The article presents Adam Kłodziński’s early period of activity in the field of history didactics, which took place in autonomous Galicia. His thoughts were based on his experience of practice, and he included them in his 1918 work, On the Issues of History Didactics (Pol. Z zagadnień dydaktyki historii). Particularly noteworthy are his proposals regarding defining the basic goal of teaching history, which is to understand the present, the introduction of a minimum curriculum and the need for a significant reduction in the historical content taught concerning the period before the French Revolution, the need to preserve the teacher’s autonomy in the choice of textbook and other teaching resources, and taking into account the need to individualize the teaching process. Thanks to these considerations, he became the first lecturer of the didactics of history at the Pedagogical College of the Jagiellonian University.

ABSTRACT Following the COVID-19 pandemic and growing recognition of the integration of technology-mediated processes and resources in teaching and learning, there has been an increased adoption of blended learning in higher education institutions (HEI). However, there have been impeding factors that affect the adoption of this educational paradigm. This study employs mixed-methods research and an explanatory sequential design to offer a nuanced understanding of BL adoption. The study draws upon a homogenous population, encompassing educators from one public HEI in Ghana. Quantitative data from a Likert-scale survey and a sample of 71 randomly selected educators’ enabled the examination of their views on factors that affect BL adoption. Statistical analyses employed principal component analysis with Varimax rotation and Kaiser Normalization, Pearson’s correlation coefficient, and descriptive statistics. The qualitative study used semi-structured interviews with 10 educators and thematic analysis to gain an understanding of how participants experienced the support for blended teaching. Results revealed that the lack of a policy framework for BL use at the institutional level, poor leadership style, limited professional training on BL, and insufficient internet connectivity impede the adoption of BL in higher education. The study concludes by highlighting the implications of the findings for theory, policy, and practice.

Revitalising legacy superheterodyne radios as a teaching resource for amplitude modulation and digital signal analysis

Against the backdrop of the popularization of higher education and increasingly prominent structural contradictions in the job market, the construction of employment internship bases in applied universities faces practical challenges such as homogenization and detachment from industrial demands. This study takes the collaborative project between the Visual Communication Design program at Liaoning Communication University and Liaoning Hongdong Cultural Development Co., Ltd. as a case study, proposing an "industry-customized" model for internship base development. Centered on deep industry-education integration, this model achieves seamless alignment between talent cultivation and industrial needs through precise alignment with corporate demands, customized development of practical teaching resources, and establishment of a collaborative management mechanism between both parties. The research systematically elucidates the connotation, characteristics, construction pathways, and operational mechanisms of the " industry-customized" model, while building a comprehensive support system encompassing hardware infrastructure, faculty development, and evaluation frameworks. Practical implementation demonstrates that this model effectively enhances students' practical skills and employment competitiveness, providing replicable experience paradigms for applied universities to deepen industry-academia collaboration and innovate talent cultivation models.

The impact of clinical learning environment on nursing interns' professional identity: The mediating role of belongingness.

Essay writing is a crucial skill in language education, a milestone for developing coherent expression, critical thinking, and academic competence. Despite its role, teaching essay writing remains a vital pedagogical challenge, particularly in contexts where English is a second language. The study at hand investigated the challenges faced by both teachers and students in the teaching and learning of essay writing at GS Karambo, Rwanda, and explores plausible strategies to enhance writing proficiency. Specifically, the study aimed to identify the main challenges faced by teachers, assess students’ difficulties in mastering essay writing, and propose effective interventions. A mixed-methods descriptive survey design was employed, combining qualitative and quantitative approaches. The target population included 577 students, three English teachers, and two school leaders. Stratified random sampling was used to select 85 students proportionally across grade levels, while purposive sampling was applied to select teachers and school leaders, resulting in a total sample of 90 respondents. Data were collected using questionnaires for students and teachers and semi-structured interviews with teachers and school leaders. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically interpreted. Research findings revealed that teachers face substantial challenges, including time constraints, large class sizes, and insufficient teaching resources (100% of teachers), as well as student-related issues such as low motivation and language interference (66.6%). Students reported major difficulties in vocabulary and grammar (76.5%), essay organisation and coherence (82.3%), language interference (75.3%), and inadequate instructional support (77.6%). Students and school leaders emphasised the need for strategies such as reducing language interference, enhancing instructional materials, increasing motivation and confidence, and organising essay writing clubs or competitions. School leaders also highlighted the importance of teacher professional development and manageable class sizes to improve instruction. The study concluded that improving essay writing skills at GS Karambo requires a multifaceted approach combining institutional support, pedagogical innovation, linguistic reinforcement and student-centred interventions. Recommendations include providing adequate institutional materials, reducing class sizes, enhancing teacher training, addressing language interference, promoting student motivation, and fostering collaborative efforts among stakeholders. Implementation of these strategies can significantly enhance students’ writing proficiency and overall sound academic performance.

