Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education.

Undergraduate students in physiology and other life science programs commonly intend to pursue careers in research or health care professions. Often, however, they are poorly prepared for research and are discouraged when they are not accepted into professional programs. To address this, we created Research Readiness and Advancing Biomedical Discoveries, a third-year course for life science students. The course includes a scaffolded research proposal assignment along with online preclass modules and extensive in-class group work on topics such as career planning, project management, and commercialization. To assess the course, we surveyed students both during and 1-3 yr after course completion. Students agreed or strongly agreed that the course prepared them for research opportunities (4.17 ± 0.07, mean ± SE, 5 = strongly agree) and prompted them to consider flexible career paths (4.26 ± 0.06). Of the 63 former students (alumni) who completed the survey (a 29% response rate) almost two-thirds were pursuing advanced degrees, with most of the others in science-related positions. Alumni indicated that the course improved their skill set to achieve future goals (4.14 ± 0.10), consider flexible career paths (4.16 ± 0.10), and prepare for research opportunities (4.00 ± 0.12). The most common themes to the question "What aspects of the course helped with your current career pursuits?" were working in teams (68%) and developing and writing an original research proposal (68%). Our findings will encourage others to contemplate a similar course or activities/assignments and illustrate the value of surveying former students.NEW & NOTEWORTHY To better prepare students for research and a range of science careers, we designed and delivered a course to develop teamwork, communication, creative, critical thinking, and career planning skills and an understanding of how research is conducted and translated. Student feedback obtained during the course and from alumni who had completed the course 1-3 yr before demonstrates the value of course content, assignments, and group work in fostering learning and shaping career trajectories.

The PPK Ormawa program of the Universitas Islam Kebangsaan Indonesia was carried out with the aim of forming an institution of young farmers in Blang Seunong Village through the establishment of the Young Farmers Studio as a forum for learning modern agribusiness based on genjah coconut commodities. This activity involves students across study programs and village communities in order to increase human resource capacity, economic independence, and regeneration of millennial farmers. The implementation method includes institutional formation, technical training (Technical Guidance), and direct assistance in the field. The results showed an increase in the participation of village youth in agriculture, new skills in processing coconut derivative products, and an increase in students' soft skills in leadership, communication, and teamwork. This program contributes to strengthening collaboration between universities and the community in supporting village independence based on local potential.

Although service-learning has gained momentum in business education, most research has examined domestic implementations, leaving the potential of international service-learning underexplored. This study investigates how short-term service-learning abroad cultivates essential professional skills for the global workplace. Framed by Transformative Learning Theory, we qualitatively analyzed students’ reflections and instructor observations from a three-week education abroad program. Our analysis identified four emergent skill domains developed through international service-learning: cross-cultural communication, intercultural competence, teamwork, and presentation skills. Findings advance scholarship by illustrating how thoughtfully structured global service-learning experiences facilitate professional skill development through experiential learning and perspective transformation.

Bangladeshi university faculty members are nowadays expending multi sustainable teaching pedagogy through their endeavour to set the environment of English as second languages (ESL) for the target learners to speak with inclusive norms overcoming provincial challenges and competition. This study reconnoitres the teaching Pedagogy in tertiary English education, focusing on semi-structured interviews with 50 faculty members from public, private as well as globally connected former Bangladeshi university teachers. The results determine wide-ranging sustainable teaching methods those extending from eclectic, lecture information-based, and technology-driven methods to communicative language teaching (CLT), content-based instructions (CBI), learners-centered approaches includes task-based language teaching (TBLT), open-discussion and group discussion technique, flipped classrooms, information-based instructions (IBI), interactive, post-method approach, multimodal learning, eco-pedagogy and question-based innovative approach are commonly appreciated as more sustainable, as they foster learners’ autonomy, teamwork, and durable skills improvement. Besides updated approaches old version approach similarly grammar-translation (GT) method and lecture-based methods are also connected to dwindled engagement and satisfaction, displaying some potential problems in achieving up-to-date instructional expectations. The innovative research uncover some noteworthy decorations of teaching along with exclusively divulges sustainable pedagogy in Bangladesh rely on conforming institutional goals in liaison of the unavoidability of institutional elasticity in accelerating the sustainable English pedagogy.

