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Background: Mandatory placement-based work-integrated learning (WIL) poses challenges for nursing students who work whilst studying. The financial burden of WIL links to other known direct and indirect challenges, yet no Australian study has quantified the financial challenges resulting from attending mandatory WIL placements. Placement-based WIL costs may preclude some students from completing WIL, which may impact student attrition and the future health workforce. Aim: To investigate Australian nursing students’ financial challenges related to mandatory WIL. Methods: An online cross-sectional survey conducted with nursing students from nine Australian universities across five Australian states. The 28-question survey investigated the location of, and travels to, the most recent WIL placement; and students’ employment, accommodation, financial support, expenses and debts, and financial strain pertaining to WIL placements. Results: Overall, 2,359 students participated. The majority were employed (84%); 65% of these reported that they were unable to work during WIL, affecting their employment. One-third incurred a financial liability from their placement, 79% reported financial hardship, and 73% found their placement stressful due to financial strain. Financial issues affected 62% of students’ health and wellbeing. Discussion: Financial pressures related to WIL impact nursing students. While students have strategies to reduce these pressures, universities can also better manage their placement preferencing and support of students to reduce financial impacts of placement-based WIL on students. Conclusions: Nursing students face substantial financial challenges related to placement-based WIL. Scholarship programs and other forms of support are required to assist nursing students to undertake WIL.

One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL practice, including placements and non-placements, responded actively and sometimes reactively to the challenges of sudden transition to online environments. What strategies - pivots and pirouettes - did WIL practitioners use to weather the storm of Covid-19? What does this tell us about the nature of WIL? This paper captures the seemingly overnight response to shifting work-based learning to online and other spaces. With change came the opportunity to reflect on the varying areas of WIL: from the practical processes of ensuring students are cared for to pivoting to the learning opportunities it presented in building digital literacies and adapting to the global future of work. This study is a Trans-Tasman collaboration of four WIL practitioners exploring their responsiveness to disruption in WIL contexts. We present collective autoethnographic responses to such themes as disruption, becoming resilient, pivoting to change, changing perceptions of WIL and the legacies of the pandemic. These themes apply to learners and educators alike, and our words embody the experiences of both groups. Our responses to phenomena highlighted this need for resilience and agility. Methodologically, the researchers’ micro-narrative responses to key themes structure themselves into a macro-narrative that demonstrates the lived experiences of the researchers as educators in the WIL space and explores implications for ongoing and future practice.

One of the problems of education in Indonesia is the low level of public literacy both on a national and international scale. One of the essential aspects of improving literacy is by generating interest in reading in college students. This study aims to test the effectiveness of the Content & Language Integrated Learning (CLIL) method on students' reading comprehension skills. There were 40 participants involved in the study which were divided into two groups, namely the control class and the experimental class. All participants are students from the State Islamic Institute (IAIN) Palopo, South Sulawesi, Indonesia who are taking Indonesian language courses as a compulsory subject in higher education. To collect data, the researcher used an instrument in the form of a multiple-choice test which was given to both groups in the pretest and posttest sessions. The learning outcomes of the two test sessions were analyzed quantitatively using the SPSS 20.00 application. The results showed that the use of the CLIL method in Indonesian courses could improve students' reading comprehension skills. This is indicated by the difference in the average value between the pretest and posttest reading comprehension.

The first interaction of students in tertiary education with the work-integrated learning environment happens often through cooperative education or internships, where students, as emerging profess...

The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the con...

This study discusses the harmony of Hindus and Muslims in Jembrana Bali from the point of view of social learning by integrating religion and culture in the daily social interactions between the two religions. All social learning in the two religious communities is based on the Tri Hita Karana philosophy, means the three causes of welfare. In the culture of paras-paros sarpanaya salunglung sabayantaka, agawe likes ning len, awak mesedare, are cultures that shows Hindu and Muslim harmony. Through a social learning approach, this study emphasizes the importance of selective observation and seeing the behavior of others. The essence of social learning theory is modeling and this modeling is one of the most important steps in integrated learning because most humans learn through selective observation and remembering the behavior of others. Even though some cultures come from certain religions, observation and modeling is able to encourage harmony between religious communities in Jembrana so that they become role models for the next generation. Here the Hindu and Muslim communities understood their position to protect and respect their respective religions and cultures, even to a certain degree, it is indicated by adjustments to traditions, such as potong gigi, ziarah, selametan, using udeng and kamben. A social learning model that shows a portrait of harmony between religious communities in Indonesia.

To prepare students to integrate diverse perspectives, colleges nationwide offer a wide range of interdisciplinary learning experiences. Within this educational context, students often need more th...

