knowledge

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.

Quality higher education plays a vital role in sustainable development by equipping graduates with knowledge, competencies, and skills required for economic and societal development. This study examined the relationship between instructional strategies and the employability skills of undergraduate students in the School of Art and Industrial Design at Kyambogo University, Uganda. Specifically, it investigated the relationships between cooperative teaching, collaborative teaching, inquiry/discovery learning, independent study, experiential (authentic) learning, project-based learning, and students’ employability skills. The study adopted a quantitative approach using a correlational research design. Data were collected from 378 third-year undergraduate students using a structured self-administered questionnaire. Pearson’s product-moment correlation and multiple regression analyses were used to determine the direction and statistical associations between instructional strategies and employability skills. Findings showed that cooperative teaching, inquiry/discovery learning, and experiential teaching had positive statistically significant associations with employability skills, whereas collaborative teaching had a negative statistical association. Independent study and project-based teaching had no statistically significant unique associations with employability skills. Inquiry/discovery teaching demonstrated the strongest statistical association with employability skills among the strategies examined. The study concluded that instructional strategies had different statistical associations with employability skills and that learner-centred approaches are most beneficial when they actively engage students in cooperative, inquiry-oriented, and authentic learning experiences aligned with intended graduate outcomes. The study recommended strengthening cooperative, inquiry, and experiential teaching through structured group tasks, inquiry-based activities, and authentic practical experiences. It further recommended improving the design and implementation of collaborative, independent, and project-based learning to enhance their contribution to graduate employability skills.

Human immunodeficiency virus (HIV) infection remains a growing public health concern in the Philippines, where new infections rose by about 550% between 2010 and 2024 and diagnosis gaps persist in CALABARZON. Nurses are often the first and most sustained point of contact in HIV testing and care, yet knowledge gaps, stigmatizing attitudes, and procedure-focused training may limit their ability to provide compassionate, person-centered counseling. This study aims to develop and validate a Caring-Based HIV Counseling Training Program for Nurses in Laguna, Philippines, using a methodological research design and a modified Delphi technique. Registered nurses from selected government and private healthcare facilities in Laguna will complete a researcher-developed training-needs assessment questionnaire covering six competency domains: HIV-related knowledge; counseling and therapeutic communication; caring behaviors and person-centered practice; ethical and legal responsibilities; cultural sensitivity and stigma reduction; and linkage to prevention, treatment, care, and support. The questionnaire will undergo expert review, pilot testing, and reliability testing using Cronbach’s alpha. The needs-assessment findings, together with a review of current literature and guidelines, will inform a preliminary training program, which a multidisciplinary panel of approximately 15 to 20 experts will evaluate over successive anonymous Delphi rounds for relevance, clarity, comprehensiveness, cultural appropriateness, feasibility, and applicability. Consensus is defined in advance as at least 80% expert agreement, a median rating of at least 3.00, and an interquartile range of no more than 1.00. Content validity will be established through an Item-Level Content Validity Index of at least .78 and a Scale-Level Content Validity Index (average) of at least .90, overall agreement will be measured with Kendall’s coefficient of concordance, and the experts’ qualitative comments will undergo directed content analysis. The study is expected to produce an expert-validated, contextually relevant training program that strengthens nurses’ capacity to deliver compassionate, stigma-free HIV counseling, with its effectiveness to be tested in a future pilot or quasi-experimental study.

The main aim of this study is to determine the different challenges encountered by TVL students in learning skill-based subject on Modular Distance Learning. The participant was 20 selected Technical Vocational Livelihood Track who specialized Bread and Pastry Production students on Modular Distance Learning of Luis Y. Ferrer Jr. Senior Highschool School Year 20221-2022. This study used qualitative type of study through interview and focused group discussion. Qualitative data was analyzed using Litchman's 3C's of Analysis (Coding to Categorizing to Conceptualizing) to generate emerging themes. The study revealed that TVL- BPP students encountered challenges in learning skill-based subject on Modular Distance Learning such as lack of knowledge and skills, lack of tools, equipment, financial difficulty and attitude problem. Those mentioned problems affect student's academic performance. Most of them failed to meet the appropriate practical outputs. The study also revealed the different coping mechanism utilized by skill-based students. Part time job, watching informative learning videos and articles from internet, time management and improvising tools and equipment were the coping strategies done by students. The study focused only to the challenges and coping mechanisms of Luis Y. Ferrer Jr. Senior High School Technical Vocational Livelihood - Bread and Pastry Production students in learning skill-based subject on Modular Distance Learning. The result of this study serves as reference or basis for the skill-based teacher to formulate clear, effective and efficient form of teaching for the students to easily learn the subjects on modular distance learning.

Higher military educational institutions operating under dispersed learning conditions require effective digital approaches that support both professional training and foreign language development. Accordingly, this study examines the effectiveness of integrating interactive technologies and the Content and Language Integrated Learning (CLIL) approach into physics instruction through the use of Moodle, Google Meet, Google Forms, multimedia presentations, bilingual instructional materials, and video-based laboratory demonstrations. Modern military specialists require not only strong engineering knowledge but also the ability to use English-language technical resources throughout their professional careers. Consequently, physics instruction should integrate subject-specific content with foreign language development from the earliest stages of military education. English language proficiency plays a significant role in physics instruction, since much technical documentation, device manuals, scientific articles, and materials on military technology are provided in English. Considering this, applying the CLIL approach, which enables simultaneous acquisition of physics content and professional English terminology, is well justified. The research employed a quasi-experimental design supported by classroom observation, and comparative analysis. The study involved 69 first-year cadets, divided into an experimental and a control group. The experimental group was taught using a combination of interactive technologies, digital tools, and CLIL elements integrated into lectures, practical sessions, and laboratory work. The experimental group achieved a higher mean score (M = 73.79) than the control group (M = 57.85), indicating the positive impact of integrating interactive technologies and CLIL elements into physics instruction. The study confirms that integrating interactive technologies and CLIL enhances the effectiveness of physics instruction in dispersed learning environments and contributes to the development of both professional and language competencies required for modern military specialists.

Social capital represents a relational resource developed through trust, professional networks, collaboration, peer support, and knowledge exchange. In the context of Social Studies Education, social capital can support teachers in accessing information, experiences, and professional resources relevant to professional development and instructional planning. This study aims to analyze the conceptualization of teachers’ social capital, identify its dimensions in relation to teacher professionalism, and examine its relevance to Social Studies teaching practices and instructional planning. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. The literature analyzed consists of scholarly publications published between 2023 and 2026 in Indonesian and English that met the established inclusion criteria. The data were analyzed through thematic synthesis based on conceptual dimensions, forms of professional relationships, and their contributions to teaching practices. The synthesis indicates that social capital facilitates teachers’ access to information, experiences, feedback, and professional support through networks and collaborative relationships. These resources can strengthen professional learning and pedagogical decision-making relevant to Social Studies instructional planning. However, empirical evidence directly linking teachers’ social capital to the quality of Social Studies instructional planning remains limited. These findings highlight the need for further research on how social capital can be translated into improvements in the quality of Social Studies instructional planning components.

The professional reintegration of veterans is a major challenge for Ukraine’s post-war recovery and requires vocational education aligned with labour market needs. The tourism and hospitality industry offers employment opportunities, but transition to civilian work requires sector-specific knowledge, digital competence, communication, teamwork, decision-making and adaptability. The study aims to develop and theoretically substantiate a conceptual model for integrating interactive digital learning technologies into veterans’ vocational education for employment in the tourism and hospitality industry. The methodology combines secondary analysis of a sociological survey conducted by the Ukrainian Veterans Fund and the Rating Sociological Group in December 2025 among 240 respondents, competency mapping and a systematic literature review. The analysis identified transferable military competencies, including discipline, teamwork under pressure, logistical planning and decision-making in dynamic situations. It also revealed gaps in customer orientation, digital literacy and personalised service. The proposed model links veterans’ competencies and educational needs with labour market requirements through interactive technologies, including problem-based, case-based, simulation-based and scenario-based learning, microlearning, the flipped classroom, Learning Management Systems, Virtual Reality, Augmented Reality and Geographic Information Systems. The model provides a framework for translating military experience into civilian professional competencies and supports vocational programmes for veterans seeking employment in the tourism and hospitality industry. Its application may strengthen employability, facilitate social reintegration and contribute to Ukraine’s post-war recovery. Further research should validate the model through implementation and evaluation.

In the contemporary context, there is an increasing demand for learning strategies that enable students to develop competencies as well as effectively apply theoretical knowledge in practice. Consequently, the need to adopt Active Methodologies has become more evident. Among the available options are the Open Digital Learning Pathways for Neolearning (TDAN), which focus on the education of young adults and professional learners, aiming to empower them to transfer acquired learning to their current and/or future professional practices. To design these pathways, instructors may draw upon the guidelines provided by the NeoPath Thinking Conceptual Framework, which offers support for the development of TDAN. However, it is important to understand how higher education instructors perceive this strategy, as well as their views regarding the potential of TDAN for learning in university settings. Therefore, the objective of this study is to understand the potential contributions and challenges associated with the application of NeoPath Thinking in the design and implementation of Open Digital Learning Pathways for Neolearning, from the perspective of higher education instructors. Through a questionnaire administered to 86 professors from different fields of knowledge, whose responses were analyzed using Discursive Textual Analysis, it was found that NeoPath Thinking serves as a valuable support resource for educators in planning, implementing, and evaluating teaching-learning processes. Furthermore, the Framework and the TDAN enable both teachers and students to experience learning and develop competencies that are essential in contemporary society.

Identifying the most effective teaching strategies for physics instruction is a persistent challenge for both researchers and schoolteachers. Studies indicate that the answer lies in Research-Based Instructional Strategies. A significant contribution in this area has been made by the theory of Visible Teaching and Learning, which measures the effects of over 250 factors influencing students’ academic success. By knowing the possible impact of specific teaching strategies, educators can design instructional approaches with predictable outcomes. The research was conducted during the 2023-2024 academic year in two public schools in Moldova, involving 305 students across grades 6, 8, and 10. This study aimed to measure the effect of concurrently applying elements from multiple constructivist teaching strategies in physics lessons, including the Flipped Classroom, Early Physics Approach, 5E Model, and Peer Instruction with Conceptual Questions, on students’ academic success and science competence in physics. At its core, the study was based on the 5E model, reinforced with pre-class tasks for students and the use of conceptual questions during the lesson. Science competence of students was structured into five components: understanding definitions, knowledge of measurement units, correct application of formulas, problem-solving skills, and the use of scientific language. The progression of these components was subsequently measured. The study also tracked the individual academic trajectories of both high-performing and low-performing students to assess their progress in physics. The study revealed that the combined application of these constructivist strategies can double students’ ability to solve problem situations and triple the correct use of scientific language. In contrast, knowledge of measurement units (~80%) and the correct application of formulas (in the range of approx. 25% – 33%) remained relatively unchanged. The insignificant progress in the correct application of formulas is explained by the small number of problems analysed on a topic, the lack of individual tasks, and the need for more explicit scaffolding and individual feedback. Additionally, the study revealed that laboratory work marks are strong predictors of overall academic success, with the correlation between laboratory work and final evaluation being 60% in 6th grade, 70% in 8th grade, and 50% in 10th grade. Additionally, the research shows that in middle school, the increase in scores for high achievers is greater than that of low achievers – three times higher in 6th grade. In high school, the increase in scores for high achievers is twice as large as that of low achievers. Both groups, high and low achievers, improve their scores after the application of the Integrated Constructivist Model. Subsequent research would explore the synergistic effect of this, and other, combinations of constructivist teaching strategies on students’ academic success, scientific competence components, and conceptual understanding. Keywords: Integrated constructivist model, didactic synergy, science competence, academic success, physics teaching.

Short-term field trips enable learners to bridge the pedagogical gap between academic knowledge (theory) and the practicalities of their discipline in a real-world setting. In Ireland, there has been a dearth of empirical research into the essence of short-term field trips as a teaching and learning strategy for criminal justice students. The purpose of this article is to bridge that pedagogical gap through thematic analysis of qualitative data of student learning experiences in the context of a short-term field trip to an operational prison. Research findings based on semi-structured interviews with students who participated in the active learning experience show evidence of the essence of experiential learning activities which could not be achieved to the same level in academic seminars alone. In essence, students contextualise their academic (theory) knowledge, which is a catalyst for gaining a deep and flexible understanding. In consequence of the sensitive nature of the operational prison, and compliance with security protocols, some limitations were also reported by participants, notably the short-term duration of the field trip and the use of conventional methods of documenting active learning experiences was not possible. Keywords: higher education, participatory action research, experiential learning, short-term field trip, operational prison, reflection in action, reflection on action, thematic analysis of qualitative data

Society 5.0 offers Islamic education new opportunities for personalized learning but also risks weakening intellectual agency, ethical judgment, and spiritual formation. This article analyzes the dialectic between technological modernization and the Islamization of knowledge to formulate a humanizing framework for Islamic education. It employs a qualitative integrative literature review supported by critical-philosophical and comparative-conceptual analysis. The synthesis proposes five interrelated dimensions: human dignity, epistemic verification, ethical responsibility, dialogical pedagogy, and accountable governance. These dimensions form the conceptual Humanization–Technology–Islamization of Knowledge Dialectic (DHT-IP) model, which proceeds through needs diagnosis, epistemic-ethical screening, pedagogical integration, and humanization evaluation. Technology is positioned as an instrument supporting learning and critical reasoning rather than replacing teachers’ moral judgment or learners’ responsibility. The model offers directions for curriculum, assessment, and institutional policy, while its effectiveness remains to be tested empirically across Islamic educational settings

Islamic civilization is one of the major civilizations that has significantly contributed to the development of science and education worldwide. During its golden age, it established educational institutions, fostered scholarly traditions, and produced influential scholars whose ideas continue to shape modern knowledge in the digital era. This article examines the relevance of Islamic civilizational values to the development of modern education through qualitative library research using thematic content analysis. The findings show that Islamic education was distinguished by four interrelated values, namely a strong culture of literacy, the integration of religious and general knowledge, an emphasis on moral formation (akhlak), and openness to knowledge from other civilizations, which together enabled scholars to advance science while upholding ethical and social responsibility. These values are highly relevant to addressing contemporary educational challenges, including declining critical literacy, uncritical dependence on digital technology and artificial intelligence, and the ongoing crisis of learners’ character. These values can inform the development of a modern educational system that integrates critical thinking, digital literacy, character education, and lifelong learning while maintaining moral and social responsibility.

The article offers a comparative analysis of the concept of pedagogical mastery in Uzbek, Russian and international scholarship and systematises official statistical data on the teaching workforce in Uzbekistan's general secondary education. The study uses a documentary-analytical review, comparative analysis and descriptive statistics; no experimental component was conducted. According to the National Statistics Committee, the number of teachers in general secondary schools grew from 486.6 thousand in 2019/2020 to 577.7 thousand in 2025/2026 (+18.7%), women account for 72.5% of the workforce, and regional differences reach a factor of 4.6. International evidence (Shulman; Hattie; Kunter et al.; Darling-Hammond et al.) indicates that teaching quality depends less on workforce expansion than on the integration of knowledge, practice, personal-value, reflective and digital-methodological components. The author proposes a five-component integrative conceptual model and formulates recommendations for qualitative monitoring of teacher capacity and for the design of professional development

This article analyzes Brazilian academic production on Food and Nutrition Education (FNE) and teacher education based on theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations, published between 2006 and 2024. The review was conducted in seven stages and used content analysis to investigate the selected studies. The results highlight the contribution of different fields of knowledge to the area, with a predominance of female researchers holding degrees in Nutrition or teacher education programs. Most studies focused on Elementary Education, particularly within the Natural Sciences curriculum, and employed participatory methodologies such as action research and ethnography. The teacher education initiatives analyzed were generally grounded in the Reference Framework for Food and Nutrition Education and the Dietary Guidelines for the Brazilian Population, fostering reflective and contextualized approaches. Thus, the present study found that teacher education in Food and Nutrition Education should promote autonomy, critical reflection, and the collective construction of knowledge, in line with contemporary educational perspectives.

Religious education is often expected to promote tolerance, but respect for religious difference does not necessarily ensure accurate understanding of religious others. This study examines how religious education policies in Indonesia and England emphasize different forms of cognitive tolerance. Using qualitative document analysis and comparative policy analysis, the study analyzes selected legal, curricular, and pedagogical documents through four components: Knowledge of Religious Others, Recognition of Internal Diversity, Critical Reflection, and Understanding Commonalities and Differences. Indonesian policy gives greater relative emphasis to understanding commonalities and differences within religion-specific formation, social harmony, and responsible citizenship. English policy gives greater emphasis to critical reflection and knowledge of religious and non-religious worldviews through shared enquiry. Recognition of Internal Diversity appears in similar proportions in both datasets, but it serves different curricular functions. The findings show differently configured pathways toward cognitive tolerance, combining the same cognitive components with different relative emphases and curricular purposes.

