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The Chilean university system has programs that accept students with low standardized test scores, leading to inadequate preparation and a higher dropout potential. However, these students may have valuable sociocultural experiences that can be transformed into contextual skills. A teaching/learning methodology was designed and evaluated to address these gaps and motivate students to achieve university-level objectives through "meaningful learning". The methodology involved using quantitative tests and qualitative surveys to identify contextual skills. Strategies were then developed to guide students in applying these skills to classroom problems. The approach was tested in four courses in the Architecture program at Universidad Tecnológica Metropolitana, with a control section and an experimental section for each course. In the experimental section, students with higher levels of contextual skills led small groups with lower levels of development in those skills. The results showed improvements in the average grades of the experimental section compared to the control section in three out of the four courses. Additionally, most students showed significant improvements compared to their scores on standardized tests. This methodology has the potential to enhance the construction of concepts and facilitate "meaningful learning" by leveraging students' previous sociocultural contextual learning for a successful university experience.

Abstract Background The curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system. Methods A total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students’ curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality. Results Regression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution. Conclusions Increasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates’ expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

Background: The integration of technology in physical education (PE) has gained increasing attention for its potential to enhance student engagement and motivation. Fitness tracker applications, available on smartphones and wearables, offer innovative solutions for real-time feedback, activity monitoring, and motivational support. Research Objective: This study evaluates eleventh-grade students' perceptions of the effectiveness of fitness tracker apps in enhancing engagement and motivation in PE. Methods: The study was conducted with 60 students (30 males and 30 females) at Vocational High School 3 Tegal, Central Java, Indonesia. A mixed-methods approach was employed, combining quantitative data from structured questionnaires and fitness trackers with qualitative insights from semi-structured interviews and direct observations. Quantitative data were analysed using descriptive statistics and paired t-tests, while thematic analysis was applied to the qualitative data. Finding/Results: The quantitative results indicated significant improvements in student engagement, motivation, and awareness of physical fitness, with increased frequency of app usage and higher motivation to exercise (p < 0.05). Qualitative analysis revealed that students appreciated the real-time feedback and motivational features of the apps, which enhanced their overall enjoyment and commitment to physical activities. However, technical challenges such as data synchronisation issues and difficulties with initial setup were consistently reported by participants. Conclusion: Fitness tracker applications hold significant potential to enhance student engagement and motivation in PE. The relatively small sample size (60 students) may limit the generalisability of the findings. Future research should address this limitation by incorporating larger samples and exploring solutions to technical challenges.

This study investigates the integration of place-based environmental education (PBEE) during emergency remote education (ERE) and in-person teaching, considering the implications of COVID-19. The objectives include (a) to understand if and how teachers used PBEE as a pedagogical learning tool during ERE, (b) to identify PBEE adaptations for implementation in an online context, and (c) to explore opportunities and barriers to PBEE during ERE. Ontario (Canada) educators’ perspectives were obtained through an online survey and focus groups. Using non-parametric statistical analyses, perspectives concerning opportunities and challenges to integrating and delivering PBEE in lessons were identified. Additional focus included educators’ views on student receptivity and knowledge retention. Findings indicate educators’ appreciation for PBEE as a pedagogical approach, yet delivery challenges arise from systemic barriers causing inconsistency in PBEE delivery. Obstacles include curriculum demands, institutional disinvestment, grade-level constraints, and limited training. Despite challenges, educators showcase innovation and commitment to PBEE during ERE, emphasizing its enduring value. The study underscores educators’ resourcefulness in adapting PBEE methods and the potential for renewed significance of outdoor education amidst the pandemic’s influence on students’ connection to nature.

Background: The lack of studies that specifically examines the challenges of implementing technology in physical education, with a content analysis approach using NVivo 12 Plus prompted this study to be carried out. Research Objective: This study identifies strategies to overcome these obstacles and provides recommendations for policymakers and educators. The aim is to increase the effectiveness of the learning process through more effective use of technology. This research is also encouraged because the related findings are one of the few studies that have been conducted, especially in Indonesia, so this can fill the research gap. Methods: This method combines qualitative research with content analysis. It used Nvivo 12 Plus software to discover and analyse the main themes. The units of analysis used are text search queries and case classification. Finding/Results: The findings of this study reveal that the employment of technological aids in physical education is beneficial as it allows greater access and flexibility in learning, enhances students’ motivation and participation, and offers innovative teaching-learning tools. Nonetheless, inside the Indonesian education sector, there are still identified issues regarding constrained access to technology in many places, considering gaps in the deployment of digital infrastructure and the development of students’ and educators’ digital skills. Conclusion: Improvements in telecommunications infrastructure, better digital literacy among the teaching and student populations, and opportunities for closer governmental cooperation with industry will be vital to addressing these hurdles more effectively. Although there are still some struggles, this research highlights how technology should be implemented in physical education in the digital age. This study helps identify and analyse the main challenges to developing strategies for improving technology use in physical education, especially among students and educators.