The article discusses the features of using STEAM technology for the development of professional speech in English by students of the Mining and Metallurgical Faculty. It reveals the essence of STEAM as a pedagogical technology and describes in detail the content of its components. The author substantiates in detail the relevance, expediency and effectiveness of the use of subject-language integrated learning in English lessons. Analysis of the main advantages of STEAM - teaching and teaching English to students of the mining and metallurgical faculty combines an interdisciplinary and project approach, which is based on the integration of natural sciences into technology, engineering creativity.

Entrustable Professional Activities in Graduate Medical Education in Psychiatry: A Promising Concept Abstract. Entrustable Professional Activities (EPAs) are competency-based learning goals derived from observable clinical activities. In undergraduate medical education, they have now been adopted throughout Switzerland as part of the so-called PROFILES catalog (Principal Relevant Objectives and Framework for Integrated Learning and Education in Switzerland). The nine core EPAs to be mastered in undergraduate medical education can serve as a basis for introducing EPAs in graduate medical education as well. We will discuss this approach in the context of graduate medical education in psychiatry and psychotherapy from the perspective of different training contexts and a pilot example. In this position paper, we describe a promising opportunity to improve graduate medical training through the implementation of EPAs, both in terms of the quality of training and thus of patient care, as well as in terms of the attractiveness of the specialty for future residents.

This study assessed the validity and reliability of the Placement Quality Survey (PQS) for measuring rural student clinical placement quality among allied health students attending rural placements. Secondly, the association of the PQS with students’ choice of rural placements and rural self-efficacy was determined. Students attending 5–8-week placements completed a paper-based questionnaire and were also invited to complete it again later the same day for reliability testing. Reliability and validity were tested. Analysis of variance was used to investigate relationships between PQS items and composite scores with student discipline, venue of student placement, and rural self-efficacy. Occupational therapy, physiotherapy and speech pathology students (N = 163) participated. From the exploratory factor analysis a single factor was extracted which accounted for 62.1% of the variance. The standard one factor confirmatory factor analysis demonstrated reasonable fit but with the addition of a covariance term provided a good fit. Increased preference for rural placements was demonstrated for eight out of nine nine-item PQS items. Rural self-efficacy increased quality ratings, supporting construct validity. The Cronbach’s alpha indicated a high level of internal consistency. All item-to-item correlations indicated a high level of consistency. Test-retest Pearson’s correlations and intraclass correlation coefficients of repeatability indicated the reliability of the scale over time. This study validated the PQS in a sample of rural allied-health students. The results provided support for reliability. The study addresses the critical need for placement quality data to improve allied health students’ experiences and learning outcomes on placements and encourage systematic quality improvement processes.

The objectives of this study are: 1) to explore strategies for teaching Indonesian and English to integrate local languages, 2) to identify the factors that support the revitalization of local languages in multilingual learning, 3) to determine the perceptions of teachers and students towards the use of local languages in language learning.The results showed that Indonesian language learning at SMP Satap Kajang was carried out in accordance with the applicable curriculum, namely the K-13 curriculum. Meanwhile, learning English has been taught to students since grade I. Local languages have never been taught to students because there is no direction or order from the Bulukumba district education office about what local languages to teach, who teaches them, and how to learn local languages.The observation also found that SMP 1 Satap Kajang had the opportunity to carry out learning the Konjo language. This is supported by the existence of several native teachers who master the Konjo language (one science teacher, social studies, Indonesian, mathematics, religious education, and one English teacher) the teacher also welcomes if multilingual integrated learning is carried out besides the majority of junior high school students. is a native of Kajang who in fact speaks Konjo in general, although most 92% of students know Konjo language. This potential needs to be utilized for learning local languages, especially Konjo language, as an introduction to regional languages and prevent extinction.

Chinese local undergraduate universities are in a process of transition into universities of applied sciences. Important aspects of this include strengthening cooperation between universities and industry, cultivating applied talent needed in industry, improving students’ employment rates, and promoting economic development. Internships are an important way to help students gain practical experience and deepen university-industry cooperation. The purpose of this paper is to analyze the challenges of the existing internship process in an undergraduate university in China and give suggestions to improve internship quality. Qualitative data from 35 students and 12 administrators/faculty were collected at a local undergraduate university, H University (HU), in central China, which is currently undergoing the process of becoming a university of applied sciences. The findings of the study show issues with the university’s model, including communication between industry and university, internship evaluation, student guidance, and internship quality. Recommendations based on the literature are provided.

This paper explores students’ assessment of several competencies to perform a job as part of the economic undergraduate programme at the University of Surrey. The first aim is to study how confiden...

