A systematic review and meta-analysis on the effectiveness of virtual reality technology in laboratory safety training and education

The use of information and communication technologies (ICTs) in education has become necessary due to the various global challenges faced in this area. This study aimed to evaluate the effect of a pedagogical intervention based on the technology pedagogical content knowledge (TPACK) model that integrates ICTs to develop phonological awareness and letter recognition in kindergarten children. The methodology supporting this research is quantitative; the phonological awareness evaluation test (PAET) and letter recognition test (LRT) were administered. The sample consisted of 118 kindergarten children, 59 in the intervention group, and 59 in the control group. The information was analyzed using descriptive statistics, a paired t-test, and the non-parametric Mann-Whitney U test. The results show significant differences between the two groups, with the intervention group achieving better results. The TPACK model’s guidance for implementing the intervention, professional development in using and integrating ICTs in the classroom, and collaborative work among professionals are highlighted.

This research was to study the effects of a learning model using problem-based learning (PBL) with science, technology, engineering, arts, and mathematics (STEAM) education of light and optics topics on pre-service science teachers’ learning achievement and problem-solving skills. The data were collected using mixed methods for 15 weeks from December 2023 to March 2024. The sample group was 30 undergraduates majoring in teaching general science and taking physics for teacher courses. The achievement test and problem-solving skill evaluation form were used before and after participating in five lesson plans of the PBL with STEAM model focusing on the content of light and optics. This model consists of six steps: i) finding interesting problems; ii) identifying a problem to solve within the group; iii) planning the design; iv) conducting the PBL with STEAM project; v) modifying the project; and vi) project presentation. The results indicated that their learning outcomes of light and optics in physics and problem-solving skills were significantly higher after learning through this model. The results are similar to previous research on PBL and STEAM education at all levels. It is suggested that future studies should focus on applying PBL with STEAM projects to the real science classrooms in the middle school level and providing more time on project designing process.

Digital learning in pharmacy education: Utilization, perceived outcomes, and barriers among undergraduate pharmacy students.

This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.

Infection prevention and control (IPC) is essential in healthcare education, including medical imaging disciplines such as computed tomography (CT) and nuclear medicine (NM). Drug administration, including contrast media (CM) and radiopharmaceuticals, poses an increased infection risk. The aim of this study was to explore IPC curricula related to drug administration in medical imaging programs. An online cross-sectional survey was distributed to program directors from universities offering medical imaging programs in Australia, the United Kingdom (UK), New Zealand, and Ireland. The survey explored curriculum content, teaching approaches, resource utilisation, and challenges in delivering IPC education. Data were analysed using descriptive statistics, non-parametric tests, and qualitative content analysis. Twenty participants from Australia and the UK completed the survey. Most programs include practical activities, simulations, and multimedia resources. IPC curricula are routinely reviewed and aligned with national guidelines. Key challenges include limited resources and restricted clinical access. Participants highlighted collaboration with healthcare professionals, regular curriculum updates, and innovative teaching technologies as effective strategies to address these issues. Experiential learning through case studies and simulations was viewed as essential for developing practical IPC skills and supporting knowledge retention. Medical imaging programs demonstrate a strong commitment to IPC education through diverse active learning strategies. Addressing resource limitations and ensuring ongoing curriculum updates via collaboration, innovation, and experiential learning are crucial for sustainable IPC training that protects both patients and healthcare professionals. The findings emphasize the need for medical imaging departments to prioritise ongoing IPC training, incorporating simulation, case-based learning, and regular alignment with national standards. Stronger collaboration between universities and clinical sites can improve student preparedness for drug administration and enhance patient safety.

Mathematical competence is a critical skill in engineering education, particularly in a rapidly digital and technology-driven environment. This study focused on exploring the predictive influence of language proficiency and technology competence on the mathematical competence of first-year engineering students. A causal research design using survey method was employed. The participants were 65 first-year engineering students selected through stratified random sampling. The research instrument is a combination of adapted and researcher-made subjected to face and content validity by two expert validators. After checking the assumptions for regression, descriptive and inferential statistics were used to analyze the data at 0.05 level of significance. Results revealed that students demonstrated high levels of language proficiency, technology competence, and mathematical competence. Both language proficiency and technology competence significantly predicted mathematical competence, with technology competence emerging as the stronger predictor. Among the specific dimensions, speaking and internet use were identified as the only significant individual predictors. The findings suggest that strengthening students’ speaking skills and fostering the use of internet play a significant role in improving mathematical performance in engineering education.

