Effects of a serious game on undergraduate nursing students' learning motivation, engagement and outcomes in community nursing home visit education: A cluster quasi-experimental study.

As the digital transformation of education accelerates, teacher well-being in the context of teaching with digital technologies remains underexplored, particularly from teachers' own perspectives. This exploratory study adopts a bottom-up approach, grounded in social representations theory, to examine how teachers perceive their well-being when teaching with digital technologies. Specifically, it investigates whether this phenomenon qualifies as an object of social representation and explores its relationship to broader representations of teacher well-being and digital technologies. Eighty-six upper secondary teachers in French-speaking Switzerland completed a hierarchical evocation task and a polarity test. Prototypical and similarity analyses were employed to examine the structural composition and attitudinal orientation of this representation. The findings indicate that teacher well-being in the context of teaching with digital technologies constitutes an object of social representation as evidenced by lexical convergence and structural coherence across participants. This representation is structured around five key elements: ease, efficiency, and equipment in the central core, and support and training in the first peripheral zone. The elements of the central core differ from those associated with teacher well-being or digital technologies alone, indicating the emergence of a specific representational field. Some lexical overlap with digital technologies was observed. The attitudinal orientation of the representation is cautiously positive, perceived more favourably than digital technologies alone, yet less so than the broader notion of teacher well-being. This study offers a theoretical foundation and practical insights for the development of context-sensitive strategies in an increasingly digitalised educational landscape.

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.

The article substantiates the psychological and pedagogical factors influencing the development of creative personality among students of technical specialties in the process of studying higher mathematics. It is shown that higher mathematics serves not only as a fundamental tool for shaping engineering thinking but also as a universal platform for fostering creativity, critical analysis, and modeling skills essential for the modern engineer. Particular attention is paid to the creation of a safe educational environment that reduces the level of mathematical anxiety, forms a positive self‑concept of the student, and enhances confidence in their intellectual abilities. Strengthening mathematical self‑esteem and developing problem‑solving skills demonstrate a statistically significant correlation with indicators of mathematical creativity, which justifies the study’s emphasis on the use of optimization problems and models as the core of creative training for future engineers. Practical recommendations concern the implementation of formative assessment, the use of open‑ended tasks, the organization of project work, and the facilitative support of the teacher, which stimulates independence and responsibility among students. The results of the study are significant for updating curricula, improving teaching methods, developing innovative educational technologies, and preparing university instructors in technical fields to work under the conditions of digital transformation in education.

This opinion article examines the convergence between artificial intelligence (AI) and gamification in learning environments, with an emphasis on deep gamification designs aimed at creating interactive and meaningful experiences that transcend extrinsic motivation. The introduction sets the context by presenting AI as a tool that must be critically analyzed within the framework of critical pedagogy, which underscores the importance of adopting technology reflectively, placing the student at the center, and responding to the real needs of the community. The body of the article develops this claim: the integration of artificial intelligence into deep gamification designs can contribute to genuine educational transformation, provided that such integration is guided by critical pedagogical principles and maintains a balance between the potential of technology and the formative power of teaching practices. Arguments related to this claim are provided, including the use of AI in gamified designs to create personalized learning experiences based on students’ needs, rhythms, and learning styles; to transform the way students learn; to offer new educational resources; to adapt elements such as difficulty levels, challenges, and feedback in real time; and to develop engaging learning systems that lead to better academic outcomes. The conclusion emphasizes the significance of instructors utilizing critical pedagogy to direct AI-optimized gamification designs by incorporating culture, creativity, and critical awareness as pillars of educational transformation. This approach enables the surmounting of the obstacles presented by this synergy.

The massive open online course (MOOC) movement gained particular prominence during the COVID-19 pandemic, serving as a key instrument for knowledge transfer and ensuring the continuity of the educational process. The aim of this study is to identify and analyze faculty attitudes toward the use of the AshykBilim platform. The term «AshykBilim» derived from the Kazakh language, means «Open Education». A total of 28 instructors participated in the study. The primary motivations for faculty engagement in developing and delivering courses on the AshykBilim platform include the desire to share professional knowledge and experience, to gain pedagogical and methodological expertise that enhances the effectiveness of face-to-face teaching, to strengthen professional visibility, and to receive financial incentives. Both qualitative (content analysis) and quantitative methods were employed to analyze the respondents’ answers. The study examined several factors, including instructors’ perceptions of the significance and potential of MOOC practices, directions for their further development, motivations for designing and delivering online courses, characteristics of instructional materials used, and the extent to which acquired experience is transferred into formal education courses. A survey was conducted to evaluate MOOCs on the AshykBilim platform from the instructors’ perspective, including aspects such as the integration of learners with diverse social and educational backgrounds, flexibility in learning schedules, and system usability. In particular, the study highlights the need to strengthen institutional support, increase recognition and visibility, and promote the formal acknowledgment of learning outcomes through equivalency and official certification in Kazakhstan. The findings indicate that instructors perceive MOOCs on the AshykBilim platform as an important component of the digital transformation of education, encompassing asynchronous learning formats, interactivity, blended and student-centered approaches, knowledge assessment, and content development. To support the effective operation of the platform, a regulatory framework has been developed, defining platform usage, role distribution, user support, and integration with the curriculum.

