Search Results for
"deep learning"

Understanding one's family of origin is essential for students in the helping professions, as it fosters self-awareness and illuminates personal strengths and vulnerabilities. This qualitative study examines the family experiences of Taiwanese undergraduate social work students, focusing on cultural influences on self-development and the effectiveness of reading and reflective writing in deepening family exploration. Content analysis of 34 student assignments identified two main themes: (1) key issues emerging during family exploration, and (2) the role of reading and reflective writing in facilitating this process. Subthemes of the first theme included individuation and differentiation, the need for parental affirmation, parent–child conflict, and the influence of parents' marital relationships. Findings highlight the enduring impact of Chinese cultural values on students’ development and family dynamics. Engaging with culturally relevant case literature and reflective writing promoted deeper insights and self-awareness, underscoring the importance of integrating family exploration into culturally responsive professional education. © 2025 American Association for Marriage and Family Therapy.

Background: The demand for a highly skilled engineering workforce is escalating because of rapid technological change and global investments in STEM. Although education and industry systems are responding with new training models and policies, engineering education research has been slower to adapt. Despite its relevance, engineering workforce development (EWD) has remained a peripheral topic in journals such as the Journal of Engineering Education. Purpose: This editorial challenges the field to reposition EWD as a central domain of inquiry. We advocate for a broader and more inclusive definition of EWD that reflects diverse educational pathways, credentials, and professional roles. Scope: We draw from interdisciplinary research, global policy initiatives, and national workforce trends to highlight opportunities for deeper engagement. We analyze the current marginalization of EWD within engineering education research, especially in journal publication patterns, and point to promising efforts in professional societies and federal funding. Results: To move EWD from the margins to the center of engineering education, we recommend (i) expanding research agendas to reflect lifelong learning and diverse career pathways, (ii) embedding EWD within professional infrastructures such as journals and societies, and (iii) increasing dedicated funding for EWD research across education levels and sectors. Conclusions: Engineering education must evolve in tandem with the changing workforce it serves. Centering EWD as a research priority will improve relevance, expand impact, and better prepare learners for the demands of modern engineering work. © 2025 American Society for Engineering Education.

This study explores the transformative impact of authentic assessments on student engagement, empowerment, and inclusivity in higher education. Traditional assessment methods often fail to adequately assess diverse skill sets and prepare students for real-world professional demands. In contrast, authentic assessments allow students to demonstrate their knowledge and skills in meaningful, context-rich tasks that mirror professional challenges. Through the perspectives of six experienced academics, this mixed-methods study explores how authentic and flexible assessments promote student agency, inclusivity, and engagement. The findings highlight the importance of aligning assessments with clear learning objectives, offering students choices, and embedding real-world relevance to foster deeper learning and equitable opportunities. However, the study also reveals tensions between the inclusivity offered in academic settings and the less flexible demands of the professional world, suggesting a need for ongoing reflection in assessment design. Ultimately, the study calls for reimagined assessment practices that empower students and better prepare them for future success. © 2025 James Nicholas Publishers.

This study addressed the limited adoption of Artificial Intelligence (AI) in primary education, focusing on its integration into curriculum design and its impact on teaching methods. A survey was conducted among 150 male and female primary school teachers in Basra, Iraq, using a specially designed questionnaire. The analysis revealed a positive acceptance from teachers regarding AI's potential to enhance educational design, especially in content creation and providing personalized learning experiences, aligning well with constructivist and cognitive approaches. However, the study also highlighted significant barriers to widespread adoption, such as the urgent need for specialized training programs for teachers and the necessity of fostering a deeper understanding of the ethical implications of using AI tools in the educational environment. This underscores the importance of providing structured support and clear guidelines to enable the effective utilization of this technology in primary education. Thus, successful and widespread integration of AI will require targeted professional development and the establishment of clear ethical frameworks to overcome existing challenges. © 2025, Cises srl. All rights reserved.

