The integration of digital technologies in mathematics education has become increasingly important for enhancing teaching effectiveness and student engagement. In this context, developing preservice teachers' Technological Pedagogical Content Knowledge (TPACK) and positive attitudes toward Information and Communication Technology (ICT) is essential. A quasi-experimental one-group pretest-posttest design was employed with 40 third-year preservice mathematics teachers enrolled in an eight-week learning media course. Data were collected using validated TPACK and Attitudes toward ICT instruments, each based on 5-point Likert scales. The results revealed that: (1) preservice teachers possessed initial competencies across all TPACK components and ICT attitudes, and demonstrated significant improvements in all areas following the intervention; (2) Articulate Storyline had a statistically significant positive effect on all TPACK domains and ICT attitudes (p < 0.05), with large effect sizes for each component (d > 0.80); (3) initial levels of ICT attitude significantly influenced the development of TK, TPK, and TPACK (p < 0.05), with large effect sizes for (Technological Knowledge)TK (d = 1.076) and TPACK (d = 1.044), and a moderate effect for TPK (d = 0.674); and (4) initial levels of general TPACK (gTPACK) significantly affected post-intervention ICT attitudes (p = 0.011), with a large effect size (d = 0.882). These findings highlight the value of integrating digital tools such as Articulate Storyline into teacher education curricula to support the development of digital pedagogical competencies. The results underscore the importance of strengthening preservice teachers' foundational ICT and TPACK knowledge to better prepare them for technology-enhanced learning environments.
This study examines the effects of a piano ensemble course on piano performance skills, aesthetic education outcomes, and student satisfaction among students at six engineering-oriented higher education institutions in Shenzhen. The research also investigates implementation challenges and explores whether the course enhances students' teamwork, creativity, and social skills. A mixed-methods research design was employed, combining quantitative data from a Likert scale questionnaire administered to 507 students across five universities with qualitative data from 23 semi-structured interviews of Shenzhen Polytechnic University. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were coded using grounded theory methods. The study also considers curriculum adaptations to support students facing social and cultural risks, ensuring inclusive and equitable learning opportunities. Results indicate that the piano ensemble course significantly improved students' musical expression, performance skills, and aesthetic abilities, with all dimensions achieving mean scores above 3.0 (moderate-high satisfaction). The relationship between theoretical knowledge gained from the course and the level of student satisfaction with the course has been established as having a strong positive correlation (r = 0.812), showing that there is a relationship between high levels of theoretical knowledge and increased satisfaction with the course. However, four key challenges emerged: inadequate equipment, varied student skill levels, collaboration difficulties, and time management constraints. Student satisfaction was positively correlated with course design, teaching implementation, and resource provision. This study provides empirical evidence and practical recommendations for enhancing aesthetic education curricula in engineering-focused higher education institutions.