The rapid digitization of education has heightened the need for teachers to confidently integrate technology into their classroom practice, yet levels of technology confidence remain uneven across South Africa. This study examines teachers’ technology confidence and its contribution to achieving Sustainable Development Goal 4 (SDG 4): Quality Education, through a focused case study in the Gauteng West District. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, the study explores how technological, pedagogical, and content knowledge intersect to shape teachers’ confidence in using digital tools. The research involved ten FET teachers from township secondary schools, selected through purposive sampling based on their consistent use of technology in teaching, ensuring the collection of relevant and context?rich insights. Using a qualitative approach supported by semi?structured interviews, the study generated in?depth accounts of teachers’ experiences with technology integration. Findings reveal that teachers’ technology confidence is significantly constrained by unreliable internet connectivity, intermittent power supply, and limited access to functional digital devices within schools. These challenges restrict teachers’ day?to?day use of digital tools for curriculum delivery. Teachers who participated in ongoing professional development reported notably higher levels of confidence, highlighting the importance of sustained support. The study recommends strengthening technology?focused professional development, expanding access to digital resources, and fostering mentorship networks to promote equitable, technology?enhanced education aligned with SDG 4.

Engineering education in higher education often emphasizes theoretical knowledge over applied practice, leaving graduates underprepared for professional problem-solving. This state-of-the-art review examines recent pedagogical, technological, assessment, and institutional practices in process design engineering to explore how the “E” in STEM is operationalized. Using a purposive sampling of 25 peer-reviewed studies published between 2019 and 2024, the review adopts a state-of-the-art methodology, prioritizing recency, innovation, and relevance to identify emerging trends in experiential learning, technology-enhanced instruction, and institutional support. Findings indicate that capstone projects, laboratory exercises, and simulation-based modules, when combined with iterative, competency-based assessment and guided faculty development, are most effective in fostering applied engineering skills. Institutional investment in resources, virtual laboratories, and industry collaboration further supports scalable, practice-oriented programs. To address persistent challenges such as budget constraints, curriculum rigidity, and reliance on short-term or self-reported outcomes, the review recommends integrating pedagogical, technological, and institutional strategies into coordinated programs that align with professional competencies. Collectively, these evidence-based practices equip graduates with transferable skills, bridge the theory–practice gap, and enhance the strategic value of applied engineering education within contemporary STEM curricula.

Educational Technology (EdTech) projects in underfunded schools can create an aspiration-alienation dichotomy since they can create opportunity and perpetuate inequality. This study investigated how technology integration can move beyond this paradox to support sustainable learner motivation. The study suggests and empirically demonstrates an integrated framework for decolonial need-supportive EdTech integration based on the Self-Determination Theory (SDT) and decolonial philosophy. The study’s results were derived from three public secondary schools in the Eastern Cape's Oliver Reginald (OR) Tambo Inland District (n = 16: learners; 33 teachers) and the research used a qualitative-dominant convergent parallel mixed-methods design. Descriptive statistics and reliability testing were used to examine quantitative survey data, while reflexive thematic analysis was used to analyse qualitative interviews and classroom observations. The integrated results show that teacher mediation, which is conceptualised as decolonial needs-supportive facilitation is how learner motivation arises rather than technology itself. The psychological demands for autonomy, competence, and relatedness highlighted in SDT were supported by the teachers who intentionally translated digital content into local linguistic and cultural contexts. Contextually appropriate tools, such as offline video resources and mobile messaging platforms made this facilitative practice possible by enabling pedagogical customisation and localisation despite significant infrastructure limitations. According to the report, equitable EdTech integration necessitates a paradigm change from techno-centric delivery to ecosystem-centric design, giving teacher capacity, tool contextual fit, and culturally grounded teaching top priority. In marginalised educational situations, the suggested paradigm offers a theoretically sound and empirically supported strategy to turn instructional technology from a potential cause of alienation into a driver for learner empowerment.

The aim of the article is to characterize the basic concepts of adult education, to identify changes in adult education forced by technological development, to show the essence and outline of the history of remote adult education and the use of digital technologies in adult education.

