Search Results for
"Teaching"

Effective communication in English is a critical behavioral competency for seafarers in a multilingual maritime environment, directly impacting operational safety. However, a gap exists between current Maritime English (ME) training in China and the actual communication demands of global seafaring. This study aims to identify the specific ME skills including linguistic, behavioral, and sociolinguistic dimensions that are most important for on-board performance and safety management from the perspective of pre-service maritime students at Shanghai Maritime University. A mixed-methods approach was used, combining structured questionnaires (n = 313) with in-depth follow-up interviews (n = 10). The results identified 24 highly needed ME skills, particularly focused on areas governing safety-critical behaviors, such as wireless communication, security protocols, and emergency procedures. In addition, based on learner profiling, the study depicts two different learner characteristics: exam-focused and work-focused students, each with different views on the importance of skills. Work-focused students place greater emphasis on the practicality of their skills. The interview data confirms and enriches these quantitative research results. The research findings emphasize that ME courses must be more closely aligned with real-world communicative scenarios and behaviors, prioritize scenario based teaching and practical operations, and tailor differentiated teaching based on learner psychology and behavioral preference. This study offers references for maritime education institutions with similar learner profiles to optimize ME curricula, prioritize secure communication skills, and strengthen industry-education collaboration, thereby enhancing pre-service maritime students’ safety behavior and professional competitiveness in China. © 2026 by the authors.

Quality teaching is essential for preparing learners for the 21st century. This study proposes a conceptual framework for Quality teaching embedded in three domains, identifying its focuses and characteristics. We address two questions: What are the focuses of the literature describing Quality teaching? What are the main characteristics of Quality teaching in the three domains? A systematic literature review involving 152 articles published between 2000 and 2025, based on the PRISMA guidelines, was conducted to identify key characteristics and theoretical constructs regarding three focuses: teachers, learners, and the education system. The thematic analysis yielded 740 themes related to Quality teaching. Over half of the themes were related to pedagogy, approximately a quarter to technology, and less than a fifth to social–emotional learning/teaching (SEL/SET). The results suggest that Quality teaching involves quality pedagogy and high-level socio-emotional proficiency. Professionalization in digital learning technologies also contributes positively to advancing Quality teaching. Therefore, Quality teaching requires ongoing training leading to high proficiency in skills, methods, and practices. This study outlines essential components for teacher education and professional development programs. Its novelty lies in systematically highlighting both the distinctive and integrative combined contributions of three professional domains—pedagogy, SEL/SET, and technology—to the enhancement of Quality teaching in educational systems (focuses), narrowing the gap between theory and practice. © 2025 by the author.

Inclusive education aims to ensure equitable access to quality education for all students, including those with Autism Spectrum Disorder (ASD). This research analyzes the attitudes and competences of non-university Spanish teachers regarding the inclusion of students with ASD, considering relevant variables in previous studies such as teacher training, prior experience, and educational context, among others. The study involved a sample of 2310 teachers in active service during the 2023–2024 school year. Data collection was conducted through two questionnaires: the INTEA-EDG questionnaire, designed to measure teachers’ beliefs and attitudes towards the inclusion of students with ASD, and the CEFI-R questionnaire, which evaluates teachers’ competencies and skills for inclusive education. The results reflect a generally positive attitude towards the inclusion of students with ASD in mainstream schools, although significant variations were found depending on variables such as previous experience, teaching specialization, and specific training received. Based on these and other findings, the study highlights the need to strengthen initial and continuous training in inclusive education and attention to diversity of students with ASD, promote early positive contact with students with ASD, and foster collaborative work and the design of inclusive learning environments. © 2026 by the authors.