Majelis Taklim is a non-formal Islamic educational institution that has its curriculum, is held regularly and regularly, and is attended by a relatively large number of congregations. In Indonesia, the development of educational institutions of the taklim council type is large or in great demand by pilgrims, especially in big cities where people are thirsty for Islamic education, this study aims to understand and analyze the innovation of Islamic education teaching in developing religious and national understanding in the Al-Maryam Taklim Council of North Jakarta. This field research uses a qualitative descriptive approach and uses triangulation techniques to test the validity of the data. The results of the study concluded that the teaching innovation of Islamic religious education in developing religious and national understanding at the Al-Maryam Taklim Council in North Jakarta by conditioning teaching materials, teaching methods (lecture method accompanied by teaching aids/teaching aids, question and answer method, field trip method, discussion method and practice method), teaching approach, and scientific quality of resource persons. Recommendations to researchers who wish to conduct research again at the Taklim Council to find more in-depth information so that our science continues to develop and grow, do not stop here. There are new things that can be found at the Kaklim Assembly this time.

The study aims to investigate the reform and innovation of teaching methodology for digital cinema and television animation majors. The rapid growth of the animation industry and the need for skilled professionals, along with the drawbacks of traditional teaching methods, emphasize the need for reform in the way animation majors are taught. This text then provides a detailed explanation of the basic principles, characteristics, and prospective benefits of the university-industry cooperation model of talent cultivation in the education of animation majors. The discussion on the education of animation students centers on the improvement of teaching materials and methods through the university-industry cooperation talent cultivation model. Emphasis is placed on developing students’ practical skills. Through the analysis and evaluation of innovation strategies, recommendations for improvement and optimization are proposed. The results of the study show that the application of the university-industry cooperation talent cultivation mode in the teaching of animation majors is of great significance and promise. This approach can effectively develop students’ comprehensive abilities and practical skills. This study serves as a valuable resource for animation teachers, encourages improvement and creativity in teaching animation students, and provides insights into potential future research areas.

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers. Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.

Amidst efforts to fulfill the Chinese government’s education guide for morality building and character cultivating, curriculum ideology and politics have emerged as key aspects in higher education pedagogy. English linguistics, a staple for junior English majors and often perceived as theoretical and challenging, represents an opportunity to align with national education directives. This study explores the integration of ideological and political education within the English major’s curriculum, specifically within an English linguistics course. This paper details an empirical case study conducted in a local Jiangxi university in China, where an “ideological education + linguistics” teaching model was carefully crafted and implemented in the introductory linguistics session. Methodologies included classroom observation, post-lesson questionnaire and interview, revealing enhancements in student engagement, understanding of linguistic concepts, and scientific and logical reasoning. Additionally, noteworthy improvements in teaching methodologies were reported. The findings affirm the model’s feasibility and effectiveness in reinforcing the curriculum ideology and politics in major disciplines, suggesting a beneficial tripartite impact on national educational goals, student learning, and teaching innovation. Research significance indicates that by applying their experiences, front-line teachers can act as researchers, enhancing the implementation of educational research; besides theoretical studies, micro case studies are essential to validate and complement educational research, thus contributing to the development of a comprehensive theoretical framework.

This research examines the differential effect of research-writing teaching innovation on proposal and dissertation completion rates at the Turfloop Graduate School of Leadership (TGSL). The method combined a review with a longitudinal quantitative secondary data design. The data on proposal and dissertation completion rates were compared using a t-test statistics. Findings show that at an alpha level of 0.05, a significant difference (at P

This text presents the findings resulting from a teaching innovation experience that begins in the 2021-2022 academic year, continues in 2022-2023 and extends in 2023-2024. The experiment, carried out during the fourth semester of the degree in fundamentals of architecture at the University of Alicante and through an architectural drawing subject, consists of blurring the boundaries between the profession and the academic world through the collaboration of the intervening agents, namely students, teachers and Spanish architects of recognized prestige. Thus, starting from a series of meetings and interactive intersections in the form of conferences, round tables and interviews, a working methodology is proposed in which the student, aware of his active role in understanding and interpreting the graphic, has the opportunity to synthesize the skills and abilities acquired in a format that, although exclusively graphic, in most cases exceeds the starting content. Three housing constellations, one per academic year, will be the vehicle to put into play constant self-evaluation, active participation, the search for radicality or conscious innovation by the aforementioned agents. Always around an element common to all contexts: the image.

Abstract Aim To develop and validate a questionnaire to assess satisfaction with teaching innovation, assess the student satisfaction with a video‐based microlearning intervention in its video‐based modality and to verify its impact on academic performance. Design A descriptive cross‐sectional study was conducted. The study used the COSMIN checklist for studies on measurement instruments. Methods One hundred and ten nursing students from Salus Infirmorum University Centre (Andalusia, Spain) participated in the study. The items of the instrument were designed based on a literature review and its validity and stability were analysed. After that, 6 weeks of video‐based microlearning intervention were implemented. Then students were asked to fill the satisfaction questionnaire and then took the subject exam. Results The resulting questionnaire consisted of 5 items with only one dimension. The questionnaire showed good validity and reliability. A direct correlation was observed between satisfaction with the video‐based microlearning intervention and the marks of the subject exam.

