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In this article, the challenges and issues of designing next generation learning environments using current and emerging technologies are addressed. An overview of the issues is provided as well as design principles that support the design of instruction and the overall learning environment. Specific methods for creating cognitively complex, technology-based learning environments that help advance learning are also addressed as well as authoring tools that can help designers address the challenges of instructional design of complex learning environments. (Contains 4 figures.)

Current educational literature stresses the importance of a task-based approach to instruction, rather than an emphasis on content delivery. However, as institutions attempt to meet the demand for online courses, many offerings still focus on presenting online content resources with minimal opportunity for interactions and active learning. To help faculty with the complex problem of designing pedagogically sound online course components, the University of Waterloo developed an instructional design model, T5, to provide a shared campus-wide vocabulary for active learning online. The model is embedded as a gateway to existing Learning Management Systems (LMS); the model promotes the creation of a learning environment with a collaborative-constructivist approach to online learning. In this paper, we describe the components of this model and how the model promotes an integrated instructional approach, as well as the sharing of resources, between on-campus and distance education course delivery. In addition, we describe how faculty are guided in course development and delivery and the options available to provide faculty with different levels of engagement with the course delivery system.

BackgroundThe learning environment (LE) refers to the social interactions, organisational culture and physical spaces that shape learners' perceptions and learning. With numerous efforts to measure and improve it, there is still a lack of clearly identified, evidence-based interventions that impact the LE. Our aims were to design LE interventions and measure their effectiveness using a comparison of student responses on the Association of American Medical Colleges Graduation Questionnaire (AAMC GQ).ApproachRoot causes of problems in the LE were identified, and comprehensive interventions were then put in place. Interventions addressed three main categories where problems were identified as follows: faculty development, physician wellness, and the learning climate committee. To evaluate changes postintervention, we utilised a repeated cross-sectional design.EvaluationDeidentified item-level response data were analysed and organised as a pre-intervention period (2016-2018) and postintervention period (2021-2023). None of the mistreatment events were statistically significant between the periods, except for "required to perform personal services". However, perceptions of faculty professionalism improved significantly in the postintervention period for all questions except the hidden curriculum (HC).ImplicationsTaken together, our results show that large-scale interventions may be effective at improving perceptions of faculty professionalism but have limited effect on frequency of mistreatment events. The hidden curriculum failed to show improvement with our interventions and has been identified as an area of further research and ongoing interventions.

BACKGROUND: Mass casualty incident (MCI) triage simulation is an increasingly useful tool for teaching triage systems to medical students, trainees, and hospital staff. MCI simulation in the prehospital setting has not yet been studied in this population. OBJECTIVES/AIMS: We aimed to assess the effectiveness of a prehospital MCI simulation in medical students, residents, and fellows. Our primary outcome was knowledge of the components of the triage algorithms used in MCI response. Our secondary outcome was each participants confidence level if required to assist with or lead a MCI response. METHODS: This was an observational study with pre-post surveys. We recruited 30 medical students, 14 emergency medicine (EM) residents, and four pediatric EM fellows to fill out a survey before and after a 3-h simulation session practicing the START and JumpSTART algorithms on two prehospital MCI scenarios. RESULTS: Overall, all groups demonstrated significant improvement in knowledge of triage colors, information needed to assign a triage color, pediatric airway management during a MCI, and indications for breaths-first CPR. They also demonstrated significant increase in confidence both in assisting with and in leading a MCI response. CONCLUSIONS: Simulated practice triaging patients in prehospital MCI scenarios improves knowledge of triage algorithms and increases confidence in assisting with or leading a MCI response in medical trainees.

