insights into how to establish ethical guidelines for AI use and to better understand students' educational values and AI preferences. These insights suggest AI's integration in education must be carefully considered. As AI becomes more prevalent in daily life, it is crucial to prepare students for a workforce where AI tools will likely be encountered to ensure they can use these tools responsibly and effectively.

Medical education is often perceived as a highly competitive environment, with competition influencing both student motivation and graduate outcomes. Previous research has reported mixed findings on the impact of competitive teaching methods, particularly on academic performance and broader graduate outcomes, such as student well-being and teamwork. A greater understanding of how students perceive competition, including the role of collaborative competition, is needed to inform teaching practices that support both learning and professional development. This study aimed to explore how medical students perceive competition in the learning environment, focusing on the contrast between individual and collaborative competition and their perceived effects on professional development. In 2020, a questionnaire incorporating both closed-ended and open-ended questions was distributed to all 1384 registered medical students at the University of Sheffield. Quantitative data were collected via Likert scales and analysed statistically, while qualitative free-text responses underwent thematic analysis. A convergent parallel design was used to integrate quantitative and qualitative findings, allowing a comprehensive understanding of student perspectives. Eighty-five students responded, with 38 providing free-text comments. Students reported similar levels of competitiveness across sex and year of study, and perceived themselves as less competitive than their peers. Collaborative competition was preferred over individual competition and was perceived to support key graduate outcomes by maintaining the benefits of individual competition while mitigating its negative aspects. These findings reinforce the perceived competitive nature of medical education and highlight the importance of considering student perceptions in shaping teaching practices.

ABSTRACT Institutional diversity efforts are one way that colleges and institutions can support historically underrepresented students. What do different types of organizational diversity cues actually signal to students, and how do they influence broader diversity goals such as students’ feelings of identity safety? Using both qualitative and quantitative measures, we assessed how women of color, men of color, White women, and White men US undergraduate students perceived their institution's real, on‐the‐ground efforts to increase diversity, equity, and inclusion (DEI). We assessed the specific diversity initiatives undergraduates recalled and how effective they perceived those efforts to be. We also linked these perceptions to students’ feelings of identity safety (i.e., belonging, authenticity, and fit) and their beliefs about their institution's genuine commitment to diversity. Our data suggest that institutional diversity efforts can be effective and make a positive difference in the lives of all students (not only those who are targeted).

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching represents a pedagogical paradigm shift. This research analyzes the influence of Gemini-AI on the development of speaking skills in 15 A2-level students at the Instituto Universitario Sucre. Using a qualitative approach with a descriptive scope, observation instruments were employed to assess student perceptions and the tool's technical impact. The theoretical framework is based on language acquisition through comprehensible input and simulated immersion environments. The results indicate that, after 30 days of intermittent use, participants increased their speaking performance by 10% compared to their baseline. The AI ​​was identified as an effective scaffolding resource, immediately detecting gaps in vocabulary, grammar, and collocations. The main conclusion highlights that the non-punitive nature of the interaction with the AI ​​functions as a "communicative warm-up" that significantly reduces language anxiety. The adoption of Gemini-AI is recommended as a robust and ethical educational resource capable of fostering effective knowledge transfer in contemporary educational settings.

ChatGPT has gained significant attention in computer programming education due to its advanced capabilities in assisting coding processes and its growing impact on teaching and learning. Despite rapid technological progress and widespread adoption, further research is required to optimise its integration into programming education. This scoping review used the PRISMA–ScR framework to analyse 59 research articles published between 2022 and 2025. The review identified major research areas related to ChatGPT’s use in programming education, including its role as a programming assistant, automated assessment and feedback, student and educator perceptions, curriculum design and instructional strategies, learning outcomes and performance, ethical and academic integrity considerations and applications across specific programming domains. It also examined methodological approaches, participant demographics and geographical distribution across the included studies. Findings highlight benefits of integrating ChatGPT, including enhanced student engagement, increased accessibility, support for bridging knowledge gaps and assistance with code optimisation. Meanwhile, challenges include risks of overreliance, reduced critical thinking, accuracy limitations and academic integrity concerns. This review provides practical insights for educators, universities, students and researchers. It emphasises using ChatGPT as a learning assistant, implementing clear policies, tailoring artificial intelligence (AI) tools to diverse student needs and guiding future research on effective and ethical AI-driven programming education. Implications for practice or policy: ChatGPT should support debugging, exploration and collaboration rather than code generation. Students must annotate AI outputs, reinforced by oral exams and reflective journals. Educators should blend AI feedback with human evaluation through scaffolded, authentic assessments. Institutions need clear ethical policies, equitable access and staff training. Researchers should use longitudinal, mixed methods studies, while developers design explainable, adaptive and integrity-focused features aligned with course progression.