ObjectivesThe purpose of this study has been to evaluate the use of gamification in the classroom, in terms of its effects on attention, concentration, creativity, and generic capabilities, for university students enrolled in a Bachelor’s degree program in Physiotherapy.MethodsAn experimental design was implemented, using three groups differentiated by their time of exposure to the game (0 min, 30 min, or 60 min per week). The sample consisted of 73 s-year students from a Bachelor’s degree program in Physiotherapy. The theoretical content for each class was taught during a period of 4 months, reinforced by use of the Kahoot! Online platform. Selective attention and concentration were evaluated using the d2 Test of Attention; creative intelligence using the Creative Intelligence Test (CREA); and generic capabilities using the capabilities subscale of the Student Engagement Questionnaire (SEQ).ResultsThe study’s participants had a mean age of 19.51 ± 0.9 years, and it has demonstrated that use of Kahoot! For longer periods of time, i.e., more than 60 min per day, can improve essential skills in university students, such as attention, creativity, critical thinking, self-managed learning, adaptability, problem solving, and computer literacy. This study’s results show that integrating Kahoot! Into the educational environment, especially with longer sessions that allow for deeper immersion in the game, produces benefits by stimulating various cognitive aspects and enhancing complex skills.ConclusionThis study has demonstrated that use of Kahoot! Improves key skills such as attention, creativity, and critical thinking, especially when longer sessions are used. It is also suggested that its use should be balanced with other educational activities, in order to achieve comprehensive development for the students.

This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice.The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.

The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and opportunities that have arisen after the pandemic in terms of resource management and training for teaching innovation and digitization. The nature of this study is qualitative, in which nine interviews were conducted with managers from different faculties and those responsible for Information and Communication Technologies. After analyzing the data with Atlas.ti, four categories were established (technological resources and devices, challenges, opportunities, and others). The study concludes by discussing the commitment to online training, the popularization of videoconferencing tools for teaching sessions, meetings, or synchronous tutorials, and the acceleration of digital transformation, among others.

Preschool teachers’ teaching innovation is an important factor in enhancing teaching quality and improving children’s creativity. Based on ecological systems theory and self-determination theory, the purpose of this study was to investigate the relationship between kindergartens’ organizational climate and preschool teachers’ teaching innovation and the mediating role of teaching efficacy in it. In this study, an online questionnaire was distributed to 2092 preschool teachers from different provinces using an Organizational Climate Scale, Teaching Efficacy Scale, and Teaching Innovation Scale. The study used SPSS 25.0 software and the SPSS PROCESS macro program for data processing. The results showed that there was a positive correlation among kindergartens’ organizational climate, teaching efficacy, and teaching innovation, and that kindergartens’ organizational climate not only directly and positively predicted teaching innovation, but also indirectly predicted teaching innovation through the mediating role of teaching efficacy. The study explored the internal and external influences on preschool teachers’ teaching innovation and revealed their underlying mechanisms, providing theoretical support for research and educational practice on preschool teachers’ teaching innovation and children’s creativity.

In the multimedia context, it is important to enrich the teaching forms, challenge the traditional teaching concepts and realize the innovation of education mode. In this paper, a detailed review of translation strategies for college students in the multimedia context is presented, and the traditional GLR translation teaching analysis algorithm is analyzed. To compensate for the shortcomings of low translation teaching efficiency caused by over-fitting in the traditional GLR translation teaching analysis algorithm, a Bayesian model is constructed, and an adversarial neural network is built on its basis. Generate a translation teaching innovation model applicable to the translation teaching of university students. The translation teaching method is evaluated using the BLEU evaluation method. Experimental results: Both the correct translation rate of utterances based on the statistical computing method and dynamic memory algorithm reached 90%-95%. The traditional GLR translation teaching analysis algorithm achieved 95% correctness in recognizing declarative sentences, while the correctness rate for question and exclamation sentences was less than 95%. The correct translation rate of all the statements of the innovative model of translation teaching reached more than 97%. It can be seen that: The innovative model of translation teaching for college students with multimedia backgrounds is simpler and faster in calculation and more practical than other translation teaching algorithms, which is suitable for English translation work of college students and meets the proofreading needs of college students for translation teaching.

The rapid development of art and design nowadays puts forward higher and higher requirements on the teaching of art and design, and the bottleneck phenomenon of cultivating innovative ability in art and design is becoming more and more prominent. To study the innovative teaching strategy of art design, this paper proposes a creative new teaching strategy based on the VAR model for the current problems in art design teaching. The experiment examines the feasibility of the strategy in three dimensions: student satisfaction, innovation rating, and comprehensive rating of teaching outcomes. The results showed that the innovative teaching strategy increased the percentage of satisfied students by 29.7% and decreased the percentage of dissatisfied students by 50%. The mean value of students’ innovation rating in the traditional teaching mode was 58.3, while the mean value of students’ innovation rating in the VAR model-based teaching method was 67.3, an increase of 15.4%, showing that the innovation of teaching was recognized. In terms of the overall rating of teaching results, the mean value of traditional teaching was 61.5, and the mean value of innovative teaching was 81.3, an increase of 32.1%, which showed that the teaching effect was significantly improved. Moreover, the standard deviation of traditional teaching scores reached 10.01, which is much larger than 5.87 under innovative teaching. The adoption of an innovative teaching strategy can greatly shorten the gap between art and design students. In conclusion, the innovative teaching strategy proposed in this paper can be well adapted to the art and design classroom, which can be well accepted by students and improve the teaching effect.