Foreign language education is shaped by global neoliberalism, which prioritizes market-driven values like competition, individualism, and economic efficiency. In this context, language learning is often framed as a tool to enhance employability, mobility, and global competitiveness. Educational policies and curricula shift, emphasizing utilitarian outcomes and performance metrics over holistic or humanistic approaches. While this shift expands access for language learning, it also raises concerns about the commodification of language, the marginalization of less "marketable" languages, and the erosion of deeper intercultural understanding. Further exploration may reveal the long-term impacts of language learning and development under neoliberalist policies and ideals. Foreign Language Education Under Global Neoliberalism explores how global neoliberal policies influence the purpose, structure, and delivery of foreign language education, prioritizing economic utility over cultural or educational values. It examines the implications of this shift, including the commodification of language skills, the dominance of certain languages, and the impact on educational equity and cultural diversity. This book covers topics such as global business, international relations, and political science, and is a useful resource for government officials, educators, academicians, researchers, and political scientists. © 2026 by IGI Global Scientific Publishing. All rights reserved.

While collaborative learning activities are designed to foster inter-thinking and co-creation of knowledge, studies have suggested that these outcomes are not guaranteed simply because learners work together in groups. This study investigated the relationship between cognitive interaction during collaborative engagement and exploratory talk by analysing classroom dialogue and dialogic practices among 12 international Master of Arts in Education (MA Education) students participating in a collaborative problem-solving process. Data were collected from three different groups, totalling 10.5 h of collaborative problem-solving engagement. Two independent coders analysed these data using the Cambridge Dialogic Analysis Scheme toolkit. The analysis revealed variations in exploratory talk across the three groups. Exploratory talk was most likely to occur when ‘invitation’ codes were present. Notably, not all groups engaged in exploratory talk led to meaningful collaborative engagement, despite all groups successfully completing the assigned task by the end of collaborative problem-solving. This highlights a critical observation: task completion does not necessarily equate to deep, collaborative knowledge creation. © 2025 British Educational Research Association.

Oral practice is challenging for foreign language education, and Corrective Feedback (CF) is often used to point out learners’ pronunciation errors and to help them improve their oral skills in foreign language courses. CF is generally considered as a necessary condition for foreign language acquisition, and “reflection” and “correction” are imperative stages to realize the process from “input” to “output” to improve accuracy and deepen reflection on foreign language learning. In conventional courses, teachers have often used peer assessment (PA) to ask students to comment on each other’s performance during exercises so as to promote reflection. However, due to students’ varied levels of proficiency, correction from the teacher during PA activities is needed. Since a ratio of one teacher to many students is very common in most courses, it is almost impossible to provide immediate and detailed feedback for individual students during pronunciation practice. With the development of artificial intelligence, Automated Corrective Feedback (ACF) can provide more personalized, precise, and timely feedback for individual learners. Therefore, a quasi-experimental research design was conducted to explore if the ACF-based peer assessment (ACF-PA) approach would have a positive effect in a foreign language pronunciation course. The participants were 66 college students who were divided into an experimental group with the ACF-PA approach (N = 31) and a control group with the Conventional Peer Assessment (C-PA) approach (N = 35). The results indicated that when ACF-PA was adopted, it was helpful for improving students’ learning performance, intrinsic motivation, and self-regulated learning conceptions when learning French pronunciation. Additionally, discussion on students’ learning experience and their perceptions is also provided. © The Author(s) 2025.

The uncertainty of global challenges demands that the education sector prepare human resources and equip them with higher-order thinking skills (HOTS). At the same time, the rapid advancement of technology requires education to manage classrooms effectively by integrating appropriate learning approaches, models, and media along with technological developments in the teaching and learning process. One of the approaches currently being developed is the deep learning approach, which emphasizes three main aspects: mindfulness, meaningfulness, and joy. However, this approach has not yet been widely implemented in classrooms. Therefore, this study aims to analyze the effect of the deep learning approach in the undergraduate Mechanical Engineering Education program at the State University of Surabaya, in combination with a project-based learning model supported by a STEM-based diesel engine trainer, to improve HOTS. The study involved 56 students divided into control and experimental classes. The results showed a significance value (Asymp. Sig. 2-tailed) of 0.002, which is less than p < 0.05, indicating a statistically significant difference. The experimental class achieved an average N-Gain score of 0.73 or 73.27%, which falls into the high category. Furthermore, the estimated effectiveness of the N-Gain score is categorized as moderately effective in improving HOTS. © The Authors, published by EDP Sciences, 2025.

