Traditional Teaching Model Research Articles

Strategies for Cultivating the Craftsmanship Spirit among College Students in the Era of Digital Ideological and Political Education

In the context of digital ideological and political education, cultivating the craftsmanship spirit among college students has become a crucial task for educational institutions. This study explores the integration of the craftsmanship spirit into digital ideological and political education in colleges, analyzing the current state and challenges in cultivating the craftsmanship spirit among college students, and proposing strategies for its cultivation. The aim is to comprehensively enhance the craftsmanship spirit among college students. By utilizing digital technology to transcend the limitations of traditional education models, we promote an in-depth integration of theory and practice, thereby achieving a comprehensive improvement in educational objectives. The goal is to advance the cultivation of the craftsmanship spirit and develop a new generation of interdisciplinary talents with innovative capabilities and practical spirit, providing talent assurance for the sustainable development of society and the nation.

Integrating E-learning into Medical Education – Phase-I of MBBS Programme in Bangladesh: Prospects and Challenges for the Students, Instructors and Policy Makers

Over the past few decades, there has been a shift in medical education from the traditional didactic model of instruction to other modalities like online or electronic learning (e-learning). E-learning is being increasingly utilized in medical education across the globe through adaptive tutorials, audiovisual clips, simulation, and virtual models/atlas. This review aims to identify the prospects and challenges of integration of e-learning into Phase-I of MBBS Programme in Bangladesh and discuss solutions from medical educators’ perspectives. Elearning has been demonstrated to be as effective as conventional teaching and learning. It allows more personalized, self-directed learning experience for the medical students. Instructors can evaluate competencies objectively through online assessments, provide personalized feedback for self-improvement to the students. For policy makers, e-learning could hold the key to success in delivering quality medical education even in those medical colleges established in the remote semi-urban areas addressing the nation’s most entrenched medical teacher vacancies especially in basic subject areas like anatomy, physiology, and biochemistry. Challenges that affect the development and implementation of e-learning in medical education include lack of time and efforts, low technical skills, resource-poor infrastructure, lack of institutional strategies and support and stakeholders' negative attitude towards e-learning. Solutions to those problems may include training for professional development of the faculties with improvement of technical skills, incentives for the time and efforts in development and delivery of online content, favorable digital and tech-friendly institutional strategies and growing positive attitude towards online medical education, and above all, political commitment to ensure quality medical education. CBMJ 2024 July: vol. 13 no. 02 P: 290-297

Investigating the Impact of the AI-Supported 5E (AI-s5E) Instructional Model on Spatial Ability.

Improving students' spatial abilities is an important goal in education. Spatial ability is a skill needed in many fields, such as science, mathematics, engineering, and architecture. Since this ability can be improved through training, this study adopted a quasi-experimental design to investigate the effects of an artificial intelligence-supported 5E (AI-s5E) instructional model on students' spatial visualization, spatial relationships, and spatial orientation performances that explain their spatial abilities. A total of 43 students from two classes at a secondary school in western Turkey were recruited to participate in this study. One of the classes was the experimental group (f = 23), which adopted the AI-s5E approach, and the other class was the control group (f = 20), which adopted the traditional teaching model. The results showed that the integration of the AI-s5E instructional approach into education improved students' spatial abilities and sub-dimensions. In light of the findings, it can be recommended that AI applications, which have a positive and significant impact on spatial skills, can be integrated into teachers' lessons and even included in curriculum programs.

Innovative Approaches to Ideological and Political Education in Vocational Colleges in the Context of the New Media Era

New media technology holds significant value for the development and implementation of ideological and political education in vocational colleges. It facilitates the expansion of educational content and forms, enhances the timeliness and attractiveness of education, and promotes the sharing and optimization of educational resources. However, in the context of the new media era, ideological and political education in vocational colleges faces numerous challenges. These challenges are manifested in the value conflicts brought about by the diversification of information for students, the urgent need to transform traditional education models, and the difficulty of the teaching staff in adapting to the demands of the new media era. In response to these issues, this paper proposes innovative strategies from four aspects: innovation in educational resources, innovation in educational methods, innovation in educational mechanisms, and innovation in the teaching staff. The aim is to improve the quality of ideological and political education in vocational colleges and better promote the overall development of students.

