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Enhancing students' lexical fluency and academic performance in speaking exams presents a significant challenge for English as a foreign language (EFL) instructors. The pursuit of effective tools to engage students and facilitate their learning process has been ongoing. The incorporation of technology in EFL learning contexts, particularly through learning-oriented assessments, offers a promising solution to the traditional difficulties of vocabulary acquisition in the classroom. Research indicates that Mobile-Assisted Language Learning (MALL) not only streamlines the learning process but also boosts student motivation and participation. In light of the challenges faced in improving the speaking exam performance of students in foundation programs in Oman, a study was conducted to assess the impact of Mentimeter, a Student Response System, on student engagement, vocabulary recall, and speaking proficiency. The study involved 275 students from a public university in Oman who participated in Mentimeter quizzes designed to measure the platform's effect on vocabulary retention, lexical fluency, and overall speaking performance. Additionally, the study explored teachers' perceptions of the integration of Mentimeter as a formative assessment tool. The findings underscore the significance of MALL in enhancing learning-oriented assessment in EFL classrooms and provide insights for educators on utilizing such technologies to bolster vocabulary retention and speaking skills. [ABSTRACT FROM AUTHOR]

Digital transformation represents a compelling opportunity for manufacturing companies to enhance their competitiveness. This transformative journey offers myriad possibilities, including improved connectivity between workers and machines, as well as seamless machine-to-machine interactions. However, many manufacturing companies encounter challenges when attempting to implement digital transformation effectively. The process of digital transformation is often slow, and most companies find themselves in the early stages of adoption, grappling with the ambiguity surrounding the associated technologies. A systematic approach for the implementation of digital transformation is still elusive for many manufacturing companies. The number of studies exploring digital transformation is increasingly growing, encompassing various sectors and domains. However, within the manufacturing sector, there remains a need for further research and clarity on systematic implementation approaches. To address these issues, this research undertakes a comprehensive analysis to identify the critical factors that influence digital transformation in the manufacturing sector. The objective of this research is to identify the factors that drive the success of digital transformation in manufacturing companies while also uncovering factors that, when neglected, could lead to failure. Through a systematic literature review, this research identifies 11 critical factors. These factors serve as the basis for developing the ARTO model, a structured framework comprising four distinct categories: "Awareness-related factors," "Readiness-related factors," "Technology Selection-related factors," and "Operations-related factors." Moreover, this research incorporates expert perspectives gathered through a survey to refine the ARTO model. This study offers the ARTO model and digital transformation definition as practical tools for successfully implementing digital transformation in manufacturing companies, while also delineating the intricate relationships among the crucial factors. By shedding light on the factors underpinning digital transformation in the manufacturing sector, this research contributes to the ongoing discourse and facilitates more effective adoption of digital transformation strategies. Highlights: Digital transformation enhances competitiveness with connectivity and machine interactions. Challenges in implementing digital transformation necessitate the identification of critical influencing factors. Developed ARTO (Awareness, Readiness, Technology, and Operations) model for enabling successful digital transformation based on critical factors. The ARTO model, derived from 11 critical factors, offers a structured framework for successful implementation. The ARTO model and the proposed DT definition guide manufacturing companies in their digital transformation journey. This research sheds light on essential factors, contributing to a more effective adoption of digital transformation strategies. [ABSTRACT FROM AUTHOR]

This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers' Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers' technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde's education system. [ABSTRACT FROM AUTHOR]

This study constructs an analytical framework to assess the effectiveness of collaborative governance in smart communities, focusing on six key elements: collaborative subjects, funding sources, community participants' literacy, community-specific systems, community culture, and supporting facilities. Using fuzzy set qualitative comparative analysis (QCA) on 20 typical cases of community governance, the study identifies that collaborative subjects and supporting facilities are necessary conditions for achieving effective community governance. Community culture and community participants' literacy are recognized as sufficient conditions for effective collaborative governance involving multiple subjects in smart communities. The study also identifies several pathways to enhance the effectiveness of collaborative governance in smart communities, including the subject-–culture-embedded pathway, technology–resource-driven pathway, and system–talent-led pathway. These pathways highlight the integration of community-specific cultural elements and the leveraging of modern technologies to foster stakeholder engagement, enhance decision-making processes, and improve service delivery. The findings suggest that robust community culture and literacy, combined with advanced technological infrastructure and diverse funding sources, significantly contribute to the success of collaborative governance initiatives. By providing a comprehensive analysis of the interplay between these factors, the study offers valuable insights into the construction of smart communities and proposes strategies for enhancing the effectiveness of collaborative governance. This research contributes to the broader discourse on sustainable urban development and the knowledge economy, emphasizing the crucial role of innovation, technology, and community engagement in shaping the future of smart cities. [ABSTRACT FROM AUTHOR]

Numerous studies have extensively explored technology integration in instructional processes, covering learning outcomes, barriers, administrative support, and teachers' technological proficiency. However, limited research has specifically investigated teachers' perceptions of technology-rich instructional methods. This study involved a collaborative effort between a researcher and three science educators to develop technology-rich lesson plans. It aimed to investigate science teachers' perspectives on technology integration, encompassing aspects such as professional satisfaction, preparation time, provision of predesigned lesson plans and materials, and preferences for technology-rich teaching approaches across distinct demographic variables. Utilizing a design-based research approach with a mixed-method design, this study employed a sequential triangulation model. The quantitative phase engaged sixty-three science teachers, complemented by a qualitative phase with three participants. Data collection methods included the Technology-rich Lesson Plan Evaluation Survey and semi-structured interviews. Teachers assessed three lesson plans for instructional appropriateness and technology integration dimensions. The Chi-Square test analyzed variations in teachers' opinions towards technology integration based on demographic characteristics such as gender, work experience, and self-reported computer competency. While not statistically significant, the results suggest that pre-designed technologyrich lesson plans positively impact professional satisfaction and reduce lesson preparation time. Teachers emphasized the necessity of providing such pre-designed lesson plans and materials for all learning outcomes, indicating a clear intention towards technology-rich teaching methodologies over traditional. [ABSTRACT FROM AUTHOR]