Digital technology is increasingly being incorporated into higher education, creating new ways to teach and interact with students. However, technology alone does not necessarily enhance student engagement. This study investigates the effects of four Technology-Integrated Curriculum dimensions on Student Engagement. A quantitative research design was adopted. A survey questionnaire was completed by 388 hinger education students from Shandong Province in China. The four dimensions studied were Balance of Curriculum, Technology, and Pedagogy; Content Knowledge and Supports Meaningful Learning; Enables Differentiated Instruction; and Encourages Innovation. Data analysis using descriptive and inferential statistical techniques. The results showed significant positive effects of all four study dimensions on Student Engagement (p < .001). Enables Differentiated Instruction demonstrated the strongest effect (? = .430, t = 12.358), followed by Balance of Curriculum, Technology, and Pedagogy (? = .408, t = 13.934), Encourages Innovation (? = .406, t = 12.237), and Content Knowledge and Supports Meaningful Learning (? = .364, t = 11.326). All four alternative hypotheses (Ha1–Ha4) were supported. The findings reveal the significance of the integration of technology with appropriate pedagogy and curriculum rather than regarding technology as an independent educational medium. This study, therefore, provides empirical evidence of how technology-integrated curriculum influences Student Engagement within the context of Chinese higher education. More importantly, higher education institutions should focus more on strengthening technology-supported differentiated instruction and fostering meaningful learning, pedagogical alignment, and innovation in the Technology-Integrated Curriculum for future studies. Future studies should examine the relationships between various entities with diverse configurations.

Character education is an important foundation for preparing preservice teachers. However, the internalization of moral values does not necessarily entail the ability to make ethical decisions in professional practice. This article aims to synthesize the conceptual relationships among character education, moral development, professional identity, and professional ethics among preservice teachers and formulate a framework for strengthening teacher education. The study employed an integrative literature review involving targeted searches for major theoretical works and scholarly articles on character education, moral reasoning, teachers’ professional ethics, and preservice teacher education. The literature was analyzed thematically by comparing theoretical foundations, research contexts, findings, and pedagogical implications. The synthesis indicates that the transition from personal character to professional ethics is a nonlinear process integrating five mechanisms: recognition of values and moral sensitivity, role modeling, reasoning through ethical dilemmas, guided reflection during field placements, and an institutional culture consistent with ethical values. The synthesis also identifies a gap between ethical knowledge and the ability to apply moral concepts explicitly when considering conflicts between values. These findings underscore the need for ethics education that connects an understanding of norms with reasoning practice and reflection on professional experiences. This article proposes a Character–Professional Ethics Transition Model linking value internalization, moral reasoning, professional identity formation, and accountable ethical action. In practical terms, the framework may guide the integration of learning based on ethical dilemmas, reflection on field placements, and the strengthening of institutional culture into preservice teacher education. The proposed model requires empirical testing, particularly through longitudinal research in Indonesian teacher education contexts.

Research into collocation learning in second and foreign language environments has gained significant scholarly attention. Yet, cross-linguistic influence (CLI) on the use of collocations has received little attention from researchers, especially in the Tunisian context. Therefore, this study investigates how L1 Arabic influences the production of English lexical collocations among 50 third-year Tunisian EFL undergraduates at the Higher Institute of Human Sciences of Medenine. It also examines the relationship between learners’ vocabulary level and collocational errors. Data was gathered using a Vocabulary Levels Test (VLT), a collocation test, and semi-structured interviews. The results showed that the participants’ L1 Arabic exerted a negative influence on their use of collocations, leading them to produce erroneous collocations. Moreover, the inferential statistics yielded no significant relationship between learners’ vocabulary levels and collocational errors. By demonstrating that larger vocabulary size is not sufficient for mastering multi-word expressions in this specific learner profile, these results refine existing CLI models by emphasizing the dominant role of L1 transfer over lexical knowledge in collocation production. The findings suggest that EFL pedagogy in the Tunisian system must shift from isolated word learning to explicit, collocation-focused instruction.

Chemistry teaching is still based on traditional methods of memorization and repetition, a consequence of students' difficulty in understanding chemical models when contextualized pedagogical strategies are not employed. In this context, digital games emerge as a promising alternative to make teaching more dynamic, interactive, and accessible. This qualitative study aimed to analyze how digital games are perceived and used by undergraduate chemistry students during their training, understanding how this knowledge is articulated with academic productions on the subject. The research was conducted through a bibliographic survey, with a time frame from 2014 to 2024, using the Digital Library of Theses and Dissertations as a database. Additionally, a questionnaire was applied to 72 students of the Chemistry undergraduate course at a Federal University in the Northeast region of Brazil to understand their perceptions of digital games in the educational context. The results indicate that 98.6% of the students recognize the potential of digital games in chemistry learning. According to this result, 69.4% have already used these cultural artifacts to learn chemical concepts, which justifies 79.2% of respondents feeling familiar with this technology, emphasizing the emergence of a more connected society. Conversely, a significant lack of training on the use of Digital Games was identified, due to the absence of subjects addressing this topic in the curricula of Chemistry undergraduate courses that adhere to the Unified Selection System. It is concluded that this study highlights how Digital Games can significantly contribute to improving Chemistry teaching, provided there is adequate teacher training. Thus, it is essential that undergraduate courses include the pedagogical use of Digital Games in their curricula, promoting an educational practice aligned with contemporary demands and available technological possibilities.

Introduction: Ecuadorian higher education has experienced different dynamics in scientific production, presenting a significant challenge regarding the integration and participation of university students. The problem lies in a lack of knowledge analyzing the correlation between academic anxiety and scientific production in a university context in the city of Ambato, Ecuador. Objective: To determine the correlational association between academic anxiety and scientific production among university students in the city of Ambato in 2025. Methodology: The research employed a correlational approach, a quantitative methodology, and a non-experimental design. Data was collected using a structured survey administered to 248 university students, selected through convenience sampling. Results and Discussion: The main results show that 31.45% of students experience physical fatigue when conducting research activities, 57.26% perceive that they are not meeting the demands of a research project, 47.58% avoid engaging in scientific research, and a Pearson correlation coefficient of -0.027 was obtained, demonstrating a negative association between the variables studied. Conclusion: The university students experience physiological, cognitive, and behavioral difficulties when producing a scientific product, where a lack of experience and student support makes scientific research a difficult and uninteresting field for university students to explore.

Nurses delivered much of the direct care to COVID-19 patients and were repeatedly exposed to death, infection risk, and shortages of equipment, yet little is known about how Pakistani nurses experienced and managed posttraumatic stress symptoms (PTSS). This qualitative study explored PTSS, experiences of trauma, perceived psychological impact, and coping strategies among nurses who cared for COVID-19 patients during peak pandemic waves. Eight registered nurses working in COVID wards and intensive care units of public hospitals in Islamabad and Rawalpindi were recruited through purposive sampling and took part in individual semi-structured interviews conducted in Urdu and basic English. Data were analysed using Braun and Clarke’s thematic analysis. Four themes were generated: (a) symptoms related to trauma (altered sleep, changes in temperament, emotional reactivity, diminished interest in social life, flashbacks); (b) threats and stress due to COVID-19 (increased workload, direct threat to self and others, sense of isolation, lack of knowledge and equipment); (c) psychological impact of trauma (increased mental health concerns, burnout and compassion fatigue, elevated death anxiety, lack of optimism about the future); and (d) strategies to cope (sharing workload with the team, emotional support from colleagues). Seven of eight nurses described flashbacks, and accounts spanned several DSM-5 symptom clusters, although no diagnostic assessment was used. Peer teamwork and emotional support were the only coping resources reported, and no participant had received formal counselling. Peer solidarity seems to have been an informal resource of resilience where organizational support was absent and institutional psychological services should be built around it.

Although knowledge and stigma about suicide are important factors in suicide prevention, there are no validated instruments available in Hungary. Our goal was to validate the Literacy of Suicide Scale—Short Form (LOSS-SF) and the Stigma of Suicide Scale—Short Form (SOSS-SF) in Hungarian. An anonymous online survey was administered to a self-selected online convenience sample of 954 participants of 38.0 years (SD: 14.8) of age. Our study used a descriptive, correlational, cross-sectional design. Confirmatory factor analysis results indicate a good model fit for a three-factor structure of the SOSS-SF scale. Invariance testing revealed that the scale is valid across gender, age and former suicide ideation. LOSS-SF had an acceptable unidimensional model fit as a two-parameter logistic (2PL) IRT (Item Response Theory) based survey, and results showed good infit–outfit with appropriate item discrimination and difficulty measures. The results show that the two instruments show sound psychometric properties and construct validity within this sample. While the Hungarian versions of the SOSS-SF and the LOSS-SF provide useful tools for assessing suicide stigma and suicide literacy in research settings, further validation on nationally representative samples may be required in case population-level norms are needed to inform national policy-makers.

Rural-origin students in South African higher education face multiple, overlapping forms of marginalisation that collectively hinder their academic access and success. Despite significant policy reforms aimed at expanding access and addressing historical injustices, the educational paths of these learners are still disproportionately affected by a combination of socio-economic deprivation, linguistic exclusion, gendered vulnerabilities, and technological marginalisation. This systematic review synthesises current empirical evidence to clarify how these intersectional barriers merge to obstruct the educational journeys of rural-origin students in South African higher education. It also critically examines how institutional policies and technological interventions may unintentionally reinforce or potentially alleviate these inequities. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, conducting a comprehensive search across multiple academic databases for studies published between 2018 and 2026. After a rigorous screening and eligibility process, 52 studies met the inclusion criteria and underwent thematic analysis guided by Nancy Fraser's trivalent social justice framework. Five overarching themes emerged: The multidimensional digital divide; linguistic exclusion and the devaluation of vernacular knowledge; gendered vulnerabilities and the burden of social reproduction; algorithmic bias and the risks associated with technological solutionism; and governance gaps alongside the failure of participatory parity. The findings revealed that existing equity frameworks inadequately address the structural dimensions of rural marginalisation. Achieving educational equity necessitates a fundamental shift towards intersectionality-aware, context-sensitive institutional policies that prioritise resource redistribution, cultural recognition, and the meaningful representation of students from rural backgrounds in decision-making processes.

Introduction: Registered dietitians (RDs) are frequently asked to provide guidance and expertise on dietary supplements; however, few assessment tools are available to objectively evaluate their knowledge in this area. A standardized instrument may help identify educational gaps and support the development of supplement-related competencies within dietetics education and practice. Methods: The 25-item Dietary Supplement Knowledge Assessment Tool for Registered Dietitians (DSKAT-RD) was developed to assess key areas of dietary supplement knowledge, including safety, efficacy, regulation, quality, and evidence-based research. Twelve subject-matter experts independently rated the relevance of each item on a 4-point scale. Item-Level Content Validity Index (I-CVI) values were calculated, with ratings of 3 or 4 considered content valid and ≥0.78 considered acceptable. Quantitative ratings and qualitative feedback guided revisions for clarity, accuracy, relevance, and response-option quality. Revised items were reviewed by a 3-member expert subgroup until consensus was reached. Results: Expert review demonstrated high content validity for the DSKAT-RD. Item-level Content Validity Index (I-CVI) values ranged from 0.75 to 1.00, with 24 of 25 items (96%) meeting the predefined acceptability criterion of ≥0.78. Nineteen items (76%) achieved an I-CVI of 1.00, and the Scale-Level Content Validity Index using the average method (S-CVI/Ave) was 0.97. Six items underwent additional review and revision based on quantitative ratings and qualitative expert feedback related to wording, response options, scientific or regulatory accuracy, and content alignment. Following secondary review by three subject-matter experts, all 25 items were retained in the final instrument. Conclusions: The DSKAT-RD demonstrated strong evidence of content validity and provides a structured method for assessing dietary supplement knowledge among RDs.

Moral education of the individual is a complex and multifaceted process that includes pedagogical and social phenomena. However, the process of moral education is to some extent autonomous. Moral education is effectively carried out only as a holistic pedagogical process that meets the norms of universal morality, the organization of all life and student life, including modern youth. As well as activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior. Moral education includes: the formation of students’ awareness of their connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; formation of stable moral feelings, high culture of behavior as one of the main manifestations of respect for people; formation of moral skills. The content of education is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable behavioral habits that students should possess in accordance with the set goals and objectives. In today’s rapidly changing world, the ability to be independent and self-sufficient is increasingly recognized as a vital skill for success in various areas of life, including education. This is especially true for first-year university students, as they transition from the structured environment of high school to the more autonomous and demanding world of higher education. Developing independence skills in these students is crucial for their adaptation to the university environment and overall personal and academic growth. The concept of independence encompasses various aspects, including the development of autonomy and the development of skills that enable students to navigate the complexities of university life. Autonomy refers to the ability to make decisions, take initiative, and act independently, while the development of independence skills involves acquiring the necessary competencies to function effectively in the educational environment. The state of knowledge regarding the development of independence skills in first-year students is an area of ongoing research. Understanding the factors that contribute to the development of independence in students is essential for supporting them during this transition and enriching their overall educational experience.

This study investigated the relationship between Senior High School mathematics teachers’ epistemological knowledge and mathematical discourse practices, examined differences based on selected profile variables, and determined the predictive influence of epistemological knowledge on discourse practices. Employing a descriptive-correlational research design, the study involved 43 Senior High School mathematics teachers from 13 public secondary schools in the Schools Division of Lipa City, selected through total population sampling. Data were gathered using two researcher-developed instruments: the Epistemological Knowledge in Mathematics Questionnaire (EKMQ) and the Mathematical Discourse Practices Questionnaire (MDPQ), both subjected to expert validation and reliability testing. Following ethical research protocols, questionnaires were administered online. Data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation, and simple linear regression. Findings revealed that teachers demonstrated a high extent of epistemological knowledge and highly practiced mathematical discourse in classroom instruction. No significant differences in epistemological knowledge were observed based on ancillary roles, while mathematical discourse practices differed significantly according to the number of mathematics-related trainings and seminars attended. Furthermore, a strong positive relationship existed between epistemological knowledge and mathematical discourse practices, with epistemological knowledge significantly predicting discourse practices. These findings emphasized the importance of strengthening teachers’ understanding of mathematical knowledge and promoting meaningful classroom communication. Consequently, the Mathematical Discourse Enhancement Program (MDEP) was developed as a research-based professional development initiative designed to enhance teachers’ epistemological knowledge, improve mathematical discourse practices, and support effective mathematics instruction through targeted professional learning opportunities and continuous instructional improvement.

This study aimed to investigate the effectiveness of a training program based on constructivist theory in improving the pedagogical competencies of female digital skills teachers. To achieve this aim, a quasi-experimental approach was employed with a sample of 20 female digital skills teachers. A pedagogical competency test was developed, and its validity and reliability were established. The findings revealed statistically significant differences at the significance level of α ≤ 0.05 between the mean post-test scores of the experimental and control groups in the dimension of subject-matter knowledge, attributable to the training program. Statistically significant differences were also found between the two groups’ mean post-test scores in the dimension of knowledge of students’ characteristics and educational needs, attributable to the training program. Finally, the results indicated statistically significant differences between the two groups’ mean post-test scores in the dimension of pedagogical knowledge, attributable to the training program. The study offered several recommendations, most notably incorporating constructivist theory-based training programs into teachers’ professional development across different disciplines because of their role in improving knowledge of instructional content, students’ characteristics and educational needs, and teaching principles and strategies. It also recommended providing specialized training programs in teaching methods and strategies, with particular emphasis on training teachers to select the most appropriate instructional strategy according to the nature and characteristics of their students.

Despite global advances in digital pedagogy, structured professional development that integrates technology into martial arts instruction remains scarce. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this explanatory sequential mixed-methods study examined the self-described TPACK proficiency of Wushu teachers and the specific proficiency gaps they experience in practice. A researcher-developed questionnaire was administered to a random sample of Wushu teachers, and ten of them were subsequently interviewed. Quantitative findings indicate that teachers are generally proficient across all three TPACK domains (overall M = 2.98, SD = 0.26), with Content Knowledge ranking highest (M = 3.01) and Technological Knowledge lowest (M = 2.96). Qualitative findings, however, revealed three concrete gaps: limited use of mobile and wearable technologies, absence of standardized tools for performance assessment, and inadequate understanding of biomechanics and physical conditioning principles. The study concludes that Wushu teachers possess strong mastery of technique and instructional strategy but require targeted development in technology integration, objective assessment, and the science of movement. A four-module ITM-Wushu (Integrated TPACK Training Model for Wushu Teachers) is proposed to address these gaps. Implications for teacher education and suggestions for future research are discussed.

The study aimed to analyze the impact of implementing instructional sequences on strengthening the teaching of Spanish Language and Social Sciences at the primary level in Regional 02, San Juan, Dominican Republic. A quantitative approach was adopted, using a non-experimental, cross-sectional, descriptive design. The participants comprised 498 individuals, including 463 teachers and 35 district-level educational specialists. Structured questionnaires were administered, and the data were analyzed using frequencies and percentages. The results revealed a favorable assessment of the implementation of instructional sequences, particularly regarding the progressive organization of activities, activation of prior knowledge, student participation, oral and written production, and learning monitoring. Teachers also perceived improvements in lesson planning, organization, and assessment practices. However, district-level specialists identified areas requiring further consolidation, particularly the alignment between planning and classroom practice, the correspondence between activities and learning evidence, the use of educational resources, and pedagogical support. Challenges related to available instructional time and the need to make adaptations during implementation were also identified. It is concluded that instructional sequences have a favorable impact on strengthening teaching, although their consolidation requires systematic monitoring, teacher training, and contextualization of instructional proposals.