This study aimed to examine the appropriateness of learning environments in preprimary institutions, specifically focusing on preschools in Bahir Dar city, Ethiopia. To achieve this, a mixed-methods research approach was employed, guided by an adapted framework for assessing learning environments. Participants included preschool teachers and leaders who were selected through a comprehensive sampling technique. Data were collected using questionnaires and observations, and analyzed both quantitatively (using means, standard deviations, one-sample t-tests, and independent samples t-tests) and qualitatively through a thematic analysis approach. The findings revealed several challenges related to the physical environments, facilities, and classroom conditions within the preschools. The study concludes that, despite some positive efforts, preschools in Bahir Dar city were struggling to provide preprimary education in environments that are unsuitable for children. Finally, the article offers recommendations aimed at improving the learning environments of these institutions. [ABSTRACT FROM AUTHOR]

Educators are continuously exploring ways to enhance the academic potential of students while fostering a positive social atmosphere within classrooms. To meet these various curricular and interpersonal objectives, teachers are increasingly utilising educational storification in order to engage students and positively support their social relationships. However, research still lacks in terms of how storification impacts students' social behaviour and communities. With grounded theory methods, and data from a 10-day ethnographic fieldwork, participatory observations, interviews with 11 educational staff and focus groups with 79 students at a middle school employing a Harry Potter theme, this study indicates that storification can strengthen the school community and hinder students' antisocial behaviour. The storified learning environment formed a shared interest at the school, which facilitated further friendship formations and sense of belonging, however, careful considerations on social cliques and certain norms the selected story potentially delivers are called for. [ABSTRACT FROM AUTHOR]

Conferences can be sites for learning about contemporary research, socializing, and developing projects. However, they can also orbit around already established forms of knowledge-making, dividing the academic dialogue along sociocultural, racial, gendered, and national lines. Through the concept of conference climate, this article explores the International Rhetoric Workshop (IRW)—an alternative conference site that has sought to empower international and early-career scholars. IRW is designed to address not only the intellectual, but also the social, emotional, and physical dimensions of the conference environment. The article concludes with ways to design interactive and inclusive conferences while sustaining a less hierarchical organization. [ABSTRACT FROM AUTHOR]

This study explores the understanding of inclusive education by principals in South African primary schools. It draws on in-depth research and reflective engagements over the past 30 years on the implementation of inclusive education in South African schools. Although the South African government introduced and adopted various policies, understanding the concept of inclusive education in the education sector remains contentious. This research focusses on understanding the principles and practices of inclusive education in schools, ensuring that all students have equal access to learning opportunities. Research objectives have been sharpened to investigate the implementation of inclusive education, accommodating different types of learners, and strategies used to promote a supportive learning environment. A qualitative case study design was used in the six primary schools in the uMgungundlovu district, South Africa, to encourage a deeper understanding of inclusive education as a concept within general education. The data collected were analyzed using content analysis. By examining various aspects of inclusive education, this study uncovers the essential role of educators in fostering an inclusive classroom culture that satisfies the diverse needs of all learners. The study concludes that inclusive education involves holistically teaching all learners by implementing differentiated instruction with adequate support for diverse learners. The findings of the study have practical implications for the education sector, as they highlight the need for intensive training in higher education institutions to bridge the gap in understanding and practice of inclusive education, underlining its urgency and importance. [ABSTRACT FROM AUTHOR]

The study aimed to determine the learning environment's mediating effect on the relationship between adaptive reasoning and mathematical engagement among first-year students. The study was quantitative, non-experimental research that utilized descriptive-correlational and mediation analyses. Using stratified random sampling, specifically proportional allocation for the sampling techniques, and Slovin's formula with a 0.05 margin of error for the sample size, 258 randomly selected students across all programs were the respondents. Results showed high levels of adaptive reasoning, mathematical engagement, and learning environment. Results also revealed significant relationships between adaptive reasoning and mathematical engagement, between adaptive reasoning and learning environment, and between learning environment and mathematical engagement. Moreover, the results showed that the learning environment partially mediated the relationship between adaptive reasoning and mathematical engagement. [ABSTRACT FROM AUTHOR]

In a rapidly evolving global landscape, education stands as a linchpin for navigating complex challenges and fostering sustainable development. This article delves into the transformative potential of education, with a particular focus on insights gleaned from the KIDS4ALLL project. Rooted in contrasting perspectives of education, the study emphasizes the need for a paradigm shift toward fostering critical thinking, creativity, and inclusivity. The European Commission's commitment to transformative education finds expression in initiatives like KIDS4ALLL, which harnesses digital platforms to prioritize peer learning and bridge divides. Through an exploration of reactions within Turkish schools to the project's introduction, this study sheds light on the dynamics of change and resistance, offering valuable insights into the challenges and opportunities towards educational transformation. Drawing on empirical data from the project's pilot phase, the study identifies key factors shaping the realization of educational change. By elucidating these factors, the article contributes to a nuanced understanding of transformative education, paving the way for informed strategies aimed at fostering inclusive, sustainable, and impactful educational practices on a global scale. [ABSTRACT FROM AUTHOR]