Generative AI (GenAI) tools have taken off since the introduction of ChatGPT in late 2022. GenAI refers to technology that can generate new content from training data in order to create text, visuals, and audio. With more and more students gaining access to this technology, as science teachers and teacher educators, we are tasked with identifying how to maximize its use in science teaching and learning. Using the principles of universal design for learning, this article describes three approaches to differentiation science educators can take to reap the benefits of GenAI tools when addressing the needs of multiple, diverse learners in middle-grade science classrooms. Specifically, we will identify GenAI tools that complement facilitating learning through multiple engagements, representations, and expressions. Finally, we conclude with general recommendations for implementing GenAI tools in the science classroom. [ABSTRACT FROM AUTHOR]

Despite the growing emphasis on differentiated instruction in modern education, there remains a noticeable gap in research examining the integration of Technological, Pedagogical, and Content Knowledge (TPACK) with professional competence, particularly within the context of Indonesia's Merdeka Curriculum. This study aims to assess teachers' levels of TPACK and professional competence in developing differentiated instruction in Yogyakarta, Indonesia, while exploring the correlation between these two variables. Adopting a quantitative correlational research design, the study employed stratified random sampling to select a sample of 84 teachers from eight elementary schools currently implementing the Merdeka Curriculum (Independent Learning Curriculum). Descriptive statistics and hypothesis testing, using the Spearman-Brown formula, were utilized for data analysis. The findings indicate that the participating teachers exhibit moderate levels of both TPACK and professional competence in developing differentiated instruction. Moreover, hypothesis testing revealed a strong and significant correlation between teachers' TPACK and their professional competence in designing differentiated instruction. This research highlights the importance for teacher training institutions to prioritize the development of TPACK, enabling educators to effectively adapt to evolving educational policies. [ABSTRACT FROM AUTHOR]

Purpose: This study advances research on cognitive diversity from the perspective of public employees by studying the effect of cognitive diversity on team viability, the mediating effect of transactive memory systems (TMS) and the moderating effect of technology integration. Design/methodology/approach: We used SmartPLS to analyze a unique data set from 193 public employees. The information was collected through an online questionnaire administered by the LimeSurvey Professional platform. In addition to analyzing the data through partial least squares structural equation modeling with higher-order latent variables, we analyzed mediating and moderating effects. Findings: The results show that TMS act as partial mediators between cognitive diversity and team viability. Although technology integration (for both external diffusion and internal integration) moderates this relationship to mitigate negative effects, technological infrastructure does not. Originality/value: This study expands previous research on TMS and technology integration. Our findings support the significance of TMS and technology integration in a context of cognitive diversity, identify ways to develop good management behavior and assess the results of these practices for team viability. We recommend that public managers in contexts of cognitive diversity work to create effective workplace environments. Training programs can foster TMS capabilities and support implementation of technology integration to improve team viability and results for public service delivery to citizens. [ABSTRACT FROM AUTHOR]

Purpose: purpose of this paper is to explore the profound impacts of advanced technologies— such as AI, blockchain, IoT, and robotics—on management practices across various sectors. By examining sector-specific case studies, this paper seeks to uncover the nuanced ways in which advanced technologies influence management practices and to identify the competencies required for effective organizational leadership in this evolving landscape. The analysis highlights how different sectors adapt to technological advancements and the critical managerial skills needed to navigate these changes successfully. Design/methodology/approach: To achieve the objectives, the paper employs a qualitative research approach, incorporating a comprehensive review of existing literature and case studies from diverse sectors including healthcare, finance, manufacturing, retail, and transportation. The approach includes a detailed analysis of the integration and impact of advanced technologies on management practices. Findings: The adoption of advanced technologies across sectors reveals the need for specific managerial competencies. In healthcare, managers must excel in data analysis and ethical AI integration. The finance sector requires expertise in blockchain, AI, and cybersecurity. Manufacturing demands skills in technology management, workforce retraining, and cybersecurity. Retail managers need to integrate AI and IoT solutions while safeguarding data privacy, and those in transportation and logistics must oversee autonomous systems, real-time data, and workforce adjustments. Overall, managers need technological proficiency, analytical skills, cybersecurity awareness, and change management expertise. Continuous learning and adaptability are also crucial for navigating technological advancements and maintaining a competitive edge. Originality/value: This paper provides a novel examination of how advanced technologies influence management practices across different sectors, offering insights into both the benefits and challenges associated with these innovations. The value of the paper lies in its comprehensive analysis and sector-specific case studies, which contribute to a deeper understanding of the intersection between technology and management. The research is addressed to academics, industry professionals, and policy-makers interested in the evolving landscape of technology-driven management. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literature indicates that teachers' technology integration is affected by internal (individual feeling) and external (support from schools) factors. How the two levels of factors affect continuous technology integration remains unclear. Drawing upon the organizational support theory, this study thus proposes a multilevel model to examine how factors at two levels—teacher and school—account for teachers' technology integration. In the model, teachers' technology integration is a teacher-level variable, while school support at the school level, refers to how well the school supports teachers. The model specifically investigates the serial mediating roles of teachers' perceived school support and ICT self-efficacy in the relationship between school support and teachers' technology integration. Large-scale data (297 schools and 8041 teachers) was collected for analysis. The multilevel mediation model was constructed and analyzed using a multilevel structural equation modeling (MSEM) approach. Key results from the analysis illuminate that school support can only impact teachers' technology integration when teachers' perceived school support acts as a mediator. Teachers' ICT self-efficacy also plays a partial mediation role between teachers' perceived school support and their technology integration. These findings validate the proposed model. They highlight teachers' unarticulated need for a supportive school environment and the crucial role of teachers' perceptions in translating school support into technology integration practices. In doing so, we make a contribution to the methodology for developing effective school support and cultivating appropriate teacher perception for teachers' technology integration that also extends to creating a supportive school environment by considering both internal and external factors. [ABSTRACT FROM AUTHOR]