Education 4.0 emphasizes 4C skills, critical thinking, creativity, communication and collaboration. Realized with STEM-PjBL integrated learning, one of them was in the Petroleum material grade XI of senior high school. This study aims to produce STEM-PjBL integrated LKPD in Petroleum material and determine its validity. This type of research is Research and Development with a 4-D model composed of define, design, develop, and disseminate (not implemented). Research is limited to the validity test with the instrument validity as a measurement tool. Data collection techniques through questionnaires and analysis of research data from five expert validators using the Cohen kappa formula. Based on the analysis concluded, LKPD has had very high validity to be tested with a kappa of 0.865

The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.

This study aims to describe the implementation of integrated learning models in educational institusions that are under the auspices of the foundation of Muhammad Ya’qub Jombang. Which include visits from the factors of purpose, educatos, students, learning strategies, materials, infrastructure and evaluation of integrated learning in educational institusions which is under the auspices of the foundation of Muhammad Ya’qub Jombang. The implementation of an integrated learning models on Biology subjects is called the shared models (divided model). However, the integrated learning models in educational institusions under the auspices of the foundation of Muhammad Ya’qub Jombang is superior because there is also educational training in learning. The purpose of this learning is the realization of the vision mission that has been integrated with the objectives of national education and the value of education contained in QS. Al-Baqarah verses 39 and 132. Judging from the factors of educators, there are feel still differences in quality in collaborating and integrating learning. Judging from the factors of student, they have understood the importance of learning. Viewed from the infrastructure facilities, namely the national examination secondary book and Biology pocket book, the Harun Yahya DVD learning media and the 2 in 1 Science (SD/MI) book. Judging from the factors of strategy factor of collaboration and integration, the intended collaboration is by practice the value of education contained in QS. Al-‘Alaq : 1 and integrate with religious values integrated with the discussion. Judging from the material factors, divided into to major groups, namely divinity and humanity. Judging from the evaluation/ assessment system factors: success in learning is seen in the success of the cognitive, affective, and psychomotor domains, as well as substandard enrichment for special and remedial students for students. Suggestion: Implementation of integrated learning model in educational institusions under the auspices of the foundation of Muhammad Ya’ub Jombang for a while has a lot of positive values. Therefore, it is better to be refined and taken in consideration to be implemented through policy nationally.

The article explores aspects that improve the quality of biological education through the use of integrated learning. We have set forth one of the effective didactic methods that allows us to identify the closest relationship between biology and other disciplines, as well as contributing to an understanding of the integrity of the world. The use of integrated teaching methods in biology classes, such as “Areas of life”, “Where is the logic?” allow students to expand the boundaries of perception and understanding of biological processes, draw a completely new, unique experience in obtaining and modeling information, which will positively affect the quality of biological knowledge

In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achi evement of students of experiential group .

Karakteristik seni dan sains atau Ilmu Pengetahuan Alam (IPA) yang memiliki kesamaan dan saling melengkapi satu sama lain telah mendorong upaya untuk menghubungkan seni dan sains dalam pendidikan guna mencapai pembelajaran yang lebih berkualitas. Namun dalam penerapannya, khususnya di sekolah dasar (SD), diperlukan pehamaman tentang persepsi peserta didik terhadap keterkaitan antara seni dan sains agar pembelajaran terintegrasi yang dilaksanakan sesuai dengan kebutuhan dan kondisi peserta didik. Tujuan penelitian ini adalah untuk memahami bagaimana siswa sekolah dasar mengalami dan memahami hubungan antara seni dan IPA dalam konteks pembelajaran di kelas. Penelitian ini merupakan penelitian tindakan yang bersifat etnografis berskala kecil dengan menempatkan peneliti sebagai guru-peneliti. Penelitian ini mengeksplorasi persepsi tiga belas siswa kelas 5 di satu Sekolah Dasar Negeri di Papua Barat, Indonesia. Data dikumpulkan dengan menggunakan metode observasi dan wawancara dengan instrumen berupa catatan lapangan, video, rekaman audio, dan transkripsi. Data kemudian dianalisis menggunakan pendekatan analisis tematik. Ditemukan adanya perubahan persepsi peserta didik yang awalnya mendikotomi antara seni dan sains yang kemudian beralih menjadi menganggap bahwa kedua disiplin ilmu tersebut memiliki kesamaan dan keterhubungan. Persepsi siswa nampaknya dipengaruhi oleh kondisi penelitian yang menciptakan suasana pembelajaran tematik terintegrasi, pengalaman siswa sebelumnya, manajemen jadwal pembelajaran, serta kondisi dan pengaturan kelas, guru dan sekolah. Kata Kunci: persepsi siswa, integrasi seni-sains, STEAM Education PRIMARY SCHOOL STUDENTS’ PERCEPTION OF ART AND SCIENCE INTEGRATION IN CLASSROOM Abstract Art and science have been long studied that have commonalities and complementary to each other. Some experts have considered the possibility of connecting these two disciplines in education to achieve higher quality learning. However, in its application especially in primary schools, understanding of students' perceptions toward the interrelationship of art and science is needed so that integrated learning is carried out in accordance with the needs and natural conditions of pupils. Using small scale ethnographic action research in which I took on the principal role as teacher-researcher, the present research aims to understand how primary school students experience and perceive the relationship between art and science within classroom context. The study explored the perception of thirteen Year-5 pupils in one state school in West Papua, Indonesia. Data were gathered using observation and interview methods using field notes, videos, audio recordings, and transcriptions and the analysed using a thematic analysis approach. It is found that there has been a shift of their perceptions from initially dichotomising art and science as two different areas, to seeing similarities and connections between the two disciplines. The pupils’ perceptions are seemingly influenced by the nature of the study which aims to link the art and science, student’s previous experiences, timetable management, teachers, classroom and school settings and conditions. Keywords: Students’ perception; art-science integration, STEAM Education.

