Search Results for
"deep learning"

Medical mathematical statistics is a core course in the field of medicine and pharmacy, playing a crucial role in cultivating students' professional literacy. Traditional teaching methods face challenges due to the abstract nature of the theory, insufficient student interest, and difficulties in improving teaching effectiveness. To address these issues, this paper proposes an innovative approach that teaching practice evaluation of medical mathematical statistics based on knowledge graph. Firstly, knowledge graph technology is employed to visualize the course knowledge system, clearly presenting the associations and hierarchical structure of knowledge points. This provides students with an intuitive and systematic learning framework, helping them quickly build a knowledge system and deepen their understanding of complex concepts. Secondly, targeted teaching strategies are designed in conjunction with the six stages of the BOPPPS teaching model (Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary). The visualization of knowledge graphs enhances interactivity and relevance in each stage, stimulating students' enthusiasm for learning. Specifically, the Bridge-in stage clarifies learning objectives; the Participatory learning stage uses knowledge graphs to guide group discussions and case analyses, fostering critical thinking and problem-solving skills; and the Postassessment stage reviews and consolidates knowledge through knowledge graphs to reinforce learning outcomes. Finally, this study was implemented in the medical and pharmaceutical statistics course for undergraduate students at Shaanxi University of Chinese Medicine. A comprehensive evaluation of students' academic performance, classroom participation, and learning satisfaction indicated that the innovative teaching model significantly increased students' interest and course grades, enhanced their ability to apply knowledge and innovate, and provided a new approach for course teaching reform. It also offers valuable references for teaching improvements in other professional courses. © 2025 IEEE.

Vocational education systems worldwide are under increasing pressure to adapt their curricula to the demands of digital transformation, particularly in enhancing English language integration within vocational competency frameworks. However, most existing curriculum designs are static and fail to dynamically respond to evolving learner needs and industry standards. To address this challenge, this study proposes a deep learning-driven framework for optimizing the English-Vocational competency matrix using advanced machine learning models. A simulation-based dataset was generated to replicate learner performance scenarios, and three models, Decision Tree (DT), Support Vector Machine (SVM), and Neural Network (NN), were developed and tested using Python in Google Colab. Results showed that the Neural Network significantly outperformed other models with an accuracy of 99.0%, precision of 100%, and F1-score of 99.1%, indicating its superior capability in capturing nonlinear patterns in educational data. This approach contributes a scalable and intelligent solution to dynamic curriculum adaptation in vocational education. The study concludes by recommending the integration of such models into adaptive learning platforms for real-time curriculum adjustment. The practical implication lies in enabling data-informed policy and pedagogical interventions, although limitations such as reliance on simulated data warrant future application to real-world datasets for validation. © 2025 IEEE.

The increasing integration of digital technologies in education has positioned Augmented Reality (AR) as a transformative tool. However, despite its proliferation from early marker based systems to sophisticated markerless applications, a comprehensive understanding of its pedagogical value and the practical challenges of its implementation remains a critical research gap. This study aims to bridge this gap by systematically synthesizing a diverse body of existing research. Utilizing a library research methodology, this paper analyzes peer reviewed scientific literature, including meta analyses and empirical studies, to examine both the multifaceted cognitive impacts of AR on learners and the most effective AR based educational strategies. The findings reveal that AR significantly enhances core cognitive functions including conceptual understanding, long term memory retention, and spatial visualization by facilitating embodied cognition and bridging abstract concepts with interactive, concrete experiences. Furthermore, this synthesis identifies that the most impactful pedagogical approaches are deeply integrated into the curriculum, manifesting as collaborative learning, contextual scaffolding, and authentic project based learning. In conclusion, while AR holds immense potential, its efficacy is contingent upon a holistic implementation that aligns technological capabilities with sound pedagogical principles and supportive institutional policies. Consequently, this work underscores the necessity for future development to focus on creating robust, standardized AR learning frameworks that prioritize content interoperability, establish clear learning analytics, and adhere to universal design principles to ensure scalable, accessible, and inclusive educational experiences, thereby addressing persistent adoption challenges. © 2025 IEEE.