Physical education teachers face numerous challenges in curriculum design, including a lack of innovation in course content, insufficient teaching resources, and unmet differentiated student needs. These issues directly impact the quality of physical education and student engagement. This study aims to explore the main challenges encountered by physical education teachers in curriculum design through literature review and data analysis, and to propose corresponding strategies for improvement. This study employs a literature review method, systematically searching for relevant literature related to physical education teachers’ curriculum design over the past five years. Databases used include CNKI, WOS, and Science Direct. The primary search keywords are "sports curriculum," "sports teaching resources," and "physical education teachers." Initially, 1,053 relevant papers are identified, and after screening titles and abstracts, 50 high-quality papers are selected for detailed analysis. The data analysis process involves coding the literature, utilizing NVivo software to extract core themes and subthemes, and ultimately forming an analytical framework. The literature analysis reveal that physical education teachers primarily face three core challenges in curriculum design: First, there is insufficient innovation in course content, leading to dull teaching, with about 70% of the literature mentioning this issue; Second, there is a shortage of teaching resources, especially in rural areas, cited in 60% of the papers; Third, there is a failure to adequately consider differentiated student needs, resulting in insufficient personalized teaching, mentioned in 50% of the literature. Each theme is supported by qualitative data highlighting specific cases and the actual difficulties faced by teachers. The findings of this study are consistent with previous research, indicating that issues such as a lack of course content innovation and insufficient resources are prevalent. However, it further emphasizes the importance of addressing students' personalized needs. Future research should focus on innovative curriculum methods and resource integration. The study’s limitations lie in its concentration on specific areas, suggesting that future studies could expand into other educational contexts. The practical significance is to provide physical education teachers with specific curriculum improvement suggestions aimed at enhancing teaching quality and student learning experiences.

This study aims to explore and optimize the "teaching, practicing, and competing" sports teaching model by integrating artificial intelligence (AI) technology. It focuses on building a new intelligent ecosystem for sports education, emphasizing the connection between "teaching," the bridging role of "practicing," and the efficiency of "regular competition" to enhance students' sports skills and literacy. Through AI, the study enables personalized teaching content, intelligent practice feedback, and automated competition management. This approach provides innovative ideas and theoretical support for school physical education, promotes the deep integration of "learning, practicing, and competing," and strengthens school sports education in the new era. This paper explores the new path of AI-enabled extracurricular physical activity practice from the perspective of "teaching, practicing, and competing" by means of literature and logical analysis to lay a theoretical foundation for promoting the development of school physical education. Currently, there is a formalism erosion in extracurricular activities in schools, single and boring organizations, and a lack of activity resources, which seriously impede the integrated development of "learning, training, and competing" and affect students' interest and the effect of physical exercise. The AI intelligent sports program in this study integrates artificial intelligence and competitive elements, which can greatly enhance students' motivation to learn and practice. At the same time, the system can realize the daily exercise and competition, flexibly arrange the study and practice plan, combine online and offline, enrich the after-school life, and cultivate sports habits. Secondly, the AI system provides comprehensive data support to ensure fair and accurate teaching evaluation. Finally, AI Smart Sports also saves teaching resources, reduces teachers' burden, and improves teaching efficiency and quality through intelligent teaching assistance. Since the AI intelligent sports system is in the initial development stage, there are still deficiencies, so in order to better solve the dilemma of the problem put forward the following suggestions: (I) Innovate the content of AI learning and practicing, the core of the AI intelligent sports system lies in the diversified learning and practicing content, and the need to continue to update sports knowledge. (II) Build an information-sharing platform to promote cross-school communication, integrate teaching resources, and stimulate dynamic updating potential. (III) Implement stratified optimization management, staggered use of resources, and intelligent scheduling to improve efficiency. (IV) Establish a quality assessment system, collect user feedback, regularly evaluate system effectiveness, and continuously optimize content to ensure user experience.

