Teaching Tool Research Articles

Background: Electrocardiogram (ECG) interpretation is a core competency in medical education, yet remains a difficult skill for preclinical students to acquire and retain through traditional instruction. Serious games have emerged as promising tools to enhance engagement and long-term retention. However, few studies have rigorously evaluated their effectiveness using structured educational frameworks. Hypothesis: A card-based educational game improves ECG knowledge acquisition, retention, clinical application, and learner satisfaction compared to traditional lecture-based instruction. Methods: A longitudinal quasi-experimental study was conducted with 85 second- and third-year medical students without prior ECG training. Participants were assigned to either a card game group (n = 43) or lecture group (n = 42). Both received identical preparatory materials, followed by three 2-hour sessions over three weeks. Assessments included: (1) a 20-item test aligned with Bloom’s taxonomy (recall, comprehension, application, analysis) applied as pretest, post-test, and unannounced 2-week retention test; (2) a simulated clinical transfer task (Mini-CEX) at 3 months; (3) learner satisfaction using the Satisfaction Evaluation Survey in both groups and the MEGA (Medical Education Game Assessment) in the card group. Instruments were validated by experts (S-CVI = 0.92, α = 0.88). Between-group comparisons used t-tests and Mann-Whitney U tests. Repeated-measures ANOVA and Friedman test evaluated change over time. Results: Both groups improved from pretest to post-test. The card group scored higher at post-test (14.8 ± 2.1 vs 12.6 ± 2.3, p = 0.015) and retained more at two weeks (12.6 ± 2.0 vs 9.7 ± 2.8, p = 0.008). Clinical transfer performance at 3 months also favored the card group (7.6 ± 1.2 vs 6.2 ± 1.7, p = 0.006). Overall score changes over time were significant in both groups. In all four cognitive domains, the card group showed higher progression, particularly in application and analysis, and retained significantly more at two weeks. Satisfaction was higher in the card group (median 4.8 [IQR 4.5–5.0] vs 4.0 [3.8–4.3], p < 0.001), with MEGA scores highlighting clarity, engagement, and relevance. Conclusion: A card-based educational game significantly improved ECG learning, retention, clinical transfer, and student satisfaction compared to lecture-based instruction. This method shows promise for scalable, active and engaging alternative for medical education.

Background: Fellowship training in pediatric cardiology requires complex three-dimensional visuospatial reasoning. Previous work has shown that virtual reality (VR) curricula can improve basic understanding of congenital heart disease. The efficacy of using VR to teach more complex cardiac anatomy and physiology, such as hypoplastic left heart syndrome (HLHS) and single ventricle surgical palliation, is unknown. Hypothesis: Pediatric cardiology fellows who complete a VR learning module on the various stages of HLHS surgical palliation will demonstrate superior understanding of the underlying anatomy and pathophysiology as compared to fellows who do not. Methods: Thirteen pediatric cardiology fellowship programs at major congenital heart centers were recruited to this study, with first-year fellows as the participants. Programs were assigned to the control group or intervention group. Fellows in the intervention group completed the Michigan Anatomic Congenital Heart in 3D (MACH-3) curriculum, which was not available to the control group. Both groups then completed a validated assessment tool. The total assessment score was calculated by summing the number of questions that participants answered correctly, ranging from 0 to 29. The difference in total assessment scores between the groups was examined using two-sample t-test and Cohen’s d effect size. Results: A total of 56 fellows were included in the analysis. Participants in the intervention group achieved higher total assessment scores (n=24, 23.8 ± 3.1 questions correct out of 29) than those in the control group (n=32, 21.8 ± 3.9 questions correct) (p=0.04), with a moderate effect size of 0.56. Most participants in the intervention group reported via survey that the curriculum was easy to use (96%) and enjoyable (92%), found the experience to be effective in improving their knowledge base (100%), and would recommend that this or some other VR teaching tool be incorporated into pediatric cardiology fellowship training (96%). Conclusions: In a multi-center educational study, a VR curriculum was shown to improve pediatric cardiology fellow knowledge of HLHS anatomy, pathophysiology, and palliation, while receiving nearly universally positive feedback from participants. Potential future directions for this research include expansion to include other complex congenital cardiac lesions or investigation of formalized incorporation of VR modalities into fellowship curricula.

