This study investigates the relationship between university students’ levels of Artificial Intelligence Literacy (AIL) and their acceptance of Generative Artificial Intelligence (GAI) applications within the framework of the Technology Acceptance Model (TAM). The research was conducted using a quantitative correlational survey design with a total of 797 students enrolled in associate, undergraduate, and graduate programs at Amasya University. Data was collected through the Artificial Intelligence Literacy Scale and the Generative Artificial Intelligence Acceptance Scale and analyzed using descriptive statistics, correlation and ANOVA analyses. The findings indicated that students’ overall AIL levels were above average with the highest scores observed in the evaluation and ethics dimensions. The level of GAI acceptance was found to be moderate with performance expectancy and effort expectancy dimensions scoring higher than social influence. Small, but significant differences were observed across gender, level of education, internet usage, and school type: female students scored higher on ethical dimensions, while male students showed higher scores on effort expectancy and social influence. Graduate students achieved higher means in their performance expectancy. Correlation analysis revealed a moderate positive relationship between AIL and GAI acceptance. Regression results indicated that AIL explained 34% of the variance in acceptance. The evaluation dimension emerged as the strongest predictor, while awareness and use made limited yet significant contributions. The ethics dimension was not found to be significant. These results highlight the necessity of integrating critical evaluation and ethical awareness components into higher education curricula to foster responsible and informed use of AI technologies.

This text consists of a collection of central and fundamental results from a Real Analysis Course. It is dedicated to students in the final years of their undergraduate and Master's degree programs in Mathematics.

On-time graduation is one of the primary goals of undergraduate programs, aiming to equip students with the necessary knowledge and skills in a specific field to ensure their rapid integration into the workforce. However, delays in graduation can postpone career entry, increase financial burdens, and create psychological stress. Therefore, accurately predicting students' graduation outcomes at early stages is critically important for higher education institutions to develop effective educational strategies and provide timely interventions for at-risk individuals. This study aimed to determine the most effective approach for predicting on-time graduation by comparing ensemble learning methods with traditional machine learning models using demographic data, high school performance, and progressively accumulated university academic data over six academic periods. The models used include ensemble methods such as Random Forest, CatBoost, and XGBoost, as well as traditional models like Logistic Regression, Decision Trees, and Support Vector Machines. Across seven prediction checkpoints (T0–T6), CatBoost consistently outperformed all other models, achieving 83.0% accuracy, 84.8% F1-score, 84.4% precision, and 85.1% recall in the final prediction stage (T6). Among traditional models, Logistic Regression performed the best, with 83.5% accuracy and 84.7% F1-score at T6. Statistical analyses (paired t-test and Wilcoxon test) confirmed that ensemble models significantly outperformed traditional ones in terms of both accuracy and F1-score (p < 0.05).

Abstract This paper examines how student participation can contribute to transparent assessment practices in the context of assessing students' critical thinking skills. Critical reading and writing are key components of assessment in higher education, but the standards are often tacit and implicit. To demystify these learning processes, the academic literacies literature has suggested the integration of academic skills support within university curricula. The paper brings together the literature on assessment transparency, academic literacies and student partnership to answer the question of how student partnership in the context of academic skills development can support transparency in the assessment of critical thinking skills. This study analyses qualitative data from focus groups and student‐staff partners' reflective narratives. The data is situated within a case study that aimed to embed academic skills within the curriculum of a midwifery undergraduate programme at a research‐intensive university. We propose that student partnership in the design and delivery of academic skills sessions offers a promising way to enhance students' view into educators' expectations and standards, and that vice versa, transparency is also enhanced by educators being better able to understand the ways in which students develop those skills. Context and implications Rationale for this study and why the new findings matter: The paper provides a novel articulation of assessment transparency processes that emerge through academic literacies support when provided in partnership with students in Higher Education. With a narrative review and case study, we discuss how academic literacies support can be designed to enable students and educators to make meaning of academic standards together. Implications for Higher Education practitioners and researchers: For higher education research, the findings showcase an opportunity of connecting separate research strands on assessment transparency, student‐staff partnership, and academic literacies. Our study's results highlight the potential of embedded academic literacies provision as a space for productive dialogue between students and educators, where educators and students enact standards together. For higher education practitioners, the findings highlight how student‐staff partnership projects have a role to play to meet institutional priorities around assessment transparency. Our approach to co‐creating video resources can serve as a practical example for educators wishing to enhance transparency of their assessment of critical thinking.