Faculty standardized patients versus traditional teaching method to improve clinical competence among traditional Chinese medicine students: a prospective randomized controlled trial

BackgroundStandardized patients (SPs) simulation training models have been widely used in various fields, the study of using SPs in Traditional Chinese medicine (TCM) is still a new filed. Previous studies have demonstrated the effectiveness of occupational SP for TCM (OSP-TCM), which has an increasingly problem of high time and financial costs. The faculty SPs for TCM (FSP-TCM) simulation training model may provide a better alternative. This study aims to test and determine whether FSP-TCM simulations are more cost-effective than OSP-TCM and traditional educational models to improve the clinical competence of TCM students.MethodsThis study was a single-blind, prospective, randomized controlled trial conducted between February 2023 and October 2023. The participants were randomized into FSP-TCM group, OSP-TCM group and traditionally taught group (TT group) in the ratio of 1:1:1. The duration of this training program was 12 weeks (36 credit hours). Formative and summative assessments were integrated to evaluate the effectiveness of teaching and learning. Three distinct questionnaires were utilized to collect feedback from students, SPs, and teachers at the conclusion of the course. Additionally, analysis of cost comparisons between OSP-TCM and FSP-TCM were performed in the study.ResultsThe study comprised a total of 90 students, with no dropouts during the research. In the formative evaluation, students assigned to both the FSP-TCM and OSP-TCM groups demonstrated higher overall scores compared to those in the TT group. Notably, their performance in “physical examination” (Pa = 0.01, Pb = 0.04, Pc = 0.93) and “comprehensive ability” (Pa = 0.01, Pb = 0.006, Pc = 0.96) significantly exceeded that of the TT group. In the summary evaluation, both SP-TCM groups students outperforms TT group in the online systematic knowledge test (Pa = 0.019, Pb = 0.04, Pc = 0.97), the application of TCM technology (Pa = 0.01, Pb = 0.03, Pc = 0.93) and real-time assessment (Pa= 0.003, Pb = 0.01, Pc = 0.93). The feedback questionnaire demonstrated that both SP-TCM groups showed higher levels of agreement for this course in “satisfaction with the course” (Pa = 0.03; Pb = 0.02) and “enhanced TCM clinical skills” (Pa = 0.02; Pb = 0.03) than TT group. The SP questionnaire showed that more FSPs than OSPs in “provided professional feedback” (FSPs: strongly agree 30%, agree 50% vs. OSPs: strongly agree 20%, agree 40%. P = 0.69), and in “gave hints” during the course (FSPs: strongly agree 10%, agree 30% vs. OSPs: strongly agree 0%, agree 10%. P = 0.42). It is noteworthy that FSP-TCM was significantly lower than the OSP-TCM in overall expense (FSP-TCM $7590.00 vs. OSP-TCM $17415.60), and teachers have a positive attitude towards the FSP-TCM.ConclusionFSP-TCM training mode showed greater effectiveness than traditional teaching method in improving clinical competence among TCM students. It was feasible, practical, and cost-effective, and may serve as an alternative method to OSP-TCM simulation.

Pedagogical Strategies for the Development of Critical and Reflective Thinking in Students

This article discusses the importance of developing critical and reflective thinking in students in the context of 21st-century education. The research, of a bibliographic and qualitative nature, is based on learning theories, such as constructivism and meaningful learning, and educational theories, such as differentiated pedagogy and self-directed learning. It points to the need to break away from the traditional teaching model and presents pedagogical strategies to promote critical and reflective thinking, such as Problem-Based and Project-Based Learning (PBL), structured debates and discussions, critical analysis of texts, and Socratic questioning. The study highlights the potential of these strategies for developing essential skills for the 21st century, such as autonomy, problem-solving, decision-making, and creativity. Furthermore, it discusses the challenges and opportunities of implementing these strategies on a large scale, emphasizing the need for investments in teacher training and adaptation of school infrastructure.

Aprendizagem Baseada em Projetos e Problemas (ABP): Uma Abordagem para o Desenvolvimento de Competências no Século XXI

This article analyzes Problem-Based Learning (PBL) as an innovative approach to developing skills for the 21st century. PBL, by breaking away from the traditional teaching model, places the student at the center of the learning process, stimulating autonomy, critical thinking, creativity, and collaboration. The study discusses the definition, characteristics, and history of PBL, highlighting its relevance in the current context of rapid technological and social transformations. In addition, the article explores the skills of the 21st century, classifying them as cognitive, socio-emotional, and technological, and emphasizing their importance for academic and professional success and for the exercise of citizenship. The relationship between PBL and the development of these skills is analyzed based on studies and evidence, demonstrating the potential of PBL to prepare students for the challenges of the future.