This exploratory study investigated the perspectives of SBAE educators in Kamuli district, Uganda, to identify effective experiential learning strategies, addressing approaches to SBAE, their contributions, and implementation challenges. Utilizing qualitative case-study methodology, data were collected through in-depth interviews with eight educators from five elementary and two high schools. These schools are supported by the Center for Sustainable Rural Livelihoods, based at Iowa State University (ISU), implementing programs through the ISU Uganda Program in Kamuli district. Data were analyzed thematically, presented in themes along with thick descriptions and verbatim. Our findings revealed five SBAE approaches employed: classroom instruction, school gardening, home gardening, agricultural excursions, and demonstrations, each contributing uniquely to the overall goal of experiential learning. We also examined the interactions between student characteristics, motivation strategies, and the roles of SBAE in student development. Findings indicated that SBAE promotes teamwork, leadership, and intercultural communication skills, as well as school growth and civic responsibility, preparing students for careers in agriculture while enhancing their learning. We also established that some challenges persist, including limited resources, parental resistance, and climatic variability, which educators navigate through innovative strategies and community engagement. Ultimately, this study advocates holistic approaches to curriculum development by emphasizing the role of hands-on approaches to equip learners with the necessary skills to address real-world challenges. We aim to contribute to ongoing discussions about effective educational practices by providing strategies for educators and policymakers aiming to enrich learning experiences and promote student engagement in agriculture.

Objective: To develop a role-playing teaching method for oncologists under the multidisciplinary team (MDT) model and evaluate its effectiveness in enhancing oncologists’ professional competence, teamwork skills, and clinical decision-making abilities, providing practical references for the training of oncologists. Methods: A total of 70 oncologists undergoing training in the Department of Oncology at the hospital from September 2024 to September 2025 were selected as the study subjects. They were randomly divided into an observation group and a control group, with 35 cases in each group, using a random number table method. The control group adopted the traditional teaching model, while the observation group implemented the MDT role-playing teaching method in addition to traditional teaching. The professional competence in oncology, healthcare teamwork skills, and clinical decision-making abilities of the oncologists in both groups were assessed. Additionally, data on teaching satisfaction among the oncologists and patient satisfaction with diagnosis and treatment were collected from both groups. Results: After the training, the total score and scores in each dimension of the observation group were significantly higher than those of the control group, and the scores of the observation group after training were significantly higher than those before training (all P < 0.001). The scores in each dimension of the observation group were significantly higher than those of the control group, and the scores of the observation group after training were significantly higher than those before training (all P < 0.001). The scores in each dimension of the observation group were significantly higher than those of the control group, and the scores of the observation group after training were significantly higher than those before training (all P < 0.001). The teaching satisfaction rate in the observation group was 97.14% (34/35), significantly higher than the 77.14% (27/35) in the control group (𝑥2 = 4.590, P = 0.032 < 0.05). The patient satisfaction rate with diagnosis and treatment in the observation group was 94.86% (166/175), significantly higher than the 81.71% (143/175) in the control group (𝑥2 = 14.614, P < 0.001). Conclusion: The role-playing teaching method under the MDT model can effectively enhance the professional competence, team collaboration ability, and clinical decision-making ability of oncologists, improve teaching satisfaction and patient satisfaction with diagnosis and treatment, and is suitable for promotion and application in the training of oncologists.

ABSTRACT This study examines the impact of a co-creative game-based learning (GBL) intervention on student engagement and collaborative creativity in a Taiwanese undergraduate health promotion course. Responding to pedagogical reforms emphasising practice-oriented competencies, the course embedded a participatory task in which students collaboratively designed educational board games targeting elementary school audiences. Quantitative outcomes included learning engagement and collaborative creativity, measured through validated scales, alongside qualitative student reflections. The results exhibited significant improvements in both engagement and collaborative creativity, with the greatest gains observed among students with lower academic standing and motivation. Qualitative data highlighted students’ enhanced capacity to translate abstract theory into accessible content, increased teamwork skills, and heightened professional identity awareness. The study contributes empirical evidence to the emerging field of participatory GBL, highlighting its effectiveness in promoting engagement, creativity, and equitable learning opportunities within competency-based health promotion education.