Language and culture are inextricably intertwined, and language and literature teaching cannot be separated from traditional Chinese culture. To study traditional culture and innovative talent cultivation strategies for language and literature teaching, this paper analyzes the current situation of language and literature teaching based on information fusion technology. Regarding curriculum structure, 21.5% of the students think that general education courses involving traditional culture should be increased. 81.2% of the students think there should be more practical studies or internships about traditional culture. In terms of course content, only 10.7% of students think that teachers have a strong connection between traditional culture and language and literature, 51.1% of students think the degree of connection is average, and 3.4% of students think that the teaching of language and literature has no connection with traditional culture at all.

STEAM (Science, Technology, Engineering, Arts and Mathematics) professions play a crucial role in transforming 21st-century society, as they contribute to developing new technologies that support the achievement of the Sustainable Development Goals (SDGs). Aligning engineering education with sustainable development requires raising awareness among students, fostering commitment among future generations of engineers, and promoting technical vocations. In this paper, an educational experience designed with these objectives is presented, in which more than 130 students from five undergraduate degrees in engineering and architecture at the Higher Polytechnic School of Zamora (HPSZ) of the University of Salamanca actively participated. To carry out the project, an online course was designed to train all participating students on general aspects of the 2030 Agenda, and research works were proposed in the ten involved degree subjects. The assessment of students' prior knowledge and learning regarding the 2030 Agenda was conducted through an objective multiple-choice pre-test and post-test. Additionally, their satisfaction with this educational experience was assessed through a questionnaire. The results revealed a considerable improvement in the students′ knowledge of the general contents of sustainable development, especially after participating in classroom debate sessions. The initial objective test showed a low average score, indicating the lack of knowledge about the 2030 Agenda and the SDGs among engineering students. However, the final objective test revealed a significant improvement of 3 points out of 10. Regarding the research works, out of a total of 91 students, 53 papers addressing complex issues related to sustainable development and current engineering solutions were presented. This approach facilitated collaborative learning and the celebration of World Engineering Day at the HPSZ. The results of the satisfaction survey demonstrated that the experience was positive for both students and faculty Furthermore, its media impact was essential for increasing engineering vocations′ visibility and social recognition.

Classroom teaching mode is an important factor affecting classroom quality and students’ performance. The use of science and technology combined with advanced teaching concepts to rationalize classroom teaching innovation and change has become a research hotspot in the field of education. In this paper, we use the BOPPPS teaching mode on the basis of big data technology to promote teaching innovation in the existing classroom teaching chemical principles. Using a questionnaire survey to study the teaching status of chemical principles in a city university, it is found that the current chemical principle classroom teaching is generally characterized by the problems of solidified teaching mode design, single teaching evaluation method, random design of teaching objectives, etc. The BOPPPS model is applied to the teaching of chemical principles at a city university. The BOPPPS model is applied to the teaching practice of chemical principles in a university, and the student’s classroom performance before and after the change of teaching mode shows obvious differences. After the experiment, 64.17% of the students expressed hope that the BOPPPS teaching model could be promoted in other disciplines. Cluster analysis of students’ performance before and after the experiment using an optimized K-means clustering algorithm shows that the performance of the seven students extracted from the experiment significant improvement after the experiment. The use of the BOPPPS teaching mode makes the students’ score range increase from 60-70 before the test to 80-90 after the test.

In the field of education and teaching, adaptive learning is generally considered to be superior to non-adaptive learning, and intelligent computing is regarded as a valuable tool in terms of building adaptive learning platforms. In this paper, we intelligently calculate students’ neighbor totals in terms of knowledge point competencies and learning resources through a collaborative filtering recommendation algorithm to get the similarity between students in higher education teaching and generate a learning resource recommendation dataset. Subsequently, an adaptive learning system is constructed based on this collaborative filtering algorithm to assist teaching and promote innovation in higher education teaching modes. The average MAE value (1.90) of the collaborative filtering recommendation algorithm in this paper is lower than that of other algorithms, indicating that the improved collaborative filtering recommendation algorithm in this paper has better prediction accuracy. The experimental study of teaching practice shows that there is a significant difference in the level of students’ posttest learning ability in different teaching modes at the end of the experiment (P=0.002), and the posttest learning anxiety score of students in the group applying innovative teaching modes (M=10.48) is lower than that of the control group. This paper’s adaptive system serves as a guide for the comprehensive, innovative reform of higher education teaching in the future, as well as provides research value and direction for intelligent computing to enter education teaching.

This study aims to determine whether marketing can be an effective tool to influence society towards responsible consumption while simultaneously contributing to social causes, and teaching higher education students the fundamentals of marketing through various practices implemented during the academic year. Focusing on the Writing Material Recycling Project at the University of Alicante (Spain), the research highlights how this project, initiated in 2014, has promoted sustainability and supported social causes through the recycling of disposable writing materials. The project employs active collaborative learning methodologies based on projects, challenges, action, and service. The results support that this approach has not only contributed to environmental and social causes but has also raised awareness among students about sustainability, helping them acquire skills such as critical thinking, teamwork, and creativity, among others, preparing them for future professional challenges. The study concludes that marketing and the Writing Material Recycling Project can play a crucial role in promoting sustainable consumption, supporting social causes, and educating students in the fundamentals of marketing, while promoting personal development and acquiring new skills among the student body.