With the rapid development of educational informatization in colleges and universities, the blended teaching model has gradually become a hot topic in the field of education. Artificial intelligence, with its powerful data processing and intelligent analysis capabilities, provides new opportunities for the application of blended teaching in college physical education courses. This study aims to explore the application effects of artificial intelligence empowered online-offline blended teaching in college physical education courses, promote the improvement of physical education teaching quality, and the development of students' physical literacy. Method: Questionnaire survey and experimental method adopted. A physical education course university selected as the sample to collect students' feedback, teachers' opinions, and teaching data. (1) Students' physical skills have been improved, and their test scores are better than those in traditional models. (2) Students' interest in sports and classroom participation has been enhanced, and they are more actively involved in online interaction and offline participation. (3) Teachers' teaching efficiency has been improved, and they carry out precise teaching with the help of intelligent technology. (4) The technical upgrade of the online teaching platform improves the user satisfaction degree, thereby enhancing the online teaching effect. (5) There are problems such as insufficient adaptability of teaching resources and poor effect of cultivating some students' autonomous learning ability. (1) Compared with the traditional model, the new model has obvious advantages in personalized teaching and real-time feedback, paying more attention to students' individual differences and autonomous learning. (2) The application of artificial intelligence in physical education teaching should build a digital intelligent platform to improve user satisfaction, use big data to realize precise teaching resources, and implement multidimensional management. (3) Artificial intelligence should be used to change the way of teacher-student interaction, so that teachers can pay more attention to students' individual development. (4) Using artificial intelligence and virtual reality technology to conduct intelligent diagnoses for students, form a sports classroom behavior report, and improve teaching effectiveness.

Assessing the Impact of Different Feedback Mechanisms on Suture Skills Acquisition: A Mixed Methods Study Using Phenomenological and Quantitative Analysis.

Application of generative artificial intelligence by nurse academics in higher education: A scoping review.

The construction of digital learning resources for "Business English" effectively avoids the limitations of the selection of learning materials, realises the targeted learning of digital teaching resources under the teacher's control, breaks the limitations of time and space, brings into play the leading role of the teacher, and promotes students' initiative, positivity and creativity, and satisfaction. The technology acceptance model has been utilised in various research to investigate learners' acceptance of e-learning systems in higher education due to the development of information communication technology. Nonetheless, studies on the influence of external factors in digital learning on students' satisfaction through perceived ease of use and perceived usefulness in Business English Courses are hardly found in China. This study aims to investigate the mediating effect of perceived usefulness between external factors in digital learning and student satisfaction and examine the mediating effect of perceived ease of use between external factors in digital learning and student satisfaction in Business English Courses in China. The researcher chose quantitative methodology, the study was a cross-sectional survey, and the sample size was 409 from College A in China. Based on the ethical approval from the researcher's university, the data was collected by an online platform (Questionnaire Star) and also spread physically by teachers, the data was analysed using structural equation modelling to test the hypothesized relationships. The findings reveal that both perceived usefulness and perceived ease of use significantly mediate the effect of external factors on student satisfaction.