Introduction: Individuals with ASC experience poorer health outcomes globally, yet healthcare professionals often lack adequate ASC knowledge [1]. Simulation-based learning enhances recall and practice [2], though resource limitations often restrict its use. Mental health nursing simulations are less developed compared to other fields, leaving a gap in training. Our co-created 360-degree video aims to address this by providing realistic scenarios that enhance students’ empathy and confidence in working with ASC patients. Methods: This research aimed to co-create real-time scenarios filmed in 360-degree video to help students understand how a person with ASC experiences hospital admission or clinical procedures. Working with qualified nurses and individuals with lived experience, we developed a 360-degree video of an ASC patient being assessed in a hospital setting. The video was embedded in a Complex Health Care teaching unit and viewed by third-year nursing students using Oculus Quest™ devices. Data were collected via an online survey and focus group discussions (with students and staff) and thematically analysed [3]. Ethical clearance was obtained from our university’s ethics committee. Results: Eighty students responded to our survey (32% response rate), with 65% reporting no prior ASC training. Seventy-four per cent found the VR resource useful, and 66% felt it would benefit their clinical practice. The small sample size is a limitation, and responses may not be fully representative of the broader student population. Ongoing focus group analysis suggests that the VR exercise helps increase students’ confidence, knowledge, and empathy, as evidenced by comments like: “This was excellent as it put you in the shoes of someone with ASC.” Staff facilitators provided insights into running VR sessions with large cohorts, including the need for preparatory and debriefing sessions, managing background noise, appropriate staff-to-student ratios, and addressing students entering the session late. Discussion: This study highlights a significant educational gap, with many students lacking prior ASC training. The positive response to the VR experience suggests it can improve understanding, empathy, and confidence, which may translate to better clinical interactions with ASC patients. Facilitators also identified key considerations for optimizing VR sessions, such as session preparation, managing group dynamics, and debriefing for knowledge consolidation and reflective practice. These findings have implications for nursing education policies, emphasizing the need for structured VR training in mental health curricula. Future research should explore the long-term impact of VR training on knowledge retention and clinical practice, as well as best practices for large-group VR training. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

In our technologically globalized world, higher education teachers need to adjust themselves to modern teaching techniques to help students learn easily and be innovative. Integration of Information, Communication, and Technology (ICT) assists teachers in meeting the demand for technology-based teaching and learning tools. Innovative teaching tools are facilities that are currently replacing traditional teaching methods. In the fields of computer science and engineering, information and communication technology (ICT) innovative teaching approaches are regarded as one of the most crucial components for advanced teaching and learning. Teaching in Higher education is facilitated by a variety of software programs, apps, and information management systems. Innovative teaching encourages students’ engagement and cultivates the spirit of creativity. For engineering students to succeed in their fields of study, they need to have intrinsic motivation toward learning. Educators who are teaching computer science and engineering courses are required to be creative and use innovative teaching approaches to engage every student. The purpose of this paper is to share strategic knowledge with fellow lecturers in the field of computer sciences and engineering on how to effectively teach and engage students using various tools that are available on the internet and at our disposal. The focus of this paper was on innovative teaching strategies that students prefer to use in their studies. Findings from the study highlighted that most of the students preferred practical teaching methods and industry projects. Evidence was gathered from students enrolled under the Faculty of Engineering and Technology from Eswatini, Botswana, and Namibia campuses using a purposive sampling.

Goats (Capra hircus), one of the earliest domesticated livestock species, remain central to agriculture, cultural practice, and rural livelihoods worldwide. Beyond their economic and nutritional value, goats are important in veterinary science and zoology, where mounted skeletal specimens serve as essential tools for teaching, research, and museum display. Conventional skeleton mounting techniques, however, rely on costly materials such as stainless-steel rods, acrylic frames, and synthetic adhesives, which pose financial and logistical barriers in low-resource settings. This study developed and tested cost-effective methods for preparing and mounting a caprine skeleton using locally available materials in Nigeria. A mature goat was processed through boiling, scraping, and sun-drying to produce clean bones, which were articulated with copper wires and adhesives, reinforced with ash, and supported by wooden frames for stability. The resulting specimen was anatomically accurate, structurally stable, and suitable for educational and display purposes. These findings demonstrate that resource-driven approaches can substitute for expensive imported methods while maintaining scientific accuracy. By reducing costs and improving accessibility, this method has the potential to strengthen veterinary education, research, and museum curation in Nigeria and other low-resource settings across sub-Saharan Africa.

