This study explores the experiences and attitudes of in-service STEM (science, technology, engineering, and mathematics) teachers in Ukraine (N=42) who participated in an English language course designed to enhance their proficiency and incorporation of English into their teaching practice. Given Ukraine’s ongoing efforts toward European integration, the study highlights the role of English language skills in their professional development and access to global knowledge in the STEM fields. Using a mixed-methods research design, we collected quantitative and qualitative data through Google Forms and interviews conducted online with in-service, secondary school STEM teachers from different regions of Ukraine. The findings illustrate the positive impact of an English language course on increased confidence in English communication and STEM teaching. STEM teachers demonstrated a high level of satisfaction at the end of the English language course, mentioning the expertise of the instructors, supportive peers, and tangible improvements in mastering English. Participants attributed their improvements to the course’s learning resources, online delivery, interactive learning approach, and formative assessments. Despite the challenge of wartime disruptions and frequent power outages, participants demonstrated resilience and a deep commitment to learning. Most respondents expressed readiness for continued self-study and a desire to continue learning English. The research offers practical implications for policymaking, curriculum design, and professional development for educators.
Today, adolescents’ use of social media increasingly common, even including during school hours and class sessions. To address this issue and design effective interventions, it is essential to understand the psychological factors contributing to the overuse of social media. The current study examined connections among three important psychological constructs (school burnout, fear of receiving a poor grade, and cognitive avoidance) and high school students’ addiction to social media.. Research was conducted with 251 students of high school in the Turkish city center of the Western Black Sea Region. Among the participants, 57% (n = 143) were male and 43% (n = 108) were female, between the ages of 14 and 18.The Social Media Addiction Scale, the School Burnout Inventory, the Fear of Negative Evaluation Scale, and the Cognitive Avoidance Questionnaire were among the self-report tools used to gather the data. The data was analyzed using path analysis. The findings indicated substantial positive correlations between school burnout, and social media addiction, fear of negative evaluation, and cognitive avoidance. Specifically, higher levels of school burnout, fear of negative evaluation, and cognitive avoidance were associated with increased levels of social media addiction. These findings imply that when students experience social anxiety, academic stress, or trouble regulating their emotions, they may resort to social media as a maladaptive coping strategy. Several suggestions are made for researchers, educators, parents, and legislators in light of these findings.
Generative artificial intelligence (Gen-AI) has arrived to revolutionize many human activities, including teaching and learning processes. Teachers in higher education can and should ethically, legally, and accurately incorporate this new technology into their teaching, especially since the younger generation of students has integrated it into their daily lives practically since the launch of ChatGPT and uses it as a new learning medium. In this context, this research aims to analyse the short-term penetration potential of Gen-AI in the teaching activities of Spanish university teachers, identifying segments of teachers with different beliefs and attitudes towards this technology. Specifically, three segments have been identified. The largest segment consists of teachers who are still undecided about the application of Gen-AI in their teaching activities, as they are not yet clear about its practical utility and do not have confidence in its accuracy and quality. At one end of these undecided teachers is another group classified as sceptics, who do not use these tools due to a very low perceived utility, although they have a high perception of ease of use and do not perceive high risks from their use. On the opposite end are the explorer teachers who are pioneers in its use, trusting both the utility and the current accuracy and quality of the results generated by these tools. If university administrators want to promote the use of artificial intelligence among their academics, they will need to design different strategies and actions for each segment.
Amid the fourth industrial revolution, education faces complex challenges, particularly related to harnessing the vast amount of data and digital information generated by students as part of their interactions in digital environments. In the context of 21st-century education, the importance of both Learning Analytics and Artificial Intelligence is emphasized as key technologies to address these challenges and foster educational innovation. To identify the role of AI in enhancing the strengths and addressing the limitations of learning analytics, a literature review of 173 research articles published in peer-reviewed journals indexed in Scopus was conducted. The results highlight strengths in terms of personalization, prediction, and fostering peer-based working, as well as limitations in acquiring relevant qualitative data and engaging the entire educational community in these processes. A critical reflection on the relationship between AI, learning analytics, and 21st-century education is presented in the conclusion.