Under the background of the digital transformation of education, digital resources provide a new path to solve the dilemmas in middle school English grammar teaching. Guided by Minister Huai Jinpeng’s exposition on digital resource construction, this paper aims at the problems in traditional grammar teaching such as rigid teaching modes and low student interest. By adopting the methods of literature research, case analysis and comparative experiment, it explores the application paths of digital resources in middle school English grammar teaching. The study constructs a three-dimensional integrated application model of "resource type - grammar knowledge point - teaching link", including four sub-models such as situational introduction and interactive inquiry. The effectiveness of the model is verified through a 12-week teaching practice. The results show that the average score of the experimental class is 8.8 points higher than that of the control class (P<0.05), and students’ recognition of learning interest and initiative is significantly improved. Based on practical problems, optimization strategies such as teacher literacy training and resource management and control are put forward. This study enriches the theoretical achievements of the integration of digital education and disciplines, and provides practical reference for the reform of English grammar teaching in middle schools.

Geography, as a dynamic and integrative discipline, requires effective teaching methods to make learning meaningful, interesting, and relevant to students’ lives. In recent years, educational institutions have been recognized as crucial agencies of formal education, where the role of the teacher has become increasingly significant. This paper examines the importance of teaching methods in geography and discusses the long-standing debate between mastery of subject matter and proficiency in pedagogical methods. It emphasizes that effective geography teaching demands both thorough subject knowledge and a sound understanding of appropriate teaching methodologies. The study critically analyzes various methods of teaching geography such as the Project Method, Discussion Method, Observation Method, Regional Method, Laboratory Method, and Heuristic Method. Each method is examined in terms of its objectives, procedures, advantages, and educational value. The paper highlights how these methods encourage student participation, develop scientific attitude, promote learning by doing, and enhance critical thinking and observation skills. It concludes that the success of geography teaching largely depends on the teacher’s ability to judiciously select and apply suitable methods, supported by proper teaching aids and resources, to make the subject lively, purposeful, and effective.

Information and Communication Technology (ICT) has become increasingly important in Technical and Vocational Education and Training (TVET) and in supporting English as a second official language in Tanzania. ICT tools such as computers, laptops, mobile phones, and internet services are now integral to vocational teaching and learning processes. Effective utilisation of these technologies requires vocational trainers to be adequately trained in order to enhance students’ information technology skills and meet the demands of the 21st-century workforce. This study aimed to examine vocational trainers’ perceptions of ICT use in training and learning, as well as the challenges they encounter in implementing ICT in TVET institutions. A quantitative research design was employed, involving fifty (50) vocational trainers from TVET institutions in the Coast Region of Tanzania. Data were collected using structured questionnaires and analysed using descriptive statistics. The findings revealed that 46% of the participants demonstrated positive perceptions toward the use of ICT tools such as computers, mobile phones, and the internet as effective teaching and learning resources, while 44% reported being comfortable using ICT in their instructional activities. However, the study also identified several challenges hindering effective ICT integration. These included lack of regular training to keep pace with emerging technologies and software (52%), insufficient time for lesson preparation due to additional assigned duties (54%), inadequate time to master new or updated ICT tools (54%), and limited support from top management (54%). The study concludes that while vocational trainers generally hold positive attitudes toward ICT integration, significant institutional and professional development challenges persist, which must be addressed to enhance effective ICT implementation in TVET institutions

Due to the mismatch between the experimental content of new business courses and the functions of purchased teaching software, problems such as low software utilization rate, low degree of cross-course software sharing, and serious waste of teaching resources have arisen. Therefore, based on Bloom’s Taxonomy of Educational Objectives and Competency-Based Education theory, this paper proposes a dual deconstruction method of experimental teaching content and software functions, and constructs a ternary interactive matching experimental curriculum construction model with “experimental teaching objectives, students’ competency evaluation, and software function support” as the core. The feasibility of this model is verified by the practice of constructing the experimental curriculum group in the School of Business and Tourism Management of Yunnan University, which provides a feasible model and path for solving the mismatch between the experimental teaching content of new business courses and software functions.