Based case based learning and flipped classroom as a means to improve international students’ active learning and critical thinking ability

BackgroundInternational student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers’ team and students’ attitude to the reform.MethodsThe two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC.ResultsCompared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students’ ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode.ConclusionsThis teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students’ in and out of class and online learning, enhance students’ active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education.

Research on the Pathways for Innovative Cultural Development of University Music Courses Based on Music Education Concepts

In order to improve the music education in colleges and universities for cultivating students' comprehensive quality and enriching students' cultural literacy. In this paper, firstly, we optimize the music teaching mode, based on the theory of multiple intelligences and centered on the characteristics of students' intelligence structure, we innovate the teaching mode of music courses in colleges and universities, and emphasize the authenticity and context of the teaching environment. Secondly, the ant colony algorithm is used to find the optimal solution of music course classroom-time. In the solution process, hard constraints and soft constraints are considered to set up a class schedule that teachers and students are satisfied at the same time. Next, the optimal results of music course scheduling without and with conflicts are calculated. The traditional teaching model was set as a control class, and the final validation found that the experimental class scored the highest 90.2 ± 9.4 for music knowledge mastery and was statistically significant. In terms of music composition and music understanding, the experimental class fully agreed with 43% and 48%, higher than 41.0% and 40% of the control class, and the innovative music teaching content was above the students' psychological acceptability, with an average cultural satisfaction score of 4.2487 and an average cultural recommendation score of 4.5347. Therefore, colleges and universities should base their curriculum on the concept of music education, constantly explore and innovate, improve the rationality of curriculum arrangement, and promote the dissemination and development of music culture.

Application of Cooperative Learning and Flipped Classrooms in University Basketball Courses in China

This study investigates the application of the teaching model combining cooperative learning and flipped classrooms in university basketball courses in China. By analyzing the advantages and disadvantages of the traditional basketball teaching model and students’ satisfaction with the course, the necessity of implementing cooperative learning and flipped classrooms is proposed. The study planned in detail the implementation strategies before class, in the classroom, and after class, and compared them with the control group through an experimental design. The experimental results showed that the new teaching mode demonstrated significant advantages in terms of learning outcomes, student satisfaction, and teacher evaluation. This study provides a valuable reference for the future reform of the physical education curriculum.

Flipping the script: A multiyear assessment and comparison of flipped classroom versus traditional didactic teaching at two academic institutions

Rationale and objectivesHistorically radiology resident education has taken the form of workstation and didactic teaching. Due to increasing clinical demand and administrative burden for academic radiologists, the need for more efficient and effective teaching has increased. Flipped classroom teaching, where trainees independently learn material prior to interactive teaching sessions with faculty, is a possible alternative. While the use of flipped teaching in radiology has been studied in the medical student setting, its use in the radiology residency setting has been less published. Materials and methodsAt two academic institutions (University of Washington and Northwestern), exam scores from five PGY-2 Core rotations were collected. Flipped teaching was used for one rotation at the University of Washington (FR). The influence of teaching method, rotation, and institution on exam score was examined. Resident surveys were also collected to understand perceptions of flipped classroom teaching. ResultsAt the University of Washington, the mean exam score for the flipped rotation was significantly higher than the majority of other rotations utilizing traditional teaching (p<0.05). Between the University of Washington and Northwestern, there was no difference in exam scores when comparing comparable rotations. Among residents at the University of Washington, the flipped teaching rotation was perceived as more educationally valuable than traditional teaching rotations. ConclusionFlipped classroom teaching is at least as effective as the traditional teaching model and associated with better performance on standardized exams at one institution. Among residents, flipped learning is also associated with higher perceived educational value.

The image of the family in the novels of Nikolai Garin-Mikhailovsky

The end of the 19th century saw an intense debate in Russian society around what education should be like in the changing socio-political conditions and the growing revolutionary movement. These events forced people to think about whether they should choose the path of radical (revolutionary) transformations or remain on the path of evolution, relying on traditional values that were preserved in the family. Nikolai Garin-Mikhailovsky touched upon this sensitive topic, raising an important question about the future of the society's development strategy. Based on his own experience, Garin-Mikhailovsky puts forward the traditional Russian model of family education as an ideal, emphasizing the importance of the role of a woman in the formation of spiritual and moral values in a child. Most studies emphasize the sharp opposition and categorical condemnation of Garin-Mikhailovsky’s system of education in the family and at school, based on the brutal suppression of a person’s personality and forming spiritual monsters for society. Using the example of the main character of the tetralogy, Artemy Kartashev, the author shows how a personality is formed under the influence of various trials, how character, inner world, and relationships with family and friends change. The purpose of our research is to analyze the image of the family recreated by Garin-Mikhailovsky in the autobiographical saga “Tyoma’s Childhood”. The material for the research was the first two stories of the cycle – “Tyoma’s Childhood” and “Gymnasium Students”, since the theme of family is the leading one here, and weakens in subsequent books. The theoretical basis of the work was the works of V. M. Zhirmunsky, B. M. Gasparov, and A. B. Esin

The effect of patients' empowerment on satisfaction of diabetic patients attending primary care clinics.