The role of sports in higher education extends beyond physical development, fostering essential life skills such as teamwork, resilience, and leadership. This research explores how athletic participation at the City College of Calamba (CCC) contributes to the holistic formation of future-ready graduates. Despite anecdotal evidence supporting the transformative impact of sports, there is limited empirical research on how these experiences shape long-term professional and personal development, particularly in the local context. This research aims to examine the influence of athletic involvement on the personal and professional growth of graduates, focusing on the development of teamwork, resilience, and leadership. It seeks to address gaps in understanding how sports participation equips students with skills that transcend the playing field, aligning with CCC’s mission to produce globally competitive and socially responsible professionals. A qualitative case study design was employed, analyzing responses from 20 alumni (2020–2024) who were student-athletes. Data were collected via Google Forms using open-ended questions, and thematic analysis was conducted following Braun and Clarke’s framework. The study explored themes related to discipline, leadership, resilience, and career readiness, grounded in the participants’ lived experiences. The findings reveal that athletic participation significantly enhances character formation, time management, and emotional resilience. Key themes include the transfer of teamwork skills to professional settings, the development of leadership through shared responsibilities, and the ability to overcome adversity. Graduates reported applying these competencies in education, public service, business management, and technical fields. The study also highlights the need for structured support systems to balance academic and athletic demands. This research contributes to institutional knowledge by demonstrating the long-term benefits of sports participation in higher education. It offers actionable insights for enhancing CCC’s athletic programs, emphasizing leadership development, mental health support, and alumni engagement. The study underscores the value of sports as a co-curricular platform for holistic student formation, aligning with global educational goals. The research limitations include a small, purposive sample and reliance on self-reported data, which may introduce bias. The absence of non-athlete comparisons and the retrospective nature of responses also constrain generalizability. Future study could employ mixed methods and longitudinal designs to validate findings.

This study assesses the efficacy of the Physics Communication Project (PCP) in bolstering students’ confidence, particularly in teamwork and presentation abilities. The PCP is a group-work exercise for first year students taking Physics 1, the introductory course for all physics degrees at the University of Glasgow. It is designed to encourage and improve team and communication skills. The study delves into the PCP’s influence on student perceptions and experiences by employing χ2-analysis to look for statistically significant differences in quantitative data and the General Inductive Method to identify key themes in qualitative data. Findings reveal that students were initially apprehensive about public speaking. However, there was a significant improvement in students’ confidence levels in teamwork and presentations following participation in the PCP, with qualitative data emphasising the benefits of teamwork enhancements. Additionally, the PCP fosters community among participants, enhancing their academic journey beyond mere skill acquisition. Moreover, the PCP is vital in addressing gender disparities in confidence levels, particularly in presentations. Initially, women displayed notably lower confidence than men, but post-project, their confidence aligned with that of men, indicating substantial growth among female participants.

Soft skills-such as teamwork, communication, and digital competence-are essential in nursing education to ensure safe, patient-centered care. However, they are not always systematically developed or assessed in undergraduate programmes. The aim of this study was to evaluate the long-term impact of a collaborative, student-led video simulation project on the development of teamwork, communication, and digital competencies among first-year nursing students, and to explore gender-related differences. A longitudinal quantitative study was conducted in which students worked in self-selected groups to design and produce a short instructional video simulating a nursing technique. The intervention was embedded in practical sessions and included a workshop on video tools and peer- and instructor-led presentations. Teamwork was assessed using the validated RUTE questionnaire through self- and peer-assessment, while digital and communication skills were measured using an ad-hoc questionnaire. Outcomes were measured at baseline (T1), post-intervention (T2), and one-year follow-up (T3). Of the 167 eligible students, 164 participated (98.2%). Teamwork self-assessment improved significantly in Active Participation (dim 3: T1-T2 p = 0.01; T1-T3 p = 0.006) and Achievement of Agreements (dim 7: T1-T2 p = 0.001; T1-T3 p = 0.01). Coordination (dim 5) improved from T1 to T3 only (p = 0.02). At T2, peers rated classmates higher than self-ratings in most dimensions, indicating self-underestimation. Digital skills (n = 134 T1; n = 100 T2; n = 53 T3) increased in five of six items short-term; by T3, information sharing, content creation and use of multiple file types showed sustained gains. Communication improved short-term in non-verbal aspects and topic-appropriate speaking, with partial retention at T3. Gender analyses indicated baseline differences in task fulfilment and longer-term gains in certain digital skills among men; interpretation is cautious due to female predominance. A low-complexity, student-led video project integrated into practical teaching produced immediate and sustained improvements in key soft skills, especially active participation, consensus-building, non-verbal communication and digital creation. Some competencies (e.g., coordination, digital sharing) developed gradually, underscoring the value of repeated exposure across the curriculum. Inclusive group design and reflective practices may help address observed gender-related patterns.