The growing pace of digital art activity and education of creativity requires strong systems that can store, measure, and analyze different multimodal artefacts of learning. The pedagogy of traditional portfolio based learning is constrained by manual tracking, subjectivity, and the amount of student-generated material in sketches, digital art, design version, studio comments, and multimedia stories. The paper describes an AI-based system of managing digital learning portfolios in art that provides a scalable and data-driven system that proposes an alternative to traditional assessment processes which is pedagogically aligned. The suggested system combines machine learning models of tracking developmental trends, natural language processing (NLP) modules of analysing reflective statements and computer vision methods of interpreting visual artworks. These elements combined allow automated tagging, mapping of creativity progression, analytics of skill-growth, and semantic processing of the inputs of visual and textual data. There are three layers in the architecture: multimodal data ingestion layer which gathers heterogeneous artefacts, a feature extraction module which generates semantic, stylistic, and behavioural indicators and an intelligence layer which applies classification, clustering, scoring, and recommendation algorithms to assist educators and learners. Digital art academies and undergraduate creative programs exemplified in case studies depict the benefits of AI-induced portfolio intelligence on improving assessment accuracy, decreasing the workload of educators, and offering actionable learners to use as personalised learning patterns. Findings indicate that there are dramatic gains in the quality analysis of the reflective facet, consistency in artistic analysis, and tracking of creative development over time.

The training of clinical specialists in Malaysia on completion of the undergraduate medical programme is long and expansive. In recent years, the training process has been plagued with issues of funding, recognition, insufficient training opportunities, and lack of uniformity in the delivery of the training. However, there is a dire shortage of clinical specialists across all specialties in Malaysia, especially with the increase in demand for healthcare services. An analysis of the intentions of Malaysian medical students to specialise and the factors that influence their decisions is currently lacking. This study aims to provide insights into specialty training and may inform the planning of human resources for health in the country. This was a cross-sectional study involving 859 medical students from 21 medical schools in Malaysia. This study was part of the Malaysian Medical Students' Career Intentions (MMSCI) project. Data were collected via a self-administered online questionnaire. Majority of medical students expressed an interest to specialise (85%). The most favoured specialties were General Surgery, Paediatrics, and Obstetrics and Gynaecology. Medical students from private universities had a greater intention to specialise compared to public university students (p < 0.001). Male medical students were more likely to select a pure surgical specialty as compared to medical-based specialties (p = 0.037). Female medical students rated "Working Environment & Conditions" and "Work-Life Balance" as important factors for the choice of specialty training (p = 0.044 and p = 0.032, respectively). Majority of Malaysian medical students expressed intentions to specialise. The preferences in specialty choices in our study reflect the global trends. Passion and interest were the top reasons for medical students when indicating their specialty of choice. Further studies are needed to explore the changing trends in specialty choices and the influencing factors.

Breastfeeding care and support from healthcare professionals are essential for breastfeeding success. To provide consistent, evidence-based care, healthcare professionals require comprehensive breastfeeding education. However, it is unclear as to how breastfeeding curricula integrate interprofessional education (IPE) across undergraduate health programmes. This scoping review examines and summarises interprofessional breastfeeding curricula designed for undergraduate or pre-registration health students. The inclusion criteria for this review are: studies that report on undergraduate breastfeeding curricula that have an IPE component. Guided by the Joanna Briggs Institute scoping review framework, five databases (Medline (Ovid), CINAHL (EBSCO), ERIC (EBSCO), Social Sciences and Cochrane Databases of Systematic Reviews) and three grey literature sources (Google scholar, BASE and NICE website) were searched in September 2024, supplemented by grey literature searches and reference list screening. Of 1,263 identified articles, 927 underwent title and abstract screening, 46 full texts were assessed, and 14 met inclusion criteria. Data were extracted and presented using tables, figures, and narrative synthesis. Findings indicate that while breastfeeding education was delivered to multiple student groups, interprofessional engagement was limited, and IPE competencies were not consistently embedded. Learning was primarily uniprofessional, with students learning with, but not from and about each other. Assessment strategies were rarely reported, and while knowledge, confidence, and attitudes were measured, long-term behavioral change (e.g. improved breastfeeding rates over time) was not evaluated. Faculty and students acknowledged IPE's potential benefits, yet challenges such as logistical barriers and limited faculty training persisted. Strengthening IPE integration, faculty development, and structured competency assessment could enhance interprofessional breastfeeding education. This is not only an educational reform but a strategic response to the public health barrier of inconsistent breastfeeding advice. Taking an interprofessional approach to breastfeeding education offers a progressive path to harmonize clinical messaging, improve continuity of care, and build trust between families and healthcare providers.