The relevance of the research is due to the growing attention to cultural heritage, as well as the need to understand the evolution of musical and pedagogical traditions in the context of modern educational transformations. Analysis of historical models of musical education makes it possible to trace the mechanisms of transmission of musical knowledge between generations. The objective of the research was to outline the major steps of the evolutionary musical education process from antiquity through to the 21st century and assess the importance of the musical education for forming a musical culture. The subject of the research is the musical education system as a socio-cultural phenomenon. Historical-culture; historical-comparative; and systematical approaches have been identified as the base of the methodological approach of this research. The basic stages of the formation of the music education have been defined in accordance with the research - from the ancient pedagogic ideas to the modern educational models of 21st centuries. It has also been established that features of functioning of music education at all times had a direct link to common cultural processes. On the basis of the research it has been traced how forms and methods of music education have changed under influence of changing social-cultural conditions. Also, special attention has been given to the development of music education in Ukraine and the interaction with educational traditions of Europe.

Background Artificial intelligence (AI) is fundamentally transforming higher education by enhancing pedagogical efficiency and administrative productivity. However, empirical evidence regarding faculty readiness and adoption patterns remains scarce within the Middle Eastern context. Objective This study investigated the levels of AI familiarity, usage patterns, and attitudes among faculty at the University of Buraimi, Oman, and examined the correlations between these variables to inform institutional policy. Method Utilizing a quantitative, cross-sectional design, a validated online questionnaire was distributed to 92 faculty members ( n = 92) across four academic colleges. The instrument assessed AI familiarity, usage, and attitudes on a 7-point Likert scale (Cronbach's alpha = .857). Data were analyzed using descriptive statistics and Pearson correlation coefficients. Results Participants exhibited moderate levels of AI familiarity (M = 24.84, SD = 4.92) and usage (M = 22.47, SD = 5.80), while maintaining notably positive attitudes toward AI integration (M = 50.12, SD = 8.34). Significant positive correlations were identified between AI familiarity and usage ( r = .573, p < .001), familiarity and attitude ( r = .427, p < .001), and usage and attitude ( r = .473, p < .001). These findings indicate a significant “willingness-usage gap”, where positive attitudes precede technical proficiency. Conclusion The results suggest that faculty familiarity and practical experience are primary determinants of technology acceptance. To align with the digital transformation goals of Oman Vision 2040, higher education institutions should prioritize role-specific AI literacy programs and robust institutional support frameworks to bridge the gap between psychological readiness and practical application. These findings highlight a contextualized “willingness–usage gap”, where positive psychological readiness precedes technical proficiency, offering institution-level strategic insight.

Digital transformation in physical education: chain mediator model of self-efficacy burnout and professional development.

The rapid digital transformation of education has positioned smart classrooms as critical tools for enhancing teaching quality, equity, and learner engagement. Rwanda launched the Smart Classroom Project in 2016 under Vision 2050 and the National Strategy for Transformation, equipping most secondary schools with ICT facilities. However, utilization remains limited in rural districts. This study assesses the adequacy of smart classroom components in public secondary schools of Gicumbi District, focusing on technological infrastructure, pedagogical readiness, learning environment, and institutional support. A sequential explanatory mixed-methods design was employed, beginning with a survey of 175 Senior Three students, followed by focus group discussions with 143 Senior Six students, interviews with 22 teachers, 5 headteachers, 12 parents, and the District Director of Education, complemented by classroom observations. Quantitative findings revealed consistent weaknesses across all components, with infrastructure and institutional support receiving the lowest ratings. Reliability and validity were confirmed (KMO > .85; Bartlett’s p < .001; Cronbach’s α ≥ .86), underscoring robust measurement. Qualitative insights contextualized these results, highlighting outdated equipment, irregular maintenance, low teacher confidence, overcrowded classrooms, and weak leadership as systemic barriers. The integration of findings demonstrates that technology provision alone is insufficient to transform teaching and learning. Effective utilization requires sustainable maintenance systems, continuous professional development in digital pedagogy, flexible classroom design, and strengthened institutional frameworks with clear policies, technical support, and accountability mechanisms. The study contributes to the growing body of ICT-in-education scholarship in sub-Saharan Africa and provides actionable recommendations for policymakers and school leaders to optimize smart classroom utilization in Rwanda.