Using pre-service teachers' (PSTs) technological, pedagogical, content knowledge (TPACK) survey responses, this study's cluster analysis identified five distinct learning profiles: Pedagogical Content Knowledge Specialists, Technological Forerunners, Pedagogically Minded, Balanced Integrators, and TPACK Lingerers. Instead of using a single timepoint or a single TPACK domain for identifying high or low PST clusters, this study identified five distinct TPACK clusters by analyzing TPACK perception scores before and after a technology integration course. MANOVA, ANOVA, t-tests, and Chi-square tests were then employed to further examine how TPACK domains changed within and between clusters. The MANOVA results indicated that the five profiles exhibited distinct learning trajectories, and the Chi-square results confirmed that cluster membership was independent of PST's programs and majors. After completing the course, all profiles significantly improved their technological knowledge and technological content knowledge, yet only the Technological Forerunner and Pedagogically Minded profiles significantly increased self-perceptions in all TPACK domains. The study furthermore examined the relationship between the TPACK clusters and Technology Acceptance Model (TAM) variables, and results revealed significant differences across learner groups in TAM after taking the technology integration course. The profiles in this study present fine-grained patterns of technology integration development that may inform future TPACK/TAM research, application of cluster analysis methods, and the design of technology integration coursework. [ABSTRACT FROM AUTHOR]

Technology has the potential to enhance learning; however, generic technocentric strategies in schools have exacerbated barriers to technology integration in the classroom. Teachers are key to successful technology integration in schools. Factors such as subject culture and pedagogy will affect teachers' willingness and ability to adopt technology in the classroom, yet subject-specific studies tend to focus on STEM subjects at the expense of the humanities. This mixed-methods study investigates technology use by teachers and pupils in the A-level history classroom in Northern Ireland, through the lens of Ertmer, P. 1999. "Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration." Educational Technology Research and Development 47 (4): 47–61 classification of barriers. A number of impediments to effective technology use in the classroom were identified and strategies to minimise these barriers are recommended. [ABSTRACT FROM AUTHOR]

Much research has been conducted on the relations between teacher beliefs, in terms of expectancies and values, and teaching with technology. However, findings have been inconsistent. Some studies reported that expectancies mattered more for teaching with technology, while others found that values played a more crucial role, and still others found neither belief factor to significantly predict teachers' use of technology in classrooms. This discrepancy makes identifying intervention targets difficult for scholars and stakeholders. The present study aimed to clarify the discrepant results by considering the complexity of teacher beliefs and examining the dynamic relations between expectancies, values, and teaching with technology. Leveraging two nationally representative samples, the present study found consistently in the main and replication samples that the relations between values and various dimensions of teaching with technology depended on expectancies. Specifically, the relations between values and teaching with technology became nonsignificant when expectancies were low. In contrast, teaching with technology was substantially increased when expectancies and values were both high. These findings suggest that the discrepant results in the literature may stem from a failure to consider the interaction between teacher beliefs about teaching with technology and highlight the need for experimental research targeting expectancies and values about teaching with technology. [ABSTRACT FROM AUTHOR]

Many studies have examined teachers' use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers' beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers' use of technology in education. Teachers' technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers' use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning. [ABSTRACT FROM AUTHOR]

This study aims to analyse the impact of demographic and educational factors on in digital upskilling. We address the relationship between digital skills, critical thinking skills and the student learning experience in courses with embedded upskilling programs. Statistical analysis and exploratory research are used to analyse the data collected by the digital fitness app developed by a global company leading digital talent transformation. Our research identified the following demographic indicators that have influenced individuals' digital upskilling: Gender, Race, Residency, Pell-eligibility, Age, in addition to six academic indicators including department, major, class level, first-time freshman, High School GPA and ACT score. Discussion of findings and future research directions would lead to novel research articles focusing on longitudinal studies to assess digital skills. Also, this study shows the need for a new assessment tool to expand the scope and the sample size of the study. This article provides a valuable guidance for policy makers, higher-education institutions, educators, students, and employers, who are looking for digital talent or skill sets needed for digital transformation. The main contribution lays in data collection and analysis. This is the first study using a globally accepted digital talent assessment tool to collect data at a minority serving institution. [ABSTRACT FROM AUTHOR]