Purpose: This study investigated student and teacher perceptions of engine mock-ups as instructional tools in automotive technology education. Design and Methods: A quasi-experimental design with single case study methodology was employed following educational intervention. Participants included two teachers and eight students from an Auto Mechanical Work program in Lagos State, Nigeria. Constructivist Learning Theory served as the theoretical framework, emphasizing active knowledge construction through experiential learning. Engine mock-ups constituted the primary intervention, with focus group discussions serving as the data collection instrument. Mock-ups underwent functional validation and pilot testing, while discussions received member-checking for qualitative rigor. Data collection occurred following three weeks of instructional implementation, with transcribed responses analyzed qualitatively for emerging themes. Results: Findings revealed strong alignment between mock-ups and educational objectives, enhanced student cognitive processing and motivation, and meaningful experiential learning opportunities. The tools improved teacher confidence, instructional delivery, and professional competence. Results indicate that accessible instructional materials enhance both teaching effectiveness and student engagement. Conclusion: The study recommends policy development by educational authorities to promote locally manufactured instructional materials across institutions, supporting practical learning approaches in technical education contexts. These findings contribute to understanding effective pedagogical tools in vocational education settings. (188 Words). © 2026 Informa UK Limited, trading as Taylor & Francis Group.

Objective: To evaluate whether an 8-week curriculum structured by the 7E teaching model is associated with improved emergency obstetrics and gynecology (OBGYN) competencies among first-year residents. Methods: We conducted a prospective, single-center, quasiexperimental consecutive-cohort study at the Shengjing Hospital of China Medical University (September 2022–September 2024). Consecutive training-year cohorts were compared: the 2022 cohort received traditional training (control, n = 32), and the 2023 cohort received the 7E-based program (intervention, n = 31; elicit–engage–explore–explain–elaborate–evaluate–extend). Outcomes were mapped to Kirkpatrick’s four-level model (reaction, learning, behavior, and results) and included satisfaction, written examination scores, OSCE performance, Mini-CEX trajectories, and selected patient safety/process indicators. Results: Compared with the control group, residents in the 7E cohort reported higher satisfaction (35.10 ± 1.30 vs. 23.22 ± 1.84, p < 0.001; Cronbach’s α = 0.905), achieved higher written examination scores (71.23 ± 4.25 vs. 63.88 ± 5.71, p < 0.001), and demonstrated a higher OSCE excellence rate (80.65% vs. 15.63%, p < 0.001). Compliance with prespecified “golden-hour” emergency process indicators was higher in the 7E cohort (87.09% vs. 59.38%, p = 0.025). Mini-CEX trajectories showed a significant group × time interaction (β = −1.48 per week, 95% CI −1.75 to −1.21, p < 0.001), indicating faster skill improvement in the 7E cohort. Adherence to “golden-hour” emergency process indicators was higher (87.09% vs. 59.38%, p = 0.025). Severe complications occurred in 1/31 (3.23%) versus 6/32 (18.75%), corresponding to a risk ratio = 0.17 (score-based 95% CI 0.03–1.01; Fisher’s exact p = 0.104). Conclusion: The 7E-structured curriculum was associated with improved satisfaction and performance across multiple competency domains. The 7E model shows promise as a structured paradigm for competency-based emergency OBGYN education, although causal inferences are limited by the nonrandomized design and single-institution context. © © 2026 Ling Yan et al. Emergency Medicine International published by John Wiley & Sons Ltd.

This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research involved 120 students, divided equally into an experimental group (n = 60) and a control group (n = 60). The experimental group received instruction through hands-on demonstrations related to solar, wind, hydropower, biomass, and geothermal energy, while the control group was taught using traditional methods. Employing a mixed-methods design, data were collected through academic tests, attitudinal questionnaires, and semi-structured interviews. The results showed that students in the experimental group achieved significantly higher post-intervention scores (mean [M] = 82.62, standard deviation [SD] = 12.93) compared to the control group (M = 71.28, SD = 15.06), with a statistically significant difference (t [118] = -2.58, p < .01). Additionally, the experimental group demonstrated a significantly greater understanding of alternative energy concepts (M = 3.27, SD = 0.42) than the control group (M = 2.82, SD = 0.53), (t [58] = -3.42, p < .001). Attitudinal measures also favored the experimental group (M = 3.34, SD = 0.44) over the control group (M = 3.09, SD = 0.64), with a significant difference (t [118] = -2.12, p < .05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics. © © 2026 by authors;