The objectives of the study were: (1) to formulate a multimedia-based integrated learning model of concrete construction and entrepreneurship and, (2) to measure the improvement of the students’ entrepreneurial spiritby implementing this developed integrated learning model in the classroom. This study was classified as a quasi-experimental study with a non-equivalent control group design. A pretest, treatment, andposttest were presented to the experimental and control groups. This study was conducted in 8 meetings at the Stone Installation and Concrete Constructionworkshop, Universitas Negeri Yogyakarta. Data were collected through tests to measure students' competence in entrepreneurship and Concrete Construction. The Concrete Construction skills were measured through product assessment. Testing of the validity and the reliability of the instruments used expert judgment and Cronbach Alpa respectively. Data were analyzed with a statistical t-test, with consideration of (a) the data normality, and (2) the homogeneity for the variance of each data group. This study concluded: (1) the integrated learning model was successfully formulated (2) there were positive and significant differences in the students' entrepreneurial spirit between the students treated with the developed integrated learning model and the students treated with the conventional learning model.

The Region’s extremely young and rapidly expanding population continues to push for further growth in the overall capacity of the sector and such developments also enabled the education system of Kurdistan Region of Iraq to require more teachers, students, and employees to improve communication abilities in English language conversation. This paper is about the effectiveness of selected contents and language integrated learning (CLIL) principles - ‘the 4Cs framework’ and ‘the language Triptych’ in teaching an English Conversation course at the Language and Culture Center, University of Sulaimani. The study hypothesizes that CLIL principles have positive effects on students’ speaking competence. As a result, this paper shows that learning a language through a content/theme-based is one of the best methods to get control of both knowledge and language together. Integrating the 4Cs’ elements content, cognition, culture, and communication helped the conversation course to sustain effectively by design suitable activities, and detailed lesson plan, which enhance content and language production. Moreover, the facets of the language Triptych: language OF learning and language FOR learning facilitated language THROUGH learning to project, and the participants started speaking spontaneously.

At the current stage of digitization of the Russian economy, educational institutions urgently need new, more advanced and effective training technologies that help improve the quality of training of highly competent and competitive specialists who comply with the social order of society digital. These technologies should promote the introduction of robotic and cyber-physical systems in the training of future specialists. The article shows that SMART, STEM and STEAM integrated learning technologies that encompass the theoretical and practical components of educational programs with the help of special technological equipment: robotic complexes, virtual learning tools and cyber systems, can be used as technologies in the digital education. It is proven that the practical application of mathematical, physical, engineering and technological knowledge, modeling and design of robotic cybernetic devices and others, allow us to more effectively solve the tasks of the competition-oriented educational paradigm, create additional conditions for the development and realization of the personal potential of the students. The integrative didactic potential of SMART, STEM and STEAM technologies is determined, ensuring the achievement of the synergistic effect in the educational process and increasing the productivity of education subjects through the combination of the individual means of the technologies studied in a single system. The advantages of digital education are analyzed, which are optimized using the integrative teaching potential of SMART, STEM and STEAM technologies. Based on the characteristics of the integrative didactic potential of SMART, STEM and STEAM technologies, it is concluded that they are promising in the era of the digitization of Russian education and viable to use them in order to maintain the effectiveness of the educational process.

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

This article considers the issue of indirect methodological training of a foreign language teacher and the formation of the methodological creativity basis in foreign language classes at the university. The authors analyzed the existing research within the framework of the stated problem and found that the process of integrated students’ linguistic and methodological training at the university has psychological and pedagogical, socio-psychological, psycholinguistic and creative grounds. The experience of practical work allowed authors to identify some groups of difficulties that students have during their pedagogical practice. They include: difficulties of goal-setting, difficulties in achieving the goals of the lesson, difficulties in reflecting on their own activities. It is argued that their consideration and overcoming are possible due to the reliance on the didactic potential of foreign language classes. From this point of view, the formation of the students’ methodological competence takes place, on the one hand, and, the mastery of a foreign language as a means of communication, a means of teaching and a means of organizing pedagogical communication is realized on the other hand. Integrated linguistic and methodological training of future foreign language teachers is organized in two stages: reproductive and reproductive-creative. On the basis of the presented materials, the authors developed a four-staged technology for the formation of students’ methodological skills in foreign language classes.