An innovative, STEAM-based educational approach uses LEGO® robots to improve the visualisation and understanding of trochoid curves in tertiary mathematics education. The method involves a two-step process: first, the curves are drawn based on the classical definition of trochoids using a custom-designed LEGO® robot that employs LED light to trace the shapes. Then, the same process is replicated with a marker, with the robot controlling the movement of the drawing head to reproduce the curves accurately. To deepen students’ comprehension and visualisation, Desmos dynamic geometry software was used in parallel to draw all three types of trochoids (prolate, curtate, and cusped). This hands-on technique aims to make these motion curves more tangible and engaging within a classroom setting. A quantitative experiment involving 94 first-year IT BSc students was conducted during the spring semester of the 2024/2025 academic year using a quasi-experimental design. We had one control group and two experimental groups. One of the experimental groups did not use educational robotics; participants could only see how the robots worked via video. The other experimental group gained first-hand experience by building and testing LEGO® drawing robots. The aim was to evaluate the effectiveness of an innovative teaching method that used educational robotics to improve understanding of the mathematical properties of trochoids, compared to traditional teaching methods and presentations containing short videos. The Mann–Whitney U test was used in all cases during hypothesis testing. Only watching videos of drawing robots does not have a statistically significant effect on learning outcomes. In this case, the effect size was only 0.12. However, the results of the group performing educational robotics activities showed a statistically significant difference compared to the other two groups, with large effect sizes (0.68 and 0.7). Our results suggest that visualisation using LEGO® robots significantly improves students’ knowledge of parametric curves. Educational robotics offers promising opportunities because it is an attractive and interactive teaching tool. Its great advantage is that it combines abstract mathematical concepts with modern technology, thus creating an effective learning environment.

BackgroundInvasive meningococcal disease has a high fatality rate and can lead to severe long-term health issues. In Europe, serogroup B meningococcal disease (MenB) accounts for over half of invasive meningococcal disease cases. In Italy, MenB vaccination is recommended for all newborns, but the uptake is below the Ministry of Health Vaccination Plan target (uptake: 80.91%; target: 90%).ObjectiveA vaccine-based digital educational tool, Meningioca, was designed to increase primary care pediatricians’ (PCPs’) knowledge on the value and proper timing of MenB vaccination and to support communication of this value to parents.MethodsMeningioca was developed using Articulate, an authoring software, and released via the TalentLMS online platform. Players engaged in a sequence of activities and mini-games, taking on the role of a PCP and progressing through 7 modules. Each module corresponds to a different age group and follows a fixed sequence of topics, simulating typical discussions that might occur during health checks for each specific age group. At the launch, members of the Italian Federation of PCPs were invited to play the game via an email link and rated the game based on aspects such as overall enjoyment, the difficulty of modules, and usefulness of the game as a teaching tool.ResultsBetween March 2023 and May 2024, 471 PCPs accessed Meningioca, completing 1206 modules and 482 hours of learning. Meningioca received a mean rating of 4.4/5 (5 being the highest score), with many participants noting that they would recommend Meningioca to a colleague. “Communicating with the parent” and “health checks” were voted as participants’ favorite module topics; “general culture” and “child growth and development” were voted as the most difficult. At the end of Module 3, 75% (n/N=50/67) of players agreed that Meningioca was a teaching tool to refresh and strengthen knowledge to a high or very high extent.ConclusionsUser feedback from Meningioca’s first year suggests that the game is enjoyable and a potentially valuable learning tool for increasing PCPs’ knowledge on vaccination.