The article provides a theoretical substantiation of innovative approaches to the methodological training of higher education applicants in the context of current transformation processes in science and education. Based on the analysis of scientific works by Ukrainian and foreign researchers (V. Kremen, M. Kudla, O. Tsuniak, Ye. Lodatko, as well as publications indexed in Scopus and Web of Science), three interrelated vectors for improving methodological training are identified – technological, interdisciplinary, and digital – and their integrative significance for the formation of research competence of future specialists is substantiated. Unlike existing approaches that mostly consider these vectors in isolation, the author proposes a vision of their systemic interaction: the technological vector ensures the gradual mastering of research methods through practice-oriented learning; the interdisciplinary vector expands the methodological toolkit by integrating knowledge from related fields (sociology, psychology, statistics, philosophy); the digital vector adapts research activities to the realities of the digital scientific environment (use of SPSS, R, Mendeley, cloud technologies). It has been proven that the synergy of these three vectors creates conditions for the development not only of operational research skills but also of scientific thinking as a metacognitive ability that determines the specialist's readiness for innovative activity. The criteria for evaluating the effectiveness of integrating the proposed approaches (motivational-value, cognitive-operational, and reflexive-creative) are determined. The results of the study can be used to update methodological curricula, develop methodological recommendations for teachers, and design blended learning models for the research training of applicants at the second and third educational levels.

ABSTRACT Disasters caused by the eruption of Mount Semeru not only cause physical damage but also affect the mental condition of the victims, especially teenagers as one of the vulnerable groups who are going through psychosocial development in their lives. Teenagers after a disaster can experience anxiety, stress, depression, and even PTSD. This community service aims to improve stress management skills, rebuild a sense of safety, and enhance social connections within the community. This community service applied a psychosocial intervention method to improve knowledge, stress management skills, and peer support using growth focus resilience questionsare. From the analysis of measurement results from 19 respondents who underwent psychosocial interventions, there was a tendency for their psychological conditions to improve. This is evidenced by the average score increasing from 66.11 to 75.00 out of a maximum score of 80, indicating the potential of REM-JIWA in enhancing the adaptive ability and psychological resilience of post-disaster adolescents. Psychosocial interventions can reduce stress levels in teenagers and improve their knowledge of stress management and resilience in adolescents. Keywords: Semeru Eruption, Psychosocial Intervention, Semeru Eruption, Post- Disaste, Adolescents.

Reading comprehension is an essential skill that enables learners to understand texts, interpret information, and determine the meanings of unfamiliar words. However, some Grade 8 learners experience difficulties in comprehending reading materials because of limited vocabulary knowledge and difficulty identifying context clues. This study, titled Improving Grade 8 Reading Comprehension Through Targeted Context Clue Strategies, aimed to improve learners’ reading comprehension by implementing targeted, structured context clue strategies. The study involved 33 Grade 8 learners and focused on five categories: definition and explanation clues, synonym and restatement clues, antonym and contrast clues, example and illustration clues, and inference and general context clues. A pretest and posttest were administered to determine changes in learners’ performance following the intervention. The pretest results revealed an overall mean score of 2.48, interpreted as Low, while the posttest results showed an overall mean score of 3.60, interpreted as High. A paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores, t(32) = −10.615, p < .001. The null hypothesis was rejected, indicating that the difference between the learners’ pretest and posttest performance was statistically significant. The findings suggest that targeted, structured context clue strategies may help improve learners’ ability to identify contextual information, infer unfamiliar word meanings, and understand reading passages. The study recommends the continued use of context clue strategies, with additional instructional support for example and illustration clues and definition and explanation clues, to further strengthen learners’ reading comprehension skills.

Context and relevance. The study investigates the contributions of Lev Vygotsky's cultural-historical theory to Brazilian special/inclusive education, particularly regarding the constitution of the subject with autism in school contexts. The theoretical framework is grounded in the concepts of drama, freedom and singularity, understanding the schooling process as a privileged pathway of human (trans)formation. Objective. To analyse how pedagogical knowledge impacts the constitution of the child with autism, based on the notion of constitutive singularity. Hypothesis. The schooling process anchored in critical-emancipatory pedagogical knowledge operates as a promoter of the subject's humanisation, in opposition to traditional clinical approaches that reduce the subject to diagnosis and to ableist perspectives that position them in a state of devaluation. Methods and materials. The research, adopting a cultural-historical approach, was configured as intervention-research with an eight-year-old student with autism, enrolled in the second year of primary education. Video recordings, audio recordings, photographs, field diaries and interviews with the teacher, the child and his mother were utilised. Data were analysed through the microgenetic approach. Results. The analysis of two paradigmatic episodes of story retelling through illustration and physical education class evidences that the child, upon inserting personal elements into school tasks, manifests his will and singularises himself, expressing the drama of the social personality as a struggle for existence. Conclusions. Understanding singularity as a dialectical, historical, cultural and dramatic process allows us to overcome pathologising views and to recognise that disability is not a destiny, but a condition that, in relations with others and with culture, can be transformed into potentiality.

The advancement of digital technology has led to increased use of the internet and social media, particularly among adolescents. However, this development has also contributed to various challenges, one of which is cyberbullying. A low level of digital literacy knowledge may influence how students communicate and behave in digital environments. This study aimed to analyze the relationship between the level of digital literacy knowledge and cyberbullying behavior among high school students. This study employed a quantitative approach with a cross-sectional design. A total of 99 students were selected as research participants using a total sampling technique. Data were collected using a questionnaire, while the relationship between the variables was analyzed using the Chi-Square test. The results showed that the majority of respondents had a high level of digital literacy knowledge (59.6%), while the majority demonstrated a low level of cyberbullying behavior (57.6%). Statistical analysis revealed a significant relationship between the level of digital literacy knowledge and cyberbullying behavior (p-value = 0.001). Thus, the better the students' level of digital literacy knowledge, the lower their tendency to engage in cyberbullying behavior. Therefore, strengthening education and understanding of digital literacy should be enhanced as a preventive strategy to reduce the occurrence of cyberbullying in school environments.

The article provides a theoretical and methodological rationale for the use of creative psychological and pedagogical technologies in teaching subject-specific methodologies of natural science disciplines in higher education. The relevance of the study is determined by the need to shift from the acquisition of reproductive knowledge to productive, inquiry-oriented, and professionally focused learning activities in the training of prospective teachers in natural science disciplines. Such activities enable students to generate ideas, formulate and test hypotheses, model natural processes, make methodologically grounded decisions, and create educational products. The aim of the article is to clarify the concept of creative psychological and pedagogical technologies, identify the features that determine their creative orientation, and substantiate the principles, conditions, and criteria for their selection and implementation in the professional training of prospective teachers of natural science disciplines. The study is theoretical and analytical in nature. The source base comprises regulatory documents, research articles, and methodological publications addressing the development of creativity, inquiry- and problem-based learning, teacher education in natural science disciplines, and the use of project-based, digital, and geoinformation tools. Analysis and synthesis, comparison, generalization, systematization, classification, pedagogical modeling, and methodological extrapolation were employed. Creative psychological and pedagogical technologies are understood as pedagogical technologies whose organization creates conditions for productive creative activity through openness to problems, variability of possible solutions, independent generation and verification of ideas, and the creation of a result that is new to the learner. Their implementation in natural science teacher education requires combining originality and variability with scientific validity, evidence-based reasoning, and verifiability. The methodological tools were systematized according to their functional purposes, distinguishing pedagogical technologies, methods, and types of activity, educational approaches, and digital tools. Psychological and pedagogical conditions and criteria for their selection were identified. The theoretical analysis provides grounds for considering problem- and inquiry-based learning, project-based learning, case-based learning, design thinking, modeling, open-ended tasks, geoinformation services, and virtual laboratories as promising tools for organizing creatively oriented learning activities of prospective teachers of natural science disciplines. Their appropriate integration may potentially contribute to the development of creative, critical, and systemic thinking, inquiry skills, and the ability to apply knowledge in non-standard educational and professional situations; however, these effects require further empirical verification. The findings may be used to develop educational programs and instructional materials for the professional training of prospective teachers in natural science disciplines.

Background: Young adults' extensive use of smartphones has resulted in several health concerns and one of which is Text Neck Syndrome. Prolonged neck flexion during smartphone use can lead to neck pain, disability and functional limitations. The study focused on determining the prevalence and knowledge regarding Text Neck Syndrome and identify predicting factors associated with the condition. Methods: A cross-sectional study was carried out among 240 undergraduate students selected using convenience method of sampling from four colleges in East Khasi Hills, Meghalaya. A standardized questionnaire with questions on demographics, participant behaviour and understanding of text neck syndrome was used to gather data. Two standardized tools neck disability index and the smartphone addiction scale-short version were used with prior permission to assess neck disability and smartphone addiction.8,9 Results: The results demonstrated that, prevalence of Text Neck Syndrome among the participants discovered to be 35.8% (95% CI:29.8%–42.3%) and 41.0% participants had smartphone addiction. Majority (71.7%) participants had adequate knowledge regarding Text Neck Syndrome and smartphone addiction was identified as a significant independent predictor of Text Neck Syndrome, with 2.2 times higher odds of developing the condition. Additionally, there was a significant positive correlation found between smartphone addiction and neck disability. Conclusions: Text Neck Syndrome is a prevalent health issue among undergraduate students in Meghalaya, affecting more than one-third of the study population. Although most of the participants had adequate knowledge regarding text neck syndrome, the occurrence of the syndrome suggests the need of targeted educational, ergonomic and behavioural interventions among young adults.

This research explores the critical intersection of consistency, standards and complexity in academic assessment integrity using focus groups consisting of academic staff and undergraduate nursing students. While academic quality standards are mandated by accreditation bodies to ensure accountability and skill acquisition, the marking process remains a complex, intuitive task heavily reliant on a marker's experience and practicality. Significant challenges arise when marking becomes overly criteria-driven at the expense of core assessment goals, leading to variability in judging relevant student ideas or specific technical skills such as referencing. Such variability undermines the reliability and objectivity essential for assessment fairness. To mitigate these risks, pre-marking meetings are identified as essential for establishing shared requirements and expectations among staff. Strategic timing of these supports, ideally pre-semester, provides the necessary framework for quality assurance and enables markers to make meaningful and accurate judgements regarding a student’s true knowledge and performance. Keywords: student/ marking/ assessment/ quality/consistency/ tertiary education

We examine whether a top-up school grant for Ethiopia's emerging regions, introduced under GEQIP-E in 2018/19, narrowed mathematics learning gaps. Difference-in-differences estimates using Grade 4 data from the RISE Ethiopia survey (2018/19–2021/22) show relative gains of 0.42–0.52 standard deviations, largest among rural and poorer children. Results hold with regional controls, gain scores, school-level models and school fixed effects, but shrink under region-specific trends. About half of each gain reflects emerging regions avoiding a post-2018 decline elsewhere, so the estimates are upper bounds for the top-up alone. School leadership, community participation and teacher knowledge appear to be key channels.

این پژوهش بررسی می‌کند که آیا اعطای کمک‌هزینه تکمیلی به مدارس در مناطق در حال ظهور اتیوپی، که در سال تحصیلی ۲۰۱۸/۱۹ تحت برنامه GEQIP-E معرفی شد، شکاف‌های یادگیری ریاضیات را کاهش داد یا خیر. برآورد‌های تفاوت-در-تفاوت‌ها با استفاده از داده‌های پایه چهارم از نظرسنجی RISE Ethiopia (۲۰۱۸/۱۹–۲۰۲۱/۲۲) نشان‌دهنده کسب‌کردن‌های نسبی معادل ۰.۴۲ تا ۰.۵۲ انحراف معیار است که بیشترین میزان آن در میان کودکان روستایی و فقیرتر مشاهده شد. نتایج با کنترل‌های منطقه‌ای، نمرات کسب‌کردنی، مدل‌های سطح مدرسه و اثرات ثابت مدرسه پابرجا هستند، اما تحت روندهای خاص منطقه‌ای کاهش می‌یابند. حدود نیمی از هر کسب‌کردن ناشی از آن است که مناطق در حال ظهور از افت پس از سال ۲۰۱۸ که در سایر مناطق رخ داد، در امان ماندند؛ بنابراین این برآورد‌ها کران‌های بالایی برای کمک‌هزینه تکمیلی به تنهایی محسوب می‌شوند. به نظر می‌رسد رهبری مدرسه، مشارکت جامعه و دانش معلمان کانال‌های کلیدی باشند.

In early school life, starting in Early Childhood Education, it is necessary to work with texts that circulate socially in a child's everyday life. Children's contact with reading materials must be constant to foster a love for reading, turning it into a habit rather than an sporadic occurrence. Children's Literature, when used appropriately, is an essential tool in constructing the learner's knowledge, helping them engage with the world of reading not only as an act of meaningful learning, but also as an enjoyable activity. Therefore, this article is the result of a bibliographical and documentary research project aimed at analyzing the pedagogical knowledge and procedures of teachers regarding playfulness in Early Childhood Education through literary genres, in accordance with the National Curriculum Guidelines for Early Childhood Education (RCNEI). In light of this, we conclude that it is of paramount importance to work with various literary genres in Early Childhood Education, as it contributes to the child's overall development, especially in shaping their personality, developing their capacity for observation and reflection on oral and written language, and expanding their vocabulary and linguistic knowledge. In this context, the commitment of early childhood educators is fundamental to transforming education and fostering child development.

The digitization of hadith texts has become an important issue in Islamic boarding school education because it changes access to, learning of, and transmission of religious knowledge traditionally grounded in teacher guidance and the sanad tradition. This study aims to analyze the opportunities, challenges, and impacts of hadith text digitization on traditional scholarly authority in pesantren across Indonesia and dayah in Aceh. The study employs a library research method involving the analysis of 14 scholarly journal articles relevant to hadith text digitization, pesantren learning, knowledge transmission, and religious authority. The articles were prioritized from publications between 2021 and 2026 based on topical relevance and source credibility. Data were analyzed qualitatively through content analysis and thematic synthesis. The findings indicate that digitization broadens access to hadith literature, facilitates hadith searching and takhrij, and supports students’ independent learning. The identified challenges include digital source validity, superficial understanding of hadith, changes in knowledge transmission, and the emergence of new religious authorities. Digitization does not eliminate teachers’ roles but encourages the development of hybrid scholarly authority. Therefore, technology integration needs to be accompanied by stronger digital literacy, source verification, hadith methodology, and guidance from teachers and teungku. ABSTRAK Digitalisasi kitab hadis menjadi isu penting dalam pendidikan pesantren karena mengubah pola akses, pembelajaran, dan transmisi pengetahuan keagamaan yang selama ini bertumpu pada bimbingan guru dan tradisi sanad. Penelitian ini bertujuan menganalisis peluang, tantangan, serta dampak digitalisasi kitab hadis terhadap otoritas keilmuan tradisional pada pesantren di Indonesia dan dayah di Aceh. Penelitian menggunakan metode kepustakaan (library research) dengan menganalisis 14 artikel jurnal ilmiah yang relevan dengan digitalisasi kitab hadis, pembelajaran pesantren, transmisi pengetahuan, dan otoritas keagamaan. Artikel diprioritaskan dari publikasi tahun 2021–2026 dengan mempertimbangkan relevansi topik dan kredibilitas sumber. Data dianalisis secara kualitatif melalui analisis isi (content analysis) dan sintesis tematik. Hasil analisis menunjukkan bahwa digitalisasi memperluas akses terhadap literatur hadis, mempercepat penelusuran dan takhrij, serta mendukung kemandirian belajar santri. Tantangan yang ditemukan meliputi validitas sumber digital, risiko pemahaman hadis yang dangkal, perubahan pola transmisi ilmu, dan munculnya otoritas keagamaan baru. Digitalisasi tidak menghilangkan peran guru, tetapi mendorong terbentuknya otoritas keilmuan hibrida. Oleh karena itu, pemanfaatan teknologi perlu disertai penguatan literasi digital, verifikasi sumber, metodologi hadis, dan bimbingan guru serta teungku.

This community service initiative aims to provide a platform for students to actualize their religious potential and to strengthen their religious literacy and character through an Islamic Religious Education (PAI) Performance. The activity employed a Participatory Action Research (PAR) approach, encompassing planning, action, and reflection (evaluation). It was held from September 10–16, 2026, at the Ki Hajar Dewantara Building in Aikmel District, East Lombok, involving 32 elementary schools and 143 students comprising 65 speech contestants, 44 Quran recitation participants, and 34 PAI Olympiad competitors. The results indicate that the three competition categories provided avenues for demonstrating religious capabilities through communication, Quranic recitation skills, and mastery of PAI knowledge. The event also fostered traits such as discipline, responsibility, self-confidence, perseverance, adherence to rules, and sportsmanship through the experience of competition. Future initiatives should focus on sustained guidance and systematic evaluation to measure the development of students' religious literacy and character in a more targeted and continuous manner.

Introduction All children have the right to education; however, school attendance problems represent an increasing global concern. The aim of this meta-synthesis is to explore adolescents’ perceptions of their school attendance problems. Methods A meta-synthesis of qualitative primary studies was conducted in accordance with Sandelowski and Barros's guidelines. Seven databases were systematically searched in November 2025. Thematic analysis was used to analyze the findings. Results The adolescentś perceptions of their school attendance problems included mental health challenges, negative peer- and teacher relationships, and a lack of school connectedness. However, positive relationships with teachers, parental support, and appropriate school accommodation supports adolescents’ re-engagement with school. Discussion The findings highlight the complex and multifaceted nature of school attendance problems, and the importance of collaboration between schools and parents to enable early identification and implementation of interventions. There is also a need to strengthen positive relationships between teachers and peers, increase knowledge about school attendance problems, and foster a positive school environment that supports adolescents’ potential. Systematic Review Registration PROSPERO CRD420251245890.