Multilayered processes of globalization have loosened higher education’s nationalistic frameworks by embedding internationalization, a process deemed crucial for preparing students to become global citizens. The core thesis of the paper positions an internationalized curriculum as fostering a disposition toward critical thinking, agency, and empathy in a post-truth world. The argument leans toward developing a conscientious internationalization curriculum grounded in critical pedagogy. This can be achieved by intertwining the syllabus and pedagogy with the ideas of Paulo Freire and Sara Ahmed to cultivate a critical disposition in thinking, doing, and reflecting. The study explores this disposition through a qualitative analysis of student perceptions in the course "The Contemporary World" at the Philippine Women’s University, which, according to the Commission on Higher Education (CHED), aims to inculcate a sense of global citizenship and ethical responsibility among learners. The findings call for incorporating pedagogical strategies that empower both students and teachers to develop self-actualization and critical thinking skills through a conscientious internationalized curriculum, helping to challenge orthodoxy, pro-Western bias, and falsehoods in a post-truth era marked by social injustice and the manipulation of facts. The implications of the findings point toward enhancing epistemic vigilance through such a curriculum, equipping learners to become better-informed global citizens.

Students who are twice-exceptional (2e) are those identified as gifted (possessing high intellectual or creative potential), while simultaneously exhibiting one or more disabilities, such as attention deficit disorder, autism, or dyslexia. This dual nature often leads to masking, whereby the talent conceals the disability, or vice versa, making the identification and support of 2e a significant challenge. The purpose of this study was to examine secondary school teachers’ perceptions of 2e in Sabah, Malaysia. Respondents were required to fill out a 2e checklist on Google Forms and their responses were subsequently analyzed using SPSS 29.0. First, ANOVA revealed non-significant differences in perceived 2e by way of age, gender, and job experience. Second, Wilcoxon signed rank test revealed that (1) three of the general characteristics items were significant at p &lt; .05, (2) two of the autism items were significant at p &lt; .05, (3) seven of the anxiety and depression items were significant at p &lt; .001, (4) two of the visual processing items were significant at p &lt; .001, (5) three of the attention deficit disorder items were significant at p &lt; .05, (6) four of the sensory processing items were significant at p &lt; .05, (7) three of the attention deficit items were significant at p &lt; .05, and (8) three of the dyslexia items were significant at p &lt;. 001. In general, current findings indicate the presence of students with 2e at Sabah’s secondary schools although the exact number is not known. Lastly, in light of the findings, some recommendations were made on ways to meet the needs of students with 2e in Sabah, Malaysia.

Introduction Certified Child Life Specialists (CCLS) play a critical role in supporting children and families during stressful situations. Child life interventions are grounded in evidence-based practice. However, the child life profession faces challenges in building a robust body of research. Even though a research course is required for certification, little is known about the consistency and depth of research training across academic programs that prepare students to become CCLSs. Methods Child life students completed a modified version of the Student Perception of Research Integration Questionnaire (SPIRQ) to learn more about their perceptions and understanding of research integrated into their child life education. Results Significant differences were found on three survey items for those in a graduate program versus an undergraduate program. Students in a graduate program reported higher frequency of research exposure than undergraduates. Significant differences were also found on seven survey items for those in an online program versus in-person. Those attending in-person programs were exposed to research topics more frequently. Conclusion This study highlights key factors that could impact child life students’ perceptions and understanding of research topics. Student perceptions are important for academic and clinical educators to consider as they make decisions about how to incorporate research principles within their child life curriculum.