This study explored the teachers' transition and strategy adjustment in integrating technological approaches to teaching. This study explored the lived experiences of the teachers' transition and strategy adjustment in integrating technological approaches to teaching in Cebu Province for the school year 2023 - 2024. The challenges and highlights of utilizing technology inside the classroom are the main concern of this study. To address this, this study used Heideggerian Phenomenology as the research design. 5 participants volunteered to be part of the study and qualified with the inclusion criteria. This study used the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. These are the steps in analyzing the data. 4 emerging themes surfaced in this study. These are the (1) Shift to Digital Education; (2) Setbacks Amidst Advancements; (3) Strive for Excellence; and (4) Standardized Triumph. These themes are a clear picture of how the teachers' experiences in transitioning into utilizing technological tools inside the classroom have shown and exemplified. With this, veteran teachers are having difficulty in using these technological tools as they lack exposure and skills in using them. It is highly recommended that veteran teachers be sent to relevant training and seminars especially pertaining to the utilization and maximizing the impact of technology inside the classroom. [ABSTRACT FROM AUTHOR]

In light of today's experience economy and the forthcoming era of smart-technology and the metaverse, the aesthetic education needs to be revolutionized. In particular, integrating augmented reality (AR) and virtual reality (VR) into such courses has been proven to significantly enrich the learning experience and enhance its effectiveness. This study aims to explore the effects of AR and VR on boosting hospitality students' aesthetic literacy via aesthetic education. A quasi-experiment was carried out using the Aesthetic Dining Experience Design (ADED) course, with a primary focus on the integration of AR/VR technology as an educational tool. The main objective was to evaluate its impact on learning outcomes, specifically in enhancing students' aesthetic literacy. The findings show that students from both the control and experimental groups achieved enhanced aesthetic literacy through ADED. Furthermore, the students in the experimental group who received AR/VR-assisted learning demonstrated significantly superior comprehension of the knowledge and skills related to the dining environment, the meals served, and employee- and consumption-related aesthetic literacy under the framework of hospitality aesthetic literacy. The details and implications are discussed further in this article. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of the literature on evaluation and program planning strategies for technology integration in education. The aim of the review was to examine the evidence on different types of strategies that can be used to design, implement, assess, and improve technology integration in educational settings, as well as the factors that influence their success. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and searched four databases for relevant studies published between 2010 to May 2023. A total of 124 studies met the inclusion criteria and were appraised for quality using multiple quality assessment tools. The findings were synthesized using a narrative synthesis approach. The review identified and compared various models and approaches for technology integration, such as design-based research, logic model, backward design, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. It also explored how organizational, technological, pedagogical, teacher, and student factors interact with the evaluation and program planning strategies and affect the outcomes of technology integration. Furthermore, the review has highlighted the importance of evidence-based practice in technology integration and the need for continuous improvement based on data from multiple sources and methods. Moreover, this review also discussed the limitations and challenges of the review and suggested directions for future research and policy development. Besides, the review contributes to the existing literature on technology integration in education by providing a comprehensive and systematic analysis of the evaluation and program planning strategies and their interaction with various factors that influence their success. [ABSTRACT FROM AUTHOR]

This paper uses the Technology Acceptance Model (TAM) framework to examine elements affecting technology acceptance in teacher education. By means of network and cluster analysis, we investigate the distribution, interactions, and importance of components influencing technology adoption among pre-service and in-service teachers. Following the PRISMA method, a thorough search of Scopus and Web of Science databases produced 32 publications for in-depth study. Key interactions among TAM variables were found using network analysis done in RStudio with the igraph tool. Our results underline in teacher education settings the importance of perceived utility, attitudes toward technology, and perceived ease of use. The study revealed certain topic groups including psychological and social elements, knowledge and occupational relevance, and pragmatic uses in learning environments. While pointing up possible study gaps in this field, the network analysis offers insights into important factors and relationships impacting instructors' technology uptake. This study helps to create efficient professional development programs meant to improve instructors' technological integration skills and enable the successful application of instructional technologies in their respective fields. Our results provide insightful direction for teachers and legislators creating focused initiatives to increase technology acceptance in learning environments. [ABSTRACT FROM AUTHOR]

Secondary school language teachers who participated in this study taught using tablets and MS Teams, which has its own associated challenges. In the study reported on here we explored ways in which the 13 digital learning competencies in the South African education context support teachers in addressing their teaching-related challenges. The challenges and digital teaching practices of 4 secondary school teachers were explored using a collaborative action research design. The phenomenon was explored and described as a case study. Data collection instruments included focus-group interviews, classroom observations, and documents from teachers’ lessons. We employed a conceptual framework with digital didactical design as context for levels of technology integration and digital learning competencies as the conceptual framework. Seven interviews, 24 observation sheets, as well as lesson documents were analysed, using content analysis and coding. The results point to teachers effectively addressing digital teaching challenges by aiming to improve their digital competencies and levels of technology integration. [ABSTRACT FROM AUTHOR]

In the current study, it was aimed to investigate the views and experiences of preschool and primary school teachers regarding blended learning. In the study, case study, one of qualitative designs, was used. In determining the working group, criterion-sampling method was used. The working group was made up of 29 teachers working in Ankara. The data which was collected with semi-structured interview questions was applied content analysed. The findings obtained through the analysis of the data showed that almost all the teachers felt themselves incompetent in planning teaching processes, “as in the nature of blended learning”, with face-to-face and distance education. In addition, teachers pointed out that they needed education in such issues as preparing activities, producing digital content, using technology, classroom management, teaching methods and techniques in the part of distance education of blended learning. It was found that while the views of the primary school teachers teaching to third and fourth grades of primary education were quite positive regarding the applicability of the blended learning, first grade and second grade primary school teachers and preschool teachers were abstained. The results obtained from the findings of the research were discussed depending on the literature and some recommendations were made for the related partners. Given the qualitative nature and limited sample size of this study, future research should explore larger samples using experimental methods. Additionally, enhancing teacher training in technology integration for blended learning is recommended to better equip educators in applying these methods effectively. [ABSTRACT FROM AUTHOR]