The chapter highlights the importance of educators and industry collaborating to enhance international student employability through work-integrated learning (WIL). It considers why international student access to a quality and meaningful WIL experience remains challenging, despite this being highlighted as a key issue in both the National Strategy on WIL in University Education (Universities Australia et al., 2015) and the International Education Strategy 2025 (Australian Government, 2016). This is problematic at both an individual and broader level, and perhaps contributes to international students’ relatively weak employment outcomes and greater incidence of underemployment post-graduation. The chapter draws together current practice and existing literature to make informed recommendations on future pathways for improving international students’ access to WIL, as well as strengthening their achievements, learning, and outcomes during the WIL experience.

The study aims to develop and test a Problem-Based Learning (PBL) Learning Module the KPD3016- Teaching, Technology and Assessment course as one of the pedagogical strategies that will assist and become a benchmark for lecturers or educators in promoting and strengthening the abilities of students and graduates of the Bachelor of Education degree programmes in soft skills (such as thinking skills, self-learning, group work, communication skills, leadership, entrepreneur, etc). The module produced is current and innovative and it can be used by Universiti Pendidikan Sultan Idris (UPSI) lecturers in empowering the teaching and learning process in the KPD3016 course. The research findings may contribute relevant information and knowledge in implementing the use of PBL approaches in the teaching and learning process in study programmes at Universiti Pendidikan Sultan Idris and other higher education institutions in Malaysia as well as provide a foundation for the construction of other PBL conceptual training modules.

Technology is very popular media for learning today. For English foreign language (EFL) learners, the interesting and comprehensible media of learning is much needed. Game learning (GL) is one of integrated learning activities and will always been an integrated approach of ELT as foreign and second language for learning process. This paper is based on the research which conducted in STMIK Komputama Majenang. The researcher did the survey by giving questionnaire. The respondent is some students from Sistem Informasi and Teknik Informasi students, which is taken by Google form. Besides using the questionnaire, the researcher was also got observation from in depth interview with some EFL learners, the native lecture who teaches English, and also did literature review from some books. The result of the research then gives some evidences those EFL learners’ difficulties in engaging the English learning motivation. It can be seen from the data that all them (51.5% or 23) are agree for using this aps is helpful to encourage their vocabulary. It also mentions that 73.3% or 33 students approved to use kahoot! to enrich their vocabulary. The students also fell fun to use this media. It shows from the result that 64.4% or 29 students stated less stressful. The most interesting is that almost of the students are enjoyed to learning English by this media (53%).

In this paper, we consider the perceived effectiveness of using industry-based transdisciplinary, complex problems as a vehicle for final year undergraduate mathematics students to apply their knowledge and skills in realistic settings, preparing them for the world of work. The discussion centres on a recently designed, implemented and evaluated model for a capstone subject incorporating a work integrated learning project in a Bachelor of Mathematics degree. To provide background for the discussion, we present the motivation for introducing such learning activities into the programme as well as the design of the model itself. We also report on the outcomes of implementation of the Work Integrated Learning experiences, discussing participant perspectives and describing lessons learnt over the two years. We conclude with a set of identified characteristics of capstone experiences in mathematics, and with a call to re-conceptualize the ways design teams collaborate to support academics.

Thematic approach in education is a way of holistic view in modern instructional practices. The 21st century learning needs students have ability and necessary skills, especially thinking critically than content focused. This action research aims to enhance critical thinking and learning achievement of grade 10 students through inquiry-based STEM learning. Twenty first students were participated by who had mean score lower than 70 percent of critical thinking. The research instruments consisted of 6 lesson plans, 20 items of critical thinking test with 4-multiple choice, interviewing form in teaching and learning environments, and observation during lesson plans implementation. Data were gathered and analyzed by descriptive statistics. The result showed that students who learned through inquiry-based STEM learning can increase their critical thinking to meet the criterion. Qualitative data indicated that they need more improvement in the diversity of learning methods as well as STEM education. Suggestion needs students to design and criticize in their working assignment.