The aim of this study is to explore the impact of professional training on teaching innovation among senior high school ideological and political teachers. By introducing the concept of basic psychological needs satisfaction as a mediating factor, the study seeks to uncover the mechanisms and patterns that manifest in teaching innovation within the Chinese cultural context. To gather empirical data, a questionnaire survey was administered to a sample of 780 teachers in this specialized field. The results showed that providing more professional training is an effective way to enhance teaching innovation. Drawing on Self-Determination Theory, the satisfaction of basic psychological needs (competence, relatedness, and autonomy) was found to play an important role in this process. Competence need satisfaction and relatedness need satisfaction played a mediating role, while autonomy need satisfaction played a moderating role. Based on these findings, several recommendations are provided to support the professional training of senior high school ideological and political teachers and enhance their innovation, including providing personalized training programs, building a mentor system, and allowing greater autonomy in school management.

Abstract The current financial education framework has an increasing need to introduce tools that facilitate the application of theoretical models to real-world data and contexts. However, only a limited number of free tools are available for this purpose. Given this lack of tools, the present study provides two approaches to facilitate the implementation of an event study. The first approach consists of a set of MS Excel files based on the Fama–French five-factor model, which allows the application of the event study methodology in a semi-automatic manner. The second approach is an open-source R-programmed tool through which results can be obtained in the context of an event study without the need for programming knowledge. This tool widens the calculus possibilities provided by the first approach and offers the option to apply not only the Fama–French five-factor model but also other models that are common in the financial literature. It is a user-friendly tool that enables reproducibility of the analysis and ensures that the calculations are free of manipulation errors. Both approaches are freely available and ready-to-use.

Since China’s Data Security Law, Personal Information Protection Law and related laws were formalized, demand for privacy protection technology talents has increased sharply, and data privacy protection courses have been gradually offered in the cyberspace security majors of various universities.Building on longstanding practices in data security research and teaching, the teaching team of “Academician Fang Binxing’s Experimental Class” (referred to as “Fang Class”) at Guangzhou University has proposed a teaching method for data privacy protection based on a teaching-in-practice range.In the selection of teaching course content, the teaching team selected eight typical key privacy protection techniques including anonymity model, differential privacy, searchable encryption, ciphertext computation, adversarial training, multimedia privacy protection, privacy policy conflict resolution, and privacy violation traceability.Besides, the corresponding teaching modules were designed, which were deployed in the teaching practice range for students to learn and train.Three teaching methods were designed, including the knowledge and application oriented teaching method which integrates theory and programming, the engineering practice oriented teaching method based on algorithm extension and adaptation, and the comprehensive practice oriented teaching method for practical application scenarios.Then the closed loop of “learning-doing-using” knowledge learning and application was realized.Through three years of privacy protection teaching practice, the “Fang class” has achieved remarkable results in cultivating students’ knowledge application ability, engineering practice ability and comprehensive innovation ability, which provided useful discussion for the construction of the initial course of data privacy protection.

Since China’s Data Security Law, Personal Information Protection Law and related laws were formalized, demand for privacy protection technology talents has increased sharply, and data privacy protection courses have been gradually offered in the cyberspace security majors of various universities.Building on longstanding practices in data security research and teaching, the teaching team of “Academician Fang Binxing’s Experimental Class” (referred to as “Fang Class”) at Guangzhou University has proposed a teaching method for data privacy protection based on a teaching-in-practice range.In the selection of teaching course content, the teaching team selected eight typical key privacy protection techniques including anonymity model, differential privacy, searchable encryption, ciphertext computation, adversarial training, multimedia privacy protection, privacy policy conflict resolution, and privacy violation traceability.Besides, the corresponding teaching modules were designed, which were deployed in the teaching practice range for students to learn and train.Three teaching methods were designed, including the knowledge and application oriented teaching method which integrates theory and programming, the engineering practice oriented teaching method based on algorithm extension and adaptation, and the comprehensive practice oriented teaching method for practical application scenarios.Then the closed loop of “learning-doing-using” knowledge learning and application was realized.Through three years of privacy protection teaching practice, the “Fang class” has achieved remarkable results in cultivating students’ knowledge application ability, engineering practice ability and comprehensive innovation ability, which provided useful discussion for the construction of the initial course of data privacy protection.

Desde su fundación el Museo Complutense de la Educación (MCE) fomenta el conocimiento del patrimonio histórico-educativo como recurso didáctico en diferentes tipos de visitas. En este artículo presentamos de forma breve el museo: sus antecedentes y sus colecciones más significativas. Nos detenemos con más detalle en la descripción de visitas y actividades docentes, realizadas habitualmente en colaboración, algunas de ellas puntuales y otras casi unidades didácticas que complementan asignaturas de Grado o Máster. Hablaremos también de otras actividades singulares e iniciativas a las que el museo dedica una atención especial, entre ellas las exposiciones temporales y en particular las relacionadas con grupos poco habituados a visitar estas instituciones como personas mayores y colectivos de diversidad funcional.

A lo largo de los últimos años, han sido varios los Proyectos de Innovación Docente concedidos por la Universidad de Salamanca que han permitido al Centro Museo Pedagógico de la Universidad de Salamanca (CeMuPe) desarrollar diferentes experiencias educativas dirigidas a la transformación social y educativa de dos colectivos: maestros y maestras en formación de la Escuela Universitaria de Magisterio de Zamora y escolares de la etapa de Educación Infantil y Primaria. Entre las diferentes propuestas destacamos la integración del trabajo en el CeMuPe con la creación de un huerto didáctico universitario y su armonización a través de un programa de visitas escolares.