The study examined the perception and readiness of online teaching among lecturers of Colleges of education in Jigawa State. The study was carried out with four objectives, which are to; find out lecturers’ perception on online teaching in Colleges of Education in Jigawa State; identify lecturers’ readiness for the use of internet in teaching in Colleges of Education Jigawa State; find out the; determine the extent of interaction between lecturers’ perception and readiness in the use of mobile phones ,computers, tablets and software applications on the use of online teaching in Colleges of Education in Jigawa State; and assess the extent of lecturers’ utilisation of online teaching in Colleges of Education in Jigawa State. Four research questions and four hypotheses were formulated in line with the above-mentioned objectives. The study employed descriptive survey design with a total population of four hundred and thirty-two (432) and a sample size of three hundred and sixty-four (365) which was arrived at using researcher advisor table. The Data for the study was collected using questionnaire developed by the researcher titled Lecturers’ Perception and Readiness of Online Teaching Question (LPRAOTQ). The data collected were analyzed statistically using Statistical Package for Social Sciences (SPSS) version 25, at both descriptive and inferential levels. At descriptive level, the research questions were answered using mean and standard deviation. At inferential level, the hypotheses were tested using Chi-square and Kruskal-Wallis (H) tests. The findings of the study revealed a significant difference between lecturers' perceptions of online teaching and the actual practice of online teaching. This suggests that lecturers may harbor misconceptions about the practical aspects of online teaching. The study also found that there was no significant difference in the preparedness of lecturers on the use of Internet for teaching in colleges of education in Jigawa State. This finding suggests that lecturers view online pedagogical approaches favourably and do not perceive strong barriers to their adoption. Another finding from the study is that there was no significant difference in lecturers’ perception and readiness in the use of ICT tools for online teaching in colleges of Education in Jigawa State, among other findings. Based on the findings of the study, it was concluded that there was a significant difference between lecturers' perceptions of online teaching and the actual practice of online teaching and It was recommended among others that teacher educators should positively perceived online learning as effective leaning method for teacher education; teachers, school managers and National Commission for Colleges of Education (NCCE) should promote the use of ICT and internet in teacher education institutions; and college management and other relevant stakeholders should provide ICT and internet facilities in the Colleges of Education in Jigawa State.

Technological developments require teachers to innovate, including the digitalization of Student Worksheets (LKPD) to facilitate joyful, meaningful learning for students. The urgency of this study stems from the need for flexible digital teaching tools (online and offline) and for easy access to information. This study aims to develop a Digital Worksheet model based on Ethno-Modelling and 3N (Niteni, Nirokke, Nambahi). This development research uses the 4D model (Define, Design, Develop, and Disseminate) and draws on subjects from two provinces (D.I. Yogyakarta and West Java) representing seven districts/cities. Small tests were given to 20 students from the Greater Bandung area and 25 students from the D.I. Yogyakarta province. Field tests were conducted with 179 students across seven schools in the D.I. Yogyakarta and West Java provinces. The results of the study indicate that the digital worksheet based on Ethno-Modelling and 3N developed is valid and can be used without revision, with a combined percentage of 93.33%. The results of a small test based on student responses (90.40%) indicate that the digital worksheet design based on Ethno-Modelling and 3N (EM3N) received strong responses, making it very practical to use. The results of the field test show that the achievement of mathematical critical thinking skills among students who learn using digital worksheets has a very large effect size, as measured by Cohen's d (d > 0.80). This finding provides a positive impact that digital worksheets designed based on the integration of ethno-modelling and 3N (EM3N) that align learning with the cultural context can strengthen curriculum concepts and enhance students' mathematical critical thinking skills.

Perceptions of generative AI in teaching and learning: UTAUT and TPACK model-based study of teachers and students.

This research presents an accessible solution for energy generation in domestic environments, promoting mini-wind energy as a key alternative in the transition towards clean and sustainable energy. Wind energy is a renewable source derived from an inexhaustible natural resource: the wind. Unlike fossil fuels, it does not depend on limited reserves but can be continuously harnessed as long as climatic conditions permit. This research presents an accessible solution for energy generation in domestic environments, promoting wind energy as a key alternative in the transition to clean and sustainable energy. The study focuses on the design and manufacture of a prototype of a vertical wind turbine, ideal for educational use, in learning engineering principles. This prototype is designed to operate efficiently at low wind speeds, starting at 3 m/s. The simulations carried out determined that polypropylene is the most suitable material for the manufacture of propellers, due to its lightness and response capacity at moderate wind speeds. Additionally, the system was optimized to increase the number of revolutions per minute (RPM) of the rotor in order to generate direct current (VCD). To do this, a gear transmission system with a 1:4 ratio was implemented, made of Plastic Nylon, a material known for its high hardness and mechanical resistance. This system made it possible to increase the rotation speed of the wind turbine, going from 12 RPM in the rotor to 48 RPM in the driven shaft, facilitating its coupling with electrical generators designed to operate at higher speeds. This performance demonstrates adequate efficiency, showing that the size and curvature of the propellers are optimal for capturing energy in low wind conditions. The prototype design provides a teaching tool that illustrates key engineering concepts such as materials selection, gear mechanics, and renewable energy conversion. In conclusion, the developed prototype represents a significant advance in the search for sustainable energy solutions for environments with moderate wind conditions. Keywords: Wind turbine, wind power, clean energy, simulation, batteries, gears, propellers.