This study aims to analyze the evaluation of learning management programs in the field of Islamic education, so that the quality of learning in adiwiyata schools is truly in accordance with the wishes of the community at large. This research uses a qualitative approach with case study. The research site is at Sekolah Menengah Umum Negeri 8 Samarinda dan Sekolah Menengah Umum Negeri 1 Tenggarong, East Kalimantan. The results showed that The results showed that Islamic education learning management is done through planning, implementation, evaluation by integrating the principles of adiwiyata schools in learning, by implementing the principal's policy strategy through continuous planning, implementation, mentoring and evaluation. The achievement of the evaluation results of the management of Islamic religious education learning in the context of integrated learning is very significant, with a value of 7.75 (good), development of learning tools 7.59 (good), monolithic learning 7.19 (good), and through extracurricular activities 6, 90 (good). The impact of management learning in Islamic education is; (a) the establishment of cooperation between schools and related parties in environmental management, (b) creative and innovative teaching staff, and (c) familiar with the attitude of environmental love and the use of used materials.

Young people are one of the targets of terrorism groups in recruiting new members. Some terrorists who have been arrested show their status as students or young people. This study discusses the concept of deradicalization in integrated learning-based education, namely on subjects of citizenship, history, religion, also counseling and guidance. In addition, one important way to be developed in the environment of the younger generation is to conduct campaigns against radicalism and peace on a regular basis. This is the right way to improveor recover the situation from radical acts and terrorism. This study uses a literature study method with a qualitative descriptive approach. The unit of analysis of this research is the younger generation who are vulnerable to radicalism. The conclusion is that integrated learning education can strengthen the values ​​of the national character of the younger generation to prevent and fight radicalism.

Effectively addressing violations of human rights requires dealing with complex, multi-spatial problems involving actors at local, national and international levels. It also calls for a diverse range of inter-disciplinary skills. How can tertiary educators prepare students for such work? This study evaluates the coordinated implementation of human rights simulations at seven Australian universities. Based on quantitative and qualitative survey data from 252 students, we find they report that human rights simulation exercises develop their skills. In particular, students report that they feel better able to analyse and productively respond to human rights violations, and that they have a greater awareness of the inter-disciplinary skills required to do so. Overall, this study finds that simulations are a valid, scalable, classroom-based work integrated learning experience that can be adapted for students at undergraduate and postgraduate level, across a range of disciplines and in both face-to-face and online classes.

Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors’ wellbeing. Central to wellbeing is dignity, often described as the r...

This study investigated changes in student self-awareness in a newly developed science course, The Science of Kriyayoga, which is a part of the Indic Studies minor at a medium size public university. Students enrolled in this course learned and practiced Kriyayoga techniques twice a week, over 15 weeks. Kriyayoga, a form of contemplative practice, emphasizes an anchoring and habitation in the present moment. Kriayoga is based on techniques designed to accelerate spiritual development and to create a profound state of tranquility in the participants. Pedagogy for this course utilized mind and body techniques for deepened learning. Data was collected in the form of surveys and interviews with students over two iterations of the course taught by the same instructor. One main question used for this study was, “To what extent and in what ways do you understand yourself in a scientific way through this course?” Two other questions were “Who are you?” and “What/who is your ideal?” Both quantitative and qualitative data was distilled and themes emerged which represent the key points of the findings.

Purpose of Study: Indonesia, with it's multi-culture and multi-ethnic, has many varieties of the traditional game for children. However, it is quite rare to find primary teachers adopting those games for students learning. Most primary teachers encounter creativity and professional challenges in embracing traditional games as a student-oriented pedagogy. Therefore, this paper discusses the possible implementation of traditional games in primary learning. Specifically, it focuses on GalahAsin as game-based primary teaching and learning. This research further investigates the integration of various primary subjects into GalahAsin through trials and simulations. Six groups of students of PGSD UniversitasMuhammadiyah Surakarta participated in an in-depth qualitative study that investigated their understanding of GalahAsin, S.W.O.T analysis of the game, and the making processes in implementing it into primary learning. Methodology: The research gathered students’ framing and reframing of game’s modification, presentation, simulation and reflection through discussions and class observations. The findings discover the possible model of integrated learning incorporating GalahAsin. The structure of the game enables students to modify it into extensive puzzle-based learning models. Results: The findings demonstrate how the integration of GalahAsin into primary teaching has boundless potential to become holistic learning. Implications/Applications: In recent years, active, meaningful and fun learning has magnetized researchers to consider it as a subject area of importance in primary education. In this investigation, we also interested in how the pedagogical gap between two fields of education might be addressed so that the content knowledge is able to be aligned with active, meaningful and fun learning through traditional game-based teaching model.

This study developed an Integrated Learning Model to explain the acquisition of mobile SNS addiction through classical conditioning, operant conditioning, and social learning. 523 participants in m...