Background Generation Alpha (born after 2010) requires pedagogical approaches aligned with their digital-native characteristics and Society 5.0 demands. Although digital integration advances in curriculum, many Indonesian vocational schools persist with teacher-centered methods that prioritize technical skills while neglecting essential soft skills teamwork, creativity, and adaptability. This study developed and validated the Alpha Generation Learning Style Scale (ALSS), the first instrument measuring Generation Alpha’s integrated learning preferences in digital vocational settings. Grounded in social constructivism, connectivism, heutagogy, and cybergogy, ALSS comprises four interconnected dimensions: Visual-Digital Learning (VDL), Collaborative Learning (CL), Self-Directed Learning (SDL), and Gamified Learning (GL). Methods Using Cantabrana et al.’s (2019) four-phase framework, the study executed expert validation (n=5), pre-testing (n=35), and empirical testing with 285 stratified vocational students using Classical Test Theory and Confirmatory Factor Analysis (CFA). Results ALSS demonstrated excellent content validity (S-CVI/Ave = 0.981; Aiken’s V > 0.85) and high internal consistency (Cronbach’s α = 0.96). CFA confirmed a strong second-order factor structure (CFI = 0.996; TLI = 0.996; RMSEA = 0.020; SRMR = 0.030), with all dimensions significantly loading onto ALSS (λ = 0.59–0.65, p < 0.001). Self-Directed Learning showed the strongest influence (0.645), followed by Collaborative Learning (0.640) and Visual-Digital Learning (0.627), explaining 35–42% of variance per dimension. Convergent validity (AVE = 0.821–0.864), discriminant validity, and composite reliability (CR > 0.96) were confirmed. Conclusions ALSS is a valid, reliable instrument capturing Generation Alpha’s technology-mediated learning identity. It provides an evidence-based diagnostic framework for personalizing Cooperative Project-Based Learning (Co-PjBL) and transforming Indonesian vocational education toward adaptive, student-centered methods. Integration with computational thinking skills including algorithmic thinking, decomposition, pattern recognition, and abstraction strengthens pedagogical effectiveness. This approach aligns TVET with Society 5.0 demands, enhancing preparation of digitally proficient, computationally literate, collaborative, and autonomous learners.

Staying Connected: A Longitudinal, Multisite, Interprofessional Rural Fellowship Collaboration.

Integrated Project-Based Teaching of Multiple Pharmacy Disciplines in a US-Based Summer Program for International Students.

FFieldwork is an active learning approach that plays a vital role in numerous academic programmes. It provides practical, hands-on experiences that prepare students for real-world professional environments. This research aimed to investigate the benefits of fieldwork courses and their impact on the learning experiences and academic performance of undergraduate students enrolled in the Plantation Management Programme at Universiti Teknologi MARA (UiTM). This study employed quantitative research utilising a survey method. A series of questionnaires was randomly distributed via Google Forms, with responses received from 105 students. Statistical analyses, including descriptive, reliability, and regression analyses, were conducted using the Statistical Package for the Social Sciences (SPSS) version 28 to interpret the gathered data. The study findings reveal that respondents strongly agreed on the benefits of fieldwork, particularly in experiential learning (µ = 4.448), skill development (µ = 4.391), and teamwork and collaboration skills (µ = 4.438). Regression analysis indicated a significant impact on the development of teamwork and collaboration skills (p < 0.001). The study confirms that the benefits gained from fieldwork courses include experiential learning exposure, enhanced skill development, and improved teamwork and collaboration skills.

