This study explored high school students' English language learning through Problem-based learning (PBL). Students' collaboration in PBL, their perspectives on the PBL process, the teacher's challenges encountered during PBL implementation, and the relevant adjustments and improvements made were studied through qualitative methods using an observation guide and semi-structured interviews. This study aims to investigate the effectiveness of PBL in the English language learning of high school students. Lesson plans were designed to conduct two PBL cycles, comprising seven stages of the PBL process. Each PBL cycle was performed using the lesson plan designed by the researcher. 30 participants learned through PBL, were observed through the observation guide, and were interviewed via semi-structured interviews. The qualitative research results indicated that students developed abilities like acquiring knowledge and learning skills, solving real-life problems, critical thinking, and collaborating in group work. On the other hand, PBL is different from the traditional learning methods, thus, both students and teachers need to adjust to the roles. The teacher, as a facilitator in PBL, should be trained through professional development to improve classroom practices, fostering better learning environments and high performance.
Globally, the lockdowns caused by the COVID-19 pandemic led to forced and unexpected changes in teachers' pedagogical practices, affecting teaching and learning processes around the world. This study aims to identify the content and structure of the social representation-SR-of university professors' pedagogical practices during the COVID-19 lockdowns. A qualitative study based on social representations, employing a structural and process-oriented approach, using associative techniques in two phases-free-form lists and pairwise comparison lists-with 26 teachers from Latin America. Process-oriented, prototypical, and graph theory analyses were conducted. The-SR-of university professors' teaching practices revolves around change and the shift to mandatory online instruction, which created pedagogical and didactic challenges and stressful situations. In response, professors turned to creativity and innovation, as well as the immediate need for training and learning new information technologies, to continue teaching and learning remotely. In the teaching practices of university faculty during the COVID-19 lockdown, a deep-seated focus on the shift to online instruction and the need for immediate faculty training emerged, which led to stressful situations.
The project titled Development of a Center of Excellence for Services to Stimulate Child Development and Learning Behavior at the La-orutis Demonstration School, Suan Dusit University, Lampang Center aimed to establish a Center of Excellence for screening, diagnosis, service planning, and intervention to promote child development and learning behavior within the school. The center was developed using a Participatory Action Research (PAR) approach, engaging multidisciplinary experts, parents, educational personnel, and the institution. The core component of the service model was the Individualized Service Plan, designed specifically for children with special needs and grounded in the recognition of each child's unique developmental differences. The approach integrated specialized services into early childhood and primary education while fostering inclusive education, enabling students with special needs to learn alongside their peers in mainstream classrooms. The successful establishment of the La-or Learning and Development Center (LDC) at the La-orutis Demonstration School, Lampang, yielded highly positive outcomes. The results indicated that 93.6% of students showed improved learning development. This success resulted from the center's effective interdisciplinary collaboration-incorporating specialized physicians, therapists, teachers, and parents-to provide holistic and individualized care for students experiencing developmental, psycho-emotional, and behavioral challenges. Effective child-rearing in Thai medical centers of excellence requires strengthened caregiver training for single-parent contexts, careful management of technology use to reduce risks of pseudo-autism and language delay, and balanced parenting approaches to support children's independence.
This study aims to address the challenges in physics experiment courses at universities in Xizang, including students' insufficient foundational knowledge, a monotonous teaching mode, and limited teaching resources, through targeted teaching innovations to enhance the learning outcomes. A mixed-methods approach combining action research and a case study was employed. The teaching reforms were implemented across the college physics experiment course at Xizang University. The innovations encompassed comprehensive reforms spanning course content, teaching methods, the learning environment, and the evaluation system. The effectiveness was evaluated through a questionnaire survey administered to a cohort of 65 students enrolled in the course, supplemented by a comparative analysis of teaching records before and after nearly three years of reform practice. Quantitative and qualitative analyses demonstrated remarkable results. Students' final exam scores significantly increased from a pre-reform average of 66.96 to a post-reform average of 87.0. Questionnaire results indicated that student satisfaction ratings across all reform dimensions ranged from 4.25 to 4.43 (on a 5-point Likert scale). One-sample t-tests confirmed that all ratings were significantly above the neutral level (p < .001). The reforms effectively stimulated students' learning interest and enthusiasm and significantly improved their operational skills and innovative capabilities. The innovative teaching model developed in this study not only aligns with the specific educational context of Xizang University but also provides an operational, replicable, and adaptable paradigm for reforming physics laboratory instruction in other remote-area institutions.
Professional training in accounting in Colombia offers a wide range of academic programs in various modalities: distance learning, in-person, and online. Access to higher education at public universities is limited by the low number of Public Accounting programs and the availability of places; in contrast, the offerings at private universities are broad and diverse in terms of modalities and geographic coverage. The objective of this study is to analyze the academic offerings of Public Accounting programs between 2019 and 2024, as well as enrollment trends, student population characteristics, and internet usage rates in Colombia, in order to establish the behavior of these aspects within the contexts of inclusion and coverage, particularly in the online modality. The population sample was defined as 100% of the Public Accounting programs offered as of July 2025, using official data issued by state entities as the basis for the analysis. It is conclusively established that the virtual modality contributes to inclusion, given that the student population is from low socioeconomic strata and digital coverage reaches marginalized regions thanks to the increase in internet usage rates, as well as the over 400% improvement in the state exam prior to graduation (Saber Pro test).