This study examines how gender and grammatical proficiency affect EFL/ESL teachers’ preferences for prescriptive and descriptive approaches, as well as their opinions on regional dialects and slang. A mixed-methods design was used, involving 58 teachers (28 male, 30 female) through surveys and interviews. ANOVA and ANCOVA analyses showed no significant gender differences in prescriptive or descriptive preferences; instead, grammatical proficiency was the key factor. Teachers with higher grammatical skills displayed clearer instructional preferences and encountered fewer difficulties with prescriptive grammar. Gender differences were evident in attitudes towards dialects and slang. Female teachers more frequently valued these nonstandard forms as inclusive and engaging teaching tools, while male teachers generally avoided them. Furthermore, female educators saw greater potential in descriptive grammar, highlighting student participation and practical relevance. Overall, the results underscore the importance of enhancing grammar proficiency in teacher training, combining both prescriptive and descriptive methods, and promoting gender-sensitive practices. This research contributes to global discussions on effective grammar teaching in increasingly diverse classrooms.

English language anxiety remains a significant barrier for undergraduates in Malaysia, often impeding their willingness to communicate effectively in academic and professional settings. Drama-based learning is recognised as an innovative and experiential method that not only enhances language skills but also boosts self-confidence. This study examines how drama activities incorporated into a drama-based English communication course at a Malaysian public university increase students' confidence in speaking English. A qualitative case study using semi-structured interviews was conducted with three lecturers who taught the course. The constant comparison method was employed to identify recurring themes during data analysis. Findings suggest that activities such as monologues, improvisation, drama production, poetry recitation, and language games helped students overcome anxiety, develop social interaction skills, and build confidence to communicate spontaneously in English. The results underscore the effectiveness of drama as a teaching tool in higher education, fostering an environment that encourages students to take intellectual risks and express themselves freely. This research provides valuable insights into ongoing discussions about learner-centred methods in English language teaching, emphasising the potential of drama to alleviate language anxiety and promote communicative competence. The study ultimately recommends greater integration of drama into university curricula as a strategic approach to enhancing language learning outcomes.

Introduction: Snowboarding as a winter sport has experienced significant growth in popularity, both recreationally and competitively. This boom has generated the need to develop effective methodologies for teaching and learning basic techniques, especially at beginner levels. In this context, evaluating technique in the early stages is crucial as it directly influences safety, skill acquisition and the progression of the practitioner. Objective: to design and validate an observational tool that allows for the systematic evaluation of beginners' snowboarding technique. Methodological design: integrates the phases of construction, content validation through expert judgement, and inter- and intra-observer reliability analysis, following established methodological standards. Results: this research has the potential to provide a valuable tool for snowboard teaching, facilitating the identification of errors and areas for technical improvement and contributing to the development of more effective teaching strategies for beginners. Conclusion: it is hoped that this instrument will serve as a model for future research in winter sports, fostering scientific advancement and improving educational processes in this field, and promoting rigour and systematisation in the design of sports assessment tools.

Relevance. Physical culture and recreation work is one of the important components of the professional activity of a modern specialist in physical culture and sports. Monitoring students' practical readiness for physical culture and recreation work allows for determining the effectiveness of educational activities and analyzing the applied teaching and learning methods and tools. Aim of the study is to determine the level of practical readiness of future specialists in physical culture and sports for physical culture and recreation work. Material and methods. The study involved 136 undergraduate students from the III-IV years of Physical Education and Sports faculties of higher education institutions (HEIs), who were divided into control and experimental groups. Theoretical, empirical, and statistical research methods were used to achieve the set goal. Research results. The preliminary diagnostic examination of future specialists in physical culture and sports revealed an insufficient practical command of modern health preservation and health formation methodologies, which prompted us to conduct a pedagogical experiment. The general approach to forming the necessary knowledge, skills, competencies, and abilities in higher education students was revised, which was reflected in the creation of a learning environment for mastering health preservation and health formation techniques in teaching and coaching activities. Conclusions. Repeated monitoring of the practical readiness of future specialists for physical culture and recreation work allowed us to conclude that it is possible to have a qualitative impact on the formation of the necessary knowledge, skills, and competencies by using a comprehensive approach in the professional training of students in specialized HEIs.