The increasing of environmental pollution caused by excessive waste, particularly marine litter dominated by plastics, has emerged as a pressing global concern that threatens coastal and aquatic ecosystems. This study underscores the importance of embedding environmental education within maritime programs, recognizing both the ecological and psychological consequences of polluted coastal environments, and fostering environmental awareness among future maritime professionals. Effective and sustainable strategy entails the establishment of volunteer-driven coastal clean-up programs, which not only address marine pollution but also promote environmental consciousness, civic engagement, and a collective sense of social responsibility within the community. This study employed a descriptive quantitative research design to determine the university-led coastal clean-up activities on maritime students’ development in terms of knowledge, skills, values, and attitudes. Data were collected through a Google Forms survey disseminated via Facebook Messenger and e-mail, using purposive sampling to identify eligible participants and random sampling for distribution. Ethical standards, including anonymity and confidentiality of responses, were strictly observed. Findings reveal that coastal clean-up initiatives serve as effective experiential learning strategies, significantly enhancing students’ environmental literacy, teamwork and leadership skills, and values-based education. These activities provide practical learning opportunities that complement classroom instruction, preparing maritime students with the competencies, ethics, and sense of stewardship needed to become responsible leaders in both the community and the maritime industry.

This study introduces a novel integration of Artificial Intelligence (AI) and Project-Based Learning (PjBL) to enhance critical thinking and teamwork skills among engineering students—an approach that has received limited attention in existing research. Unlike prior studies that typically examine AI or PjBL in isolation, this research combines the adaptive, personalized feedback of AI with the collaborative, problem-solving nature of PjBL, creating a unique pedagogical framework. The experimental group, which received the AI-PjBL intervention, demonstrated significant improvements in critical thinking and teamwork skills compared to the control group that received traditional methods. Notably, the findings highlight that gender did not significantly influence skill development, underscoring the potential of AI-PjBL to promote gender equity in STEM education—a dimension rarely explored in similar studies. By showing that AI-driven personalization and project-based collaboration can be synergistically applied, this study contributes new insights into designing future-ready curricula. The results emphasize that embedding AI-PjBL in engineering education is not only effective but also transformative in preparing students for the demands of an increasingly complex, technology-driven world

Operating room communication and teamwork: An observational pilot study comparing objective and perceived collaboration.

Purpose This study explores the application of Challenge-Based Learning (CBL) in preparing students for the MICE (Meetings, Incentives, Conventions and Exhibitions) industry in Asia. Using the AFECA Asia MICE Youth Challenge 2024 as a case, it investigates how CBL fosters student engagement, critical thinking and leadership, addressing the gap between academic training and industry needs. Design/methodology/approach A mixed-methods approach was used, combining survey data from 36 students and reflections from participants and coaches. Quantitative data were analyzed using descriptive statistics, while qualitative responses were thematically examined using Clarke and Braun's (2013) six-step method to assess CBL's impact on student learning. Findings CBL was found to enhance students' skills in teamwork, adaptability and communication while improving their motivation and industry readiness. Real-world challenges promoted the practical application of theory. Minor obstacles included inconsistent team dynamics and limited structured reflection. Coaches noted gains in pedagogical innovation and professional exposure. Originality/value This study adds to the limited literature on CBL in Asian MICE education. It shows that experiential, competition-based learning strengthens professional competencies and bridges academic learning with industry demands. The dual perspective of students and educators offers practical guidance for curriculum enhancement in business event education.

This study investigated the alignment of students’ competencies with the TESDA Contact Center Services NC II standards, recognizing the growing demand for globally competitive communication and service skills in the business process outsourcing (BPO) industry. Using a descriptive-quantitative research design, 69 BSICC students from both the third and fourth years were assessed through a structured questionnaire based on TESDA’s Training Regulations. The evaluation focused on three key domains: Basic, Common, and Core Competencies. Data were analyzed using frequency, percentage, and mean scores. Findings revealed that the majority of respondents were female and had prior experience in contact center training, with all participants having completed contact center-related courses. Overall, students achieved a Satisfactory level of performance across all domains. They exhibited strong skills in teamwork, communication, and professionalism—competencies that are highly valued in international workplaces. However, there remains a need for further development in technical operations, confidence, and fluency, particularly to meet the standards expected by global employers in the outsourcing and customer service sectors. These findings underscore the importance of continuously enhancing the curriculum to better prepare students for international career opportunities. By aligning training outcomes not only with national but also global industry standards, higher education institutions can equip graduates with the competencies necessary to thrive in diverse and multicultural work environments.