Abstract This article examines the intricate process of educational change in the transition from national to international curricula, with a particular focus on preparatory programs for the International Baccalaureate Diploma Programme (IBDP) in Polish schools. Adopting a multi-case study approach across 15 schools, the research employed visual ethnography and interviews with students, teachers, and program coordinators to investigate the educational functions and change management strategies of these preparatory programs. The findings reveal that preparatory programs, particularly the pre-IB and the Middle Years Programme (MYP), serve as essential bridges in facilitating the shift from a scientific-technical national curriculum to a constructivist-oriented international one. These programs support change by addressing curricular gaps, fostering student leadership in learning, and enabling a gradual adaptation to academic rigor. Key insights highlight how these preparatory programs navigate resistance to change, accommodate the diverse experiences of change among different stakeholders, and balance the benefits of transition with a critical evaluation of its challenges. Furthermore, this article explores the socio-cultural and political forces driving this educational transformation within the Polish context. It contributes to the understanding of educational change management in international education, offering insights into how schools can effectively prepare students for rigorous international curricula while maintaining flexibility and addressing individual needs. It provides valuable perspectives for school leaders, teachers, and policymakers involved in implementing and managing educational change in increasingly globalized educational landscapes.

In the context of the deep integration of digital transformation in education and the fundamental task of cultivating morality and talent, embodied intelligence, with situational perception, multimodal interaction, physical participation, and dynamic adaptation as its core technological features, provides new technological support and teaching innovation directions for solving the long-standing problems of content abstraction, method singularity, weak experience, and fixed evaluation in the teaching of "Morality and Rule of Law" in junior high school. Based on the ideological, practical, and educational essence of the junior high school course "Ethics and Rule of Law", this paper systematically analyzes the prominent problems in current teaching, relies on relevant research results and national policy documents such as the "Outline of the Plan for Building an Education Strong Country (2024-2035)", and explains the internal logic of using embodied intelligence to empower subject teaching. From the four core dimensions of situational construction, interactive design, content transformation, and evaluation optimization, this paper systematically constructs a practical path for using embodied intelligence to empower innovation in junior high school "Ethics and Rule of Law" teaching, promotes classroom teaching from "out of person indoctrination" to "embodied experience", and from "knowledge based" to "literacy based", promotes the organic unity of students' moral cognition, rule of law concepts, and behavioral practice, and effectively enhances junior high school "Ethics and Rule of Law" teaching. The effectiveness of disciplinary education, Provide practical reference for the digital transformation of ideological and political education in disciplines.

ABSTRACT The integration of particle image velocimetry (PIV) into undergraduate fluid mechanics laboratories is often hindered by high equipment costs, steep learning curves for analysis software, and limited classroom hours. To address these barriers, this study introduces a specialized, adaptive PIV software built upon the OpenPIV kernel, alongside a “Observation–Analysis–Verification” closed‐loop teaching framework. Designed for low‐cost setups utilizing smartphone imaging and continuous lasers, the software features an innovative image feature recognition algorithm. This algorithm automates the configuration of critical parameters—such as interrogation window size, overlap ratio, and signal‐to‐noise ratio (SNR) thresholds—thereby significantly reducing the technical expertise required of students. Validation through flow experiments over a cylinder and a vertical flat plate demonstrates that students can successfully capture vector fields across various Reynolds numbers. The system allows for quantitative verification of the Strouhal number–vortex shedding frequency relationship and visualization of flow evolution, vortex structures, and turbulence dissipation. Educational assessment confirms that this framework effectively shifts the pedagogical focus from tedious software debugging to the exploration of fundamental fluid physics. The proposed solution offers a cost‐effective and efficient pathway for the digital transformation of experimental fluid mechanics education.