The integration of technology has been identified as a major factor that can improve the performance of community police, reduce crime rates, and enhance community security. The purpose of this study was therefore to identify the technologies employed by the community police unit of the Ghana Police Service and the challenges that impede the full integration of technology into community policing. By engaging 27 participants from the Ghana Police Service in the Greater-Accra, Ashanti and Northern Regions, the research used a qualitative descriptive approach to analyse the use of communication technologies, surveillance tools, and data management systems in community policing. Key findings revealed that technologies such as mobile phones, CCTV cameras, and data mapping tools are instrumental in enhancing real-time communication, monitoring, and crime prevention. However, significant obstacles, including financial constraints, low digital literacy among officers, and community trust issues, hinder full integration. The study recommended that the Ghana Police Service seeks partnerships with private organizations to secure funding for technological resources, expand digital literacy programs for officers, and engage communities to build trust around technology use in policing. These findings contribute to the discourse on modernising law enforcement and underscore the importance of technology for effective community engagement and public safety in Ghana. By addressing these challenges, law enforcement can achieve a balanced integration of technology to support community policing objectives. [ABSTRACT FROM AUTHOR]

Copyright of Irrigation & Drainage is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study aims to establish the relationship between supply chain integration practices and competitive advantage in Kenyan food and beverage manufacturing firms. Methodology: A cross-sectional survey design was employed. Data was collected from 146 respondents across 73 firms using structured and unstructured questionnaires. Linear regression analysis was conducted using SPSS version 28. Results: The study found positive significant correlations between functional integration, supplier integration, customer integration, and technology integration with competitive advantage of the sampled firms. Theoretical contribution: This research extends the application of systems theory, resource-based view, social exchange theory, and relational exchange theory to supply chain integration in an emerging market context. Practical implications: Food and beverage manufacturers in Kenya can enhance their competitive advantage by strategically implementing supply chain integration practices across functional, supplier, customer, and technological domains. [ABSTRACT FROM AUTHOR]

Instructional design problems are one of the most complicated and ill-structured types of problems due to the dynamic nature of design problems and decision-making processes. Formulating instructional design solutions thereby requires teachers to possess adequate decision-making knowledge and skills and apply them to instructional design. This study investigated how pre-service teachers made formative instructional design decisions for technology integration. Through a formative design activity related to teaching and technology, the study identified factors that influenced pre-service teachers' design decision-making for technology integration as well as instructional approaches that can help pre-service teachers make design decisions. Based on the analysis of pre-service teachers' design journals, design artifacts, and survey results, we identified six themes in terms of design decision-making according to three metathemes: (a) emphasis on the design process, (b) collaborative design experiences, and (c) iterative decision-making during prototyping. Meanwhile, instructional approaches such as open-ended guiding questions, conjecture mapping, peer-reviewing, and reflective practices allowed pre-service teachers to take an active role in instructional design decision-making for technology integration. Implications for teacher education practices and instructional design decision-making are discussed. [ABSTRACT FROM AUTHOR]

Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers' (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs' self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs' self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r =.42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs' TPACK development. [ABSTRACT FROM AUTHOR]

Legal education has traditionally used methods like the Socratic approach to build critical thinking, but emergence of technological advancements especially, artificial intelligence (AI) has revealed a gap between theory and practice. Addressing this gap necessitates the integration of AI tools into the legal curriculum, focusing on ethical applications, practical use, and interdisciplinary collaboration. Although AI tools offer benefits such as improved research efficiency and personalized learning, scepticism remains due to concerns about AI's ethical implications, environmental costs, and potential biases. AI cannot replace human lawyers, but mastering it is essential for a techdriven future, where legal professionals must navigate AI biases, manage 'hallucinations', and consider sustainability. This study proposes integrating AI into law curricula to address these challenges, equipping students with critical thinking skills needed to evaluate and responsibly use AI in legal contexts. Law schools should adapt curricula to include AI literacy, ethics, and hands-on learning, ensuring students are prepared to make informed decisions. The study calls on educators, legal practitioners, and policymakers to embrace these changes actively, supporting further development of AI-driven tools and equitable strategies to ensure that legal education keeps pace with evolving technological landscapes. [ABSTRACT FROM AUTHOR]

This study explores the factors that contribute to enhancing students’ achievement in mathematics education (ACH) in the 21st century, with a focus on the mediating role of student interest (STI). Technology integration (TCI), collaborative learning (COL), and student motivation (SMO) are examined as key determinants of academic achievement in mathematics. A descriptive survey was used in the study, and 385 student samples from six senior high schools in the Kumasi metropolis were used. A survey questionnaire was administered using purposive, stratified, and simple random sampling techniques to select students from the six schools. The questionnaire measured students’ perceptions of TCI, COL, SMO, STI, and ACH. Preliminary analyses, including reliability analysis (Cronbach’s alpha), descriptive analysis, exploratory factor analysis, confirmatory factor analysis, converging validity, and discriminant validity, were assessed before the main model estimation. Amos (v. 23) was used to do structural equation modeling (SEM) in order to assess the various hypotheses. The findings from the SEM analysis showed that TCI and COL all had a direct positive and significant effect on ACH. However, SMO had a direct positive but insignificant effect on ACH. STI as mediating role was found to exhibit no mediation effect on the relationship between TCI, COL, and SMO on ACH. [ABSTRACT FROM AUTHOR]