The objective of this article is to analyze the state of the art in quality management and innovation performance in Higher Education Institutions. To achieve this, a systematic literature review methodology is employed, defining the scope, relevance, and volume of information to be analyzed. The scientific articles reviewed were selected from well-recognized databases in the fields of management and education (Scopus, Science Direct, Springer, and Taylor & Francis). Based on the collected data, potential correlations between quality management and innovation variables are categorized. The main findings suggest that innovation is a variable dependent on the quality management practices implemented by an institution. The analysis primarily focuses on the relationship between the organization as a generator of innovation, process innovation, and organizational innovation.
Class cancellations caused by typhoons have underscored the importance of integrating ICT into educational systems to ensure that teaching and learning continue without interruption. This study explores the role of digital technology in Science education during online learning amid typhoon-induced class suspensions. Using a quantitative approach, data were collected and analyzed using both descriptive and inferential methods. The findings reveal that students strongly agree with the various uses and benefits of ICT in their science subjects. They frequently use technological tools to research homework, participate in online communities, and download e-books for their studies. Additionally, students’ perceived benefits of ICT are significantly related to their year level, the availability of gadgets for online learning, and their family’s monthly income. However, factors such as internet connectivity and the availability of gadgets for online learning do not appear to impact students’ perceived use or extent of ICT use in their studies. These results emphasize the potential of ICT to bridge learning gaps during disruptions, but also highlight the need for policies that support the accessibility of digital resources and online tools, particularly for students from lower-income households, to ensure continuous and effective learning during emergencies like typhoons.
While acknowledging that gender equity and inclusivity do not manifest through an increased representation of women in STEM classrooms, this study explored the academic self-concept, perceptions of male norms, and L2 speaking anxiety of 177 female engineering graduates in India. Using validated questionnaires, their beliefs on academic self-concept and male norms were investigated to find whether such perceptions could predict their anxiety in L2 speaking, which is a non-scientific yet essential skill of learners. Using a correlational analysis, significant relationships were identified among female learners’ academic self-concept, their perceptions of male norms, and L2 speaking anxiety. Subsequently, a multiple regression analysis corroborated female learners’ academic self-concept and perceptions of male norms as possible predictors of their speaking anxiety in a male-dominated classroom. The results further deduced that female learners experience stereotype threats in engineering classrooms. This study contributes to the current literature on gender and language learning in engineering classrooms by examining the connection that female learners’ stereotypical beliefs and academic self-concept have with their speaking skills. The study also explored the pedagogical implications that emerged from the results.
This research presents a successful implementation of a Project-Based Learning (PBL) methodology to foster the acquisition of Transversal Competencies (TCs) and incorporate Sustainable Development Goals (SDGs) into higher education curricula. This was carried out in the framework of an Educational Innovation and Improvement Project (EIIP) carried out at the Universitat Politècnica de València (UPV) in Spain during the academic years that span from 2023 to 2025. Specifically, it was conducted within the “Dynamics of Mechanical Systems” course of the “Mechatronic Engineering” master’s program of the at the Higher School of Aerospace Engineering and Industrial Design (HSAEID), which involves an average of 40 students. Quantitative and qualitative techniques were used to collect evidence regarding the successful implementation of the PBL methodology. The EIIP project offers practical insights and strategies for efficiently integrating global competencies and sustainability into technical education. In this sense, the positive outcomes indicate that PBL not only enhances technical competencies and motivation but also cultivates critical thinking, collaboration, problem-solving abilities, acquisition of learning goals, and preparing students to address complex global challenges of the labor market and. However, ongoing evaluation and continuous improvement processes, supported by robust feedback mechanisms, are crucial for sustaining and enhancing these educational innovations.