Debates over the use of four-level scales in standards-based grading and reporting, particularly the meaning and necessity of the highest level, persist in K–12 education. This conceptual, practice-informed article examines whether “the 4,” commonly labeled advanced mastery, exceeds, or extending, is theoretically sound and instructionally useful within standards-aligned grading systems. Illustrative classroom scenarios demonstrate that students may produce exceptional work without exceeding the requirements of the standard being assessed. The article considers arguments for and against a top level that requires students to exceed the standard, and it distinguishes valuable qualities such as creativity, sophistication, and superior performance from evidence of standards attainment. Particular attention is given to the misapplication of Webb’s depth of knowledge framework as a proxy for mastery levels, clarifying the difference between cognitive complexity and quality of performance. The article recommends precise performance descriptors, moderation and calibration of student work, narrative feedback, student conferencing, and other approaches for recognizing excellence without distorting proficiency scales. It concludes that schools should initially use a three-level system focused on developing a shared understanding of proficiency. Additional levels may be considered later, following reflection, calibration, and analysis of implementation evidence.

This descriptive study examined the reported extent of best teaching practices among private secondary school teachers in the Apostolic Vicariate of Tabuk, Kalinga and Apayao, Philippines. The 2015 investigation involved 70 teachers from 10 private secondary schools and used a five-point survey questionnaire addressing teachers’ professional conduct, subject-matter expertise, student-centered teaching, experiential learning, moral development, critical thinking, and facilitation. Frequencies, percentages, weighted means, and reported analysis-of-variance (ANOVA) comparisons were used. Most respondents were female (74.29%), aged 20–30 years (91.43%), college graduates (65.71%), and had served for 1–10 years (95.71%). The overall reported mean for teaching practices was 4.72, classified as “Very Much Use.” Strongly rated practices included facilitating group dynamics (M = 4.97), demonstrating expertise in the field (M = 4.96), and content knowledge (M = 4.90). The original ANOVA summaries classified differences by civil status (F = 10.1274), educational attainment (F = 8.4656), and years of service (F = 7.1212) as significant, while gender (F = 0.7169) and age (F = 1.602) were not. Because some source calculations, degrees of freedom, and narrative interpretations conflict, inferential decisions require verification from the original data. Overall, teachers reported frequent implementation of professionally grounded, values-oriented, and learner-responsive practices. The findings support continued contextualized faculty development, equitable instructional resources, and careful evaluation of classroom practices.

This study examines the role of the Ittihadul Muballighin Institute (LIM) of Lirboyo Islamic Boarding School in designing ulama cadre education through the Ramadhan Safari program. LIM is an internal da’wah institution of the pesantren that prepares senior students (santri) to become preachers who master Islamic knowledge and are able to apply it contextually in society. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving LIM administrators, field coordinators, trainers, program participants, and community members, and were analyzed using the interactive model of Miles and Huberman with source and method triangulation. The findings show that LIM plays an active role through participant selection, intensive pre-departure training, field mentoring, and post-activity evaluation; that cadres participate in ritual, socio-religious, educational, and socio-cultural activities; and that LIM plays a passive role by providing facilities, institutional legitimacy, administrative support, and social networks. The program strengthens participants’ da’wah communication competence, resilience, and sincerity, and is consistent with the principles of experiential learning. The study concludes that the Ramadhan Safari is an integrative, contextual, and sustainable ulama cadre education design within the traditional pesantren framework.

The study determined the level of work immersion readiness and career plan preparedness among Senior High School learners and examined their relationship as a basis for developing a Career Readiness Enhancement Program (CREP). A descriptive-correlational research design was used, with 509 Senior High School learners in the Technical-Vocational-Livelihood (TVL) track as respondents; most were 17 years old or below (77%), in Grade 12 (95%), and from the Home Economics strand (92%). Data were gathered through a structured questionnaire measuring work immersion readiness in terms of communication skills, technical and vocational skills, work attitude and discipline, and adaptability and problem-solving skills, and career plan preparedness in terms of self-awareness and interest alignment, career exploration and knowledge, decision-making and goal-setting, and understanding of career pathways. The findings showed high levels of work immersion readiness (general assessment means of 3.52 to 3.61) and career plan preparedness (general assessment means of 3.48 to 3.52), all interpreted as Strongly Agree. Significant positive relationships were found between all dimensions of work immersion readiness and all dimensions of career plan preparedness (r = 0.345 to 0.858, p < .001), including communication skills and self-awareness and interest alignment (r = 0.697), technical and vocational skills and career exploration and knowledge (r = 0.817), work attitude and discipline and self-awareness and interest alignment (r = 0.777), and adaptability and problem-solving skills and self-awareness and interest alignment (r = 0.858). The strongest relationship was between adaptability and problem-solving skills and self-awareness and interest alignment, while the weakest was between communication skills and decision-making and goal-setting (r = 0.345). Decision-making and goal-setting showed the weakest correlations with all four dimensions of work immersion readiness. The findings indicate that workplace-related competencies are significantly associated with career planning preparedness, while decision-making and goal-setting and awareness of certification and training requirements require further strengthening. Based on the findings, a proposed Career Readiness Enhancement Program (CREP) was developed focusing on workplace competencies, career exploration, decision-making, pathway awareness, work immersion preparation, and career portfolio development and monitoring.

Children draw on multiple sources of information during word learning, including speaker testimony and lexical expectations. Yet, little is known about how these cues jointly influence children’s ability to learn new words. The present study examined the combined effect of speaker accuracy and mutual exclusivity (ME) on short-term retention of label-object associations in 4- to 7-year-old monolingual English speaking children. Children were presented novel and familiar object pairs, and were taught novel labels by either an accurate speaker (one who previously labeled familiar objects correctly) or an inaccurate speaker (one who previously labeled familiar objects incorrectly). Novel labels were introduced under two conditions: Align-with-ME (speakers labeled the novel object with novel names) and Conflict-with-ME (speakers labeled the familiar object with novel names, conflicting with ME). Results showed that children retained novel labels for novel objects from both accurate and inaccurate speakers when speaker testimony aligned with ME expectations. This suggests that children are open to learning novel words from speakers regardless of their prior accuracy and may also draw on other available cues, such as label–object co-occurrences, during learning. However, when speaker testimony violated ME expectations, children performed poorly, possibly due to difficulty disambiguating between speaker testimony and their existing lexical knowledge. Together, these findings suggest that children’s short-term retention of label–object associations is supported when available cues align, irrespective of speaker accuracy status. These associations, however, become less robust when ME and speaker cues provide conflicting information.

Background Warship crews live and work for extended periods in confined spaces, separated from their families and exposed to high operational demands. While psychosocial risks in naval and maritime work are increasingly documented, little is known about how sailors collectively organize, regulate, and adapt their daily activity aboard combat vessels. To our knowledge, no psychological study has documented collective activity in situ aboard a French warship. Objective Document sailors’ professional practices, collective dynamics, and psychosocial aspects in situ during an eight-day embarkation aboard a French multi-mission frigate. Method This is a descriptive and qualitative study, of the experience report type, carried out in March 2026 during an eight-day embarkation aboard a French Navy European Multi-Mission Frigate taking part in a high-intensity exercise in the Atlantic. Data were collected through unstructured participant observation, from an observer-as-participant position. Inductive analysis drew on grounded theory and work psychology literature. Results Three mechanisms emerged. First, rank-based messes provided spaces for peer interaction, informal regulation, and the expression of tensions. Second, sailors used situational leeway to adapt their activity to operational constraints and develop practical solutions. Third, interactions between experienced and less experienced sailors supported the transmission of knowledge, practices, and norms, contributing to collective memory and professional continuity. Conclusion These findings illustrate how professional practices, collective dynamics, and psychosocial aspects are intertwined in sailors’ daily activity aboard a French warship. Informal collective spaces, opportunities to adapt work activity, and the transmission of the professional genre between experienced sailors and newcomers support professional activity.

Background Trans, non-binary and gender diverse (TNBGD) sexual function has historically been narrowly defined as physical capacities following medical and surgical gender affirming (GA) interventions; and this population's sexual health has been researched more in terms of external influences considered risky rather than being founded in individuals' desires and needs. This can produce discrepancies between services and people who access them. This study explores the service-related barriers, facilitators and compensatory strategies for TNBGD people seeking healthcare related to sexual function. Methods Based on qualitative interview data from n = 19 TNBGD adults in the UK, the dataset was deductively analyzed using Levesque's framework of healthcare access. Results TNBGD people face barriers in distance and transport to appropriate sexual health services, overlaps between sexual healthcare and GA services, and limits in professionals' TNBGD specific knowledge and cultural competence. To navigate these TNGBD people pursued independent knowledge acquisition, were selective during clinical interactions and access, and sought to meet their needs outside clinical settings. The analytical themes demonstrate varied barriers and their interrelatedness. For example, acceptability of a service was informed by the appropriateness of clinician's knowledge and interactions. In turn, TNBGD people's anticipation of un (der) met needs motivated compensatory measures, such as seeking information online or from peers before approaching formal services or sometimes instead of approaching them. Conclusions Healthcare services' design and delivery can present significant barriers to TNBGD adults seeking healthcare to support their sexual function. Providers' ways of interacting may offset some of the barriers and TNBGD adults may deploy strategies that enable them to access care that leads to satisfactory health outcomes. However, while significant barriers persist, TNBGD adults are liable to have unmet needs and consequent health inequalities.

As AI virtual influencers (AIVIs) proliferate, understanding human-AI emotional engagement is vital for advancing affective computing. To examine whether AIVIs evoke comparable affective responses to human influencers (HIs), we analyzed 156,918 Instagram comments that received 12+ million likes, integratinglarge language model (LLM)-derived knowledge graphs, emotion analysis, and machine learning. HI-directed discourse shows more differentiated emotional expression and a pattern consistent with more cohesive semantic networks than AIVI-directed discourse. AIVI-directed comments are less likely to express positive affect (24.8% vs. 41.5%) and also less likely to express negative affect (5.8% vs. 9.3%), indicating reduced affective expression of either valence rather than heightened negativity. This group-level tendency is not uniform: affective engagement varies substantially across AIVIs, and that variation is more closely associated with positive than with negative expression. Our Multi-Signal Embedding Network (MSEN), incorporating behavioral metrics and OpenAI semantic embeddings, classified influencer types from behavioral, affective and semantic features (F1 = 0.89), outperforming baselines including a state-of-the-art zero-shot LLM. These findings identify a boundary condition for the Computers Are Social Actors (CASA) paradigm: human-like appearance can elicit social responses without producing affective and semantic response patterns as rich as those elicited by HIs.

This study aims to synthesize the relationship between deep learning strategies and students' critical thinking skills within the context of Economics education. Employing a Systematic Literature Review (SLR) methodology, we examined 24 scholarly publications. The synthesis reveals three key findings: (1) a deep learning approach has a significant influence on higher-order thinking skills (HOTS) and critical thinking abilities; however, this relationship is complex and mediated by variables such as epistemological beliefs, perceptions of the learning context, and intrinsic motivation. (2) The adoption of a deep learning approach does not automatically result in high-level critical thinking skills; therefore, such skills require explicit and structured development. (3) Inquiry-based learning strategies, structured collaboration, and the integration of technology as a cognitive scaffold have proven most effective in promoting both aspects synergistically. This study offers practical implications for the design of Economics instruction—specifically regarding the cultivation of deep knowledge and the development of critical thinking skills—within the framework of the Kurikulum Merdeka (Independent Curriculum).

Pesantren-based madrasahs may organize religious and general learning through two configurations, separated and integrated, yet students' experiences under the two configurations are rarely compared sequentially within one institution. Prior studies mostly address the epistemological and curricular dimensions of knowledge integration, while students' experiences under both configurations have not been compared directly. This study compares academic achievement, religious understanding, and student well-being between the cohort of students who studied under the separated system and the cohort who later studied under the integrated system at MA Khozinatul Ulum Blora, as reported by teachers and students. It uses an embedded case study with two units of analysis. Thirteen informants took part: five students from each cohort, one madrasah diniyah teacher, one general subject teacher, and one deputy head for curriculum. Data came from semi-structured interviews for both cohorts, along with observation and document analysis for the currently running integrated system, analyzed thematically with triangulation. Three differences emerged. Separated-system students described more structured learning, whereas integrated-system students described difficulty keeping focus as the scope of material widened. Broader religious understanding across subjects was described by integrated-system students, while separated-system students tied it to religion class hours. Fatigue was reported more often in the integrated group. The study contributes a comparison of two periods of learning systems within one institution.

This research explores how learning science through Project-Based Learning (PBL) can increase student engagement by influencing student interest and academic performance in the 7th-grade classroom. While elementary students often enjoy science because it is very hands-on, middle school introduces a more structured instruction, which can reduce student motivation and lead to a decrease in engagement. This study sought to understand whether Project-Based Learning (PBL) could help bridge the gap between engagement and rigor. PBL provides students with opportunities to explore authentic, real-world problems, collaborate with peers, and apply scientific concepts in meaningful contexts. Students actively construct knowledge through inquiry, experimentation, and reflection. These elements align closely with the goals of middle school science education—to foster critical thinking, creativity, and problem-solving skills while maintaining student interest and joy in learning. The study was conducted in two 7th-grade science classrooms, one of which included a dual-language Spanish program. Students participated in science units designed around PBL principles that emphasized inquiry-based projects, collaboration, and student choice. Data were collected using pre- and post-interest surveys and pre- and post-unit assessments to measure shifts in student attitudes, engagement, and academic performance.

The purpose of this action research study was to explore how humorous science books can be purposefully integrated into elementary science instruction to enhance student engagement and conceptual understanding. Participants included nineteen second-grade students, ages seven to eight. The study examined the impact of teacher-led, intentional humor embedded in science texts featuring jokes, playful language, and a narrative voice. Data were collected through pre- and post-surveys assessing students’ understanding of grade-level science concepts, as well as their interest in and enjoyment of science learning. Results indicated that students responded positively to humorous science texts and demonstrated gains in content knowledge. These results suggest that humor can serve as an effective instructional strategy and that engaging, humorous science books can be a meaningful tool in elementary science education.

Project-Based Learning can deepen content understanding, promote real-world application, and foster student interest in math and science. This study examines the effect of a 6-week Project-Based Learning (PBL) unit, “The Dirt on Community Gardens,” on student content knowledge and motivation in science and math. The unit addresses a lack of student knowledge by integrating life science (plant life cycles, nutrition) and math (area, perimeter, budgeting) into a real-world project. Students design and build container gardens, growing nutritionally balanced, edible plants for a live client. The project culminates in a community event to share garden solutions. By collaborating with community experts and managing a budget, students engage in problem-solving and critical thinking, which are key to developing skills necessary to become active, informed citizens. The goal is to demonstrate that real-world scenarios deepen learning.

The increasing use of electrical and electronic devices in students’ daily lives highlights the importance of introducing electrical safety awareness at the high school level. Improper use of electrical installations, such as overloading electrical outlets and using inappropriate components, may increase the risk of short circuits, electric shocks, and fires. Therefore, practical education on safe electrical installation is important to equip students with basic electrical safety knowledge and awareness. The electrical workshop aimed to introduce basic science and technology concepts through a practical workshop on electrical installation safety for students of SMA Yos Sudarso Cilacap. The workshop consisted of theoretical explanations, demonstrations, hands-on practice, and safety simulations covering basic electrical installation principles, component selection, safe assembly, and testing. A total of 35 students participated in the activity. Among the 35 students who completed the questionnaire, 60% reported that they had not previously been familiar with the material, while 91.4% perceived the workshop as beneficial. Observations during the practical session indicated active student participation in assembling simple electrical circuits and applying safety procedures. The activity provided students with practical knowledge and strengthened their awareness of safe electrical installation practices.

This study explored collaborative lesson planning practices as part of lesson study-based supervision in selected public primary schools in Bagamoyo District, Tanzania. The study was guided by Social Constructivist Theory and employed a qualitative case study design, with Bagamoyo District as the bounded case and four selected public primary schools as embedded units of analysis. A total of 34 participants, comprising 28 classroom teachers, four head teachers, and two Ward Education Officers, were purposively selected. Data were collected through semi-structured interviews, focus group discussions, observation, and document analysis and were analysed thematically. The findings revealed that collaborative lesson planning was widely practiced in the selected schools through joint preparation of lesson plans, discussion of learning objectives and teaching strategies, development of teaching aids, and sharing of instructional knowledge and resources. Teachers reported that these practices enhanced professional learning, teaching confidence, pedagogical knowledge, and collective problem-solving. However, the implementation of collaborative lesson planning was constrained by heavy teaching workloads, limited time, inadequate instructional resources, and competing administrative responsibilities. The study concludes that collaborative lesson planning constitutes an important foundation of lesson study-based supervision and provides teachers with opportunities for continuous professional learning and improvement of instructional practice. The study recommends that school leaders and education authorities allocate adequate time and resources for collaborative lesson planning, strengthen institutional support, and minimise competing responsibilities that interfere with regular lesson study activities

Socially complex peer play may provide opportunities for children to coordinate perspectives, negotiate roles, and respond to others' needs, but its association with prosocial judgment may differ according to children's social-cognitive resources. This small-scale longitudinal study examined whether mental state knowledge assessed at age 4–5 conditioned the concurrent association between socially complex peer play and prosocial judgment assessed at age 5–6. Participants were 35 children from a private nursery school in Japan. Mental state knowledge was assessed using a false-belief task. At age 5–6, children completed helping and sharing judgment tasks, and their free play was observed naturalistically across repeated focal-child observations. Socially complex peer play was indexed by the combined proportion of associative and cooperative play. Hierarchical regression analyses showed that the interaction between earlier mental state knowledge and socially complex peer play significantly predicted sharing judgment. The corresponding interaction for helping was positive but did not reach the conventional significance threshold. Sensitivity analyses using heteroskedasticity-consistent standard errors supported the sharing result. Given the modest sample size, the findings should be interpreted as preliminary. They suggest that the association between socially complex peer play and prosocial judgment may differ according to children's earlier social-cognitive resources.