With innovation serving as the primary driver, higher education institutions are essential to fulfilling the Sustainable Development Goal of quality education. Innovating in teaching means constantly adapting to new learning environments and changing audiences, but the advantage is that diversity remains constant. Making resources accessible in a variety of formats promotes inclusiveness, quality and flexibility to different learning preferences and styles, which supports a culture of lifelong learning. In a resource-constrained environment, lecturers often do not have evidence of how this variety of materials benefits the learner. A teaching innovation project is proposed to find out the diversity in learning styles in the classroom as well as the preferences and evaluations of students about three types of materials provided by lecturers of a given lesson, presented through text, graphics and audio. The results have given us a better understanding of the teaching-learning process and the needs of students.

The motivation of the student causes the teaching experience to be more enjoyable for the student and results in better utilization of the teaching activity. The key is to identify where that motivation lies in order to adapt the content to the student's expectations. The objective of this work is to establish a method to identify the student's motivation regarding the training they are going to receive and be able to personalize the learning experience according to this motivation. To achieve this, we describe an experience in which a machine learning model of decision trees was trained using a voluntary survey generated through LinkedIn. By consulting the LinkedIn profiles of the respondents, a training dataset was created, which resulted in a model that achieved a 72% accuracy rate in a 10-fold stratified cross-validation. During the presentation of the students who enrolled in the activity, the necessary information was captured to generate a test dataset, which was used to validate the trained model. The accuracy rate of this validation was 100%. Although the sample size and predictors used are limited, we believe that this experience sufficiently illustrates the potential of artificial intelligence to identify student motivations and thus personalize the teaching experience, with the aim of increasing motivation and improving student performance.

The global pandemic caused by COVID-19 has affected higher education due to the reduction in attendance in classrooms. As a consequence, teaching methodologies have been adapted to hybrid classes where the virtual space has become the new communication place between teachers and students. From this perspective, virtual teaching has become an opportunity for teaching innovation in times of COVID-19. This article is a case study on teaching innovation applied to a degree subject through the Transformative Learning methodology, whose objective is to strengthen students' teamwork skills through a Service-Learning project with disabled children. Once the project was finished, the students expressed their level of satisfaction with this project, reinforcing these skills through a project in the community.

In this paper we introduce an innovation activity which consists of a writing competition in a Faculty of Economics and Business at a large university in Spain. This activity allows us to assess the deficiencies that higher education students have in writing reports and to encourage students and staff to be aware of the relevance of written communication for their personal lives and their professional careers. This experience showed us that those students that enrolled in the competition had good marks in a multiple-choice exam with questions about orthography, grammar, punctuation and vocabulary but they found more difficulties in composing their own texts. This suggests that despite the years employed in learning the Spanish language prior to embarking on their higher education courses, the students do not have enough skills to compose texts at the advanced level that corresponds to professionals in Social Sciences. One implication of these findings is that higher education teachers should highlight the relevance of writing properly to their students and develop activities in those fields in which composition is compulsory.

Gamification has become an increasingly used pedagogical approach in the classroom, motivating students and enhancing their educational experience. This has led to the need for specific training for teachers, as well as a need to understand how this training can be effective and how contact with gamification during teacher training can influence the attitude of pre-service teachers. Therefore, this case report has focused on examining pre-service teachers’ perceptions of gamification as a tool used in their teacher education. Qualitative semi-structured interviews were conducted to collect data on the participants’ individual experience with gamification and their perception of future uses of this technique. The data were collected between December 2010 and February 2020 in Granada, Spain, and were analyzed using qualitative content analysis to identify general trends and findings. Pre-service teachers present a positive perception of gamification as a tool to enhance and motivate learning, highlighting the importance of prior training for its application in the right context, as well as the need to investigate other teaching approaches to improve the effectiveness of gamification. In conclusion, it should be noted that gamification is a pedagogical approach increasingly used in the classroom, so specific training is needed for the teachers responsible for carrying out this technique. This training should include research on the effectiveness of gamification, as well as the best approaches for its application, for student motivation, and for the creation of equal relationships between students.

Peer assessment has been an effective strategy to heighten the students’ participation. In the 21st century of teaching and learning, the student-centered approach is the new trend making the teacher the facilitator for learning. This classroom-based action research aimed to test the effectiveness of peer assessment as an innovation with the contextualized worksheet in teaching the senior high school students in earth and life science subject. This study employed a mixed-method. The Statistical Package for Social Sciences (SPSS) was utilized to analyze the quantitative data and phenomenological methodology to interpret the qualitative data. For the school year 2018-2019, there were 130 students selected purposively as the respondents. The result showed that the peer assessment with the aid of contextualized worksheet was effective in teaching earth and life science. However, they are affected by hesitations in providing their answers, noise of the environment and not having enough time while activities are in process.

Las circunstancias sanitarias vividas en 2020 nos animaron a iniciar una actividad formativa en grupos virtuales. Nuestro objetivo era compartir un análisis de fuentes audiovisuales bajo un punto de vista histórico-educativo y museístico. La modalidad online era desconocida para nosotros, y en retrospectiva podemos decir que su explotación ha sido un acierto. Estamos convencidos, y los resultados lo confirman, que esta actividad innovadora acerca a los usuarios al estudio del patrimonio histórico-educativo. Aprovechar el valor de las fuentes audiovisuales de hechos histórico-educativos debe marcar nuevas tendencias en las prácticas de nuestros museos de educación.