Introduction. The article by T.I. Rudneva and A.M. Sanko ‘‘Instructional design as a direction of modern didactics’’ (Vestnik of Samara University. History, pedagogics, philology, 2025, vol. 31, no. 4), has attracted the interest of scientific pedagogical community. It has received reviews noting the authors’ timely attention to the problem of organizing a comfortable educational environment for the development of learners’ individuality using digital means. The didactic boom in modern pedagogical science is caused by the large-scale transformation of Russian education, the excess of resources, and the availability of a variety of information resources. However, any innovative process develops on the traditional fundamental foundations of science, and therefore, turning to pedagogical design as an effective educational model seems necessary and timely. Results. The reviews note the emergence of new didactics and its new categories, which requires a thorough understanding of their essence and purpose in both pedagogical theory and pedagogical practice. A.N. Aryutkina points out that changes in the nature of pedagogical interaction should be focused on creating a comfortable environment for participants in the educational process, whose motivation influences educational outcomes. Moreover, a creative approach to designing the educational process presupposes a symbiosis of pedagogy and art, which is represented by modern didactics. O.P. Karnikova believes that designing and managing the educational process are necessary for achieving high-quality educational outcomes. Existing educational practices need to be improved, taking into account the inclusion of students in new digital realities. Today, the quality of education depends not only on the content of instruction, but also on the personalized forms of its delivery and the methodologically determined pedagogical tools used by teachers in the digital educational environment. O.N. Berishvili draws attention to the interaction of learning subjects, which in traditional didactics occurs through the content of education, while pedagogical design is aimed at the development and application of tools that create favorable conditions for improving educational outcomes. These are different procedural components of educational practice: didactics – content; instructional design – educational resources, while the development of effective teaching methods in a comfortable environment and their application in teaching practice confirm their interconnection. S.N. Filipchenko finds confirmation of the point of view that in pedagogy there is no consensus on the essence and functions of instructional design. At the same time, he states that this is a scientific direction, represented by a set of scientific works with a common object of research – education and its common subject – the organization of the educational environment with the help of learning resources. Scientific publications since 2003 (A.Yu. Uvarov) indicate that individual authors and research teams are turning to instructional design as a promising area of research. When studying pedagogical science, students become acquainted with a new didactic category – ‘‘instructional design’’ (essence, structures, principles, models), with innovative didactics as a new form of organizing pedagogical science for learning. In this case, instructional design is a scientific discipline. N.G. Kozlova, N.B. Strekalova, N.V. Solovova and her colleagues summarize that the changes occurring in professional and pedagogical activity are accompanied by the incorporation of new concepts into its context due to the transfer of the educational process to a new digital environment. Instructional design presupposes the creation of a flexible environment with an “open architecture”– modular educational programs adaptable to different learning scenarios. The training of design specialists necessitates the definition of content and resources at the administrative level. Conclusion. All reviewers raise controversial issues: defining the competencies acquired by students in the new educational environment; assessing the effectiveness of developed educational products; and clarifying the functions of the instructional designer as a subject specialist, their competencies, and qualifications. Suggestions are expressed for the creation of a center responsible for the quality of instructional design and supporting teachers in adapting to innovative didactics.

At present, generative AI technology is in rapid iteration and has exerted a broad and profound impact on the education industry. Experiential teaching emphasizes learners' experience and reflection in the learning process, so as to realize the internalization of knowledge, which is highly consistent with the core quality cultivation advocated by the new curriculum standard. However, the traditional experiential teaching is faced with such practical difficulties as static situation creation, superficial experience process, and formalization of reflection. Generative AI makes it possible to solve this dilemma by virtue of its capabilities of multimodal content generation, intelligent dialogue and interaction, and personalized adaptation. Drawing on Kolb's experiential learning cycle and taking the "VR Moot Court" course as an analytical case, this paper discusses four paths of generative AI enabled junior high school Morality and Rule of Law experiential teaching: situational infiltration, interactive infiltration, reflective infiltration and migration verification. These four paths together form a complete learning closed loop from experience to internalization, so that students can obtain embodied experience, deepen cognitive reflection in human-machine dialogue, and complete the meaning construction in the visual thinking. This study provides practical reference for the innovation of Morality and Rule of Law teaching in junior high school under the background of digital transformation of education.

The rapid development of digital technology underscores the need to strengthen religious moderation in Indonesian Islamic higher education institutions. In this context, universities have a strategic role in teaching students to be tolerant, open-minded, and aware of other cultures. This study aims to analyze the model of implementing religious moderation policies at IAIN Pontianak and to examine its contribution to enhancing students’ multicultural awareness. Using a qualitative research design with a descriptive approach, this study collects data through document analysis, participant observation, and in-depth interviews with institutional leaders, lecturers, and students at IAIN Pontianak. The findings show that the religious moderation policy is implemented through several institutional strategies, including strengthening the Center for Religious Moderation, integrating moderation values into the curriculum, and developing human resources through training and academic programs. These initiatives have fostered inclusive, tolerant, and non-violent attitudes among students, particularly in responding to the challenges of the digital era. The study concludes that systematic and institutionalized policy implementation is crucial for instilling religious moderation in Islamic higher education. The implications of this research highlight the importance of policy-driven educational transformation to reinforce multicultural values and social cohesion. However, this study is limited to a single institutional case; further research can conduct comparative studies across various Islamic universities in Indonesia.