Psychoanalysis occupies a unique position in psychiatry, simultaneously a body of knowledge, a method of clinical investigation, and a form of treatment. Despite its relevance to clinical practice, postgraduate psychiatry residents often encounter the subject with limited structured exposure, resulting in either fascination or dismissal. This primer aims to bridge that gap by providing an accessible, theoretically grounded introduction to psychoanalysis and its derivatives psychoanalytic psychotherapy and psychodynamic psychotherapy for postgraduate psychiatry residents. It outlines the core principles of psychoanalytic theory, the evolution of the field since Freud, key underlying neurobiological concepts, and the common factors shared across various dynamic therapies. The paper does not serve as a training manual, nor does it provide detailed accounts of individual defense mechanisms, models of mind, dream analysis, drive theory, or the historical development of analytic schools. It is intended to sensitize residents to the field and provide a foundation for further independent study.

Introduction Deception elicits measurable cognitive and linguistic changes, yet accurately identifying deceptive language in high-stakes environments remains a persistent challenge. Although natural language processing (NLP) and machine learning (ML) techniques have shown promise in detecting misinformation and low-stakes deception, their performance on spontaneous, stress-induced speech remains poorly understood. This study investigates linguistic markers of deception and evaluates the performance of supervised ML models and a knowledge-grounded language model, FranklinAsk™, across both synthetic and real-world datasets. Methods Linguistic analyses were conducted on responses from a National Center for Credibility Assessment (NCCA) military training exercise involving truthful and deceptive participants. A synthetic dataset was generated using MOSTLYAI to provide a balanced corpus for ML training. Linguistic features were extracted using pretrained NLP models, and supervised classifiers, including logistic regression, Random Forest, Naïve Bayes, and Support Vector Machine (SVM), were trained using LIWC-22 features with 10-fold cross-validation. The FranklinAsk™ RAG system was evaluated using the same participant responses to compare knowledge-grounded reasoning with statistical learning. Results Two linguistic features, cardinal numbers (nominal p = 0.041) and particles (nominal p = 0.0486), reached the unadjusted significance threshold, each with a moderate effect size ( d = 0.55); neither remained statistically significant after Benjamini-Hochberg FDR correction (adjusted p = 0.668 for both). No significant sentiment differences were observed. On the synthetic dataset, logistic regression performed best (F1 = 0.930; ROC AUC = 0.978), but all supervised models showed substantial performance declines when applied to the real-world dataset. In contrast, FranklinAsk™ achieved the highest F1-score (0.519), highest accuracy (0.487), and second-highest recall (0.700) on the military exercise data. Discussion These findings highlight the limited generalizability of synthetic-trained deception models to real-world, high-stakes communication and motivate further investigation of knowledge-grounded language models as an alternative approach when labeled real-world training data are limited. Future research should prioritize expanding ecologically valid datasets and exploring hybrid approaches that combine statistical modeling with knowledge-grounded reasoning.

This study assessed the reading comprehension skills and academic performance in English of Grade 3 learners in selected public elementary schools in the Albuera District, Department of Education (DepEd), Schools Division of Leyte, Region VIII, during School Year 2025–2026, as a basis for developing interactive reading activities. A descriptive-quantitative research design was employed, involving six teachers and 90 learners from six public elementary schools. The learners were selected through simple random sampling. Data were gathered using a structured paper-and-pencil questionnaire covering respondents’ profiles, learners’ performance in five reading comprehension strategies, academic performance in reading comprehension, vocabulary, and storytelling, and the issues and concerns encountered in implementing reading comprehension activities. Frequency counts, percentages, and weighted means were used to analyze the data, together with a test of association to examine the relationships between instructional strategies and learners’ academic performance. The findings revealed that the strategies used in reading comprehension obtained an overall average weighted mean of 3.26, interpreted as Highly Effective. Story mapping and the use of photographs received the highest ratings, with weighted means of 3.30 each, followed by activating prior knowledge at 3.23 and monitoring and clarifying at 3.20. In terms of academic performance, learners demonstrated a lack of mastery in noting details (M = 2.20), decoding (M = 2.23), phonics (M = 2.40), vocabulary (M = 2.30), and storytelling (M = 2.40). The findings further revealed that monitoring and clarifying and the use of photographs had statistically significant associations with selected academic competencies, whereas activating prior knowledge and story mapping did not demonstrate significant associations with the measured competencies. The specific association coefficients and p-values were not available in the supplied results. These findings highlight the need to strengthen learners’ foundational reading skills, particularly identifying details, decoding words, applying phonics, developing vocabulary, and organizing narratives. Based on the findings, interactive reading activities are proposed for consideration and implementation by the concerned school officials, in collaboration with teachers, parents, and the DepEd Schools Division of Leyte, to address learners’ literacy needs and improve their reading comprehension and academic performance.

Generative artificial intelligence is fundamentally reshaping the cognitive conditions of knowledge innovation. While human–AI collaboration improves the efficiency of knowledge production, it may also induce creators to outsourcing cognitive work to AI systems. This study conceptualized this tendency as task-level metacognitive disengagement, defined as the immediate reduction of planning, monitoring, and reflection within a specific AI-assisted task, and, drawing on metacognition theory, cognitive offloading theory and self-regulated learning theory, examined its impact on knowledge innovation quality, its psychological mechanism, and boundary conditions through four complementary experiments. Experiment 1 showed that higher AI assistance significantly increased metacognitive disengagement. Experiment 2 revealed that cognitive offloading partially mediated the relationship between AI assistance and metacognitive disengagement. Experiment 3 confirmed the negative effect of cognitive offloading on knowledge innovation quality, specifically on novelty, usefulness, and developability, with metacognitive disengagement partially mediating this effect. Experiment 4 tested the proposed moderated mediation model and found that task complexity strengthened, whereas individual AI literacy weakened, the negative indirect effect of cognitive offloading on knowledge innovation quality through metacognitive disengagement. These findings reveal a hidden cognitive cost behind the efficiency gains of human–AI collaboration and provide empirical evidence and theoretical implications for cultivating innovative talent and designing human–AI collaborative mechanisms in the era of artificial intelligence.

In modern scholarly perspectives on grieving, being saddened has been associated with bodily experience. Numbness, shaking, a heavy heart, and other physical symptoms are caused by the intense pain of loss. Most Western philosophies have increasingly focused on psychological models based on the idea of how the self adjusts to the devastating experience of losing a loved one, and this has received a lot of attention. To connect death, embodiment, self-identification, and psychological well-being, this conceptual article develops a mourning process from an Indigenous psychological perspective. This article proposes a psychological paradigm grounded in Indigenous contemplative knowledge through an interpretive analysis of the teachings of the Ashtavakra Gita. Rather than treating the Ashtavakra Gita solely as a philosophical or spiritual text, this article interprets it as an Indigenous psychological knowledge system offering culturally grounded insights into selfhood, attachment, suffering, and psychological well-being. The proposed Ashtavakra Witnessing Consciousness Model conceptualises grief as a five-stage, non-linear process involving embodied grief, existential crisis, meaning reframing, mortality acceptance, and witnessing consciousness, culminating in psychological well-being. This model shows how a traumatic incident can be transformed into a meaningful experience and a path to psychological well-being. Advaita Vedanta’s foundational text, the Ashtavakra Gita, presents a nondual viewpoint in which suffering arises from attachment to the body, ego, and interpersonal attachments. It distinguishes between witnessing consciousness and the short-lived embodied self. This psychological Model of Witnessing Consciousness offers an alternative understanding of control, attachment, suffering, and embodied grief, grounded in the Ashtavakra Gita. It highlights the psychological implications of developing the art of witnessing consciousness. This indigenous model of traditional knowledge has implications for existential, contemplative, and meaning-centred mourning therapies and adds a cross-cultural, psychological and philosophically informed perspective to bereavement research. The article explains how the five stages were derived from the text, illustrates the model with a composite case vignette, outlines clinical cautions against encouraging detachment prematurely, and sets out the model’s limitations and directions for empirical validation.

This study evaluates the effectiveness of a participatory greening program in implementing a Green Campus and achieving SDG 12 among Biology students. A quantitative pre-experimental, one-group pre-test post-test design was employed with 80 undergraduate student selected by purposive sampling. Instruments included expert-validated knowledge tests, environmental questionnaires, and observation checklist (instrumental validity score of 100%). The four-month program involved activities such as planting, watering, weeding, fertilizing, and monitoring, specially designed to promote sustainable consumption and production practice-including organic fertilization efficient water usage, composting, and responsible resources management. Student participation averaged 84.15%. Statistical analysis using the Wilcoxon signed-rank test indicated a significant increase in environmental knowledge (Z = -7.786, p < 0.001) with a high N-gain score of 0.83. Additionally, students’ environmental care attitude improved significantly, with the mean score rising from 51.37 to 91.81, categorized as “very positive”. These findings demonstrate that the greening program is empirically effective in improving ecological literacy and foresting proenvironmental attitude while reinforcing sustainable production principles. Therefore, this program can be adopted as a scalable and sustainable model for Green Campus initiative in higher education.

This article develops a professional development approach that uses digital management projects to strengthen the managerial competence of vocational education leaders. The aim is to design a mechanism for transferring learning from a short training module into everyday management practice. The article employed documentary analysis of theoretical and methodological materials and compared them with primary sources on constructive alignment, the transfer of acquired knowledge to professional practice, and digital competence frameworks. The units of analysis are curriculum topics, allocated learning time, management actions and verifiable practical outputs. The documented module comprises twelve hours, equally divided between theoretical and practical sessions; its table does not specify independent study hours. A sequence of problem identification, solution modelling, bounded implementation and reflective analysis is proposed. The classroom module is linked to twenty-four hours of workplace project activity, producing a proposed thirty-six-hour pathway. Expected outputs include a decision rationale, a data dictionary, a monitoring table and an improvement plan. The contribution is an explicit instructional connection between learning a digital tool and substantiating a management decision. The proposed pathway has not undergone a new experimental evaluation. Conditions for subsequent testing and limitations of the design are specified

Professional speech culture is an essential component of teacher preparation, yet university courses in this area often emphasize normative linguistic knowledge without sufficiently integrating its application to authentic pedagogical communication. This study aimed to preliminarily adapt and evaluate the Teacher's Speech Culture course for pre-service Kazakh language teachers by strengthening the integration of normative-linguistic, communicative-pragmatic, discursive, and interactive components of professional speech competence. A single-group pre-test–post-test design was used. Initially, 180 students were recruited from two higher education institutions in southern Kazakhstan; 156 completed all stages and were included in the final analysis. The adapted course combined theoretical instruction with professionally oriented communicative situations, independent construction of professional utterances, interactive tasks, and reflective analysis of speech behaviour. Professional speech competence was assessed before and after the course using diagnostic and performance-based measures. The assessment demonstrated satisfactory internal consistency (Cronbach's α = 0.86). Data were examined using pre-test -post-test comparisons and path analysis. Overall professional speech competence increased from M = 7.84 (SD = 1.62) to M = 9.72 (SD = 1.48), t (155) = 11.46, p < 0.001, Cohen's d = 0.92. Significant improvements were also observed across the normative-linguistic, communicative-pragmatic, discursive, and interactive components. Path analysis indicated that the ability to analyse professional communicative situations had the strongest direct association with professional speech competence. Professional speech competence was also positively associated with speech self-control and flexibility of professional speech behaviour. The findings provide preliminary empirical support for a practice-oriented adaptation of the Teacher's Speech Culture course that connects knowledge of language norms with contextual analysis, independent speech production, and regulation of professional communication. Given the absence of a separate control group, the observed changes should be interpreted as pre-test–post-test differences associated with course participation rather than evidence of a causal intervention effect. Further controlled studies involving broader samples are required to evaluate the effectiveness and generalizability of the adapted course.

Proving is a fundamental skill that pre-service mathematics teachers are expected to develop and to support in their future students. This study aimed to examine the proving processes of pre-service middle school mathematics teachers. To this end, a total of 30 participants were selected through maximum variation sampling from among pre-service teachers who had just been admitted to a middle school mathematics teacher education program and pre-service mathematics teachers at all year levels of the program, with six participants from each level, and the data of this qualitative study were collected through clinical interviews. The data were collected in the context of the concepts of function and number. According to the results of the study, participants at the higher year levels generally showed greater success in constructing the formal-rhetorical part of a proof and in solving its problem-centered part, indicating a cross-year pattern rather than individual longitudinal change. It was also concluded that even when participants in the upper years possessed knowledge of proof methods, either their lack of sufficient conceptual knowledge to solve the problem-centered part or their deficiencies in the use of mathematical language hindered the proving process. Furthermore, it was observed that the participants were unable to use the full range of proof methods; whereas proof by counterexample showed the highest success in the proving process at every level, participants experienced difficulties in the direct proof and proof by contraposition processes. The findings suggest that the formal-rhetorical and problem-centered parts of proof should be addressed explicitly and systematically across all year levels of mathematics teacher education programs.

Introduction This study examines the public visibility and documentary traceability of university co-creation and collaborative governance for sustainability, based on documentary evidence available on the institutional portals of a set of universities in Ecuador. It explores how publicly available records represent forms of territorial articulation that extend beyond traditional university extension models. Methods The research adopts a documentary case study design supported by a multi-criteria matrix of co-creation indicators, mapping the 59 institutions included in the defined universe. Data were gathered exclusively from verifiable public sources on official university websites, institutional repositories, sustainability reports, strategic plans, and digital documentation spanning the 2024–2025 period, with a standardized corpus closure date of July 24, 2026. Results Evaluated institutions exhibit heterogeneous institutional records regarding their engagement and sustainability initiatives. Five documentary cases were selected for analysis based on information availability, alongside candidate cases retained for sensitivity analysis using “Not Assessable” (NA) coding. The publicly documented cases provide evidence of varying degrees of participation, multi-actor coordination, knowledge-system dialogue, governance arrangements, documented results, project continuity, and articulation beyond traditional third-mission activities. Discussion The findings are restricted to the scope of public documentary visibility and traceability. They should be interpreted as patterns of documentary traceability rather than as direct evidence of the full implementation or effectiveness of co-creation practices in the institutions studied.

This article investigates the role of project-based learning in the process of teaching visual arts, particularly from the perspective of developing students’ creative, research, and collaborative competencies. The object of the study is the process of teaching visual arts in a general education school, while the subject of the research is the pedagogical potential of applying project-based learning within this process. The aim of the article is to substantiate that project-based learning can transform visual arts lessons into an active research-oriented and creative process, in which the learner not only acquires artistic knowledge, but also independently explores cultural, social, and aesthetic issues. The results of the experimental work conducted within the framework of the study indicate that project-based activities contribute to the analysis of information, the visual interpretation of ideas, group interaction, and the development of creative solutions. It is concluded that project-based learning enhances the effectiveness of visual arts education by fostering proactive, responsible, and independently thinking learners who are able to respond to cultural issues through art.

Higher education has historically operated under a paradigm of information scarcity, positioning universities as premier institutions for curating and transmitting knowledge. The convergence of digital hyper-abundance, algorithmic curation, and generative artificial intelligence (GenAI) has disrupted this model, producing what educators increasingly describe as a crisis of critical thinking in higher education. The purpose of this review is to examine how information abundance, algorithmic curation, and GenAI use may influence university students’ critical thinking, and to synthesise what this evidence implies for what universities teach and how they assess. Using a critical narrative review design with thematic synthesis, the review analyses 45 verified sources (empirical studies, systematic reviews and meta-analyses, conceptual works, and policy guidance) identified through citation chaining and targeted searches; empirical GenAI studies date from November 2022 to 2026, and foundational theoretical works from 1976 onward. The synthesis is anchored in an integrative framework that combines cognitive load and dual-process theory, cognitive offloading, scaffolding theory, self-regulated learning, and epistemic cognition, with critical thinking as the principal outcome. Five themes emerged: (1) information abundance appears to shift the central cognitive challenge from retrieval to evaluation; (2) unguided GenAI use is associated with reduced cognitive engagement and, in several experiments, with weaker independent performance once AI support is removed, although guardrailed designs appear to mitigate this; (3) fluent AI output can be mistaken for validated knowledge, and AI-detection tools are unreliable and biased; (4) lateral reading, guided AI use, and process-visible assessment have promising but uneven support; and (5) workload, equity, and policy constraints limit adoption. From these themes, the review derives the Fade–Visibility Matrix, which crosses AI support structure (persistent versus fading) with assessment design (product-only versus process-visible) to yield four diagnostic states. The evidence is early and methodologically uneven, but it is most consistent with a structural rather than individual explanation. Universities should therefore teach evaluation, verification, and metacognitive regulation explicitly, design AI support to fade, and redesign assessment so that the learning process, not only the finished product, can be observed.