This research aims to investigate the significance and background of the Chinese Music Education History course in normal universities in the People&amp;rsquo;s Republic of China, develop the course curriculum for these universities, and implement and evaluate the developed curriculum within their academic context. Employing a mixed-methods approach, the study utilized field data collection and expert interviews to explore the current state and institutional context of the course. Based on these findings, a curriculum was designed and subsequently implemented, after which a questionnaire survey of 15 students was conducted to collect feedback and identify necessary revisions. Five experts were then invited to evaluate the curriculum&amp;rsquo;s structure and content. Data collection instruments included interviews, the draft curriculum document, and evaluation questionnaires. The research confirmed the significance and background of the course through policy analysis, interviews, and surveys, highlighting its importance in music teacher education while identifying practical challenges and proposing solutions. In response to these issues, a structured curriculum was developed, incorporating key components such as course nature, credits, class hours, scheduling, description, objectives, content modules, assessment methods, learning outcome evaluation, and recommended teaching materials. After implementation and evaluation, data from the pilot phase were used to refine the final version, which now serves as a reference for offering the course as an elective in undergraduate music education programs at normal universities.

Undergraduate research experiences (UREs) have been recognized as high-impact teaching practices in post-secondary science education programs. The variety of structures and strategies to facilitate UREs provide institutions and faculty with many options to foster students’ exposure to scientific research, particularly in primarily undergraduate institutions (PUIs), which often utilize capstone UREs as part of undergraduate science programs. This qualitative research explores graduates’ experiences completing a multi-semester capstone URE while attending a small PUI in the United States. Sixteen recent graduates of STEM undergraduate degrees shared their experience in semi-structured interviews which aimed to identify the perceived challenges and support students experienced during their URE. From a thematic analysis of the data, eight themes emerged that described challenges and supports recognized by students during their UREs. These results, although limited to the participants of our study, detailed students’ challenges related to time investment and unexpected obstacles with research. Several sources of support for students, like peer collaboration, access to research facilities, and faculty mentorship, also emerged from the data. Based on these findings, we offer recommendations to reduce student challenges and create robust support structures for similar capstone UREs.

The aim of this study is to evaluate the undergraduate clarinet teaching programs implemented in Turkish State Conservatories based on the perspectives of students and faculty members. The study employs a mixed-methods research design that integrates both qualitative and quantitative approaches. Within the scope of this research, a total of 6 faculty members teaching in undergraduate clarinet programs across Türkiye and 35 conservatory students enrolled in these programs were identified. The sample includes the entire accessible population related to the study, thereby ensuring full population coverage. Data were collected through surveys administered to students for the quantitative dimension and semi-structured interviews with faculty members for the qualitative dimension. Quantitative data were analyzed using frequency and percentage distributions, while qualitative data were examined through content analysis. The findings indicate that although the curriculum is generally effective in achieving its objectives, there are notable differences in its implementation across different universities. In addition, certain shortcomings were identified, particularly regarding the enrichment of curriculum content and the accessibility of teaching materials and instructional resources. In conclusion, the study highlights the need to develop a standardized clarinet curriculum that can be implemented across all conservatories in Türkiye. This program should be globally integrated while also incorporating and preserving the cultural values of the country.

This study aims to analyze intercultural competence outcomes of Japanese undergraduate students studying in Malaysia and Thailand. The research question of this study is to investigate whether there is a relationship between individual and programmatic characteristics, and intercultural competence outcomes. This study required a theory-driven and methodologically rigorous quantitative research design to collect and analyze data. The sample group is Japanese undergraduate students from the School of Global Studies and Collaboration (GSC) at Aoyama Gakuin University (AGU). This study utilized the Sociocultural Adaptation Scale (SCAS) as the primary instrument for collecting quantitative data. The study performed logistic multiple regression analyses to examine the relationship between individual and program characteristics and changes in intercultural competence. The study identified a negative relationship between students’ academic achievements and their intercultural competence in one of the cohorts. The result posed several implications for GSC’s outbound student mobility programs, including new approaches to student selection and program design, for both the GSC and other Japanese universities.