The article considers implementing a competency-based approach in teaching astronomy and astrophysics in general and specialised educational institutions. competency-based learning facilitates not only knowledge acquisition but also the development of key skills, including critical thinking, research and digital competencies, analytical abilities, communication skills, and teamwork. Special attention is given to the use of interactive technologies, particularly virtual laboratories, simulations, and digital tools, which enable students to observe and analyse astronomical phenomena even remotely. Programmes such as Stellarium, Universe Sandbox 2, and others open up opportunities for a deeper understanding of complex astronomical processes and contribute to the formation of students' scientific worldviews. The article also examines methods of organising laboratory work and research projects aimed at modelling cosmic phenomena, analysing the physical characteristics of stars, and calculating planetary orbits. The use of modern technologies in teaching allows for high-quality material assimilation, increased student motivation, and the integration of interdisciplinary knowledge. The research results confirm the effectiveness of the competency-based approach, which ensures the development of necessary skills for successful student adaptation to modern technological society and their preparation for further scientific or professional activities. © Published under licence by IOP Publishing Ltd.

This study aimed to develop and evaluate a digital-based history curriculum tailored for Indonesian senior high schools, addressing the pedagogical gap between traditional history instruction and 21st-century learning demands. Employing a Research and Development (R&D) methodology guided by the ADDIE model, the research involved five curriculum and pedagogy experts, ten history teachers, and over 200 students from six public high schools with varying levels of technological infrastructure. The study encompassed a comprehensive needs analysis, expert and teacher validation, guided classroom implementation, and multi-source impact evaluation using interviews, observations, formative assessments, and digital questionnaires. The curriculum was validated with high scores by experts (mean = 4.80) and teachers (mean = 4.60), highlighting its structural coherence, relevance, and ease of implementation. Classroom trials across schools demonstrated consistent effectiveness (mean = 4.60), with no significant variance found through ANOVA analysis (p > 0.05). Qualitative results indicated increased student engagement, deeper historical understanding, and development of contextual thinking. The study offers a novel approach to system-level curriculum design where digital media is the backbone of instructional planning. This model contributes to global discourse by presenting a scalable, equitable, and pedagogically resilient solution for integrating digital history education in diverse and resource-limited settings. © Copyright (c) 2025 Zulkarnain Zulkarnain, Salamah Salamah, Fahruddin Fahruddin, Darsono Darsono. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

In recent years, there has been a growing emphasis on the application of project-based learning and differentiated instruction within educational environments, as educators increasingly acknowledge their significance in motivating students and creating more interactive learning experiences. This study aims to explore the perspectives of art teachers on the effectiveness of combining differentiated instruction with project-based learning to support students’ understanding in art. Using a sequential mixed-methods design, data were collected through a questionnaire completed by 190 art teachers, followed by a group discussion involving eight selected participants. The findings reveal that art educators view project-based learning as a valuable teaching approach that promotes greater student involvement, strengthens social interaction in the classroom, encourages cultural appreciation, and supports the practical application of differentiated instruction strategies. These results have broader implications in areas such as teacher training, academic leadership, curriculum development, and educational policy. Additionally, the insights derived from this study may have relevance beyond art education, offering meaningful contributions to other academic disciplines. The findings also serve as a useful reference for researchers and educators pursuing deeper explorations into the integration of project-based learning and differentiated instruction in both art education and wider pedagogical contexts. © 2025, Universidade Estadual de Maringa. All rights reserved.

