Search Results for
"learning"

Background: Social–emotional learning (SEL) is crucial to the development of professional identity and collaborative competence in medical education. However, research exploring how teaching assistants (TAs) act as affective mediators to support SEL in project-based service-learning (PjBL-SL) is lacking. The present study investigated two research questions: (1) How do the roles and facilitation strategies adopted by TAs in PjBL-SL influence the development of medical students’ SEL competencies? and (2) How do TAs interpret students’ SEL growth trajectories during the course? Methods: This qualitative study was conducted in a required PjBL-SL course at a Taiwanese medical school. In August 2022, semi-structured interviews were conducted with 11 TAs. Thematic analysis was used to examine their observations and strategies to support student SEL competency development. Results: The TAs reported observing substantial student growth across all five SEL competencies defined by the Collaborative for Academic, Social, and Emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The TAs described how students engaged in perspective-taking, reflective practice, and collaborative problem-solving. The TAs viewed themselves as affective mediators, providing emotional safety, attentive feedback, and tailored guidance throughout the learning process. A dual-layer TA support system—consisting of precourse training grounded in the sequenced, active, focused, explicit principles and ongoing in-course reflective dialogue—was a key enabler of this emotional support role. Conclusion: TAs in PjBL-SL courses are crucial to supporting medical students’ SEL competency development by offering emotionally attuned, context-sensitive guidance. This study’s dual-layer model of TA preparation and engagement can enhance the emotional dimensions of learning in medical curricula. © © 2025 Liao, Hung, Chen, Chen, Ting and Chang.

This article explores the key elements and application of Ubuntu as a humanising pedagogy within nursing education, highlighting its potential to foster culturally responsive and inclusive learning environments. Although indigenous philosophies like Ubuntu have historically been marginalised in formal nursing education in South Africa, they provide a powerful framework for restoring students’ identities and bridging the gap between traditional curricula and the expectations of patients for culturally informed care. Rooted in African traditions of communal interconnectedness, Ubuntu holds significant promise for addressing the health needs of diverse populations by cultivating empathy, compassion and social justice. A systematic search strategy, using keywords related to Ubuntu as a humanising pedagogy in nursing, was applied across multiple databases to identify relevant qualitative research. A meta-synthesis of 14 studies was conducted using Noblit and Hare’s (1988) meta-ethnographic approach, synthesising the literature on Ubuntu as a transformative pedagogical approach. The analysis identified key elements of Ubuntu and its application in teaching and learning practices, emphasising self-awareness, nurturing positive relationships, implementing responsive instructional practices, fostering teamwork and leveraging students’ linguistic resources for meaningful learning. The findings reveal that Ubuntu fosters transformative learning by promoting personal and collective growth, enhancing cultural competence and challenging dehumanising practices. Integrating Ubuntu into nursing education can bridge cultural gaps, contribute to the development of socially just healthcare professionals and enrich nursing practices by aligning educational outcomes with the needs of diverse communities. © © 2025 Vhothusa Edward Matahela. Nursing Forum published by John Wiley & Sons Ltd.

Background: Global health care education that cultivates international orientation is important for providing medical care in consideration of diverse backgrounds and collaboration with foreign medical professionals. Virtual international exchange programs could be a new type of global education in the present postpandemic era. Objective: This study aimed to examine the effectiveness of a virtual international exchange program in fostering quality academic and professional learning and international orientation from student perspectives across 5 countries. This research is expected to contribute to education for the development of global human resources in the health professions. Methods: This quasi-experimental study used a before-and-after design using a convergent parallel mixed methods approach. In this study, a 5-day interactive virtual program was offered to occupational therapy students from Bangladesh, Indonesia, Japan, the Philippines, and Thailand. The students were asked about their expectations and international orientation before the program, and about their evaluation of the program and international orientation afterward. Numerical data from a questionnaire on program expectations and evaluations were analyzed using descriptive statistics. Data on international orientation were subjected to qualitative analysis using steps for coding and theorization. Results: In total, 29 students participated in the program, out of which 12 students (response ratio 41.4%) answered the research questionnaires both before and after the program. Overall, the students’ expectations of the program were met in terms of expertise, scientific learning skills, and group interactions. Comparing before and after the program, mean scores of how the program met expectations increased, and the mean scores after the program in all 12 items asking about program evaluation were from 3.8 (SD 1.19) to 4.9 (SD 0.67; range: score 1 [lowest]-5 [highest]). Even though their motivation for participating in the program was not specific before the program, after the program, they reported having a more concrete image and specific form of what they learned from an international perspective. The participants enjoyed communication with others from diverse backgrounds while recognizing the difficulty of understanding different values. They also expressed satisfaction with their understanding of occupational therapy professionals and diverse societies, including medical systems from other countries. Conclusions: Even though the analyzed sample data were small, these findings suggest that the program in this study may provide the participants with valuable opportunities. The virtual exchange program could foster students to cultivate qualities such as problem-finding or problem-solving and having interactions with groups from diverse backgrounds. © Natsuka Suyama, Kaoru Inoue, Norikazu Kobayashi, Anuchart Kaunnil, Supatida Sorasak Siangchin, Muhammad Hidayat Sahid, Erayanti Saloko, Sk Moniruzzaman.