Background Nutrition is a modifiable driver of morbidity and mortality in the UK, yet nutrition education remains marginal within medical curricula. Despite guidance from the General Medical Council (GMC) and the Association for Nutrition (AfN), evidence suggests persistent under-provision. Methods We triangulated findings from: (1) a curriculum review and mapping exercise of UK medical schools; (2) a curriculum survey (n=31) of final-year or newly qualified students; and (3) a rapid review (2010–2025) of literature on nutrition education in UK medical programmes. Survey items mapped to AfN competencies and GMC Outcomes for Graduates. Results Across all data sources, nutrition education was inconsistently delivered, theoretical and rarely assessed. Most students (71%) reported receiving ≤10 hours of teaching. Although 84% rated nutrition as important, only 61% felt prepared to address nutrition issues. Confidence was lowest for practical skills (nutrition assessment, referral pathways and brief interventions). The rapid review identified longstanding barriers: low curricular legitimacy, limited assessment, insufficient faculty expertise and weak clinical integration. Enablers included nutrition leads, interprofessional learning and competency-aligned teaching. Conclusions Despite national prevention ambitions, nutrition remains insufficiently integrated into UK medical education. Aligning curricula with AfN/GMC standards, strengthening assessment, embedding leadership and co-designing applied teaching with students represent practical high-impact opportunities to develop prevention.

This is an accepted article with a DOI pre-assigned that is not yet published.Health care programs are intense academically and emotionally demanding, requiring students to balance rigorous study with the development of health knowledge, clinical skills, and teamwork. Drawing on a strengths-based educational framework, Utah Valley University (UVU) embedded the CliftonStrengths assessment within its Master of Physician Assistant Studies (PA) program to support student success and well-being. This case study illustrates how faculty, staff, and students engaged in the "Name it, Claim it, Aim it" framework through personalized coaching, classroom activities, and leadership development. Survey responses from three cohorts (n = 76, 85% response rate) indicated consistent benefits, including increased self-awareness, academic confidence, collaboration, and resilience. While this study focused primarily on student perceptions, prior research has shown that strengths-based approaches can also reduce attrition (Tatel et al., 2024), enhance self-awareness (Stebleton et al., 2012), and support improved retention outcomes (Soria &amp; Stubblefield, 2015). This article offers a scalable implementation roadmap for health and high-stakes academic programs seeking to elevate student success through personalized strengths development.

ABSTRACT Background/Objectives Community‐based activities are an essential component of the dentistry curriculum. This study evaluated the perception of undergraduate students participating in Community‐Based Programmes regarding their importance in professional training as dentists. Methods Participants of the ‘Happy Smile’ project in 2023 and 2024 were invited via WhatsApp and/or e‐mail to complete a questionnaire based on Likert scales, designed to collect demographic data and assess perceptions related to the development of skills and competencies established by the Brazilian National Curriculum Guidelines for dental education. Results Overall, 81.6% of students classified the community‐based learning project as ‘very important’ for their professional training. Among the actions that contributed to the students' educational objectives, the variable ‘importance in student training’ showed positive correlations with participation in organisational and/or feedback meetings ( p = 0.002), participation in training courses on standard operating protocols ( p = 0.008), participation in training of educational materials for pedagogical activities ( p = 0.002), provision of minimally invasive dental care in schools ( p = 0.002), supervised toothbrushing ( p = 0.024), and delivery of educational lectures in schools ( p = 0.006), among others. Key skills and competencies for oral health promotion included the development of non‐verbal communication ( p = 0.0001), integration into the social context ( p = 0.022), performance of clinical examination and diagnosis ( p = 0.0001), adherence to ethical principles ( p = 0.0001), and teamwork ( p = 0.0001). Conclusions The ‘Happy Smile’ community‐based learning project proved to be highly valuable for the training of future dental professionals across multiple domains. Student involvement in school‐based oral health promotion activities was directly proportional to their self‐confidence and learning outcomes.