Background: The clinical learning environment is very important in the medical and other related disciplines such as operating room technicians. Since working in the operating rooms requires a lot of abilities and skills, the perception of the clinical learning environment may be a suitable indicator to evaluate the effectiveness of the implemented training. Some believe that the use of peer training programs can improve skills as well as the students' perception of the clinical learning environment. This study was conducted to investigate the peer assisted teaching on students' perception of clinical learning environment in operating rooms. Method: A semi-experimental study with two group was conducted on 42 operating room students of Mashhad University of Medical Sciences. Students were randomly allocated to intervention and control groups. During the internship period, the control group was trained only under the supervision of the training instructor but the intervention group benefited from peer training in addition. At the end of the internship, both groups were asked to complete Iranian Measure of Operating Theatre Educational Climate (IMOTEC) questionnaire. Then the data were analyzed by SPSS software using independent t-tests and two-way ANNOVA. Results: The results of the two-way ANNOVA test showed that the mean score of the clinical learning environment questionnaire among two groups were significantly different, showing the impact of peer assisted learning program on students' perception of clinical learning environment (p≤0.05). Conclusion: Considering the benefits of peer assisted learning on students' perception of clinical learning environment, it can be integrated to operating room education program. [ABSTRACT FROM AUTHOR]

Background: While study approaches have been directly associated with students' academic performance, learning environment factors may play a more indirect role. The aim of this study was (i) to assess learning environment factors as predictors of students' average exam grades, and (ii) whether study approaches mediated associations between learning environment factors and exam grades. Methods: Three annual surveys (2017–2019) yielded data from a total of 263 Norwegian occupational therapy students. Learning environment factors were assessed with the Course Experience Questionnaire, and the Approaches and Study Skills Inventory for Students were used to assess study approaches. Linear regression analyses and mediation analyses were performed. Results: Higher levels of 'student autonomy' were directly associated with lower averaged grades whereas higher levels of 'appropriate workload' were associated with higher averaged grades. There were statistically significant total indirect effects of 'clear goals' and 'appropriate workload' on grades; these effects occurred through the study approach variables. However, all learning environment variables showed one or more relationships with academic performance that was mediated by study approach variables. Conclusion: Learning environment variables appear to be complexly associated with academic performance, both directly and indirectly. [ABSTRACT FROM AUTHOR]

While physician empathy is a vital ingredient in both physician wellness and quality of patient care, consensus on its origins, and how to cultivate it, is still lacking. The present study examines this issue in a new and innovative way, through the lens of self-determination theory. Using survey methodology, we collected data from N = 177 (44%) students at a Canadian medical school. We then used a person-centered approach (cluster analysis) to identify medical student profiles of self-determination (based on trait autonomy and perceived competence in learning) and how the learning environment impacted empathy for those in each profile. When the learning environment was more autonomy-supportive, students experienced higher satisfaction and lower frustration of their basic psychological needs in medical school, as well as greater empathy towards patients. The translation into increased empathy, however, was only evident among the students with higher self-determination at baseline. Results from this study suggest that autonomy-supportive learning environments will generally support medical students' psychological needs for optimal motivation and well-being, but whether or not they lead to empathy towards patients will depend on individual differences in self-determination. Findings and their implications are discussed in terms of developing theory-driven approaches to cultivating empathy in medical education. [ABSTRACT FROM AUTHOR]