The convergence of several emerging technologies such as artificial intelligence (AI), the Internet of Things (IoT), blockchain, 3D printing, big data, and augmented reality into the fourth industrial revolution has profoundly changed all facets of life, including higher education. The speed and nature of change in the aim and structure of the University of the Future may take two paths: evolutionary, termed the University 4.0 model, or revolutionary, called the University 4.1 model. A semi-structured survey was designed to explore the perception of university professors about the University of the Future. A total of 142 professors from 23 countries responded to the study. The results gave valuable insights into the vision of the world's academic community for University 4.0/4.1.
The fusion of technology and pedagogy has become imperative in the ever-changing education landscape. BookCanBee is an initial attempt to utilize the innovative value of BookWidgets, Canva, and Kotobee software to transfigure drug education content into an engaging digital experience. Anchored in the ADDIE Model and Cognitive Theory of Multimedia Learning, this study explored the development and evaluation of digital modules in drug education for pre-service physical educators in a teacher education institution in Pampanga, Philippines. Employing a postpositivist worldview, the study adopted educational research and development design. Students and experts served as respondents to capture the developmental and evaluative insights for the proposed material. Results revealed smartphones as the quintessential tool for blended learning, emphasizing the shift towards mobile-centric instruction. However, the availability of non-print materials in drug education appears scarce indicating the need for digital materials to be developed. Despite moderate levels of readiness for mobile learning, students exhibited an interest in exploring the potential of mobile instruction. Meanwhile, six interactive modules, rooted in the 5Es model, were developed using Kotobee, Canva, and BookWidgets. Overall, the digital modules were assessed by experts to be very satisfactory, with contents being valid, instructions being appropriate, technical quality having minimal issues, and additional comments being complied with. The digital modules, as perceived by students, are effective in achieving specific and general learning outcomes, easy, and enjoyable to use for learning. Recommendations for future directions include expanding the scope of the study and the evaluation of the digital modules’ effectiveness.
With the emergence of the fourth technological revolution, smart devices and generative AI have become central to innovation. Universities are not exempt from this shift, as stakeholders urge them to stay up to date with these advancements. This paper examines the current use of generative AI in higher education and gathers stakeholder perspectives, including their expectations, concerns, and aspirations, illustrating its applications with examples and highlighting the benefits for both students and lecturers. Additionally, the study examines the roles that the AI can assume in university courses. Finally, it outlines potential future directions for the development and integration of this technology considering an appropriate balance between the risks and benefits of this new tools. The research began with a literature review to examine existing approaches to generative AI in education and to establish a solid knowledge base. The study concludes that while AI is already present in universities, its primary use remains limited. Within academic programs, lecturers strive to adapt rapidly to the integration of AI while upholding teaching quality. At the same time, students increasingly perceive AI as a valuable resource for personalized learning. However, despite its potential benefits, ethical concerns surrounding its use remain a major issue among stakeholders.
In this work, we present a simple and low-cost experiment designed to study the oscillations of the magnetic field created by a cylindrical magnet under two different conditions: far and short distances from the magnetic sensor. A Taylor’s series expansion of the magnetic field function has been done to study the convergence of the polynomial series to the real field in both situations. To carry out the experiment, a small cylindrical magnet has been attached to an oscillating and well-known spring-mass system. The resulting oscillating magnetic field has been registered with the smartphone by using the magnetometer sensor. A very good agreement has been obtained between the theoretical model for the magnetic field and the experimental data collected with the sensor located near and far from a cylindrical magnet and along its longitudinal axis.
The study investigates the effectiveness of using the Universal Design for Learning (UDL) approach as a trauma-sensitive pedagogy strategy in higher education. By integrating the concepts of UDL and Salutogenesis, we aimed to develop a tool that promotes healthy learning, problem-solving, and motivation among students. Salutogenesis emphasizes the development of a Sense of Coherence (SoC), which serves as a tool for stress resilience and restoration. To assess the impact of UDL practices on SoC levels, we administered a Sense of Coherence-13 questionnaire before and after implementing UDL practices in English language classes at a polytechnic university. All the students in the study had experienced traumatic events caused by the current crisis in Ukraine. The study focused on demonstrating that UDL practices can serve as a restorative and inclusive tool. The results indicate that the application of UDL practices led to an increase in SoC levels, demonstrating their potential for promoting restoration. Additionally, teacher interviews were conducted to identify the challenges and benefits of implementing UDL practices.