Different approaches, especially the patient-centered approach with emphasis on the patient's empowerment, were used with diabetic patients to ensure a better quality of life. The study aimed to evaluate the effects of patient empowerment versus traditional health education models on the satisfaction of diabetic patients. A randomized clinical trial was conducted on 130 patients, aged 40-65 years, diagnosed with type 2 diabetes mellitus, and attending a family medicine outpatient clinic. Patients were blinded and randomly allocated into one of the two Groups (A and B) for a health education session with trained family physicians using the empowerment model and the traditional model, respectively. Patient satisfaction was assessed using the consultation satisfaction questionnaire (CSQ). The relations between different qualitative variables were assessed by Chi-square test; differences in various quantitative variables were determined by t-test and ANOVA. Pearson correlation assessed the correlation between age and different domains as well as the total questionnaire scores of both groups. A highly statistically significant difference was found between Group A (n = 65) and Group B (n = 65) for the general satisfaction scale, professional care analysis, depth, and length of consultation (P < 0.001). In Group A, 61.5% were highly satisfied and 35.4% were moderately satisfied, while in Group B, 41.5% were moderately satisfied and 43.1% were neutral. Regarding physicians' perceptions of the communication process with patients during the health education sessions, 83% in Group A perceived it as good, while 69.2% in Group B perceived it as average. The patient empowerment model of health education was linked to higher rates of patient satisfaction and a better physician perception of the communication process during the consultation. The study was self-funded, and no harm was done to the patients.

Online teaching and learning at Chinese universities during COVID-19: Insiders’ perspectives

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers’ teaching skills, network information literacy, and students’ learning motivations and self-directed learning skills. Based on the insiders’ views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers’ quality of teaching, and focus on students’ learning motivations.

Academic pursuits in the study of music: Reflections on artificial intelligence

This article explores current and emerging trends in the use of artificial intelligence (AI) in the academic study of music amidst the ever-changing technologies. Through the technology determinism theory, technology-mediated learning, and unified theory of acceptance and use of technology the researcher engaged a qualitative research to examine the experiences of 10 lecturers and 40 students randomly sampled from Great Zimbabwe University (GZU), Midlands State University (MSU) and the University of Zimbabwe (UZ) on how they engaged in teaching, learning and research using AI. The fourth industrial revolution (4IR) brought novel ways of teaching-learning and research. Different AI has disrupted traditional models of education. Education now rides on AI hence the need to embrace them. There are AI resources to detect plagiarism, find answers to essay questions, provide meanings to terms, referencing systems to sources of information, analyse data, engage in music programming, mixing and mastering of music. Lecturers used Bard, Bing AI, ChatGPT, Gemini, Google Scholar, and WhatsApp to engage in teaching. Students used AI to write assignments, and acquire knowledge in teaching-learning and research. Some institutions have a dilemma in accepting AI resources. The research informs that AI resources are both useful and destructive however, mature academics capitalise on the positive aspects of AI in the academic study of music. The involvement of humans in AI guarantees to verification of ideas, support to knowledge acquisition, and reinforcement of key concepts.

ISLAMIC ACCOUNTING EDUCATION FOR ALPHA GENERATION: A CONCEPTUAL PAPER

The fast-paced evolution of global financial landscapes and the rise of the Alpha Generation demand a re-evaluation of educational paradigms, particularly in the niche field of Islamic accounting. Alpha Generation has difference preferences towards the learning activities especially on Islamic Accounting education as this knowledge goes beyond conventional accounting such as in achieving falah or success in this world and hereafter. This article aims to provide valuable insights into enhancing the teaching of Islamic accounting to align with the distinctive needs and expectations of the Alpha Generation, a cohort characterized by technological prowess, global connectivity, and a heightened awareness of ethical considerations. The primary objective of this article is to identify strategic approaches and innovative methodologies that can effectively engage and educate the Alpha Generation in the realm of Islamic accounting. As technology reshapes traditional educational models, understanding how to harness digital tools and platforms for optimal learning outcomes becomes imperative. Moreover, the discussion considers the application of Islamic principles of education and in line with the Malaysian National Education Philosophy. From a critical review of the literature, this article seeks to contribute a comprehensive framework for enhancing Islamic accounting education, fostering a generation of Muslim professionals who are not only proficient in the technicalities of the field but also adept at navigating the ethical complexities and technological advancements inherent in the contemporary financial landscape.