Background & Objective: With increased interest in understanding the role of the Learning Environment (LE) in effective teaching and learning, this study explores how medical students in Nigeria perceived their LE and its impact on their education. Material & Methods: A thematic analysis approach was adopted for this qualitative study, using focus group discussion to gather data on students' experiences. Purposive sampling was used to choose participants after considering the representation of different subgroups and genders in the study population. Four focus groups were conducted to ensure data saturation. Each focus group consisted of eight participants, each with at least two females, a ratio similar to what was obtained in the study population. An interview guide based on some concepts of the Dundee Ready Education Environment Measure (DREEM) and other areas of interest was employed to navigate the interviews. An inductive thematic analysis involving a line-by-line examination of the transcripts was conducted to generate codes and identify various sub-themes and themes from the data. Results: Three main themes were identified. The first theme--pedagogical bedrock includes basic necessities, resource sufficiency, and expectations versus realities. These elements contribute to an effective teaching and learning environment, while their absence impedes learning. The second, the Promoters, encompasses factors in the learning environment that facilitate learning and comprises two sub-themes: the learning atmosphere and social perception. The third theme, Proficiency appraisal, focuses on students' perceived achievement of learning outcomes and the relevance of their learning experiences, incorporating both alignment and strategies. Conclusion: This research provided a sound understanding of the strengths and challenges in the LE and how these may influence the overall learning outcomes. Focused interventions can ensure an enhanced LE that will ultimately translate to enhanced teaching and learning outcomes. [ABSTRACT FROM AUTHOR]

The benefits of mobile learning for science education have been widely described; however, there is scarce evidence of its effect on student learning. This article presents a meta-analysis of 44 empirical studies to assess the effect of mobile learning on students' learning at K-12 levels. Moreover, the study considered the moderating effect of science field, education level, pedagogical approach, learning environment, and control treatment. The results indicate that mobile learning has a large effect $\lpar {g = 0.75} \rpar$ (g = 0.75) on students' learning. This effect is influenced by the science field, the pedagogical approach, the learning environment, and the control treatment, and not by the education level. The findings suggest that mobile learning produces the best results when the situated learning approach supports the educational intervention. Furthermore, semi-formal settings, such as museums and outdoor activities, performed better than formal settings inside classrooms or laboratories. The best results were obtained when comparing mobile learning with traditional lectures. Similarly, mobile learning showed the best results in environmental education and when implemented in primary education. Finally, mobile learning yields better results than traditional lectures, traditional pedagogical tools, and other multimedia resources. Therefore, it can be promoted as a pedagogical approach to foster quality education for all. [ABSTRACT FROM AUTHOR]

The gamification approach is often used in educational settings, with widely varying results on learner motivation. A new trend emerged these last years on adaptive gamification to fit learners' preferences for game mechanics, but little is known on how the adaptation of different game elements impacts different types of learner motivation. In this paper, we propose to investigate in depth the effects of adaptive gamification on a continuum ranging from intrinsic motivation for knowledge to amotivation, by assigned game element. We conducted a field study involving 121 students (aged between 13 and 15 years old) from secondary schools during 4–6 weeks, to compare the impact of adapted game elements to randomly assigned ones. This approach allowed us to reveal the following findings: (1) the impact of gamification (either adapted or not) is different when considering each type of motivation, (2) the effects of the use of the gamified environment were only observed after five lessons, (3) the adaptation of the game elements seems to reinforce their effects on learners' motivation, and (4) each game element had specific effects on different types of motivation: while adapted Avatar and Timer had both some positive and negative effects, Progress had mainly detrimental ones. [ABSTRACT FROM AUTHOR]

In France, breastfeeding prevalence is high at birth, but its continuation remains low compared with other high-income countries, despite worldwide public health recommendations. Midwives offer parenting classes in an experimental manner without considering the importance of education in their interventions. The objectives of this study were to identify the teaching strategies and learning environments offered by midwives and their effect on women's perception of usefulness and their breastfeeding competence, to assess midwives' perception of usefulness and their pedagogical competencies. A comparative mixed study of 20 hospital midwives and 53 breastfeeding women (at 3 and 30 days postpartum) was conducted between January and August 2022 in two maternity units in France. Comparing the two periods, positive effects were found about breastfeeding women's level of knowledge: usefulness of learning theoretical (p=0.01) and practical (p=0.00) knowledge; and their breastfeeding management: signs of lactation (p=0.00), breast engorgement (p=0.04), and behavior (p=0.04). It positively reinforced the development of self-esteem (p=0.00) and commitment to breastfeeding (p=0.00). Midwives expressed strong motivation to use an appropriate teaching strategy and provide a supportive learning environment for women to improve their educational interventions (mean motivation score 7.7/10). The study results can promote research to examine educational interventions modeled according to the theories in education. Critical realism can be used to evaluate these interventions to elucidate how a program based on educational engineering can contribute to breastfeeding promotion and achieving the 2030 goals of WHO. [ABSTRACT FROM AUTHOR]