The transformation of education in the 21st century requires a curriculum that is oriented toward strengthening essential competencies, particularly critical thinking, creativity, collaboration, and communication (4C). Islamic Religious Education (IRE), as a normative and transformative discipline, must undergo conceptual and pedagogical adaptation to remain relevant in responding to global challenges and technological advancements. This study aims to analyze the role of the curriculum in IRE learning, identify patterns of integrating 21st-century skills into the curriculum structure, and develop a conceptual framework for their implementation in instructional practices. This study employs a qualitative approach through a systematic literature review following the PRISMA framework. A total of 20 peer-reviewed articles published between 2020 and 2025 were selected through a structured process of identification, screening, eligibility assessment, and inclusion. The analysis was conducted using thematic synthesis to identify recurring patterns, key themes, and gaps in the integration of 21st-century skills within the IRE curriculum. The findings reveal that the IRE curriculum serves as a central normative, conceptual, and operational foundation guiding the planning, implementation, and evaluation of learning. The integration of 4C skills and literacy is manifested through the alignment of learning outcomes, the application of student-centered learning approaches, and the adoption of innovative models such as Project-Based Learning and Problem-Based Learning. In addition, authentic assessment practices emphasizing higher-order thinking skills (HOTS) play a significant role in strengthening these competencies. This study contributes by proposing a conceptual integration framework that systematically connects curriculum components, pedagogical strategies, and assessment models in embedding 21st-century skills within IRE. This framework offers a more structured and holistic approach compared to previous studies, thereby providing both theoretical enrichment and practical guidance for curriculum development and instructional design in Islamic education.

ABSTRACT Distributed leadership provides a robust framework for navigating the complexity of educational change in higher education. This paper presents a reflective, practice-based analytic case examining how distributed leadership was enacted and sustained over seven years within the School of Information Technology at an Australian university. Drawing on retrospective narrative reflections from the Associate Head of School (Teaching and Learning) and the Academic Developer, the study explores how leadership was shared and negotiated across formal and informal roles to support assessment and learning design innovation. Through thematic analysis of these reflective accounts, we identify the interdependent leadership practices, such as co-design, peer championing, and adaptive governance, that were interpreted as supporting the sustainability of change. The findings extend distributed leadership theory by interpreting how strategic, relational, and adaptive practices operate over time, illuminating mechanisms through which innovation was pursued within a complex institutional system. This study thus offers an analytical account of distributed leadership as an evolving, longitudinal process that bridges conceptual frameworks and reflective accounts of enactment in university settings.

ABSTRACT The development of generative artificial intelligence (GenAI) is currently one of the strongest factors driving transformation in education. Particularly significant challenges are associated with its application in religious education (RE), which emphasises not only the transfer of knowledge, but also the development of a value system. The exploratory comparative quantitative study presented in this article analyses the attitudes of Catholic religious education teachers at primary and secondary schools towards GenAI in two European, but different countries – Germany and Poland. In total, 236 questionnaires completed by teachers of RE in both countries were processed: 102 from Germany and 134 from Poland. The analysis of the results was based on a triadic model of attitudes, including cognitive, affective and behavioural components. The results show that although positive attitudes towards GenAI dominate in both countries, they manifest themselves differently in Poland and Germany. The study confirms the great potential of new technologies in RE, while also pointing to significant barriers and the need for differentiated implementation strategies tailored to the cultural and systemic specificities of each country.

ABSTRACT This paper explores an innovative approach to understanding educational futures through the Future Tense Fiction: Learning Futures project. The project paired three science fiction stories exploring technology's role in education with scholarly response essays and public webinars, creating spaces for generative dialogue across creative, academic, and public communities. Using a three-stage analytical approach (descriptive characterization, thematic analysis, and Bakhtinian interpretation) we examine how fiction writers, academics, and audiences engaged in productive dialogue about educational transformation. The study reveals dynamic interplay where fiction writers challenge dominant narratives, academics provide theoretical frameworks, and audiences contribute lived experiences and catalyze unexpected dialogue directions. Thematic analysis identifies interaction patterns (reinforcing, enriching, complicating) and contextual engagement themes, while Bakhtinian analysis reveals how productive tensions between authoritative and internally persuasive discourses generate deeper insights. The three-step framework, combining creative fiction, scholarly response, and public dialogue, offers one case for structuring conversations that honor multiple forms of knowledge. This approach demonstrates potential for bridging creative, academic, and public discourse about complex societal challenges, suggesting a replicable method adaptable to other domains beyond education .