BackgroundThe World Health Organization (WHO) released the Rehabilitation Competency Framework (RCF) in 2020, encompassing five core domains—Practice, Professionalism, Learning and Development, Management and Leadership, and Research—along with cross-cutting values and beliefs that establish international standards for rehabilitation education. However, current neurorehabilitation training in Chinese clinical undergraduate programs lacks a competency-oriented structure. For example, Peking University’s existing curriculum includes only 8 lecture h and an optional 2-week practicum, with assessment predominantly based on written examinations rather than competency evaluation.MethodsCurriculum Design: We employed a Delphi method (involving 3 rounds with 13 experts) to construct an RCF-based curriculum system, defining entry-level proficiency competencies (e.g., Practice P1-P4 and Core Values V1-V4). Implementation: We delivered an 8-h RCF theory plus 2-h case-based learning (CBL) to 36 eight-year program undergraduates. We conducted paired t-tests to evaluate competency changes before and after the intervention. The Rehabilitation Physician Competence Questionnaire was used as the core assessment tool. Paired t-tests were conducted to compare the 13 competence indicators before and after the curriculum reform to verify the effectiveness of the competence-oriented teaching method.ResultsCurriculum Framework: Four modules—Professionalism, Foundations, Core Competencies, and Intensive Practicum—covering all RCF domains were developed. The Core Competencies module emphasized “Assessment Skills (P3)” and “Evidence-Based Decision Making (R1).” Outcomes: A total of 13 of 15 competencies showed significant improvement post-intervention (p < 0.05), including technical skills (+1.25 points) and empathy (+0.42 points). Research competency and patient advocacy showed non-significant changes.ConclusionThis study established a closed-loop system of “contextualized competency framework → curriculum development → multidimensional evaluation,” demonstrating RCF’s effectiveness in enhancing undergraduate rehabilitation competencies. It provides a paradigm for rehabilitation education aligned with Chinese characteristics.

Study abroad experiences have a clear learning gain for students exemplified through reflection on soft and hard transferable skills that boost graduate readiness. These aptitudes include problem solving, teamwork, and global citizenry. Two time-phased semi-structured questionnaires were administered to a cohort of UK-based university students participating in a recent Criminology program course unit which incorporates a study visit abroad to Slovenia. We analyze how learning on the course unit facilitates reflection on graduate employability skills. The paper finds that there is significant learning gain from participation in study abroad as measured using a “before” and “after” Likert scale scoring mechanism. Study participants raise doubts whether their perceived skills development would have been achieved through domestic UK-based fieldwork. The findings underscore the value of study abroad experiences as an option within all or most undergraduate degree programs. These opportunities provide a key pathway to reflective practice on personal and professional skills.

In response to the talent demands of engineering education professional certification for mechanical majors, this paper aims to cultivate applied and innovative talents and designs strategies for a teaching quality monitoring system. The strategies include the improvement of undergraduate talent training programs, the enhancement of theoretical classroom teaching quality, the improvement of practical course teaching quality, the enhancement of teachers’ professional and teaching abilities, and the design of a diversified assessment system for course teaching quality. These five monitoring subsystem strategies cover the main areas involved in teaching work, ensuring continuous improvement in talent training programs, course construction, practical links, teachers’ lecturing abilities, and teaching quality assessment. This system aims to continuously improve teaching quality and lay a foundation for the efforts to cultivate applied talents with solid theoretical knowledge, strong innovation capabilities, and practical skills.

As AI adoption accelerates in organizations and business operations, it is important that higher education continue to study its impact on teaching and learning. Following the formal introduction of two AI applications at a 23-campus university system, this work-in-progress research aimed to understand business faculty pedagogic response to AI and employer needs at one institution. Given that curricula design involves multifactorial thinking, this report is part of a larger study involving a sequenced set of data analyses. On the higher education side, for this study, current syllabi of courses in the General Management concentration in the undergraduate business program were analyzed. General Management was the most popular business concentration last year. As the technology continues to evolve, any study provides only a snapshot in time. Given higher education’s role in the economic sector, at this transformative juncture, modernizing academic understanding of the workplace needs to examine pedagogical practice relating to graduate preparation for new opportunities and challenges.