Teaching Skills Cultivation of Information Technology Normal University Students from the Perspective of Group Intelligence: Research on the Training and Application Optimization of GPT Dialogue Model

With the wide application of information technology in education, the cultivation of teaching skills for information technology normal university students is particularly important. However, the traditional teaching model faces challenges, and new methods are needed to improve the teaching ability of normal university students. The purpose of this study is to explore the teaching skills training mode of information technology normal students based on the perspective of group intelligence, and to use GPT dialogue model for training and application optimization, so as to improve the teaching effect and the professional level of normal students. Through the teaching mode from the perspective of group wisdom, normal university students can have more in-depth interaction and cooperation with classmates, teachers and teaching resources, and promote the innovation and improvement of information technology teaching. Using GPT dialogue model for training and application optimization can realize personalized and intelligent teaching assistance, and provide teaching content and methods more close to the needs of students. The results show that the teaching mode based on the perspective of group intelligence and the GPT dialogue model can effectively improve the teaching skills of information technology normal university students, and provide new ideas and methods for the innovation and development in the field of education.

Application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system for undergraduate medical students

BackgroundProcess-based teaching is a new education model. SPARK case database is a free medical imaging case database. This manuscript aimed to explore the application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system.Methods117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences.ResultsThe scores after the theoretical class of Group A and B were (100.0 ± 25.4), (101.0 ± 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 ± 23.7), (92.1 ± 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 ± 17.4), (72.1 ± 21.3)(t = 2.363, P < 0.05), (107.6 ± 14.3), (102.1 ± 18.0)(t = 1.292, P > 0.05), (89.7 ± 24.3), (66.6 ± 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 ± 17.3), (72.8 ± 25.5)(t = 3.755, P < 0.05), (107.3 ± 20.3), (93.1 ± 20.9)(t = 2.652, P < 0.05), (100.3 ± 19.7), (77.2 ± 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 ± 28.8), (84.5 ± 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 ± 20.3), (91.7 ± 23.0)(t = 0.699, P > 0.05).ConclusionsThe process-based teaching based on SPARK case database could improve the radiology practice ability of the musculoskeletal system of students.

Application of Blended Learning in French Teaching Reform

This paper explores the application of blended learning in the reform of French teaching, aiming to address the challenges and issues existing in French language education. Firstly, it provides an overview of the definition, characteristics, and prevalence of blended learning in the field of education. Then, it analyzes the limitations of traditional French teaching models and emphasizes the necessity of reform. Through the introduction of application cases of blended learning in French teaching, it discusses the combination of online teaching tools and offline classroom practices, as well as the effects of blended learning on various language skills. Furthermore, it discusses teaching design and methods, evaluation, and reflection under the blended learning model. Finally, it summarizes the application effects of blended learning in French teaching and prospects for future development directions and challenges.

The supply chain advantages and application strategies of artificial intelligence and the Internet of Things

This work addresses issues such as inadequate teaching methods, a lack of teaching resources, and low proactiveness in current accounting education. It introduces a novel teaching approach termed “Just-in-Time Teaching (JITT) cloud teaching,” which integrates “real-time teaching” with the Internet of Things-based “cloud teaching model” specifically for accounting education. First, the current status of accounting education in secondary vocational schools is investigated through a questionnaire survey. Subsequently, adjustments are made to the traditional teaching model, considering the limitations in teaching media creation channels and challenges in teaching activities. The teaching content of accounting education is designed in terms of mind maps, curriculum type, and problem design. The findings indicate: (1) Almost half of the surveyed teachers have heard of but never used the JITT cloud teaching, and the proportion is the largest. Some teachers have used but disapprove of JITT cloud teaching. (2) The proportion of students using website learning resources is 43.81%, while the proportion using mobile learning applications is 38.34%. (3) There is a significant difference between the traditional teaching mode and the JITT teaching mode in terms of “classroom teaching” and “sense of responsibility”. The average values under the JITT teaching mode have significantly improved compared to the traditional one. (4) The experimental group has a higher proportion of students scoring 90–100, which is 58%, significantly higher than the control group. The above research results indicate that there are still many possibilities for the practical application of the JITT teaching method in the future Moreover, applying the JITT cloud teaching model contributes to enhancing teaching quality and supports students’ learning.