In many countries with apprenticeship-based vocational education and training (VET), dropout from apprenticeship training is a major concern. Leaving an apprenticeship early can be problematic, particularly for young people who do not continue their training at another company or in another occupation, and drop out of the education system without obtaining a qualification. Previous research mostly has used a quantitative design focussing mainly on the perspective of apprentices who left training early and on attributes of the individual that may lead to dropout. Drawing on literature on quality of workplace learning environments, this study used a qualitative comparative approach to analyse the workplace learning environment from the perspectives of both young people who left their apprenticeships early and apprentices at the end of their training. The analysis revealed striking differences between the stayers and leavers in terms of two main characteristics of the workplace learning environment. The findings illustrate how being given responsibility can promote professional development and self-confidence, but also can lead to stress, exhaustion and insecurity if an early transfer of responsibility is not accompanied by support and guidance. Furthermore, the findings emphasise the importance of creating safe learning environments in which apprentices experience support and room for making mistakes. The study concludes that future research may include measures related to transfer and fulfilment of responsibility and handling of mistakes in workplaces to gain a more comprehensive understanding of the processes leading to early contract terminations. [ABSTRACT FROM AUTHOR]

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Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual model for Designing Teaching and Learning Environments (DTALE). To do this, the paper presents first a critical review of the research literature underpinning learning environments, with a particular interest in the integration of the physical and digital spaces, to develop the DTALE model. In the second step, the DTALE model has been developed and validated by applying the model to existing cases from different contexts. Based on the study's findings, we outline the implications for theory and practice. Limitations and suggestions for future research are also included. [ABSTRACT FROM AUTHOR]

Increasing awareness of the consequences of bullying leads to efforts to address deficiencies in the learning environments in which bullying occurs. This study explored factors that determine the learning environment and their influence on bullying experiences at two universities in Norway. The study employed a cross-sectional design involving 438 students. Students' perceptions of various learning environment variables were correlated with their experiences of various negative behaviours and victimisation using partial least squares structural equation modelling (PLS-SEM). The results show that students' perceptions of the universities' general learning environments are inversely associated with various negative behaviour constructs and victimisation, and the results are notable among bachelor students and married and cohabiting people. The study shows that an improvement, mainly in the universities' general learning environment, relative to the validated variables, would reduce the occurrence and experience of bullying. [ABSTRACT FROM AUTHOR]

Background: The clinical learning environment is very important in the medical and other related disciplines education such as operating room technicians. Since working in the operating rooms’ requires a lot of abilities and skills, the perception of the clinical learning environment may be a suitable indicator to evaluate the effectiveness of the implemented training. Some believe that the use of peer training programs can improve skills and as a result on the students' perception of the clinical learning environment. This study was conducted to investigate the peer assisted teaching on students' perception of clinical learning environment in operating rooms.Method: A semi-experimental study with two group was conducted on 42 operating room students of Mashhad University of Medical Sciences. Students randomly allocated to intervention and control groups. During the internship period, the control group was trained only under the supervision of the training instructor but the intervention group benefited from peer training in addition. At the end of the internship, both groups were asked to complete Iranian Measure of Operating Theatre Educational Climate (IMOTEC) questionnaire. Then the data were analyzed by SPSS software using independent t-tests and two-way ANNOVA.Results: The results of the two-way ANNOVA test showed that the mean score of the clinical learning environment questionnaire among two groups were significantly different, showing the impact of peer assisted learning program on students' perception of clinical learning environment (p≤0.05).Conclusion: Considering the benefits of peer assisted learning on students' perception of clinical learning environment, it can be integrated to operating room education program.