To address the new demands for highly skilled technical personnel arising from the upgrading of the chemical industry and to resolve the disconnect between traditional higher vocational education in chemistry/chemical engineering and corporate needs, this study utilized the Organic Chemistry course as a vehicle to construct and implement a teaching reform model centered on “Integration of Science and Education” (ISE). Guided by the objectives of “aligning with industry, empowering students, and enhancing employment competitiveness,” the study systematically designed a three-dimensional linkage mechanism encompassing “resources, methods, and evaluation.” This involved: constructing teaching resources aligned with authentic enterprise projects; innovating the PBL-IGT (Problem-chain Based Learning & Inquiry-Guided Training) teaching methodology that simulates R&D processes; and implementing a diversified assessment system incorporating enterprise evaluation perspectives, thereby comprehensively reshaping the course ecology. After two rounds of teaching practice, data indicate that students in the experimental class showed significant improvement in key development indicators, including job adaptability, technical thinking proficiency, and professional identity. This study confirms that the model effectively bridges the “last mile” from the classroom to the workplace, providing a validated pathway for cultivating innovative, multidisciplinary technical talents that meet the demands of modern chemical enterprises.

With the growth of China’s economy and the gradual rise of its status, more and more international friends have begun to learn Chinese. As an important language in the world, Chinese is gaining an increasingly solid position. International Chinese language education plays a role in spreading Chinese culture and realizing two-way communication between China and foreign countries. However, traditional Chinese language teaching models in China face many problems. These include insufficient teaching resources and overly rigid teaching methods, which fail to meet the learning needs of individual students. At present, artificial intelligence (AI) technology is developing rapidly and has begun to penetrate the field of education, with the field of international Chinese language education attracting particular attention. In recent years, AI’s great potential in areas such as teaching content production, personalized learning, and writing guidance has become increasingly prominent. By using these technologies, teachers can import various materials to help students better understand the content of textbooks. AI also enables students to access personalized learning in a short period and assists them in writing revision. Therefore, these technologies can effectively help teachers improve teaching effectiveness, enhance students’ learning experience, and break through the factors that affect teaching quality under the traditional teaching model [1]. Studying the current application status and development trends of AI in international Chinese language education is conducive to promoting the high-quality development of international Chinese language education. Learning from experiences and lessons can improve teaching design. Through optimized teaching, the quality of education and teaching can be continuously enhanced, thereby promoting the innovative and healthy development of international Chinese language education.

Addressing the traditional teaching challenges in the “Electrical Machinery” course, such as abstract magnetic fields, complex principles, disconnected practical applications, and weakened ideological and political education, as well as the dual demands of emerging engineering disciplines for high-quality engineering talents with both “innovative practical abilities and value-oriented qualities,” this study constructs and implements a three-dimensional teaching reform model of “technology empowerment, practice foundation, and ideological and political cultivation.” By developing visual teaching resources through digital technologies, establishing a practical education platform through industry-education integration, and organically embedding ideological and political elements throughout the entire teaching process, a systematic reform pathway of “resource support, closed-loop process, and value-oriented guidance” is formed. Teaching practice demonstrates that this model effectively alleviates students’ fear of difficulty in course learning, enhances their engineering application abilities, and values-oriented qualities. The course has been successively recognized as a national first-class hybrid online-offline course and a Guangdong Provincial Ideological and Political Education Demonstration Course. The relevant experience has been promoted in multiple universities, providing a replicable practical paradigm for the high-quality construction of core engineering courses in the context of emerging engineering disciplines.

There is an increasing need for Arabic teaching resource innovations. However, innovations developed by teachers remain less prominent compared to those developed by researchers, despite the teachers' advantage of interacting directly with students. The aim of this research is to analyze demotivating factors for Arabic teachers’ to share their teaching methods. This research is a quantitative study with linear regression method to analyze data acquired from 30 highschool’s Arabic language teachers in Yogyakarta. The results show that the factors with the lowest average scores are teacher busyness and personal comfort. Linear regression analysis reveals that unilateral decision-making by school principals, without considering teachers' input, significantly affects teachers' motivation to participate in activities requiring them to share their teaching methods. The p-value for variable X is 0.008, which is less than 0.05, confirming that autocratic leadership significantly contributes to teachers’ demotivation. The F significance value is also below 0.05, indicating that the regression analysis is statistically significant. This finding presses the necessity to reevaluate teachers’ collaboration in the field and form ways to empower teachers' innovations.