Efforts to cultivate good character with immanent, enduring, complete, and permanent moral awareness require a deep understanding of the central points of the personality domain. Internally, natural ethical values often face specific conflicts related to efforts to maintain trust, social interest, and self-esteem. Through qualitative research, the potential of natural ethics, examined using the literature survey review (LSR) method, aims to elaborate on the main pillars and internal stimuli of the domain as drivers for the formation of an inherent, genuine, and inherent individual character. The results indicate that efforts to build full awareness (conscious awareness) through equivalent, proactive, interconnected, and coherent thinking activities are a crucial part of growing self-awareness. This effort in Sufi Islamic education is carried out naturally, immediately, and naturally, involving the ethical values inherent in each domain. Starting from the effort of "self-knowledge" as the central point, that each individual is composed of the physical (zahir), spiritual (batin), and soul (nafs), moral values are placed as the primary driving force, the elan vital inherent in all human activities. The integration of knowledge and good deeds motivates a person to serve Allah SWT, strengthens his or her faith (tasdiq), and spiritually motivates him or her to behave commendably with a strong spirit in attitude, words, deeds, and behavior, bringing goodness and benefit in various life circumstances and situations.

This study investigated the effectiveness of using the Frontload vocabulary strategy in improving reading comprehension among EFL learners. Since vocabulary knowledge plays a central role in reading comprehension, the study examined whether pre-teaching key vocabulary items before reading tasks could enhance students’ understanding of texts. A quantitative quasi-experimental design employing pre-test and post-test measures was used with a sample of 27 preparatory-year EFL students at Taibah University. Participants received structured vocabulary instruction prior to reading activities over a three-week intervention period. The findings revealed a significant improvement in students’ reading comprehension performance after the implementation of the Frontload vocabulary strategy. The results suggest that pre-teaching vocabulary facilitated students’ understanding of reading passages and enhanced their engagement with texts. The study supports the effectiveness of vocabulary-focused instructional strategies in developing reading comprehension among EFL learners and highlights the importance of integrating explicit vocabulary instruction into reading classrooms.

Abstract Amid growing calls for Australian universities to engage meaningfully with Indigenous knowledges, this article examines how Indigenous-led, place-based inquiry can reorient academic practice toward culturally regenerative possibilities. Drawing on a Cooperative Inquiry conducted with Whadjuk Noongar Boodjar, we follow six Noongar-led experiences involving Country, language, ceremony, deep time, embodiment and more-than-human relations. Through cycles of experiential, presentational and reflective practice, these engagements restructured attention, temporality and conduct, foregrounding relational ethics of permission, reciprocity and refusal. Multimodal forms including movement, image and creative response were treated as epistemic practices, enabling us to register affective and relational reorientations that are not readily accessible through propositional forms alone. Our analysis traces how these reorientations unsettled extractive research habits and repositioned knowledge-making as embodied, participatory and accountable to Country. We argue that culturally regenerative university practice does not emerge through policy statements, curricular add-ons or inclusion alone, but through lived, relational engagements that reconfigure how knowledge is generated, held and shared. The study contributes empirical insight into how such reconfigurations unfold in practice and highlights the institutional conditions required to sustain accountable relationships with place.

چکیده: در میان درخواست‌های فزاینده برای مشارکت معنادار دانشگاه‌های استرالیا با دانش‌های بومی، این مقاله بررسی می‌کند که چگونه پژوهش مبتنی بر مکان و هدایت‌شده توسط بومیان می‌تواند عمل دانشگاهی را به سوی امکانات فرهنگی باززاینده جهت‌دهی کند. با بهره‌گیری از یک پژوهش همکارانه (Cooperative Inquiry) که با Whadjuk Noongar Boodjar انجام شد، شش تجربه هدایت‌شده توسط Noongar شامل ارتباط با سرزمین (Country)، زبان، آیین، زمان عمیق، تجسم و روابط فراتر از انسان دنبال می‌شود. از طریق چرخه‌های تجربه‌محور، ارائه‌ای و بازتابی، این مشارکت‌ها توجه، زمان‌مندی و رفتار را بازساختند و اخلاق رابطه‌ای اجازه، دوسویگی و امتناع را در کانون قرار دادند. اشکال چندرسانه‌ای از جمله حرکت، تصویر و پاسخ خلاقانه به عنوان شیوه‌های معرفتی تلقی شدند و این امکان را فراهم کردند تا جهت‌گیری‌های عاطفی و رابطه‌ای را که به آسانی از طریق اشکال گزاره‌ای قابل دسترسی نیستند، ثبت کنیم. تحلیل ما نشان می‌دهد که این جهت‌گیری‌ها عادات پژوهشی استخراج‌گرایانه را به چالش کشیده و تولید دانش را به عنوان امری مجسم، مشارکتی و پاسخگو نسبت به سرزمین بازتعریف کردند. استدلال می‌شود که عمل دانشگاهی باززاینده فرهنگی نه از طریق بیانیه‌های سیاستی، افزوده‌های برنامه درسی یا صرفاً شمول، بلکه از طریق مشارکت‌های زیسته و رابطه‌ای که نحوه تولید، نگهداری و به اشتراک‌گذاری دانش را بازپیکربندی می‌کند، پدید می‌آید. این مطالعه بینش تجربی درباره چگونگی وقوع این بازپیکربندی‌ها در عمل ارائه می‌دهد و شرایط نهادی لازم برای حفظ روابط پاسخگو با مکان را برجسته می‌سازد.

The paper discusses teachers’ knowledge with the arrival of coronavirus pandemic, view of the need to know it better, as a condition to strengthen elementary education. The investigation intended to understand the meanings a Sociology teacher at elementary schools, who promoted the teaching-learning process, in 2020 and 2021, gave to her work and the professional knowledge she had previously built and/or mobilized when the classrooms became digital platforms and afterwards. The methodology, with a qualitative bias, consisted of monitoring online classes, producing a balance of knowledge and interviews, in the line of life history. The teacher used an amalgamation of all types of teachers’ knowledge to work aiming social transformation, which turned into a progressive methodology, focused on affectionate interaction with her students and mobilization for learning, which can be qualified as “enthusiastic”.

این مقاله به دانش معلمان با ورود همه‌گیری ویروس کرونا، از منظر ضرورت شناخت بهتر آن به عنوان شرطی برای تقویت آموزش ابتدایی می‌پردازد. هدف این پژوهش، فهم معانی‌ای بود که یک معلم جامعه‌شناسی در مدارس ابتدایی، که فرایند آموزش-یادگیری را در سال‌های ۲۰۲۰ و ۲۰۲۱ ارتقا داده بود، به کار خود و دانش حرفه‌ای پیش‌تر ساخته‌شده و/یا بسیج‌شده خود در زمانی که کلاس‌های حضوری به بسترهای دیجیتال تبدیل شدند و پس از آن، نسبت می‌داد. روش‌شناسی پژوهش با رویکرد کیفی، شامل مشاهده کلاس‌های آنلاین، تهیه گزارشی از دانش و انجام مصاحبه‌ها در چارچوب تاریخ زندگی بود. این معلم با به‌کارگیری تلفیقی از همه انواع دانش معلمان، با هدف تحول اجتماعی، رویکردی مترقی اتخاذ کرد که بر تعامل عاطفی با دانش‌آموزان و بسیج آن‌ها برای یادگیری متمرکز بود و می‌توان آن را «مشتاقانه» توصیف کرد.

This article aims to analyze the problems faced by Islamic Religious Education (PAI) in shaping students’ morals amid the development of social media. This research employs a qualitative method with a library research approach by examining scholarly journals on digital morality, Islamic education, social media etiquette, teacher role modelling, and digital literacy. The literature synthesis indicates that social media has become an environment that can influence students’ values and behavior. The issues discussed include exposure to content that contradicts Islamic values, impolite communication, cyberbullying, dependence on peer approval, and the gap between students’ understanding of Islamic values and their application in digital behavior. Nevertheless, social media also has the potential to serve as a medium for moral education when used appropriately. This study emphasizes the importance of teacher role modelling, digital literacy, habituation of Islamic values, contextual learning, and collaboration among schools, families, and communities. The fundamental issue to consider is how to connect students’ religious understanding acquired through classroom learning with the application of moral values in everyday life, including their use of social media. Therefore, PAI learning should focus not only on religious knowledge but also on developing students’ ability to apply Islamic ethics critically, wisely, and consistently in digital spaces.

Reflective conversation is a powerful relational pedagogical tool. When embedded within personal tutor conversations, it can enhance the student experience of mattering in higher education, where increasing student numbers can reduce the relational quality and experience of learning. Personal tutor conversations that embed reflective dialogue therefore have the potential to become purposeful conversations, empowering students to feel heard and understood. As key components of mattering, feeling heard and understood when achieved, enable personal tutors to develop accurate, empathic understanding of the student’s lived experience of learning and teaching. Furthermore, reflective dialogue embedded within personal tutor conversations can empower students to get to know themselves. Supporting the student to develop an enduring curiosity into who and why they are creates space for the generation of knowledge that can enhance self-awareness. However, this piece argues that for this to be truly meaningful, personal tutors need to recognise the value of reflection for themselves, have the courage to develop their own reflective mindset and skills, and model reflective behaviours if students are to perceive they matter through the relational reflective pedagogy inherent in personal tutor conversations

The flipped classroom (FC) model has obtained collective attention in medical education for its potential to enhance student engagement, active learning, and knowledge retention.This study systematically reviews the report on flipped classrooms in medical education using the Preferred Reporting Items for Systematic reviews and Meta- Analyses (PRISMA) framework. Articles were retrieved from reputable databases, including PubMed, Medline, OVID, ACM, ScienceDirect, Taylor & Francis, MDPI, SAGE, SpringerLink, Wiley, IEEE Xplore, and Google Scholar.The 34 studies were identified exploring flipped classroom teaching approaches to enhance medical education. Review focuses on the tools and technologies employed such as video creation, learning management systems, podcasts, online assessments, and collaborative platforms as well as pedagogical strategies implemented across medical courses.This study focused on flipped learning in higher education. Future research should examine its application in other educational settings, including schools, vocational, technical, and professional training. Emerging technologies such as artificial intelligence and augmented reality warrant investigation for their impact on student engagement and learning outcomes across disciplines. Further studies should also explore the influence of cultural and geographical factors on flipped classroom implementation and effectiveness. Additionally, research is needed to determine how flipped classroom activities can be tailored to specific learning objectives, student needs, and subject areas. Finally, longitudinal studies are recommended to assess the long- term effects of flipped learning on student achievement, retention, and academic success.

مدل کلاس معکوس (FC) به دلیل پتانسیل آن در افزایش مشارکت دانشجویان، یادگیری فعال و حفظ دانش، توجه جمعی را در آموزش پزشکی به خود جلب کرده است. این مطالعه به‌صورت نظام‌مند گزارش‌های مربوط به کلاس‌های معکوس در آموزش پزشکی را با استفاده از چارچوب آیتم‌های ترجیحی برای گزارش مرورهای نظام‌مند و متاآنالیزها (PRISMA) مرور می‌کند. مقالات از پایگاه‌های داده معتبر از جمله PubMed، Medline، OVID، ACM، ScienceDirect، Taylor & Francis، MDPI، SAGE، SpringerLink، Wiley، IEEE Xplore و Google Scholar بازیابی شدند. در مجموع ۳۴ مطالعه شناسایی شد که رویکردهای تدریس کلاس معکوس را برای ارتقای آموزش پزشکی بررسی کرده‌اند. این مرور بر ابزارها و فناوری‌های به‌کاررفته مانند تولید ویدئو، سامانه‌های مدیریت یادگیری، پادکست‌ها، ارزیابی‌های آنلاین و پلتفرم‌های همکاری و همچنین راهبردهای آموزشی اجراشده در دوره‌های پزشکی تمرکز دارد. این مطالعه بر یادگیری معکوس در آموزش عالی متمرکز بود. پژوهش‌های آتی باید کاربرد آن را در سایر محیط‌های آموزشی از جمله مدارس، آموزش‌های فنی‌وحرفه‌ای و تخصصی بررسی کنند. فناوری‌های نوظهوری مانند هوش مصنوعی و واقعیت افزوده شایسته بررسی برای تأثیر آن‌ها بر مشارکت دانشجویان و پیامدهای یادگیری در رشته‌های مختلف هستند. مطالعات بیشتر همچنین باید تأثیر عوامل فرهنگی و جغرافیایی بر اجرای کلاس معکوس و اثربخشی آن را بررسی کنند. علاوه بر این، پژوهش‌هایی لازم است تا مشخص شود چگونه فعالیت‌های کلاس معکوس می‌تواند متناسب با اهداف یادگیری خاص، نیازهای دانشجویان و حوزه‌های موضوعی تنظیم شود. در نهایت، مطالعات طولی برای ارزیابی اثرات بلندمدت یادگیری معکوس بر پیشرفت، ماندگاری و موفقیت تحصیلی دانشجویان توصیه می‌شود.

Shared cognitive–linguistic skills support reading and spelling, yet they may dissociate into heterogeneous literacy profiles. This study examined whether Chinese students learning English as a second language (ESL) with poor reading (PR), poor spelling (PS), combined word-reading and spelling difficulties (English learning difficulties; ELD), and typical development (TD) exhibited distinct literacy outcomes and cognitive–linguistic profiles, and which skills uniquely predicted subgroup membership. Participants were 190 Grade 2–3 Hong Kong Chinese students who were classified into predefined literacy profiles based on grade-normed performance on standardized English word reading and word spelling measures. Students completed assessments of vocabulary knowledge, phonological awareness, orthographic knowledge, rapid naming, morphological awareness, working memory, and IQ. Multivariate analyses of covariance showed that the predefined literacy profiles were associated with overlapping but differentially expressed cognitive-linguistic patterns. Hierarchical multinomial logistic regression analysis showed that vocabulary knowledge and phonological awareness consistently differentiated all difficulty groups from TD peers. In contrast, orthographic knowledge uniquely predicted PR and ELD but not isolated PS. Rapid naming and morphological awareness did not show unique contributions. These findings are consistent with literacy difficulties reflecting shared but differentially weighted cognitive-linguistic constraints, supporting a multiple-deficit perspective and highlighting vocabulary knowledge and phonological awareness as important targets for assessment and intervention in ESL learners.

مهارت‌های شناختی-زبانی مشترک از خواندن و املا حمایت می‌کنند، اما ممکن است به پروفایل‌های سواد ناهمگن تقسیم شوند. این پژوهش بررسی کرد که آیا دانش‌آموزان چینی که زبان انگلیسی را به عنوان زبان دوم (ESL) می‌آموزند و دارای مشکلات خواندن (PR)، مشکلات املا (PS)، مشکلات ترکیبی خواندن و املا (مشکلات یادگیری زبان انگلیسی؛ ELD) و رشد طبیعی (TD) هستند، نتایج سواد و پروفایل‌های شناختی-زبانی متمایزی نشان می‌دهند و کدام مهارت‌ها به طور منحصر به فرد عضویت در زیرگروه‌ها را پیش‌بینی می‌کنند. شرکت‌کنندگان شامل ۱۹۰ دانش‌آموز چینی پایه دوم و سوم از هنگ‌کنگ بودند که بر اساس عملکرد نرمال‌شده با توجه به پایه تحصیلی در آزمون‌های استاندارد خواندن واژه‌های انگلیسی و املا به پروفایل‌های سواد از پیش تعیین‌شده طبقه‌بندی شدند. دانش‌آموزان ارزیابی‌هایی از دانش واژگان، آگاهی واجی، دانش املایی، نام‌گذاری سریع، آگاهی صرفی، حافظه کاری و بهره هوشی را تکمیل کردند. تحلیل کوواریانس چندمتغیره نشان داد که پروفایل‌های سواد از پیش تعیین‌شده با الگوهای شناختی-زبانی همپوشان اما متفاوت همراه هستند. تحلیل رگرسیون لجستیک چندجمله‌ای سلسله‌مراتبی نشان داد که دانش واژگان و آگاهی واجی به طور مداوم همه گروه‌های دارای مشکل را از همتایان TD متمایز می‌کند. در مقابل، دانش املایی فقط PR و ELD را به طور منحصر به فرد پیش‌بینی کرد و نه PS منفرد را. نام‌گذاری سریع و آگاهی صرفی نقش منحصر به فردی نشان ندادند. این یافته‌ها با این دیدگاه که مشکلات سواد بازتاب محدودیت‌های شناختی-زبانی مشترک اما با وزن‌دهی متفاوت هستند، سازگار است و دیدگاه چندنقصی را حمایت می‌کند و دانش واژگان و آگاهی واجی را به عنوان اهداف مهم برای ارزیابی و مداخله در زبان‌آموزان ESL برجسته می‌سازد.