Background and Objectives Researchers from different fields are increasingly interested in incorporating technology into community-based interventions that promote active aging. Yet, there lacks a comprehensive understanding of technology roles, posing challenges for designers seeking to maximize the intended impacts of such interventions. This systematic review aims to fill the gap by examining existing community-based interventions that integrate digital technologies to promote active aging. Research Design and Methods Thirteen studies were screened, with a total of 14 interventions examined, following the PRISMA Guideline. Results The challenges in designing and operating community-based interventions, the roles of technology in the interventions, and the caveats of utilizing technology during the process were identified. The review emphasizes the importance of overcoming challenges in community-based interventions and leveraging technology to enhance the intended impacts. Discussion and Implications The findings underscore the need to understand technology's nuanced roles in community-based interventions for active aging. The article provides a starting point for accumulating knowledge and practice in utilizing technology to navigate the challenges and opportunities encountered in such interventions. It also sheds light on a notable gap: the lack of innovative and strategic approaches that harness digital interventions appropriately in community-based interventions. This emphasizes a crucial requirement for guidelines to assist designers, policymakers, and community staff in integrating technology appropriately into community-based interventions or implementing interventions that incorporate digital technologies at the community level. [ABSTRACT FROM AUTHOR]

This study addresses a gap in existing literature by exploring the impact of an aerodynamics laboratory course on students' readiness for senior design projects in Aerospace Engineering at North Carolina State University. The redesigned curriculum focuses on propellers, aligning with the increasing popularity of senior design projects involving fixed‐wing aircraft and multi‐rotor systems in the Mechanical and Aerospace Engineering Department. The updated course incorporates Additive Manufacturing (AM) and an anechoic chamber for the first time, outlining its structure, objectives, and pivotal concepts. The use of data acquisition codes streamlines experimentation while integrating AM accelerates practical applications of blade element theory (BET). Through an assessment of lab report grades, this initiative significantly enhances students' grasp of propeller concepts, marking a pivotal step in their preparation for senior design projects. [ABSTRACT FROM AUTHOR]

Given the rising integration of digital tools into educational practices in our century, it is important to comprehend how seasoned educators adjust to these developments. This qualitative research study explored the struggles and coping mechanisms of the seasoned secondary math teachers in incorporating technology into their lessons. Using phenomenological approach, fifteen seasoned math teachers from Digos City Schools Division were interviewed using the In-depth interview I to learn about their actual experiences. The results reveal the four main challenges: seasoned teachers' technological difficulties, technological resource constraint, resistance to change, curriculum integration. Teachers use a variety of strategies to address these issues, troubleshooting skills, innovative solutions, seeking help and collaborations, and continuous professional development. The report also lists the types of assistance that school administrators should provide, professional development and learning opportunities, sharing experience and peer collaboration, resource allocation and infrastructure support, and building healthy relationships with stakeholder. The results imply that with theories of social support, resilience, and stress and coping highlight the value of specialized support systems in assisting educators in successfully navigating the challenges of teaching mathematics using technology. [ABSTRACT FROM AUTHOR]

This study investigated the challenges faced by tutors in delivering effective tutorial sessions and the strategies they employed to enhance the learning experience in higher education. The study employed a qualitative research approach to explore tutors' challenges and strategies in delivering effective tutorial sessions, emphasizing in-depth understanding and rich descriptive insights. The research was grounded in the interpretivism paradigm, which seeks to understand participants' experiences and perspectives within their social and educational contexts. The study utilized a case study design, focusing on a specific group of tutors to provide detailed insights into their experiences and practices in higher education tutorial delivery. The sample size comprised 28 purposefully selected tutors. Participant selection was guided by relevance to the research focus, and data collection was concluded upon reaching data saturation. Grounded in Social Constructivism and Situated Learning Theory, the researcher used semi-structured interviews to collect data from the purposefully selected participants. The data collection process was restricted by data saturation. Accordingly, reflexive thematic analysis was used to analyze data. The findings revealed that tutors encounter diverse student needs, difficulties in fostering active participation, knowledge gaps, and time constraints. To address these challenges, tutors employed strategies such as creating supportive learning environments, utilizing active learning techniques, incorporating technology, adapting to individual learning styles, and providing constructive feedback. The study concluded with the insights gathered from experienced tutors highlighting the significant challenges they face, such as accommodating diverse learning styles, addressing knowledge gaps, and managing time constraints. The recommendations for professional development, mentoring, flexible curriculum design, and regular feedback mechanisms, are aimed at enhancing the effectiveness of tutorial delivery and ultimately improving student learning outcomes in higher education. By implementing these recommendations, educational institutions can enhance the effectiveness of tutorial delivery, ultimately leading to improved student engagement, academic success, and a richer learning experience in higher education. [ABSTRACT FROM AUTHOR]