This research aims to explore the role of entrepreneurial spirit in the development of multicultural Islamic education at Bahrul Maghfiroh Islamic Boarding School in Malang. Using a qualitative approach with the ethnographic case study method. The research questions are: i) what entrepreneurial spirit is used as capital in developing multicultural Islamic education at Bahrul Maghfiroh Islamic Boarding School in Malang? and ii) how does the entrepreneurial spirit contribute to the development of multicultural Islamic education at Bahrul Maghfiroh Islamic Boarding School in Malang? data and data sources were obtained through interviews, observations, and documents. This study found that the spirit of entrepreneurship plays an important role in developing multicultural Islamic education in pesantren. Capital in entrepreneurship is not always synonymous with tangible things such as money and gold. The contribution of the entrepreneurial spirit is very real and significant because it helps create an inclusive and conducive learning environment and encourages the growth of creativity and innovation among students. In addition, social entrepreneurship in the pesantren environment can also grow and develop synergistically to improve people's lives. [ABSTRACT FROM AUTHOR]

Conventional digital learning with 2D videos or simulations on monitors and tablets has limitations in engineering education when covering complex concepts or complicated 3D structures. In response, virtual reality (VR) has been introduced as an immersive method that can enhance learning effectiveness. This study analyzed the impact of VR on overall learning outcomes and understanding of 3D structures in engineering education, comparing it with traditional digital learning approaches. We conducted a study with 40 participants who learned about LCD-related topics using two methods: VR-based learning and 2D video-based learning (2DLM). To evaluate their performance, we carried out a performance-based assessment consisting of a quiz and 3D reconstruction tasks, as well as a perception-based assessment using a questionnaire. As for the results, the VR-based learning showed a 12% improvement in post-test quiz scores and a 13% improvement in 3D reconstruction test scores compared to the 2DLM. Additionally, the questionnaire results confirmed that VR learning increased engagement by 11.9%, immersion by 18.6%, motivation by 10.3%, cognitive benefits by 9.3%, and perceived learning effectiveness by 8.7%. While VR showed better learning outcomes, these findings should be interpreted considering the small sample size, the specific learning topics addressed, and the partial integration of media and educational methods. Nevertheless, our results indicate that VR is more effective than conventional learning resources in supporting general memorization, understanding, and the specific comprehension of 3D structures. [ABSTRACT FROM AUTHOR]

University graduates need flexible and critical thinking to be successful on the job market. New teaching methods develop universal competencies and soft skills that university students are obliged to obtain. The study focuses on the nature of critical thinking as a pedagogical term. The authors evaluated the teaching methods used in the course of Foreign Language to develop critical thinking in students of non-linguistic majors. The review of foreign and domestic publications combined with empirical studies yielded the following list of indicators of critical thinking skills acquired while learning a foreign language. The students a) are independent in judgment and assessment; b) are able to expresses their point of view based on their own experience or verified data; c) are objective to alternative points of view; d) apply new information to their actual environment in order to facilitate problem solving. These indicators were used to evaluate students’ critical comprehension of information received and processed. The assessment involved essays, a written survey, and interviews. The students appreciated the effectiveness of essay writing, abstracting, and text analysis. They recognized the importance of critical thinking because it provides an objective, open-minded, and independent perception, which makes it possible to apply new information to professional tasks. The course of Foreign Language for Non-Linguistic Students demonstrated an excellent potential for such pedagogical tasks as developing universal competences.

Abstract Teaching language has challenges for many reasons, including learners’ backgrounds, learning styles, motivation, and socio-economic status. However, EFL students can benefit from differentiation across the learning continuum to a large extent. This study investigated Afghan EFL learners’ perceptions of differentiated instruction and the factors that contributed to catering to their needs. This study revolved around five main elements of differentiated instruction: learning environment, content, process, product, and assessment. In this study, a questionnaire was developed and distributed to 102 EFL students at Herat University, Afghanistan, to record their perceptions of differentiated instruction in their classes. Three teachers of the English department at the same university were also interviewed to understand their experiences implementing differentiated instruction and identify their tensions. Data from the survey and interviews highlight that while DI requires significant teacher commitment and time, properly designed classes catering to learner specifics can enhance efficiency and be reused in future heterogeneous settings. The study’s results suggested that it is practical to implement differentiated instruction in mixed-level, large, heterogeneous classrooms.