Abstract Is accurate scientific knowledge of a counterintuitive concept enough to teach it? Coexistence accounts of conceptual change hold that scientific explanations coexist with, rather than replace, intuitive ones, so teaching well may demand not only knowledge but the inhibition of competing intuitions—something reflection can support. We asked three questions: whether parents' accurate knowledge alone is sufficient to teach natural selection, whether the form of reflection shapes how parents teach, and what children take from these conversations. In 2018, we recruited 100 parent–child dyads at a U.S. university laboratory (5- to 9-year-old children, 44 girls; parents 79% women, 94% college-educated, majority White, mixed ethnicities). Parents taught their child either with no preparation (control) or after reflecting on their understanding by answering questions, with or without also hearing an explanatory storybook. Children's understanding improved only when parents not only understood natural selection but had reflected beforehand. Answering questions prompted a more question-asking teaching style and storybook exposure a more expository one; both helped children generate accurate concepts, which predicted mechanistic learning. However, knowledge alone was not enough.

آیا داشتن دانش علمی دقیق دربارهٔ یک مفهوم غیر شهودی برای آموزش آن کافی است؟ نظریه‌های همزیستی تغییر مفهومی بر این باورند که توضیحات علمی در کنار توضیحات شهودی باقی می‌مانند و جایگزین آن‌ها نمی‌شوند؛ بنابراین، آموزش مؤثر ممکن است نه تنها به دانش، بلکه به مهار شهودهای رقیب نیز نیاز داشته باشد؛ امری که تأمل می‌تواند از آن حمایت کند. ما سه پرسش مطرح کردیم: آیا دانش دقیق والدین به‌تنهایی برای آموزش انتخاب طبیعی کافی است؟ آیا نوع تأمل بر نحوه آموزش والدین تأثیر می‌گذارد؟ و کودکان از این گفتگوها چه می‌آموزند؟ در سال ۲۰۱۸، ۱۰۰ زوج والد-کودک در یک آزمایشگاه دانشگاهی در ایالات متحده (کودکان ۵ تا ۹ ساله، ۴۴ دختر؛ والدین ۷۹٪ زن، ۹۴٪ دارای تحصیلات دانشگاهی، عمدتاً سفیدپوست و با قومیت‌های مختلف) شرکت کردند. والدین یا بدون آمادگی (گروه کنترل) یا پس از تأمل دربارهٔ درک خود با پاسخ به پرسش‌ها، با یا بدون شنیدن یک کتاب داستان توضیحی، به کودک خود آموزش دادند. درک کودکان تنها زمانی بهبود یافت که والدین نه تنها انتخاب طبیعی را درک کرده بودند، بلکه پیش‌تر دربارهٔ آن تأمل کرده بودند. پاسخ به پرسش‌ها، سبک آموزشی مبتنی بر پرسش‌گری را برانگیخت و مواجهه با کتاب داستان، سبک توضیحی‌تری را ایجاد کرد؛ هر دو به کودکان در تولید مفاهیم دقیق کمک کردند که یادگیری مکانیکی را پیش‌بینی می‌کرد. با این حال، دانش به‌تنهایی کافی نبود.

This article examines the didactic potential, role in improving educational effectiveness, and methodological characteristics of modern pedagogical technologies used to organize inorganic chemistry lessons. It analyzes opportunities for integrating problem-based learning, project-based learning, the STEAM approach, interactive teaching methods, and digital educational tools. The article also presents methodological recommendations for explaining chemical concepts to learners, simulating experiments, developing independent thinking, and connecting theoretical knowledge with practical applications.

این مقاله به بررسی ظرفیت آموزشی، نقش در بهبود اثربخشی آموزشی و ویژگی‌های روش‌شناختی فناوری‌های نوین آموزشی مورد استفاده در سازماندهی درس‌های شیمی معدنی می‌پردازد. فرصت‌های ادغام یادگیری مبتنی بر مسئله، یادگیری مبتنی بر پروژه، رویکرد STEAM، روش‌های تدریس تعاملی و ابزارهای آموزشی دیجیتال را تحلیل می‌کند. همچنین، مقاله توصیه‌های روش‌شناختی برای توضیح مفاهیم شیمیایی به فراگیران، شبیه‌سازی آزمایش‌ها، توسعه تفکر مستقل و ارتباط دانش نظری با کاربردهای عملی ارائه می‌دهد.

This study aims to analyze the history of education during the Islamic Golden Age and examine its relevance in supporting the achievement of the 2030 Sustainable Development Goals (SDGs), Quality Education. This study uses a literature review method through the analysis of various relevant scientific sources. The results of the study indicate that the educational system during the Islamic Golden Age was not only oriented toward intellectual development but also emphasized the integration of knowledge, spiritual values, and character building. The scholarly tradition that flourished through educational institutions, translation activities, and cross-cultural interactions established Islamic civilization as a global hub for scientific advancement. Majid 'Irsan al-Kilani’s perspective underscores that this progress was rooted in an education system grounded in the principle of tauhid, the integration of knowledge, and social responsibility within society. The findings of this study indicate that the educational values of Islam during the Golden Age have strong relevance to the concept of quality education that emphasizes inclusivity, justice, and sustainability. Therefore, the history of Islamic education can serve as a strategic source of inspiration in designing a modern educational system that is humanistic, adaptive, and responsive to contemporary global challenges.

این پژوهش با هدف تحلیل تاریخ آموزش در دوران طلایی اسلام و بررسی ارتباط آن با حمایت از تحقق اهداف توسعه پایدار ۲۰۳۰ (SDGs)، به‌ویژه آموزش با کیفیت انجام شده است. این پژوهش با استفاده از روش مرور ادبیات و تحلیل منابع علمی مرتبط صورت گرفته است. نتایج پژوهش نشان می‌دهد که نظام آموزشی در دوران طلایی اسلام نه تنها بر رشد عقلانی تأکید داشت، بلکه بر ادغام دانش، ارزش‌های معنوی و پرورش شخصیت نیز تأکید می‌کرد. سنت علمی که از طریق نهادهای آموزشی، فعالیت‌های ترجمه و تعاملات بین‌فرهنگی شکوفا شد، تمدن اسلامی را به عنوان مرکز جهانی پیشرفت علمی تثبیت کرد. دیدگاه Majid 'Irsan al-Kilani تأکید می‌کند که این پیشرفت ریشه در نظام آموزشی مبتنی بر اصل توحید، ادغام دانش و مسئولیت اجتماعی در جامعه داشته است. یافته‌های این پژوهش نشان می‌دهد که ارزش‌های آموزشی اسلام در دوران طلایی ارتباط قوی با مفهوم آموزش با کیفیت دارد که بر شمولیت، عدالت و پایداری تأکید می‌کند. بنابراین، تاریخ آموزش اسلامی می‌تواند به عنوان منبع راهبردی الهام‌بخش در طراحی نظام آموزشی مدرن که انسانی، سازگار و پاسخگو به چالش‌های جهانی معاصر است، مورد استفاده قرار گیرد.

This study assessed interns’ performance in school-based tasks as a basis for an internship preparedness program among student-teachers. It examined internship preparedness in terms of pedagogical knowledge, lesson planning, classroom management, professional behavior, and time, communication, and technological skills, as well as performance in teaching demonstrations, lesson preparation, classroom management, collaboration, and professional conduct. A descriptive-correlational research design was employed to determine the level of preparedness and performance of the respondents. Findings revealed that student-teachers demonstrated a very high level of internship preparedness, with all indicators interpreted as “Strongly Agree” and reflected in high weighted mean scores. Professional behavior obtained the highest rating, while classroom management obtained the lowest, although still interpreted as “Strongly Agree.” In terms of performance, collaboration and professional conduct obtained the highest mean scores, followed by teaching demonstration and lesson preparation, indicating strong teaching competencies among the respondents. Inferential results showed that all components of internship preparedness were significantly related to teaching performance, leading to the rejection of the null hypothesis. This confirms that higher levels of preparedness are associated with better teaching performance among student-teachers. Overall, the study concludes that student-teachers are highly prepared and competent for their teaching internship. The findings emphasize the need to further strengthen classroom management skills while sustaining training in pedagogical and technological competencies to enhance internship effectiveness.

این پژوهش عملکرد کارورزان را در وظایف مبتنی بر مدرسه به عنوان مبنایی برای برنامه آمادگی کارورزی در میان دانشجومعلمان ارزیابی کرد. آمادگی کارورزی از نظر دانش آموزشی، برنامه‌ریزی درسی، مدیریت کلاس، رفتار حرفه‌ای، و مهارت‌های زمانی، ارتباطی و فناورانه، همچنین عملکرد در ارائه‌های آموزشی، آماده‌سازی درس، مدیریت کلاس، همکاری و رفتار حرفه‌ای مورد بررسی قرار گرفت. از طرح پژوهش توصیفی-همبستگی برای تعیین سطح آمادگی و عملکرد پاسخ‌دهندگان استفاده شد. یافته‌ها نشان داد که دانشجومعلمان سطح بسیار بالایی از آمادگی کارورزی را نشان دادند، به طوری که همه شاخص‌ها به عنوان «کاملاً موافقم» تفسیر شدند و در میانگین وزنی بالا منعکس گردیدند. رفتار حرفه‌ای بالاترین امتیاز را کسب کرد، در حالی که مدیریت کلاس پایین‌ترین امتیاز را به دست آورد، اگرچه همچنان به عنوان «کاملاً موافقم» تفسیر شد. از نظر عملکرد، همکاری و رفتار حرفه‌ای بالاترین میانگین امتیاز را کسب کردند و پس از آن ارائه آموزشی و آماده‌سازی درس قرار گرفتند که نشان‌دهنده شایستگی قوی آموزشی در میان پاسخ‌دهندگان است. نتایج استنباطی نشان داد که همه مؤلفه‌های آمادگی کارورزی با عملکرد آموزشی رابطه معناداری دارند و این امر منجر به رد فرضیه صفر شد. این امر تأیید می‌کند که سطوح بالاتر آمادگی با عملکرد بهتر آموزشی در میان دانشجومعلمان همراه است. به طور کلی، پژوهش نتیجه می‌گیرد که دانشجومعلمان برای کارورزی آموزشی خود بسیار آماده و شایسته هستند. یافته‌ها بر لزوم تقویت بیشتر مهارت‌های مدیریت کلاس و در عین حال حفظ آموزش در شایستگی‌های آموزشی و فناورانه برای افزایش اثربخشی کارورزی تأکید می‌کند.

Technological Pedagogical Content Knowledge (TPACK) is essential for effective technology integration in mathematics teaching. Despite the recognised importance of TPACK, initial teacher education (ITE) programmes consistently struggle to equip pre-service teachers (PSTs) with the knowledge necessary for this complex task, highlighting a critical gap in ITE programmes' preparedness. Through mixed-methods analysis of problem-solving logbooks and focus group interviews with 35 fourth-year PSTs at a Norwegian university, this study investigates how PSTs reflect on technology use in mathematical problem solving, and how these reflections reveal aspects of their TPACK, including the opportunities and challenges they perceive for integrating digital tools into their future teaching. Furthermore, this study identifies the opportunities and challenges they encounter when integrating technology into mathematical problem solving. The findings reveal that PSTs highlight technological knowledge as a foundational element of TPACK. They also highlight technological pedagogical knowledge and technological content knowledge for improving understanding of mathematical concepts through technology. However, the challenges they encountered, such as lack of experience, insufficient knowledge, limited motivation and poor access to reliable digital tools, show the need for ITE programmes to adopt more structured and comprehensive approaches to technology integration, aimed at enhancing PSTs' ability to incorporate technology into mathematics teaching effectively.

دانش محتوایی فناورانه-آموزشی (TPACK) برای ادغام مؤثر فناوری در آموزش ریاضیات ضروری است. با وجود اهمیت شناخته‌شده TPACK، برنامه‌های آموزش معلم اولیه (ITE) همواره در تجهیز معلمان پیش‌خدمت (PSTs) به دانش لازم برای این وظیفه پیچیده با مشکل مواجه هستند و این امر نشان‌دهنده یک شکاف اساسی در آمادگی برنامه‌های ITE است. این پژوهش با استفاده از تحلیل روش‌های ترکیبی بر دفترچه‌های حل مسئله و مصاحبه‌های گروهی متمرکز با ۳۵ معلم پیش‌خدمت سال چهارم در یک دانشگاه نروژی، بررسی می‌کند که چگونه PSTs درباره استفاده از فناوری در حل مسائل ریاضی تأمل می‌کنند و این تأملات چگونه جنبه‌هایی از TPACK آن‌ها را آشکار می‌سازد، از جمله فرصت‌ها و چالش‌هایی که برای ادغام ابزارهای دیجیتال در آموزش آینده خود درک می‌کنند. افزون بر این، این مطالعه فرصت‌ها و چالش‌هایی را که آن‌ها هنگام ادغام فناوری در حل مسائل ریاضی با آن مواجه می‌شوند، شناسایی می‌کند. یافته‌ها نشان می‌دهد که PSTs دانش فناورانه را به عنوان عنصر بنیادی TPACK برجسته می‌کنند. آن‌ها همچنین دانش فناورانه-آموزشی و دانش فناورانه-محتوایی را برای بهبود درک مفاهیم ریاضی از طریق فناوری مورد تأکید قرار می‌دهند. با این حال، چالش‌هایی که با آن مواجه شدند، مانند کمبود تجربه، دانش ناکافی، انگیزه محدود و دسترسی ضعیف به ابزارهای دیجیتال قابل اعتماد، نشان‌دهنده نیاز برنامه‌های ITE به اتخاذ رویکردهای ساختاریافته‌تر و جامع‌تر برای ادغام فناوری است تا توانایی PSTs را در ادغام مؤثر فناوری در آموزش ریاضیات ارتقا دهد.

Arabic language communication skills have become an important competence for madrasah students, not only as an academic ability but also as a means of understanding Islamic knowledge and developing cultural identity. However, Arabic language learning at the elementary level still faces challenges in transforming vocabulary and grammatical knowledge into real communication practices. This study aims to analyze the implementation of an Arabic Language Program in improving students’ communicative competence at MIN Wonosobo. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving 13 participants consisting of the head of the madrasah, curriculum coordinator, Arabic language teacher, program mentors, and students. The data were analyzed using thematic analysis. The findings revealed four main themes: Arabic as a madrasah identity, the transition from vocabulary mastery to communication practice, students’ emotional experiences in speaking Arabic, and challenges in developing a language environment. The study demonstrates that communicative competence is shaped through the interaction between school programs, pedagogical practices, and students’ social experiences. These findings contribute to the development of more contextual and communicative Arabic language programs in Islamic elementary education.

مهارت‌های ارتباطی زبان عربی به عنوان یکی از شایستگی‌های مهم برای دانش‌آموزان مدارس، نه تنها به عنوان یک توانایی علمی بلکه به عنوان ابزاری برای فهم دانش اسلامی و توسعه هویت فرهنگی اهمیت یافته است. با این حال، آموزش زبان عربی در سطح ابتدایی همچنان با چالش‌هایی در تبدیل دانش واژگان و دستور زبان به کاربرد واقعی در ارتباطات مواجه است. هدف این پژوهش، تحلیل اجرای برنامه زبان عربی در بهبود شایستگی ارتباطی دانش‌آموزان در MIN Wonosobo است. این پژوهش با رویکرد کیفی و با طرح مطالعه موردی انجام شده است. داده‌ها از طریق مصاحبه‌های عمیق، مشاهده و تحلیل اسناد با مشارکت ۱۳ نفر شامل رئیس مدرسه، هماهنگ‌کننده برنامه درسی، معلم زبان عربی، مربیان برنامه و دانش‌آموزان گردآوری شد. داده‌ها با استفاده از تحلیل تماتیک مورد بررسی قرار گرفت. یافته‌ها چهار مضمون اصلی را نشان داد: زبان عربی به عنوان هویت مدرسه، گذار از تسلط واژگانی به تمرین ارتباطی، تجارب هیجانی دانش‌آموزان در صحبت کردن به زبان عربی و چالش‌های توسعه محیط زبانی. این مطالعه نشان می‌دهد که شایستگی ارتباطی از طریق تعامل میان برنامه‌های مدرسه، شیوه‌های آموزشی و تجارب اجتماعی دانش‌آموزان شکل می‌گیرد. این یافته‌ها به توسعه برنامه‌های زبان عربی زمینه‌مندتر و ارتباطی‌تر در آموزش ابتدایی اسلامی کمک می‌کند.