This paper presents the implementation of the webbed learning model on thematic learning on inclusive learners in Madrasah Ibtidaiyah Negeri 1 Probolinggo. Gathering normal students with inclusive students in the madrasah has many positive effects, such as arising from feeling nurturing, loving, and respecting between normal students and students with special needs. There is no treatment to choose a teacher's love for students' physical and mental differences, all must be equal and fair. Therefore, in order to streamline learning, a webbed learning approach is needed in the design of learning in heterogeneous classes. This research uses qualitative with case study. The results showed that the application of the webbed learning learning model on thematic learning of inclusive students at MIN 1 Probolinggo, used the scientific approach and active learning with the principle of joyful learning, which was carried out through; first, integration through student integration, second, integrated learning on the material, third, determining student activities, fourth, studying media and learning resources, fifth, culminating (sharing) in the form of learning evaluation.

Purpose The aim of this investigation was to suggest practices to improve the delivery of work-integrated learning (WIL) in radiography training in South Africa (SA). Methods An extensive survey was conducted among all universities in SA involved in the training of radiography students, to investigate the current delivery of WIL. Data were collected by means of quantitative questionnaires with open-ended qualitative components. The questionnaire was distributed to lecturers (n = 32), clinical supervisors (n = 44) and final-year students in Radiography (n = 146). Results The quantitative (closed questions) and qualitative (open-ended comments) findings from the stakeholders with regard to the improvement of practice in the delivery of WIL in radiography training are presented in this article. The main themes discussed relate to curriculum design for WIL, teaching/learning of WIL, assessment of WIL and management and coordination of WIL. Conclusion WIL is a powerful pedagogy if implemented and managed correctly. The results from this study may enable lecturers in radiography programmes in SA to improve the delivery of WIL in the training of high quality, employable graduates.

This article explores English Language Arts (ELA) as the most appropriate venue for Social and Emotional Learning (SEL). Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model of SEL, the author explores the evidence in the literature that there is a natural affinity between ELA content and SEL objectives and that an SEL lens would promote and improve student engagement and facilitate mutually beneficial impacts. The complimentary nature of methods and objectives in ELA and SEL facilitates adaption and minimal disruption to ELA curriculum. Reviewing existing ELA-based SEL programs and examples from the literature of successful integration of SEL concepts by teachers, the author makes a case for developing unscripted, versatile, and integrated approaches to SEL that builds on teacher expertise and student feedback. Additionally, the author outlines the opportunities for integrated learning presented in the BC ELA curriculum. A case is made for a truly integrated model being necessary for creating a fundamental and lasting culture shift towards embedded SEL. Future research directions are discussed.

Background: The real-world problems and ever-changing challenges currently confronting the future of nursing education and healthcare require a problem-based learning approach using simulation strategy. This is exacerbated by the increasing burden of diseases such as tuberculosis, human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) and more recently the coronavirus disease 2019 (COVID-19) pandemic, as well as advancing technology and changing regulations and policies. Problem-based learning is a student-centred learning strategy, where students are presented with situations drawn from practice, which can be used to bridge the theory–practice gap. Objectives: To explore the perceptions and views of healthcare educators on how problem-based learning can be facilitated through simulation. Method: A qualitative, exploratory, descriptive and contextual research design was used. Thirteen educators from the Faculty of Health Sciences of the University of Johannesburg, with 5 years’ teaching experience, were purposively selected from the Dean’s office, the Nursing Department, emergency medical care and the departments of podiatry, somatology and radiography. The participants were selected based on their extensive knowledge of problem-based learning and the use of simulation. Data were collected through in-depth, individual, semi-structured interviews. Thematic analysis provided six themes and 13 related sub-themes. The article focuses on the perceptions and views of educators regarding problem-based learning through simulation. Results: Problem-based learning through simulation allows students to work together in teams, which demonstrates a new modus operandi and renders a holistic approach to patient care. Conclusion: Problem-based learning through simulation should be utilised to encourage reflective knowledge exchange. Students from various departments can learn about new innovations, creativity and develop critical thinking when solving complex health-related problems.

The purpose of this study was to understand student nurses' perceptions and experiences of witnessing and responding to risks to patient safety during their integrated learning experiences. This qualitative study's two-phased approach included individual semi-structured interviews, followed by focus group discussions with students. Participants included 53 pre-registration nursing students recruited from the first, second, and third years of study at two Australian universities. All had attended at least one clinical placement experience. Interpretive Description was used as a framework to guide the study. The findings highlight that students engage in specific and deliberate strategies when attempting to speak up. Students weigh up the risk to the patient and themselves. They use questioning techniques and their knowledge, experiences, and resources when speaking up. Students highlighted the need for caution and persistence while aiming to reduce the risk of reprisal. Exposing the challenges and successes students experience will provide educators, managers, and clinicians with the understanding necessary to better support both students and clinicians to achieve safe outcomes for patients as well a students.