Recent developments in augmented reality (AR), virtual reality (VR), and immersion visualization technologies have created increased interest in their potential to mitigate ongoing challenges faced by mathematics education, especially those related to abstraction, visualization and learner motivation. Despite the growing number of research studies, there remains a lack of understanding of how immersive technologies have shaped mathematics education. This study provides a broad bibliometric analysis of Scopus-indexed (n = 408) publications for 2002–2025 examining augmented and immersive learning technologies in mathematics education. Using citation analysis, document co-citation analysis, co-word analysis, trend topic analysis and three-field plotting via VOSviewer and Biblioshiny, the study charts the field’s intellectual landscape, thematic evolution and emerging research frontiers. Recent literature published across almost 3 years indicated a rapidly expanding area of research, with contributions being built on earlier work on basic frameworks for AR and learning applications, predominantly from mathematics. The collective citation and co-word analysis identified four prominent thematic clusters, namely (1) augmented reality applications and mathematics learning processes, (2) STEM integration and technology-enhanced science and mathematics education, (3) immersive and intelligent learning environments, and (4) virtual reality, e-learning, and educational foundations. Trend analyses, in addition, also show a progressive transition from early visualization and computer-aided instructions to more immersive, learner-centered and interdisciplinary STEM research. The study provides a novel mapping of the evolution in bibliometric terms, analogous to the spread of technological novelty to pedagogical efficacy. These outcomes point to mathematics education policies that integrate and implement immersive tools for geometry and lifelong curricula, and scalable implementations or necessary cognitive scaffolds.

The advent of digital technology has instigated numerous modifications in the educational scene, especially in Engineering Graphics Design (EGD) instruction and learning. This study aimed to investigate the implementation of digital technology in EGD educational methods. To accomplish this purpose, the study investigated how digital technologies are integrated into EGD instructional strategies, identifying specific digital tools or software used to improve EGD teaching and outlining how these digital tools contribute to the learning process. Qualitative data was collected by conducting face-to-face semi-structured interviews with four EGD lecturers at a specific South African university. The gathered data underwent thematic analysis, utilising qualitative data analysis which found patterns, subjects, and categories through iterative code development. The study found that basic technology devices such as cell phones, laptop computers, photocopiers, and numerous other software are only half utilised. The research also found that these digital tools are primarily employed for information sharing rather than for interactive purposes, with lecturers citing inadequate infrastructure, low network coverage, and socioeconomic factors. The study suggests that educational institutions should; make investments in technological infrastructure, offer lecturers focused professional development, and guarantee access to essential digital tools to fully benefit from digital technology in EGD learning and teaching. By addressing these issues, instructors can successfully use digital resources to improve the students' technical proficiency, conceptual comprehension, and spatial visualisation.

The rapid expansion of global financial markets and the increasing participation of retail investors have created a strong demand for accessible and interpretable stock market analytics tools. Despite the availability of large volumes of financial data, extracting meaningful insights from raw market information remains challenging for students, novice investors, and small-scale market participants due to the complexity, technical requirements, and high costs associated with many professional trading platforms. To address this issue, this paper presents INVESTO, a web-based interactive stock market analytics and visualization platform designed to simplify financial data exploration and support informed investment decision-making. The platform is developed using Python and the Streamlit framework and provides an intuitive interface that enables users to access both historical and real-time stock market data without requiring programming knowledge or advanced financial expertise. INVESTO integrates financial data acquisition through external APIs, preprocessing and normalization of time-series data, and computation of key technical indicators such as Simple Moving Average (SMA), Exponential Moving Average (EMA), and volatility metrics. These analytical outputs are presented through interactive visualizations built using Plotly, allowing users to analyze price movements, detect trends, and compare stock performance dynamically. The system architecture follows a modular three-layer design consisting of the Data Acquisition Layer, Processing Layer, and Presentation Layer, ensuring scalability, maintainability, and efficient data flow. Cloud-based deployment through Streamlit Cloud enables platform accessibility through web browsers while maintaining efficient resource utilization and responsive performance. Performance optimizations such as session-based caching, vectorized computations, and selective rendering improve system responsiveness and reduce computational overhead. Security considerations focus on maintaining data integrity, validating external API responses, and preserving user privacy through a read-only analytical design that avoids storage of sensitive user information. Experimental evaluation and usability observations indicate that the platform improves comprehension of market trends, supports exploratory financial analysis, and enhances financial literacy for students and beginner investors. While INVESTO prioritizes interpretability and visualization rather than predictive modelling, the modular architecture allows future integration of advanced features such as machine learning-based forecasting, sentiment analysis, risk metrics, and portfolio simulation. Overall, the platform demonstrates the effectiveness of combining modern web technologies, cloud deployment, and interactive visualization techniques to bridge the gap between raw financial data and actionable analytical insights in educational financial technology systems.