Background: Cardiovascular surgery demands deep knowledge of the heart’s intricate three-dimensional (3D) anatomy, but current teaching methods do not adequately develop students’ spatial skills. Advances in precise imaging and 3D printing offer transformative potential for clinical education. In this study, taking the teaching of cardiovascular surgery as an example, we aimed to integrate precision imaging and 3D printing technologies with case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL). Our objective was to explore digital teaching approaches in clinical surgery and address the limitations of current learning models in spatial visualization training. Methods: This study employed a parallel design randomized controlled trial (RCT) methodology. A total of 80 clinical medicine students from the 2020 cohort, currently undertaking their practicum in the Department of Cardiac Great Vascular Surgery at The Second Hospital of Hebei Medical University, were randomly assigned into two groups: a digital teaching group and a case-, problem-, and team-based learning (C-P-TBL) teaching group, each comprising 40 students. The digital teaching group utilized an innovative digital teaching approach, enhanced by precision imaging and 3D printing technology. In contrast, the C-P-TBL teaching group employed an integrated teaching model combining CBL, PBL, and TBL. The two groups were compared via theoretical and skills assessment, along with the analysis of teaching quality questionnaires and teaching satisfaction metrics, so as to evaluate the incremental benefits conferred by digital tools within the existing teaching framework. Results: The digital teaching group demonstrated superior performance compared to the C-P-TBL teaching group, as evidenced by higher scores in theoretical knowledge (86.28±10.756 vs. 80.25±9.440), clinical skills (87.90±7.530 vs. 83.05±7.473), and overall assessment (86.93±8.131 vs. 81.37±7.716). Based on the results of the teaching quality questionnaires, the digital teaching group demonstrated a statistically significant superiority over the C-P-TBL teaching group in several areas: self-learning ability, comprehension and application of theoretical knowledge, problem discovery and analysis skills, spatial imagination capability, and overall self-comprehensive ability. Conclusions: The integration of digital technologies, exemplified by precision imaging and 3D printing, with CBL, PBL, and TBL methodologies, has been shown to significantly enhance the spatial visualization skills of medical students. This approach not only improves their theoretical understanding and technical proficiency, but also leads to higher self-assessment of abilities and increased satisfaction with the teaching process. Consequently, this pedagogical strategy merits consideration for widespread implementation in the clinical education of cardiovascular surgery. © AME Publishing Company.

This research article investigates the influence of classroom multicultural and monocultural milieu on discipline dynamics and the implementation of Project-Based learning (PjBL) in primary schools. The primary objective is to examine how cultural context shapes students’ disciplined behaviour and the strategies teachers use within PjBL frameworks. A quantitative, comparative method was employed, involving 76 students from four schools in West Sulawesi, Indonesia. Data were collected using the Discipline Self-Assessment and a PjBL performance test. Results revealed significant differences in Discipline (t = 10.386, p < 0.001) and PjBL (t = 6.947, p < 0.001) between the milieus. Regression analysis indicated that Discipline and PjBL collectively explain 76.7% of the variance in Milieu Types (R² = 0.767, F = 120.164, p < 0.001). In monocultural milieus, Discipline emerged as a stronger predictor, while in multicultural settings, PjBL was more impactful. These results highlight the need for contextspecific strategies, with discipline supporting structure in monocultural classrooms and PjBL enhancing engagement in multicultural ones. The research results underscore the importance of adapting teaching methods in the classroom, providing valuable insights for educators and policymakers. Future research should explore additional variables and longitudinal follow-ups to gain a deeper understanding of student discipline dynamics. © 2025, University of Zadar. All rights reserved.