Nowadays, there is a unique set of skills that is critical for individuals to operate optimally in the 21stcentury business environment. Specifically, skills such as problem-solving, creative thinking, communication, entrepreneurship, and technological skills are critical for individuals to operate optimally in the 21st century. Against this background, a qualitative study was conducted to explore business studies teachers' technology integration to equip learners with employability skills. This study is located within an interpretive research paradigm. The case study was employed as a research design, while Skills Acquisition Theory serves as the lens of the study. Six schools in Kwa-Zulu Natal province, South Africa, were conveniently selected, and one business studies teacher per school was purposively selected. Interviews and classroom observations were adopted to collect data, and it was analysed thematically. The study found that most teachers attempt to integrate technological tools to nurture learners' employability skills; however, their technology integration skills still need improvement. As a result, the recommendation is made that teachers be taken through professional development to help them acquire technology integration skills that would enable them to integrate technology to nurture learners' employability skills required by the 21st-century business environment. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to identify and analyze the conceptual framework of a taskbased curriculum design. The focus is on understanding how this approach integrates active, student-centered learning with the practical application of knowledge, aligning curriculum content with global competencies and career readiness. Methodology: A qualitative research design was employed, utilizing content analysis of elementary school textbooks and semi-structured interviews with curriculum experts and educational theorists. Purposeful sampling was used to select 35 textbooks and relevant experts for the study. Data collection continued until theoretical saturation was achieved, and thematic analysis was conducted to identify key themes and patterns related to task-based curriculum components. Findings: The analysis revealed six main domains within the task-based curriculum framework: curriculum design and development, student-centered learning, active and authentic learning, differentiation and adaptation, social learning and collaboration, and assessment and evaluation. These domains emphasize the importance of aligning curriculum with global standards, fostering learner autonomy, integrating authentic tasks, accommodating diverse learning needs, promoting collaboration, and employing task-based assessment methods. The study highlights the critical role of technology integration and continuous curriculum adaptation in maintaining relevance and effectiveness. Conclusion: The task-based curriculum design offers a comprehensive approach that aligns with the demands of contemporary education. By prioritizing active, studentcentered learning and the integration of real-world tasks, this approach enhances student engagement, prepares learners for professional challenges, and supports lifelong learning. However, successful implementation requires careful consideration of cultural and contextual factors, ongoing assessment, and adaptation to technological advancements. [ABSTRACT FROM AUTHOR]

Scholars have claimed that artificial intelligence can be used in education to transform learning. However, there is insufficient evidence on whether intelligent tutoring systems (ITSs), a representative form of artificial intelligence in education, has transformed the teaching and learning of mathematics. To fill this gap, this systematic review was conducted to examine empirical studies from 2003 to 2023 that used ITSs in mathematics education. Technology integration was coded using the substitution, augmentation, modification, redefinition (SAMR) model, which was extended to suit ITSs in a mathematics education context. How different contexts and teacher roles are intertwined with SAMR levels were examined. The results show that while ITSs in mathematics education primarily augmented existing learning, recent ITS studies have transformed students' learning experiences. ITSs were most commonly applied at the elementary school level, and most ITS studies focused on the areas of number and arithmetic, algebra, and geometry. The level of SAMR varied depending on the research purpose, and ITS studies in mathematics education were mainly conducted in a way that minimized teacher intervention. The results of this study suggest that the affordance of an ITS, the educational context, and the teacher's role should be considered simultaneously to demonstrate the transformative power of ITSs in mathematics education. [ABSTRACT FROM AUTHOR]

Purpose: This exploratory research intends to comprehend the perspectives of high school teachers toward incorporating technology in instruction. Design/methodology/approach: Drawing upon Davis's technology acceptance model as a theoretical framework, this study examines several aspects, including teachers' access to and ease of using technology, as well as the support provided by educational institutions for the integration of technology in teaching. The quantitative data analysis (reliability tests, descriptive statistics, Mann–Whitney test) was computed via Statistical Package for the Social Science software. Furthermore, the study uses structural equation modeling to validate and substantiate the relationships (path analytical model) between the examined variables. Findings: The key finding points to the fact that female teachers have statistically significant positive beliefs toward technology usage/integration in instruction than their counterparts (i.e. male teachers) (p < 0.01). Even though there exists no significant difference in computer usage/integration of teachers across age, nationality, grade, educational level and years of teaching experience, findings demonstrated the impulse of assisting and acclimating high school teachers to use technology in their education. Conclusively, the study culminates with future scope, considering the derived findings. Originality/value: The study illustrates a validated framework (through path analytical modeling) for teachers' technology integration in instructions. It highlights that the extent to which teachers use technology in the classroom is impacted by factors such as their accessibility to technology, comfort with its usage and the level of institutional support they receive for integration. [ABSTRACT FROM AUTHOR]

Teachers are the crux of every developing mind of newly blooming pupils in the education institutes and it is a universal factor in the learning process of every nature or aspect of study. Nowadays, the use of innovative technologies has become an essential practice in learning and teaching systems of every subject including art studies which indicates the constant incorporation of technology in instructional communication and reflects an advancement in the teaching process. Quantitative research design was implemented to assess the cause-and-effect relationship among variables. Primary data was collected through the survey strategy and a close-ended questions comprised questionnaire was designed. The researcher disbursed 350 questionnaires and finalized 331 questionnaires for the data analysis. The study encountered significant results for all synthesized associations except for the mediating role of ability beliefs. The present result hold numerous theoretical and practical implications. This study extends the growing body of literature regarding technology integration practices through the professional development, ICT knowledge and technical assistance. However, the study also provides practical implications as beneficial insights can be provided through which professional development can be fostered through technology integration practices. Research limitations and future indications have also been explained to increase the generalizability of this research. [ABSTRACT FROM AUTHOR]

Engineering companies face the challenge of optimising margins within product platforms while balancing individual product optimisation and maximising platform commonality. Key obstacles include organisational silos, diverse design variables, design space allocation, and varying time perspectives. This paper proposes a value-based modelling methodology that integrates both internal and external variety within the manufacturer. Using an automotive Head-Up Display (HUD) case study, we demonstrate how to effectively utilise platform margins to maximise technological variety and minimise internal variety, thereby enhancing long-term system value. This approach helps design teams understand the implications of their decisions, optimise platform margins to meet evolving technological demands, reduce costs, and maximise value. Our findings advance the understanding of margin optimisation in product platforms and support informed decision-making for engineering companies facing conflicting objectives. [ABSTRACT FROM AUTHOR]

This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model's findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers' TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers' TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education. [ABSTRACT FROM AUTHOR]