As artificial intelligence (AI) tools become more prevalent in secondary mathematics classrooms, teachers are discovering new ways to enhance their planning and delivery of instruction. While much discussion around AI focuses on student use, less attention is given to how teachers can utilise these tools in their everyday teaching. This conceptual paper explores how secondary mathematics teachers can integrate AI tools such as ChatGPT, Photomath, Khanmigo, and Wolfram Alpha to support lesson planning, personalise instruction, and improve teaching effectiveness. Drawing on the Technological Pedagogical Content Knowledge (TPACK) model, the paper presents a practical framework that demonstrates how content knowledge, pedagogy, and technology can work together to strengthen instructional practice. Grounded in recent literature and classroom experience, the framework explains how AI can support core teaching tasks such as lesson design, real-time feedback, differentiation, and ongoing professional development. Rather than viewing AI as a threat, the paper encourages teachers to see it as a supportive partner that enhances teaching. Special attention is given to under-resourced classrooms, where the teacher’s workload is high and individual support is limited. Through clear strategies and examples, the paper offers guidance on using AI in ways that improve student learning and support meaningful teacher growth.

ABSTRACT In this paper, we examine the perspectives, knowledge, skills, and attitudes of teacher-educators and tech-supporting staff in implementing Virtual Reality (VR) into the curriculum of pre-service teacher education. This tool enables the practice of skills in a safe environment without risks to pupils. Previous research identified technological requirements and learner experiences with VR, but often overlooked teacher-educators’ perspectives. Few VR implementations take place in a setting where a teacher-educator and tech-support staff lead the process. To address this gap, we conducted semi-structured interviews with nine teacher-educators and tech-support staff implementing the VR-kindergarten module “Keeping Order in a Virtual Reality Kindergarten Classroom” at three Dutch universities of applied sciences. Thematic analysis identified five key themes: prerequisites for implementation, the need for training and professionalization, technological skills and knowledge, tailoring to the curriculum, and improvement ideas for the module and future VR applications. The TPACK framework proved useful for analyzing the required knowledge and skills of teacher-educators and tech-supporting staff. Participants placed a focus primarily on Technological Knowledge and Technological Pedagogical Knowledge. These insights inform recommendations for future professional development to support effective VR implementation in higher education.

Abstract— The digital transformation in education is revolutionizing the way knowledge is disseminated across the globe, and it is creating new opportunities to reach more students, improve the quality of learning, and bridge the gap in access. However, despite the technological advancements, rural areas in developing countries continue to face difficulties in accessing digital learning resources. This paper presents a conceptual framework titled “Digital Learning Platform for Rural School Students in Nabha.” The aim is to bridge the digital divide in education faced by government school students in rural Punjab in Nabha. The need arises from the fact that the ground realities are such that infrastructure is limited, internet connectivity is poor, and the digital literacy level of teachers and students is low. This makes it a significant hindrance to the use of digital learning tools. The proposed solution is a lean digital education system designed specifically for rural areas. The system includes a mobile and web-based learning platform developed using Laravel 11 (PHP), which is designed for low-end devices to ensure that it reaches even the most remote areas where resources are limited. The most notable aspect of the system is the AI-powered chatbot developed in-house, which provides personalized academic support, helps with syllabus understanding, and explains concepts without the need to access third-party APIs. The system also includes offline learning, interactive learning in local languages, gamification modules, and teacher dashboards to monitor student performance. The paper discusses the system architecture, data processing techniques, and learning interaction models that together make it possible to have inclusive learning experiences. By aligning with the United Nations Sustainable Development Goals—SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 10 (Reduced Inequalities)—the framework aims to develop an accessible digital education system that enhances engagement, improves learning outcomes. Keywords— Digital Learning Platforms, Rural Education Technology, ICT for Education, AI Chatbot Tutoring, Offline Learning Systems, Mobile-Based E-Learning, Rural Digital Literacy, Educational Technology for Rural Development.