In the long-term practice of cybersecurity talent cultivation, the teaching team of School of Cyber Science and Technology of Beihang University, aiming at the knowledge goal, ability goal and quality goal of talent cultivation of cybersecurity discipline and related majors, puts forward the innovative teaching idea of “fine teaching, strong practice, excellent assessment, abundant resources” according to the knowledge characteristics, thinking characteristics and psychological characteristics of students. The teaching team integrates political teaching, research teaching, inspiration teaching, seminar teaching and example teaching methods, puts forward the PRIDE teaching mode，which has been widely applied in the teaching of core professional courses such as “Information Network Security” and “Modern Cryptography”, and has got remarkable teaching achievement. Through the practice of PRIDE teaching mode, a high-level teaching team with high political quality and strong teaching ability has been also built.

In the long-term practice of cybersecurity talent cultivation, the teaching team of School of Cyber Science and Technology of Beihang University, aiming at the knowledge goal, ability goal and quality goal of talent cultivation of cybersecurity discipline and related majors, puts forward the innovative teaching idea of “fine teaching, strong practice, excellent assessment, abundant resources” according to the knowledge characteristics, thinking characteristics and psychological characteristics of students.The teaching team integrates political teaching,research teaching, inspiration teaching, seminar teaching and example teaching methods, puts forward the PRIDE teaching mode，which has been widely applied in the teaching of core professional courses such as “Information Network Security” and “Modern Cryptography”, and has got remarkable teaching achievement.Through the practice of PRIDE teaching mode, a high-level teaching team with high political quality and strong teaching ability has been also built.

The influence of perfectionism and statistics anxiety on academic performance (AP) in statistics courses was investigated using a multidimensional perfectionism scale and a statistics anxiety rating scale. For perfectionism, the factor of personal standards (PS) had a significant direct positive effect on AP, while the factor of parental expectations (PE) was significantly negatively correlated with AP. Other factors (concern over mistakes, organization, and doubts about actions) did not significantly influence AP. For statistics anxiety, the two factors (test and class anxiety and computation self-concept) significantly impaired AP. These results indicated a need for innovation in classroom instruction and the reform of statistics course content and presentation to reduce statistics anxiety and improve PS. There is also a need to ensure that students better internalize PE and to revise instructional design techniques to enhance students’ independent learning ability.

The COVID-19 pandemic has robustly affected global education environments, so higher education institutions need to emphasize innovation and creativity in educational methods for teachers to improve their teaching performance as well as enhance the engagement and motivation of students in this changing environment. Accordingly, it is essential to discuss the role of teaching innovation in the setting of the COVID-19 pandemic compared to the pre-COVID-19 period. The aim of this study is to empirically validate the importance of teaching innovation in student evaluation of teaching before and during the COVID-19 pandemic. Data were collected from the medical college of a comprehensive university in Taiwan and were subjected to t-tests and multiple linear regression analysis. Findings from a quantitative study with 44 teachers revealed that teaching innovation was positively correlated to student evaluation of teaching. We also found that teachers who implemented teaching innovation strategies performed better than those teachers who used conventional teaching strategies on student evaluation of teaching. In particular, teaching innovative teachers had improvement in student evaluation of teaching during the time of the COVID-19 pandemic, but not non-teaching innovative teachers. The evidence from this study suggests that teaching innovation can not only enhance teachers’ teaching development and performance but also boost students’ motivation for learning, especially in the time of the COVID-19 pandemic. Our findings have important implications for future research on teaching innovation and for higher education institutions and faculty wishing to provide high-quality learning environments to their students.

The global pandemic caused by COVID-19 has affected higher education due to the reduction in attendance in classrooms. As a consequence, teaching methodologies have been adapted to hybrid classes where the virtual space has become the new communication place between teachers and students. From this perspective, virtual teaching has become an opportunity for teaching innovation in times of COVID-19. This article is a case study on teaching innovation applied to a degree subject through the Transformative Learning methodology, whose objective is to strengthen students' teamwork skills through a Service-Learning project with disabled children. Once the project was finished, the students expressed their level of satisfaction with this project, reinforcing these skills through a project in the community.