This study aimed to investigate factors that predict Indonesian primary school teachers' behavior of innovative teaching with technology (BITT). A survey instrument was adapted and validated through content validity, a pilot test, and a measurement model in partial least square structural equation modeling (PLS-SEM). We obtained data from 868 primary school teachers, analyzed through a structural model in PLS-SEM and multivariate analysis of variance (MANOVA) in SPSS. The structural model was computed with several statistical reports, including the path coefficient (β), effect sizes (f2), coefficient of determination (R2), and predictive relevance (Q2). MANOVA results informed t and p values. Findings indicated that four out of six hypotheses significantly predicted primary Indonesian teachers' BITT. The most substantial relationship emerged between group learning and BITT. Meanwhile, the weakest correlation was between innovative culture and BITT. Two insignificant predictors of BITT were job autonomy and innovation compatibility. Most variables showed insignificant differences based on gender. However, some variables, such as benefits of innovation, innovation compatibility, innovative culture, group cohesion, and BITT, varied significantly based on location. The study may help teachers and policymakers understand BITT elements that encourage primary school teachers to use technology creatively. [ABSTRACT FROM AUTHOR]

This qualitative study explores the experiences of child welfare workers during the COVID-19 pandemic through virtual interviews, focusing on the challenges and adaptations in their work and support systems. Participants reported significant difficulties in maintaining a healthy work–life balance, heightened stress, anxiety, and increased workloads due to sick leaves and burnout. This study highlights the dual role of technology as both a stressor and a crucial tool, with rapid integration posing challenges while also enabling continued support for children and families. Despite these challenges, workers demonstrated resilience and creativity, developing innovative solutions to navigate the new landscape. The findings underscore the importance of robust support systems, clear communication, and equitable access to technology. This study suggests integrating lessons learned during the pandemic into future child welfare practices to enhance resilience and adaptability in the face of future crises. [ABSTRACT FROM AUTHOR]

Pre-pandemic, technology integration into music lessons was helpful but not a necessity for effectively teaching elementary music. Those who believed technology integration was important for student engagement, as well as those comfortable with their technological skills, were experimenting with tools on an interactive board or through a website within a whole group. This article presents solutions to the challenges of integrating technology in the general music classroom setting. Specifically, this article explains a music activity using Google Keep, a note and list application not typically used to teach music, and the steps for integrating technology and providing feedback using student discourse. [ABSTRACT FROM AUTHOR]

This article reviews literature published between 2010 and 2022 on the integration of tablets in phonological awareness and phonics instruction in kindergarten and the elementary grades. Studies involving phonological awareness skills compared traditional methods with tablet instruction and investigated tablet integration with teacher guidance, while those targeting phonics skills focused on self-paced learning with game elements and one-on-one learning. Results across 14 studies indicated mixed learning outcomes. The literature indicated that tablet-assisted instruction can be as effective as traditional instruction and helps students gain a learning advantage with teachers' guidance. In several studies, students' independent learning with game-element apps or one-on-one learning with apps customized by teachers positively affected students' learning performance. The role of tablets in phonological awareness and phonics instruction, the need for teacher guidance and an evaluation rubric, and critical issues to consider for future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Trilogía is the property of Revista Trilogia, Ciencia, Tecnologia y Sociedad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The European Framework for the Digital Competence of Educators (DigCompEdu) is a comprehensive and scientifically backed framework designed to outline the key digital skills that educators need. It defines what it means to be digitally competent in an educational context, providing a clear reference point to help educators develop their specific digital competences. The framework applies to educators across all educational levels, including those teaching in early childhood, primary, secondary, and higher education, as well as adult education. It also covers both general education and vocational training, special needs education, and informal or non-traditional learning environments. Essentially, DigCompEdu aims to guide educators in enhancing their digital skills to improve teaching and learning in various educational settings. In this paper, a literature review method was used to analyze multiple scientific studies within the European context. It was observed that there is a moderate approach to adopting the new DigCompEdu framework across these studies. This is largely influenced not only by educators' perceptions and understanding but also significantly by the readiness of societies to invest in ICT in education. The comparative analysis concludes that teachers require more comprehensive and targeted training to enhance their digital competences and effectively integrate technology into their teaching practices. [ABSTRACT FROM AUTHOR]

This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration. [ABSTRACT FROM AUTHOR]

Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students' needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic's influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities. [ABSTRACT FROM AUTHOR]

This study explores compressible flow, a field reliant on mathematical models for effective teaching. Using laboratory experiments as pedagogical tools, we introduce a compact nozzle test apparatus that integrates cutting‐edge technologies—additive manufacturing (AM), pressure‐sensitive paint, the Schlieren system, image processing, and computational fluid dynamics (CFD)—in a compressible flow laboratory course. Commercial software, including MATLAB, SOLIDWORKS, ANSYS Fluent, and LabVIEW, facilitates the incorporation of these technologies. The research outlines the course structure, objectives, and details of student projects. Through a comparative analysis of experimental results, analytical calculations, and CFD simulations, we showcase the successful integration of AM in pedagogical practices for compressible flow, addressing critical concerns like nozzle strength and surface roughness. Statistical data from student projects offer practical insights, ensuring accuracy in experimental applications. The laboratory's design and detailed lists of components and costs provide a meaningful comparison with a supersonic wind tunnel, considering manufacturing expenses, operational costs, spatial requirements, and noise levels. The assessment of lab report grades underscores the approach's efficacy in conveying compressible flow concepts successfully, facilitated by modern computers. In summary, our study presents a comprehensive, efficient, and technologically advanced approach to teaching compressible flow within a concise framework. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)