STEAM Broidery Kit Developing a Traditional Embroidery Kit as a STEAM Based Teaching and Learning Tool for Early Childhood Visual Arts Education

This community service activity was carried out as an effort to improve the professional competence of Madrasah Ibtidaiyah (MI) teachers in developing teaching modules that are in line with the independent curriculum and student needs. The background to this activity stems from the finding that most MI teachers still experience difficulties in understanding the structure and components of teaching modules, especially in designing integrated learning objectives, learning outcomes, and assessments. The focus of this activity is to provide socialization and technical assistance in developing teaching modules based on student characteristics and the local context of the madrasah. The activity implementation method uses a participatory approach through the stages of preparation, implementation of socialization, assistance in the practice of developing teaching modules, and evaluation of the results of the activity. Participants consisted of 23 teachers from MI Rifaiyah Limpung, Limpung District, Batang Regency. The results of the activity showed an increase in teachers' understanding and skills in developing teaching modules that are more systematic and relevant to learning needs. In addition, participants demonstrated high enthusiasm in adapting the format and principles of developing teaching modules in accordance with the curriculum guidelines. Based on the evaluation results, 85% of participants were able to produce teaching module designs that met the criteria for completeness and appropriateness of content. Thus, this socialization activity has proven effective in strengthening the capacity of MI Rifaiyah Limpung teachers in designing innovative and contextual teaching tools, as well as supporting the improvement of the quality of the learning process at the madrasah.

Pediatric diffuse midline gliomas in the brainstem (bDMGs) are malignant primary brain neoplasms with poor prognosis. Conventional dogma cites that biopsy procedures have risks of devastating injury to the eloquent brainstem and have no direct benefit to affected patients. In recent years, the use of augmented reality (AR) adjuncts has demonstrated potential in providing excellent intraoperative three-dimensional (3D) visualization of intracranial structures. Put together, we hypothesize that the application of AR will be useful as a training tool for brainstem biopsy procedures. Anatomical models of bDMG tumors are created and uploaded to an AR application. The processed data is transferred into designated AR head-mounted devices. Briefly, individual 3D-rendered bDMG images are overlaid with an age-matched, life-sized child mannequin in prone position. A virtual stereotactic brain biopsy needle is deployed by the user into the lesion. At the end of the exercise, each user evaluates their trajectory of choice to assess its accuracy. Overall, the participants reported that the AR platform was useful in reviewing technical nuances for brainstem biopsy in a safe environment. This focused, proof-of-concept study adds to the growing body of literature that AR platforms demonstrate feasibility for neurosurgeons in the understanding of challenging operative neuroanatomy.

The study of English has been introduced in the school curriculum of Young Learners in order to equip students with the language skills and competences required to become competent active citizens in the global marketplace. The production of teaching materials that scaffold/structure the language learning process is of prime importance in this regard. Coursebooks are perhaps the most used teaching tool in English as a foreign language classrooms in Portugal since they provide a basis for teaching and learning, and guide students throughout the learning process. Thus, this study seeks to determine whether Portuguese teachers prefer to adopt a locally produced English coursebook for young learners, written by local authors with a good knowledge and experience of the Portuguese educational system, or an international coursebook written for a global market. To accomplish this objective, a mixed methods research model with a parallel design was employed as the national and international coursebooks with the highest number of adoptions in 2015/2016 and 2016/2017 in Portugal were analysed. The results demonstrated that Portuguese primary teachers favoured English as a foreign language coursebooks produced locally rather than coursebooks produced internationally for a global market.

This paper presents a full-stack educational platform designed to enhance digital learning through modern web technologies. The system integrates a React.js frontend, a Spring Boot backend, and a MongoDB database to deliver MCQ- based assessments, PDF lesson notes, and role-based dashboards for teachers, students, and parents. It also incorporates Progressive Web App (PWA) capabilities to support offline access and cross-platform accessibility. Teachers can create and evaluate tests, upload study materials, and track student performance through real-time dashboards. Students can attempt tests, view instant results, and access notes even in offline mode. The platform’s architecture emphasizes security, modularity, and scalability, making it suitable for institutional use. Overall, the system aims to enhance accessibility, engagement, and efficiency in academic environments through the integration of technology- driven teaching and learning tools.