Objective: This case aims to develop students’ ability to reflect on and propose mechanisms for selecting, monitoring, and reporting on suppliers, considering sustainability standards. Method: The case study is designed to be applied in undergraduate and graduate programs in Accounting and Business Administration, particularly in courses that address ESG topics, such as Environmental Accounting, Contemporary Topics, ESG Reporting, and Sustainability, among others. This case is structured into three 90-minute classes and can be implemented using different teaching methodologies, such as mood boards, videos, Padlet, and written reports. Results: Students are expected to discuss the importance of organizations maintaining a good reputation through their Environmental, Social, and Governance (ESG) performance. The case also addresses the disclosure of information and the adoption of IFRS S1/ CBPS 01, IFRS S2/CBPS 02, and GRI standards, and is aligned with the Sustainable Development Goals (SDGs). These disclosures are important because they add value to the business, and the discussions place students in a context where suppliers must adhere to stringent requirements regarding the services and products they provide. Contributions: The case offers a practical perspective and encourages students’ critical reflection on the complexity and relevance of decisions involving environmental and social aspects in the product supply chain, as well as on how such information must be reported.

Are occupational therapists competent to perform frailty assessments? This opinion piece asserts the argument for including frailty assessments as a routine component for baseline assessments, particularly in older individuals, or those who may be considered to be frail. Some regulatory bodies for occupational therapy, such as the Canadian Occupational Therapy Association have included frailty assessment and intervention as a core competency. Frailty is multidimensional and the risk increases with age. There are numerous risk factors that have been identified in the development of the frailty syndrome, including clinical, biological, lifestyle and sociodemographic factors. This paper offers some suggestions for the assessment of frailty, including questionnaires and informal methods. It is recommended that frailty education be included in the undergraduate curricula of occupational therapists in South Africa, and other undergraduate programmes in Africa. An overview of the advantages and disadvantages of standardised and unstandardised assessment tools should also be included as part of the programme. Frailty can be prevented with timely screening and interventions. It is concluded that frailty assessments should form part of the baseline assessment package of all aging individuals, and especially those who may have one or more or the risk factors. Implications for practice: Frailty is a clinical syndrome - particularly in older adults - that is associated with adverse health outcomes. It should be incorporated into occupational therapy practice as it impacts function directly. The authors argue that: Frailty adversely impacts on the ability of individuals to care for themselves and perform their daily occupations Frailty measures should form part of a baseline assessment, especially in older adults Frailty assessments need to be conducted in those who display one of more of the risk factors, which includes immobility, incontinence, delirium and an individual who has had one or more falls Frailty can be prevented by timely screening and focussed interventions.

Dropout rates in undergraduate accounting degree programmes at a UK university: A 10-year longitudinal study

A BSTRACT Background: India is home to one-third of global oral cancers. There is a substantial unmet need for oral health services in India but there is a workforce shortage. Recently, the Community Health Officer (CHO) is assigned the responsibility of screening, symptomatic management, and appropriate referral of patients with oral problems. Objectives: This study aimed to assess the reliability of nurses’ oral health assessment and describe the oral health status of housekeeping staff of a tertiary health centre in Bhopal. Materials and Methods: A cross-sectional survey was held among 308 housekeeping staff, selected through simple random sampling, at a tertiary care hospital in Bhopal in March 2023. Five nursing interns were trained in oral health assessment. With due attention to ethical considerations, data were collected using the Oral Health Assessment Tool (OHAT). Results: The intra-class coefficient (nursing interns and the dentist) of the OHAT was 0.865 ( P &lt; 0.001). Dental pain (32.1%) was the primary complaint, and 71.4% had no history of substance use. About 91.2% of the participants rinsed their mouths after meals, 56.5% brushed their teeth at least once daily, and 72.1% never visited a dentist. The findings revealed that none of the participants had “good oral health” status. The unhealthy oral status was in oral cleanliness (42.5%) and gum and tissue (29.5%). Conclusion: The involvement of trained nurses in oral health screening can reduce the oral disease burden in India. Use of CHO training modules on oral care should be made mandatory reference material for undergraduate nursing programme in India.

Promoting self-reflective practice in simulation-based education facilitators: A radiography case study.