This paper firstly analyzes the limitations of current operations research teaching, including over-reliance on mathematical derivation, disconnection between cases and practical problems, and weak practical ability of students. On this basis, it is proposed to integrate AI optimization methods such as machine learning, genetic algorithm and deep reinforcement learning into the curriculum system, and improve students’ optimization decision-making ability and innovative thinking through intelligent computing tools, dynamic case generation and adaptive learning platforms. In the teaching practice part, two typical cases are designed: (1) Intelligent logistics path optimization, combining traditional operations research model and AI algorithm to solve the real distribution problem; (2) deep learning-driven supply chain forecasting, which cultivates students’ interdisciplinary application ability through project-based learning. In addition, the research proposes an innovative path combining heuristic teaching and AI technology, emphasizing problem guidance and algorithm correlation to help students systematically master knowledge. The research results show that the introduction of AI technology significantly improves the practicality and cutting-edge of operations research teaching. On the one hand, the intelligent algorithm simplifies the complex calculation process, making students more focused on model construction and decision analysis; On the other hand, dynamic cases and personalized learning enhance student engagement and problem-solving skills. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This study examines the motivational changes of undergraduate students participating in a practical course designed to address the challenge of aligning academic training with industry needs. The study spanned two iterations of the course. During the first iteration, qualitative interviews were conducted to assess changes in student motivation throughout the practical course. In the second iteration, a motivation questionnaire was administered at three points: before, during, and after course completion. The results indicate a general decrease in student motivation during the course, followed by a partial recovery towards the end. This fluctuation highlights the need for continuous support and realistic feedback to maintain student engagement and motivation. This study contributes to the expanding body of research on how practical, industry-focused courses influence student motivation. By incorporating real-world contexts and challenges, this type of course can greatly enrich learning experiences and better prepare students for professional settings. However, one should carefully design these courses and implement effective mechanisms to maintain and foster student motivation throughout the course duration. © 2025 by the authors; licensee Modestum.

The transition from technical and vocational education and training to higher education is particularly challenging for apprenticeship graduates. These challenges are not only bureaucratic or logistical but also reflect deeper systemic inequalities. In many countries, apprenticeship routes at the upper secondary level are disproportionately chosen by disadvantaged groups in relation to class, gender, and/or race. As a result, the limited, time‐consuming, and inconsistently regulated progression pathways in place contribute to the reproduction of social inequality. This article examines how such structural barriers are embedded in three national apprenticeship models in England, Germany, and Norway, where access to apprenticeship qualifications is primarily mediated by the labour market. In England, higher‐level apprenticeship routes combine company‐based learning with part‐time participation in institutional education. In Germany, the parallel or “dual” model integrates school‐based and company‐based training, while Norway’s sequential model structures apprenticeships as successive phases in schools and workplaces. In comparing these models, we conclude that despite differences across transition routes and claims to improve permeability, the divide between vocational and academic education persists across all three systems, thereby reinforcing rather than reducing systemic inequality. © 2025 by the author(s).

This chapter presents a case study research project conducted in a vocational college in Northwest China, focusing on work-integrated learning (WIL) and its impact on adult learners’ soft skill development. Using experiential learning theory, the study provides an in-depth analysis of the learners’ perspectives on their work-integrated experiences. These experiences, which included hands-on tasks and reflective observations, were closely examined to understand their role in fostering deeper learning and personal growth. The participants in their second and third years of the business courses taught in English engaged in various WIL activities, such as mentorship, business field trips, and internships. WIL is highly valued for its ability to provide students with practical industry experience and better prepare them for the workforce. However, the literature lacks sufficient evidence on how WIL contributes to developing soft skills concerning student agency and how these programs are assessed in terms of student efficacy. The findings of the study, based on three focus group interviews, highlight the positive impact, especially in business and finance areas. The exploration of vocational college students’ experiences and perceptions of soft skill development through WIL showed that many students felt better prepared for their future careers due to these experiences and expressed a desire for longer program durations. This chapter contributes to the existing literature on WIL, assessment, and its role in enhancing soft skills among adult learners. It provides valuable insights for institutions aiming to integrate soft skills effectively into WIL, thereby shaping adult learners’ professional acumen. As institutions grapple with the imperative to equip adult learners with essential soft skills, this study’s insights can contribute to the design of future WIL programs. The study also emphasizes the significance of continuous improvement and innovation in assessment methods for accurately measuring adult learners’ soft skill development. By implementing these enhanced assessment methods, institutions could optimize the integration of soft skills into WIL, shaping effective adult learning strategies in an evolving professional landscape. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.