Background: Ayurveda education is traditionally based on classical Shastra-oriented teaching methods such as Guru-Shishya Parampara, emphasizing textual learning, memorization, and clinical observation. However, with the rapid advancement of digital technology and changing educational needs, there is a growing demand to integrate modern teaching tools into Ayurveda education. Blended learning, which combines traditional methods with digital platforms, offers a balanced and effective approach. Aim: To evaluate the role of a blended learning approach in Ayurveda education by integrating classical Shastrabased teaching with modern technological tools. Objectives: To understand the principles of traditional Shastra-based Ayurveda teaching methods. To assess the need for integrating technology in Ayurveda education. To explore various digital tools and e-learning methods applicable to Ayurveda. To analyze the benefits of blended learning in improving student engagement and understanding. To evaluate the impact of blended learning on knowledge retention and clinical application. Materials and Methods: This conceptual study is based on a review of classical Ayurvedic education principles along with modern educational methodologies. Data were collected from classical texts, contemporary research articles, and educational models focusing on blended learning, e-learning platforms, virtual simulations, and digital tools used in medical education. Results: Blended learning enhances student engagement, improves understanding of complex concepts, and supports self-paced learning. Integration of digital tools such as online lectures, virtual anatomy modules, and interactive case discussions with traditional Shastra teaching methods leads to better retention and application of knowledge. It also bridges the gap between theoretical knowledge and clinical practice in Ayurveda. Discussion: The combination of Shastra-based wisdom with technology creates a dynamic learning environment. While traditional methods ensure conceptual depth and philosophical understanding, technological tools provide accessibility, visualization, and flexibility. This approach aligns well with current educational demands and helps in producing competent Ayurvedic professionals. Conclusion: Blended learning is an effective and practical approach for modernizing Ayurveda education without compromising its classical essence. It promotes holistic learning by integrating ancient knowledge systems with contemporary technology, thereby enhancing the quality of education and clinical competence.

The integration of generative artificial intelligence (Gen AI) into educational settings represents a transformative shift, reshaping conventional educational practices and students’ learning experiences. This study provides valuable insights for the effective educational implementation of Gen AI. The primary objective of this research is to examine how undergraduate students enrolled in educational technology programmes in Nepal perceive the effects of Gen AI on their academic assignments, as well as to identify the factors influencing students’ acceptance and adoption of Gen AI for these tasks. A quantitative research design was adopted, with data collected via an online survey from 174 undergraduate students pursuing a Bachelor in Technical Education in Information Technology in Nepal. Three core variables were measured in this study: the perceived impact of Gen AI, perceived ease of use, and the determinants of Gen AI acceptance and adoption. Approximately 64% of students utilised AI tools on a daily basis when completing their assessment tasks. Respondents demonstrated a relatively positive perception toward the utilisation of Gen AI in assignments (M = 3.82, SD = 0.44). Students held strong beliefs regarding Gen AI’s influence on their assignment completion (M = 3.82, SD = 0.32). They identified instructors’ integration of AI in teaching as a key factor motivating their own use of Gen AI tools. Furthermore, students predominantly relied on mobile applications to access generative AI, highlighting the relevance of portable devices within mobile learning environments. In addition, participants perceived such technologies as user-friendly for completing academic assignments. The findings of this study hold practical implications for educators, institutional policymakers, university administrators, and students interested in the transformative potential of generative artificial intelligence (Gen AI) within educational contexts.

The use of digital technology in early childhood education is increasingly important, but its use needs to be adapted to children’s developmental needs and characteristics. This study aims to analyze the use of Interactive Flat Panel (IFP) in developing the language and socio-emotional abilities of children aged 4–6 years at KB Putra Mandiri, Pacitan. This study employed a qualitative approach with a case study design, involving 17 children and 1 teacher as participants. Data were collected through observation, interviews, and documentation and were then analyzed using an interactive model. The results show a significant improvement in children’s development, with the socio-emotional aspect increasing from 40% to 85% and the language aspect increasing from 45% to 82%. Children showed improvements in sharing ability, empathy, communication, vocabulary development, and confidence in speaking. The use of IFP through interactive activities, such as educational games and digital stories, proved able to increase children’s engagement, participation, and learning motivation. These findings indicate that the appropriate use of technology can support children’s holistic development by integrating language and socio-emotional aspects simultaneously. The conclusion of the study emphasizes that IFP is effective in creating interactive and meaningful early childhood education learning. The implications of this study emphasize the important role of teachers in appropriately integrating technology to support early childhood development.