Abstract Background Hungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary. Methods The Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants’ perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software. Results A total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students’ perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere. Conclusion The total score of the DREEM questionnaire was interpreted as “more positive than negative” for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

The relevance of the study is due to the requirements of the Federal State Educational Standard for Primary General Education which records meta-subject learning outcomes. These results include the mastery of such cooperation skills as setting the goal of a collaborative activity and defi ning the ways to achieve it, role allocation, mutual control, self- and peer-assessment of students’ behavior, and constructive confl ict resolution. The purpose of the study is to determine the characteristics of the learning environment in which students demonstrate a high level of cooperation skills. The study hypothesizes thatstudents demonstrate a higher level of cooperation skills in the environment that provides opportunities for their free activity, independent choice, reliance on their personal interests, independence of judgments and actions, structured and psychologically safe competence, i.e. satisfying the child’s needs for autonomy, and connectedness with others. Participants: 1384 fourth-graders and management teams from 37 secondary schools in 21 regions of the Russian Federation. Methods (tools): to assess cooperation skills we used the monitoring tool “4C” (c ritical thinking, creativity, communication, cooperation) developed at the Center for Psychometrics and Measurements in Education at the HSE Institute of Education, which contains scenario-type tasks in a computer format; to determine the characteristics of the environment we used the vector modeling techniques and the evaluation of quantitative parameters of the educational environment (V. A. Yasvin). Results. The study shows the correlation between the level of students’ cooperation and the environment types identifi ed on the basis of the ‘freedom-dependence’ and ‘activity-passivity’ scales, as well as on the basis of the quantitative parameters of the environment. Conclusions. The study has determined the environment characteristics associated with a high level of cooperation skills in primary school. They include predominance of active and free types of environment, structuring, safety, breadth, and intensity. Practical significance. Management and teaching teams of educational organizations may be recommended to take into account the results obtained when choosing priorities for designing and organizing the environment aimed at personal development.

The Program for International Student Assessment (PISA) 2022 study revealed low mathematical literacy scores among students, including those in inclusive education settings. A significant factor contributing to this issue is the inadequate capacity of teachers to effectively teach mathematical literacy. In response, this study aimed to design a mathematical literacy learning environment framework to enhance teachers' theoretical and practical understanding of teaching mathematical literacy in schools. The research employed a design research methodology, specifically the development study type, which involved preliminary research, prototype development, and evaluation stages. This paper focuses on the preliminary research phase, where data were collected through literature reviews and focus group discussions (FGDs) with teachers from inclusive schools. The collected data were analyzed qualitatively and descriptively. The study successfully developed a framework for a mathematical literacy learning environment that integrates courses, social media, and community engagement. This framework is intended to serve as a comprehensive reference for improving teachers' capacity to teach and assess students' mathematical literacy in a more holistic manner.

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers’ perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals.

Climate change is a pressing issue that significantly impacts agriculture, health, biodiversity, water resources, forests, and the socioeconomic well-being of populations, particularly in developing and least developed nations. Raising public awareness of climate change through accurate knowledge is a key strategy to encourage proactive mitigation and adaptation efforts. This study investigates the use of Information and Communication Technologies (ICTs) by university graduates to enhance climate change awareness, focusing on the role of both educators and students in knowledge transfer within academic environments. The research was conducted across 15 major universities in Pakistan, using a structured questionnaire to collect data on demographic, socio-cultural, technological, and economic factors influencing graduates' awareness and perceptions of climate change. A binary logistic regression analysis was used to assess the impact of ICTs on climate change awareness. The results indicate that access to smartphones, agricultural magazines, news bulletins, newspapers, television, and internet connectivity significantly enhances climate change awareness. However, access to radio and computers or laptops did not show a significant impact. Universities should integrate ICTbased training and outreach activities into their curricula, promoting technological solutions that address climate change challenges. Furthermore, collaboration between technological solution providers, environmental departments, and academic institutions is recommended to design ICT-driven strategies for raising climate change awareness among the youth. [ABSTRACT FROM AUTHOR]