Artificial intelligence (AI) is changing the landscape of technical skills training worldwide. This narrative review sums up recent scholarly research to examine how AI is used into vocational and industrial training contexts, the opportunities it affords for personalized and adaptive learning, and the challenges it poses in practice. Our work outlines the state-of-the-art applications of AI aligned with 'Industry 4.0' needs, and narrates thematic areas including personalization, curriculum innovation, practical skills training, teacher competency development, administrative uses, and global perspectives. Findings reveal that AI technologies are enabling more flexible, inclusive, and industry-responsive vocational learning experiences, while also raising important issues around data privacy, bias, teacher readiness, and equity. The discussion provides a critical analysis of these developments and offers insights into policy implications and future research directions. We conclude that AI holds significant promise for enhancing vocational and industrial education, provided that stakeholders address implementation barriers and ethical concerns to harness AI's potential for improving workforce development and lifelong learning. © 2025 IEEE.

Outcome-Based Education for Engineering Educators presents a student-centered approach that aims to produce graduates with a well-rounded skill set, ready to contribute effectively to the engineering profession and adapt to the dynamic nature of technology and industry. It places an emphasis on preparing students for real-world applications and ensuring they acquire the necessary skills and knowledge to excel in their future careers. Instead of focusing on fulfilling accreditation requirements, the book discusses the constructive alignment between learning outcomes, authentic assessments, and teaching-learning activities. It demonstrates how defined learning outcomes should be aligned with the broader goals and objectives of the engineering program that reflect industry needs, technological advancements, and professional standards. The book shows how curriculum may integrate theoretical knowledge with practical applications, hands-on projects, and real-world problem-solving exercises. The book is intended for engineering educators studying and incorporating evidence-based teaching practices. It will also interest graduate students taking courses in engineering management and higher education pedagogy. © 2026 Faris Tarlochan.

This chapter explores the transformative potential of cooperative learning (CL) in fostering intrinsic motivation (IM) and self- directed learning (SDL) within blended learning (BL) business education environments. Drawing on a design- based, mixed- methods study conducted at a South African TVET college, it presents the Cooperative–Self- Directed–Blended learning (C–SD–BL) framework. The chapter unpacks theoretical foundations, empirical findings, and practical implications, demonstrating how structured CL strategies in BL contexts enhance learner engagement, autonomy, and competence. Insights are drawn exclusively from the author’s doctoral research, presenting a contextually grounded, theoretically rigorous contribution to active learning scholarship in business education. © 2026 by IGI Global Scientific Publishing. All rights reserved.

In an era defined by rapid technological advancement and shifting workforce demands, business education undergoes a transformative evolution. The integration of artificial intelligence (AI), a focus on skill development, and the rise of hybrid and blended learning models reshapes how future business leaders are trained. These innovations enhance the accessibility and personalization of education while aligning curricula with the needs of the global economy. As institutions adapt, the intersection of technology, pedagogy, and real-world application helps prepare future professionals. Innovating Business Education: AI, Skill Development, and Hybrid and Blended Models explores how emerging technologies like AI, along with evolving teaching methods such as hybrid and blended learning, transform the landscape of business education. It examines the shift toward practical, skills-based learning and how these innovations better prepare students for the demands of a changing global workforce. This book covers topics such as educational technology, professional development, and behavioral analytics, and is a useful resource for business owners, educators, computer engineers, academicians, researchers, and scientists. © 2026 by IGI Global Scientific Publishing. All rights reserved.