Resumen: Introducción: Para favorecer el aprendizaje interactivo y el pensamiento crítico entre el estudiantado de la asignatura de Dermatología en el grado de Medicina de la Universidad Miguel Hernández de Elche, se diseñó el proyecto Dermopreguntón para crear preguntas de respuesta múltiple (PRM). Material y método: A cada alumno/a se le proporcionaron 3 respuestas clave a partir de las que tenían que construir tres PRM y el resto de respuestas no correctas (4 distractores). Se eliminaron las preguntas que no se ajustaban a los requisitos y el resto fueron puntuadas (hasta 30 puntos) mediante un sistema de rúbrica en cuanto a su adecuación, claridad y originalidad, siendo clasificadas en insuficientes (< 15 puntos), mejorables (15-19 puntos), satisfactorias (20-24 puntos) y excelentes (≥ 25 puntos). Se evaluó la satisfacción con la actividad. Los alumnos fueron calificados de acuerdo con la guía docente. Resultados: Participaron en la actividad 136/152 (89,4%) de los alumnos matriculados en la asignatura, recopilándose 408 preguntas, de las que 305 fueron seleccionadas. La calificación obtenida fue de insuficiente 56 (18,45%), mejorable 122 (40%), satisfactoria 120 (39,3%) y excelente 7 (2,3%). Un 89,6% de los alumnos mostraron su satisfacción con la actividad. Conclusión: Dermopreguntón es un proyecto novedoso de generación de preguntas mediante un proceso inverso a partir de respuestas. Se ha observado un elevado grado de participación, implicación y aceptación por parte del alumnado. Menos de la mitad de las preguntas formuladas han presentado una evaluación buena o excelente, lo que evidencia la dificultad en la creación de este tipo de preguntas. Abstract: Introduction: In order to promote interactive learning and critical thinking, the Dermoquestioner project was designed to create multiple choice questions (MCQ) among the students of the Dermatology assignment in the Medical Degree at the Miguel Hernández University of Elche. Material and method: Each student was given 3 key answers from which they had to construct a MCQ, and the rest of the wrong answers (4 distractors). Questions that did not meet the requirements were eliminated, and the rest were scored (up to 30 points) using a rubric system, in terms of their adequacy, clarity, and originality, with

The purposes of this study were to create teaching innovation in Volunteer Sprits for Social Development Course for Developing Working Essential Skills towards EEC area of Burapha University Students and to develop the integration in teaching progress on this course. The sample was 271 students enrolled in this course. The population was selected by purposive sampling. The research method was created the teaching innovation which integrated among Project-Based Learning (PBL), Co-5SETPs and Creativity Based Learning. The teaching procedures were as follows.- (1) creating learning options (2) building learning inspiration (3) targeting area (4) planning the project (5) building the connection (6) arranging activities (7) concluding and evaluating activities (8) presenting the project. After the teaching innovation was implemented, our finding would seem to imply that students had been developed essential workingskills; collaborative workingskill, communicatingskill, critical thinkingskill,andvolunteer sprit for 100%, career skill for 86.96%, media skill for 82.60%, creativity skill Sprits for Social Development Coursefor Developing Working Essential Skillstowards EEC of Burapha University Students for 78.26% and cross-cultural management for 69.57%.

The aim of this paper is to justify action research as an adequate research model (sufficiently simple and efficient) to analyse and disseminate teaching innovation experiences in university contexts undertaken by lecturers-researchers whose main area of knowledge is business management or other social sciences where action research is a well-known methodology. We will justify that the teaching experiences of implementing good teaching/learning practices are perfectly suited to the characteristics of action research. A checklist of the research report content for publishing in scientific journals will be proposed. Consequently, the article will be useful to higher education academics and professionals.

This research paper has defined and applied a new approach to develop and optimize augmented reality-based metaverse environments for learning construction and rehabilitation in architectural studies. This research paper is part of a broader project that aims to improve the learning process of architectural students by approaching construction and rehabilitation realities to the classroom in a feasible and pedagogical way. The approach has been applied successfully to develop a new environment with augmented reality that allows teachers to carry out activities using computers, tablets, cellphones and smartphone headsets in classrooms. Students’ satisfaction regarding the new environment is high, though there is room for improvement. The assessment of this new environment has involved both questionnaires and a multicriteria decision-making method which have holistically evaluated the new proposal by achieving complementary results. The main advantages of this new environment are in terms of application and inclusion, while its weaknesses will be solved in future steps that will introduce both mixed reality, to enlarge students’ perception and comprehension, as well as neuroeducation, to diminish students’ potential annoyances and dissatisfaction.

In China, the improvement of the learner performance is critical a challenge for the teaching staff and the management in intercultural communication class. Indeed, the administration of the Chinese schools is failed to provide effective learning to the students with innovative methods. The objective of this study was to identify the role of college students' learning performance, teaching skills, and teaching innovation in intercultural communication class. This study is based on the quantitative data collected on a five-point Likert scale from the target respondents who were the students of different colleges and 700 questionnaires distributed for it. The study concludes that there is a significant relationship among abstract conceptualization, active participation, and reflective observation in students' learning performance. Furthermore, this study highlights that the mediating role of teaching innovation is critical for students' learning performance. This study contributes to the literature with a significant theoretical framework. Finally, this study provides significant theoretical implications and practical implications which are key game-changers for improving the performance of the students in the intercultural communication class.

Many scholars have investigated education management. Scholars in the education field have made significant achievements in contributing to multiple educational reform policies, while other scholars discuss teacher-related issues from the perspective of organizational behavior. The teaching innovation of high school teachers plays a critical role in students’ learning attitude and motivation, especially in the context of the COVID-19 pandemic. Teachers need to utilize more diversified teaching methods to enable students to carry out effective learning. In order to examine teachers’ teaching innovation, this study explores teaching innovation intentions and performance from the perspective of individual and social factors in combination with goal-oriented behavior and social identity theory. This study conducts questionnaires with a sample of Chinese coastal high school teachers, and obtains a total of 475 responses. The research results show that innovation attitude, positive anticipated emotion, group norms and social identity positively affect teachers’ teaching innovation intention; furthermore, teachers’ teaching innovation intention also positively affects their teaching innovation performance. Based on the comprehensive research findings, this research proposes corresponding theoretical and practical implications.