This paper examines how students' employability develops during undergraduate studies at a Dutch liberal arts college compared to a conventional bachelor's programme in law at the same university. Drawing on the graduate capital model, the study focuses on six skills that enhance employability: creativity, lifelong learning, career decidedness, self-efficacy, resilience, and personal initiative. To measure employability growth, a cross-sectional pseudo-cohort research design is adopted, comparing first-, second-, and third-year student cohorts. The results show that liberal arts students make significant progress in five out of the six examined employability-related skills. Compared to the conventional programme, the gains in creativity and personal initiative particularly stand out, reflecting the differences between interdisciplinary and monodisciplinary learning, and self-tailored and fixed curriculum structures. This refutes the stereotype that a liberal arts degree does not prepare students for the labour market and points to the relevance of programme-specific features for employability development in higher education. [ABSTRACT FROM AUTHOR]

Open-source software in the educational field aims to contribute to rethinking a different learning strategy model. The goal was to assess whether the use of open-source software can contribute to improving learning environments in a higher secondary education institution in Mexico. A quantitative, non-experimental, transactional, descriptive, and correlational research method was employed. The results showed that open-source software is a valuable support in developing new didactic strategies. The findings revealed confidence among teachers in using open-source software as a didactic strategy, and students considered starting to use open-source software from the first semesters. This research is original as open-source software supports the development of new didactic strategies. The limitation was that teachers use proprietary software, and it is likely more challenging for them to use opensource software. [ABSTRACT FROM AUTHOR]

Traditionally, education has been largely delivered in an in-person format; however, an increasing number of courses are being delivered entirely online or with a blend of online and in-person components. These formats differ along various dimensions, such as the quantity and quality of interpersonal interactions and connections, which will likely lead to different student experiences. Using a sample of 200 undergraduate student responses from an online survey, we compared five different course formats (in-person, synchronous online, asynchronous online, blended with alternating weeks and blended exam only) on students' perceptions of various elements of their learning environment, including teaching presence, cognitive presence, social presence, sense of community and teamwork. A between groups ANOVA demonstrated significant differences for seven of the eight variables examined. In each case, the in-person format was rated the most positively and the blended exam only format tended to receive the poorest ratings. Overall, our results suggest that live interaction among students, and between students and instructors, whether it is from an in-person format or a blended alternating format, appears to be linked to more positive perceptions of the social learning environment. [ABSTRACT FROM AUTHOR]

Laboratory courses are key to science, technology, engineering, and mathematics (STEM) programs in higher education, but often lack the flexibility for distance learning and inclusiveness for all students. To address these challenges, TU Bergakademie Freiberg introduced remote laboratories not only for international degree programs and the "Disti4Study" application, which provides interactive visualization of industrial thermal separation processes. This paper focuses on the development and didactic challenges associated with the "Continuous Distillation Laboratory". It illustrates how rethinking the technical and didactic frameworks of traditional laboratories can align with new learning objectives, such as those related to Industry 4.0, including the Internet of Things and data management. [ABSTRACT FROM AUTHOR]

Educational environments created by combining traditional learning environments and technology have grown, especially in recent years and have become an indispensable part of education. Therefore, with this research we aimed to evaluate students’ attitudes towards blended learning. To gather university students’ opinions on the effectiveness of blended learning, a descriptive survey method was used. Two hundred and eighty-seven students enrolled for information technologies courses in the spring semester of the 2022–2023 academic year in the computer engineering department at various universities in Kazakhstan participated in the research. Research data were collected using the blended learning attitude scale developed by the researchers. This scale was used to gain information from students participating in the research. The scale was used twice, with an interval of 5 weeks, before and after the information technologies course was presented in the blended learning environment. University students’ attitudes towards blended learning were partially positive before the presentation of information technology education in the blended learning environment, and after the presentation a positive increase was observed. The attitudes of students with experience in the blended learning environment were found to be higher than those of students without experience. [ABSTRACT FROM AUTHOR]