This bibliometric analysis studied the development trends, publication and citation counts, research themes and trends, and international cooperation models related to university-industry collaboration from 1970 to 2023. Firstly, using a broader set of search terms related to university-industry collaboration, we conducted a comprehensive search of the global literature from 1970 to 2023 in the Web of Science (WoS) database. Secondly, based on inclusion and exclusion criteria, we ultimately selected 592 articles for analysis. Subsequently, we used VOSviewer and R-biblioshiny as analytical tools to extract and analyze relevant data from the selected articles. The study identified the most influential institutions, journals, authors, and countries in this field. Additionally, based on keyword co-occurrence analysis, research related to university-industry collaboration is distributed across five clusters: (1) innovation and technology transfer, (2) internships and work experience, (3) cooperative education and learning outcomes, (4) collaboration models and partnerships, and (5) collaboration barriers, challenges, and sustainability. Recent research has focused on themes such as technology transfer, barriers, benefits, and the motivations driving collaboration.
Integrating Artificial Intelligence (AI) and E-learning platforms has become increasingly prevalent in the rapidly evolving landscape of higher Education. However, amidst this technological advancement, the role of Emotional Intelligence (EI) and its impact on the efficacy of AI-driven educational tools still needs to be explored. This pilot study seeks to elucidate the intricate relationship between Emotional Intelligence, Artificial Intelligence, and E-Learning in Higher Education. Drawing upon a multidisciplinary approach, this study investigates the correlation between students' Emotional Intelligence competencies and their engagement with AI-driven E-Learning platforms. The findings of this pilot study are expected to shed light on several critical aspects. Firstly, it aims to uncover how Emotional Intelligence influences students' receptivity to AI-infused E-Learning environments, potentially elucidating strategies for optimizing user experience and learning outcomes. Moreover, by exploring the reciprocal influence between Emotional Intelligence and AI algorithms, this research endeavors to contribute to the refinement of AI technologies, fostering greater personalization and adaptability in educational settings. Furthermore, this study endeavors to address the ethical implications inherent in the intersection of Emotional Intelligence, Artificial Intelligence, and E-Learning. By elucidating the potential risks and benefits associated with integrating these technologies, it seeks to inform policymakers, educators, and AI developers alike, facilitating the responsible deployment of AI-driven educational tools. Therefore, its innovative methodology and comprehensive approach aspire to pave the way for future research endeavors, ultimately enriching the educational landscape with insights prioritizing technological advancement and human well-being.
This article offers a comprehensive examination of perspectives on university-industry interactions in Latin America. Distinguishing itself from international reviews, the study employs a systematic review of 274 articles across Scopus, Scielo, and Dialnet databases. The research addresses the temporal evolution, disciplinary fields, conceptual approaches, methods, and prevailing topics in the region. Findings reveal a focus on management, economics, business, social sciences, and engineering disciplines. Qualitative methods dominate, while theoretical-conceptual approaches encompass meso-institutional and micro-interactional levels. Key research themes include collaboration results, knowledge transfer, innovation, technological transfer, and collaboration barriers.