Random forest (RF) refers to a combined classifier of machine learning algorithms or a representative algorithm of integrated learning. Bagging algorithm is used to realize the integration of multiple decision trees and output results by voting, which has been well evaluated in industry and academia. This paper analyzes the random forest algorithm of artificial intelligence, hoping to provide a foundation for the subsequent optimization research of the algorithm.

Songs are part of the teaching-learning processes of the language. However, music can contribute much more, in line with the proposals of the European Music Portfolio project: A Creative Way into Languages (EMP-L). In this article, placing ourselves in the shared space between music and language, we present three illustrative activities of linguistic work that can be developed from music. Finally, we defend the importance of looking for teaching-learning formulas that integrate different types of languages, in a holistic, vivid, andmotivating concept of the curriculum. Les cançons formen part dels processos d'ensenyament-aprenentatge de la llengua. Amb tot, la música pot aportar molt més, en la línia de les propostes del projecte European Music Portfolio: A Creative Way into Languages (EMP-L). En aquest article, situant-nos en l'espai compartit entre música i llengua, presentem tres activitats il·lustratives del treball lingüístic que es pot desenvolupar a partir de la música. Finalment, defensem la importància de buscar fórmules d'ensenyament-aprenentatge que integrin els diversos tipus de llenguatges, dins d'una concepció holística, vivencial i motivadora del currículum. Las canciones forman parte de los procesos de enseñanza-aprendizaje de la lengua. Con todo, la música puede aportar mucho más, en la línea de las propuestas del proyecto European Music Portfolio: A Creative Way into Languages (EMP-L). En este artículo, situándonos en el espacio compartido entre música y lengua, presentamos tres actividades ilustrativas del trabajo lingüístico que se puede desarrollar a partir de la música. Finalmente, defendemos la importancia de buscar fórmulas de enseñanza-aprendizaje que integren los diversos tipos de lenguajes, dentro de una concepción holística, vivencial y motivadora del currículo.

This chapter explores the common assumption that work experience undertaken by students as a part of their tertiary education is better regulated and of higher quality than ‘open market’ opportunities. It considers the educationally focused regulation of internships in Australia, England and France and contributes a ‘law in practice’ analysis of the effect of the existing regulatory regime on work integrated learning practice within Australian universities. Informed by data gathered in a series of 68 interviews conducted with individuals from 15 universities, the chapter considers how Australian universities are responding to, implementing, or overlooking the formal regulatory framework regarding work experience placements. This analysis contributes unique insights into how Universities are acting as regulators in the broad sense of the word and allows preliminary conclusions about the efficacy of educationally focussed regulation to be drawn.

Content-language integrated learning (CLIL) is becoming anincreasingly popular learning format today, this combined approach can greatly savelearning time, while not lowering the quality of learning. At the same time, there areno age restrictions in this approach; it can be applied to both the children's audienceand the young and adult generations. This will be discussed in this work, the authorof the work will propose a combined format for learning a foreign language andprogramming.

High transfer is often considered by many investors and researchers as the embodiment of the company&s good operation ability and growth ability, which is of great research value to individual investors, enterprises and institutions. The purpose of this paper is to study the prediction of high transfer based on integrated learning, select the important factors that affect the company’s dividend and share expansion scheme through the design of multi-dimensional statistical indicators, and build a classification model of predicting high transfer by means of the fusion of various gradient promotion algorithms. First of all, according to the annual data, daily data and basic data of stocks, the factors that have great influence on the implementation of high transfer scheme of listed companies are screened out. Then, taking important factors as explanatory variables and whether the next year is high transfer or not as dependent variables, four integrated learning algorithms, XGBoost, LightGBM, CatBoost and Random Forest, are used to construct classification prediction models. With the above four classifiers as primary learners, multi-response ridge regression as secondary learners, and Stacking fusion model was adopted, the test shows that the evaluation indexes of the fusion model are slightly better than those of a single primary learner, and the accuracy and precision are about 88 % and 65% respectively, in addition, the AUC can up to 0.8746. A novel machine learning algorithm is used to analyze the high transfer stock of listed companies in the eighth year. The model has good prediction ability and generalization ability, and has been improved under the integrated learning mode, which has certain reference significance.

This Innovative Practice Work-in-Progress paper presents an Integrated Learning Development Environment (ILDE) that integrates technologies with pedagogies for first-year students learning to program. Novice programmers must overcome misconceptions, debugging, and problem-solving. ILDE employs multimedia learning content, formative feedback, a customized compiler, and visualization using modern pedagogical and cognitive psychology practices. Visualization and multimedia illustrate what happens inside the computer as the program is running. Enhanced compiler messages with graphical representation reduce the difficulty of compilation errors.