This study investigates the teaching of Differential Equations in engineering education, focusing on expert opinions from diverse institutional backgrounds. The primary objectives were to understand expert perspectives on essential course content, justify their content choices, measure institutional gaps, and highlight the range of professional profiles. Through qualitative interviews with nine experts from academia and industry, we explored their views on the integration of Differential Equations in engineering curricula. The findings reveal a consensus on the importance of basic concepts to support physical models. Notably, experts highlighted variational calculus and energy representations as critical yet underrepresented areas in Differential Equations courses, essential for modeling complex, nonlinear problems. The study also states on the growing importance of computational methods and software in engineering education, advocating for an integrated approach aligning theoretical concepts with real-world applications. The expert opinions revealed a significant institutional influence on content perception, demonstrating a gap between traditional theoretical focus and modern, application-oriented approaches. The study suggests a need for curricular innovation in differential equations education, emphasizing practical applications and computational methods to bridge this gap between the two institutions considered in which the experts are adhered to.
The contemporary university has evolved into a multifaceted institution, serving not only as a hub for research, professional training, and knowledge dissemination, but also as a pivotal component of economic machinery and societal advancement, especially within the context of globalization and intense competition. These institutions are now expected to significantly contribute to the socio-economic development of their surroundings, striving for excellence and competing within an increasingly interconnected global framework. To meet these heightened expectations, universities have undergone profound transformations over recent decades. This period of change is particularly notable within the Spanish context, mirroring the broader societal shifts since the onset of the democratic transition in 1975 through to the present day in 2024. This era has necessitated substantial reforms in university governance, equipping these institutions with the requisite tools to navigate and address emerging challenges effectively. A pivotal moment in this transformative journey was the enactment of the University Reform Law of 1983. Grounded in constitutional principles, this law marked a significant milestone in updating and revitalizing university education in Spain. After this, the Organic Law on Universities of 2001 further aligned the Spanish university framework with the broader European educational landscape, reinforcing the integration and competitiveness of Spanish institutions on a continental scale. However, to comprehensively grasp the magnitude and implications of these changes, it is essential to extend our analysis beyond the immediate past and explore the historical trajectory of Spanish universities over previous centuries. By examining this extensive historical context, we can better understand the foundational elements that have shaped the current state of higher education. This article aims to meticulously analyze the evolution of the Spanish university system, delineating the chronological progress, identifying persistent challenges, and engaging in a critical discourse on potential solutions. Through this examination, the article seeks to provide a nuanced understanding of the interplay between historical legacies and contemporary reforms, offering insights that are essential for shaping the future trajectory of higher education in Spain.
The interaction between the development of industrial clusters and knowledge generation has become a fundamental element in driving innovation systems. Examining industrial clusters in knowledge creation terms is interesting for policymakers, investors, businesses and academia. This article provides a thematic and intellectual overview of the existing scientific literature on industrial clusters, their evolution and their relation with knowledge creation. The aim is to identify the scientific literature foundations in this area, different intellectual, conceptual and social structures, and trends in the research field. The study is a bibliometric analysis, whose results show that researchers’ topics of interest have considerably evolved over the last four decades. Initially, most studies focus on policies for efficient clusters management and later, starting in the 2010s, they evolve towards the importance of the networks of resources and knowledge that clusters provide, and how to promote learning and innovation as a key activity for economic development.
One of the major parameters by which college graduates' productivity is gauged is their board examination performance. Relevantly, the development and utilization of sophisticated tools and technology to facilitate reviews are encouraged and worthy of such exploration. The study aimed to develop an integrated web application reviewer for MAPEH (music, arts, physical education, and health) (i-WARM) with the use of unified spaced repetition and hypercorrection techniques. This descriptive research and development (R & D) design was used and employed a nine-step process in which functions were built for effective learning and retention of concepts. The evaluation was conducted by 106 graduating Bachelor of Physical Education students from a teacher education institution in Central Luzon, Philippines. Results revealed that the i-WARM is easy to use and easy to learn as it was viewed as clear and understandable, accessible, and has a flexible feature and interface. Pre-service physical educators perceived that the services provided by the web application are useful for their review as it was rated functional and informative. Frequent problems such as crashes and downtimes were not observed by the user during their exposure to the web application. The i-WARM could be explored as a potential aid in assisting learners to acquire concepts easily through an interactive interface. This may likewise assist teachers and students in establishing retention of significant concepts for future licensure examinations.