1. Title Role of Indian Languages, Literature and Folk Traditions in Value Education 2. Author, Affiliation and Designation Author: Mr. Ganesh Shrirang Satarkar Designation: First-Year Master's Student Department: Department of Tourism and Hotel Management (DTHM), Hotel Management and Catering Technology Institution: Central University of Haryana Location: Haryana, India Email: ganeshnale0@gmail.com 3. Description / Abstract This research article examines the role of Indian languages, literature, and folk traditions in promoting and strengthening value education in contemporary Indian society. The author, Mr. Ganesh Shrirang Satarkar, a First-Year Master's Student in Hotel Management and Catering Technology, Department of Tourism and Hotel Management (DTHM), Central University of Haryana, Haryana, India, explores how linguistic diversity, literary traditions, oral narratives, folk songs, proverbs, traditional theatre, festivals, and indigenous cultural knowledge contribute to ethical awareness, personality development, cultural identity, and social responsibility. The study adopts a qualitative, descriptive, and analytical methodology based on secondary sources, including books, scholarly articles, educational policies, reports, and academic literature. It discusses the contributions of Indian languages and regional literature to empathy, critical thinking, equality, tolerance, cooperation, environmental responsibility, and social harmony. The article also considers the importance of integrating cultural heritage with contemporary educational practices and constitutional values. It emphasizes that educational institutions should preserve positive cultural traditions while critically addressing practices associated with discrimination, inequality, exclusion, and violations of human dignity. The study concludes that the meaningful integration of Indian languages, literature, and folk traditions into education can contribute to holistic development and the formation of ethical, responsible, culturally aware, and socially committed citizens. Articles..pdf 4. Keywords — Paragraph Value education, Indian languages, Indian literature, folk traditions, cultural heritage, indigenous knowledge, moral education, multilingualism, social values, holistic education, ethical awareness, cultural identity, oral traditions, regional literature, constitutional values, social harmony, environmental responsibility, inclusive education, traditional knowledge, personality development. 5. Subjects — Paragraph Education; Value Education; Indian Languages and Linguistics; Indian Literature; Folklore and Folk Traditions; Cultural Studies; Indigenous Knowledge Systems; Sociology of Education; Educational Philosophy; Moral and Ethical Education; Multilingual Education; Indian Cultural Heritage; Social and Cultural Anthropology; Constitutional Values and Citizenship Education; Environmental Education; Holistic Education; Social Harmony and Inclusion. 6. Publishing Information Details Field Details Journal title IIP: International Multidisciplinary Research Journal (IIPIMRJ) Publication type Online peer-reviewed / refereed research journal ISSN 3049-2734 (Online) Volume 03 Issue III Publication period July–September 2026 Publication date 15 September 2026 Manuscript received 1 September 2026 Manuscript accepted 10 September 2026 Page range 198–205 Article length 8 pages Impact factor stated in article GSRD-IF: 5.001 Copyright © 2026 The Author(s) Access type Open access Licence Creative Commons Attribution 4.0 International (CC BY 4.0) Journal website https://iipublications.com/iipimrj/ Articles..pdf 7. Recommended Citation (APA Style) Satarkar, G. S. (2026). Role of Indian languages, literature and folk traditions in value education. IIP: International Multidisciplinary Research Journal (IIPIMRJ), 3(III), 198–205. 8. Additional Publication Metadata Language of publication: English Document type: Research article Research approach: Qualitative, descriptive, and analytical Research design: Conceptual study based on secondary sources Primary data collection: Not conducted Plagiarism report: The article reports a similarity index of 6 using Plagiarism Checker X, dated 9 September 2026. Copyright and reuse: The article states that it is distributed under the Creative Commons Attribution 4.0 International licence, subject to proper attribution. Articles..pdf

این مقاله پژوهشی به بررسی نقش زبان‌ها، ادبیات و سنت‌های عامیانه هندی در ترویج و تقویت آموزش ارزش‌ها در جامعه معاصر هند می‌پردازد. نویسنده، Mr. Ganesh Shrirang Satarkar، دانشجوی سال اول کارشناسی ارشد مدیریت هتلداری و فناوری پذیرایی، گروه مدیریت گردشگری و هتلداری (DTHM)، دانشگاه مرکزی Haryana، هند، به بررسی این موضوع می‌پردازد که چگونه تنوع زبانی، سنت‌های ادبی، روایت‌های شفاهی، ترانه‌های عامیانه، ضرب‌المثل‌ها، تئاتر سنتی، جشنواره‌ها و دانش فرهنگی بومی به آگاهی اخلاقی، رشد شخصیت، هویت فرهنگی و مسئولیت اجتماعی کمک می‌کنند. این مطالعه با رویکرد کیفی، توصیفی و تحلیلی و مبتنی بر منابع ثانویه از جمله کتاب‌ها، مقالات علمی، سیاست‌های آموزشی، گزارش‌ها و متون دانشگاهی انجام شده است. در این مقاله به نقش زبان‌ها و ادبیات منطقه‌ای هند در تقویت همدلی، تفکر انتقادی، برابری، مدارا، همکاری، مسئولیت‌پذیری زیست‌محیطی و همبستگی اجتماعی پرداخته می‌شود. همچنین اهمیت ادغام میراث فرهنگی با شیوه‌های آموزشی معاصر و ارزش‌های قانون اساسی مورد توجه قرار گرفته است. مقاله تأکید می‌کند که نهادهای آموزشی باید سنت‌های مثبت فرهنگی را حفظ کرده و همزمان به صورت انتقادی با رویه‌های مرتبط با تبعیض، نابرابری، طرد و نقض کرامت انسانی برخورد کنند. نتیجه‌گیری پژوهش بیان می‌کند که ادغام معنادار زبان‌ها، ادبیات و سنت‌های عامیانه هندی در آموزش می‌تواند به توسعه همه‌جانبه و شکل‌گیری شهروندانی اخلاق‌مدار، مسئول، آگاه به فرهنگ و متعهد به اجتماع کمک کند.

Abstract The Baka people, an indigenous forest community in Cameroon's East Region, hold a distinct body of social practices, ecological knowledge, and cultural values shaped by their historical relationship with the forest environment. This study examines the influence of social practices of the Baka people on the implementation of the geography curriculum in schools within the East Region of Cameroon. The study adopted a mixed-methods research design, combining quantitative and qualitative approaches. The target population comprised of Geography teachers and students especially Baka students enrolled in secondary schools in selected Baka community of the East region in the study area. Two instruments were used to collect data which were questionnaires and interview guides. Quantitative data obtained from the questionnaires were coded and analysed using descriptive and inferential statistics. Descriptive statistics included frequencies, percentages, means and standard deviations. These statistics were used to describe the prevalence of particular Baka social practices and participants' perceptions of their influence on Geography curriculum implementation. Inferential analysis was used to examine relationships between selected dimensions of Baka social practices and indicators of curriculum implementation. The findings indicate that Baka social practices have significant implications for curriculum implementation, although their influence should not be understood exclusively in negative terms. Baka livelihood practices, language, cultural values, traditional learning processes and Indigenous environmental knowledge interact with formal schooling in complex ways. Some practices may contribute to irregular attendance or difficulties in adapting to conventional classroom routines, while others provide valuable knowledge and experiences that can enrich Geography education. The study contributes to broader debates on curriculum relevance, indigenous knowledge integration, and educational equity for marginalized populations in Cameroon, and offers recommendations for curriculum policy and teacher training that better reflect the sociocultural realities of indigenous learners. Based on the findings, the researcher recommends that Geography teachers should incorporate local examples into classroom instruction. Lessons on ecosystems, natural resources, agriculture, environmental conservation, settlement and human–environment relationships should make use of geographical features and activities familiar to Baka learners. Teacher-training institutions should strengthen preparation in culturally responsive pedagogy. Curriculum developers should provide greater flexibility for the inclusion of Indigenous and local knowledge. schools should make greater use of experiential learning. Keywords Baka people, social practices, curriculum implementation, geography education, indigenous knowledge, East Region Cameroon

چکیده مردم Baka، جامعه‌ای بومی و جنگل‌نشین در منطقه شرق کامرون، دارای مجموعه‌ای متمایز از کنش‌های اجتماعی، دانش بوم‌شناختی و ارزش‌های فرهنگی هستند که توسط رابطه تاریخی آن‌ها با محیط جنگل شکل گرفته است. این پژوهش به بررسی تأثیر کنش‌های اجتماعی مردم Baka بر اجرای برنامهٔ درسی جغرافیا در مدارس منطقه شرق کامرون می‌پردازد. این مطالعه از طرح پژوهش آمیخته، با ترکیب رویکردهای کمی و کیفی، بهره گرفته است. جامعه هدف شامل دبیران جغرافیا و دانش‌آموزان، به ویژه دانش‌آموزان Baka ثبت‌نام‌شده در مدارس متوسطه منتخب جامعه Baka در منطقه مورد مطالعه بوده است. برای گردآوری داده‌ها از دو ابزار پرسشنامه و راهنمای مصاحبه استفاده شد. داده‌های کمی به‌دست‌آمده از پرسشنامه‌ها کدگذاری و با استفاده از آمار توصیفی و استنباطی تحلیل شدند. آمار توصیفی شامل فراوانی، درصد، میانگین و انحراف معیار بود. این آمار برای توصیف شیوع کنش‌های اجتماعی خاص Baka و ادراک شرکت‌کنندگان از تأثیر آن‌ها بر اجرای برنامهٔ درسی جغرافیا به‌کار رفت. تحلیل استنباطی برای بررسی روابط میان ابعاد منتخب کنش‌های اجتماعی Baka و شاخص‌های اجرای برنامهٔ درسی استفاده شد. یافته‌ها نشان می‌دهد که کنش‌های اجتماعی Baka پیامدهای معناداری برای اجرای برنامهٔ درسی دارند، هرچند تأثیر آن‌ها نباید صرفاً منفی تلقی شود. شیوه‌های معیشتی، زبان، ارزش‌های فرهنگی، فرایندهای یادگیری سنتی و دانش بومی محیط‌زیستی Baka به‌شیوه‌هایی پیچیده با آموزش رسمی تعامل دارند. برخی از این کنش‌ها ممکن است به حضور نامنظم یا دشواری در سازگاری با روال‌های کلاسیک منجر شود، در حالی که برخی دیگر دانش و تجربیات ارزشمندی را فراهم می‌کنند که می‌تواند آموزش جغرافیا را غنی سازد. این پژوهش به مباحث گسترده‌تر دربارهٔ ارتباط برنامهٔ درسی، ادغام دانش بومی و عدالت آموزشی برای جمعیت‌های به‌حاشیه‌رانده‌شده در کامرون کمک می‌کند و پیشنهادهایی برای سیاست‌گذاری برنامهٔ درسی و آموزش معلمان ارائه می‌دهد که بازتاب‌دهنده واقعیت‌های اجتماعی‌فرهنگی فراگیران بومی باشد. بر اساس یافته‌ها، پژوهشگر توصیه می‌کند که دبیران جغرافیا نمونه‌های محلی را در آموزش کلاس درس بگنجانند. درس‌هایی دربارهٔ اکوسیستم‌ها، منابع طبیعی، کشاورزی، حفاظت محیط‌زیست، سکونتگاه و روابط انسان و محیط باید از ویژگی‌ها و فعالیت‌های جغرافیایی آشنا برای فراگیران Baka بهره گیرند. مؤسسات تربیت معلم باید آمادگی در زمینهٔ آموزش پاسخگو به فرهنگ را تقویت کنند. تدوین‌کنندگان برنامهٔ درسی باید انعطاف‌پذیری بیشتری برای گنجاندن دانش بومی و محلی فراهم آورند. مدارس باید از یادگیری تجربی بیشتر بهره ببرند.

Islamic boarding schools are educational institutions that focus on teaching religious knowledge, including various traditional Islamic books. Besides that, pesantren also equip students with various positive life skills, like memorizing hadiths, practicing prayer, leading prayers, and other life skills. The study aims to analyze the factors influencing the development of students' social skills at Islamic Boarding Schools. This study adopted a qualitative case study approach. The study was conducted at the Mambaul 'Ulum Tujungmuli Islamic Boarding School, Karangmoncol District, Purbalingga Regency. The subjects were the caretakers of the Islamic boarding school. Data were collected using interview and documentation techniques. Data were analyzed using interactive analysis. The results of the study reported that the development of students' life skills was influenced both driving and inhibiting factors. The driving factors originated from both internal and external sources. Internal aspects were characterized by the willingness and enthusiasm of the caretakers, the purpose of establishing the Islamic boarding school, sociological awareness, and internalization of Islamic boarding school teachings. External aspects were characterized by of the importance of deepening religious knowledge, the community's need for education, the desire to build social integration, and maintaining harmony among humans. Factors inhibiting the development of students' life skills included technological changes and changing times, a lack of communication between residents and the Islamic boarding school, limited agricultural land, and inadequate agricultural infrastructure.

مدارس شبانه‌روزی اسلامی، نهادهای آموزشی‌ای هستند که بر آموزش معارف دینی، از جمله کتب سنتی اسلامی، تمرکز دارند. افزون بر این، این مدارس دانش‌آموزان را به مهارت‌های مثبت زندگی همچون حفظ احادیث، تمرین نماز، امامت جماعت و سایر مهارت‌های زندگی مجهز می‌کنند. هدف پژوهش حاضر، تحلیل عوامل مؤثر بر توسعه مهارت‌های اجتماعی دانش‌آموزان در مدارس شبانه‌روزی اسلامی است. این پژوهش با رویکرد کیفی و به روش مطالعه موردی انجام شده است. محل انجام پژوهش، مدرسه شبانه‌روزی اسلامی Mambaul 'Ulum Tujungmuli در بخش Karangmoncol، شهرستان Purbalingga بوده است. شرکت‌کنندگان پژوهش، متولیان مدرسه شبانه‌روزی اسلامی بودند. داده‌ها با استفاده از مصاحبه و تکنیک‌های مستندسازی گردآوری شد. تحلیل داده‌ها به روش تحلیل تعاملی صورت گرفت. نتایج پژوهش نشان داد که توسعه مهارت‌های زندگی دانش‌آموزان تحت تأثیر عوامل محرک و بازدارنده قرار دارد. عوامل محرک از منابع داخلی و خارجی نشأت می‌گیرند. جنبه‌های داخلی شامل تمایل و اشتیاق متولیان، هدف از تأسیس مدرسه شبانه‌روزی اسلامی، آگاهی جامعه‌شناختی و درونی‌سازی آموزه‌های مدرسه شبانه‌روزی اسلامی بود. جنبه‌های خارجی شامل اهمیت تعمیق دانش دینی، نیاز جامعه به آموزش، تمایل به ایجاد همبستگی اجتماعی و حفظ هماهنگی میان انسان‌ها بود. عوامل بازدارنده توسعه مهارت‌های زندگی دانش‌آموزان شامل تغییرات فناورانه و تغییرات زمانه، کمبود ارتباط میان ساکنان و مدرسه شبانه‌روزی اسلامی، محدودیت زمین‌های کشاورزی و زیرساخت‌های ناکافی کشاورزی بود.

Digital technology has reshaped how students learn, access information, and communicate. Alongside these benefits, it raises ethical concerns such as misinformation, plagiarism, and technology misuse. Integrating knowledge, faith, and good deeds is therefore needed to nurture students who are intellectually capable, spiritually aware, and morally grounded. This study explores the concepts of knowledge, faith, and good deeds and how they relate to one another from an Islamic perspective, as well as their relevance to student character building in the digital era. Using a descriptive qualitative library research design, the study reviews pertinent Qur'anic verses and scholarly journal articles on Islamic education, character development, and digital ethics. The results show that knowledge supplies intellectual understanding, faith provides the basis of moral values, and good deeds put knowledge and faith into practice in daily life. Together, these elements offer a conceptual basis for academic honesty, critical thinking, social responsibility, and ethical use of technology. In conclusion, building student character calls for a balance among intellectual competence, spiritual values, and consistent moral conduct so that students can meet digital-era challenges responsibly.

فناوری دیجیتال شیوه‌های یادگیری، دسترسی به اطلاعات و ارتباط دانشجویان را دگرگون کرده است. در کنار این مزایا، نگرانی‌های اخلاقی همچون اطلاعات نادرست، سرقت علمی و سوءاستفاده از فناوری نیز مطرح می‌شود. بنابراین، ادغام علم، ایمان و عمل صالح برای پرورش دانشجویانی که از لحاظ فکری توانمند، از نظر معنوی آگاه و از لحاظ اخلاقی پایبند هستند، ضروری است. این پژوهش به بررسی مفاهیم علم، ایمان و عمل صالح و نحوه ارتباط آن‌ها با یکدیگر از منظر اسلامی و همچنین اهمیت آن‌ها در شکل‌گیری شخصیت دانشجویان در عصر دیجیتال می‌پردازد. با استفاده از روش پژوهش کیفی توصیفی از نوع کتابخانه‌ای، آیات مرتبط قرآن کریم و مقالات علمی درباره آموزش اسلامی، رشد شخصیت و اخلاق دیجیتال مورد بررسی قرار گرفته‌اند. نتایج نشان می‌دهد که علم، فهم و درک فکری را فراهم می‌کند، ایمان مبنای ارزش‌های اخلاقی را شکل می‌دهد و عمل صالح، علم و ایمان را در زندگی روزمره به اجرا درمی‌آورد. این عناصر در کنار یکدیگر، مبنایی مفهومی برای صداقت علمی، تفکر انتقادی، مسئولیت اجتماعی و استفاده اخلاقی از فناوری ارائه می‌کنند. در نتیجه، شکل‌گیری شخصیت دانشجویان مستلزم تعادل میان شایستگی فکری، ارزش‌های معنوی و رفتار اخلاقی مستمر است تا دانشجویان بتوانند با مسئولیت‌پذیری با چالش‌های عصر دیجیتال مواجه شوند.

Elementary school is the first place where children systematically encounter questions about what it means to know, where knowledge comes from, and how a claim comes to count as true. Yet the epistemological assumptions underpinning everyday elementary teaching are seldom made explicit. This article examines the nature of children’s knowledge in elementary education practice by analysing two competing images of the child: the passive recipient (tabula rasa) and the active constructor of knowledge. Using conceptual-philosophical analysis of classical and contemporary works in epistemology, developmental psychology, and educational theory, the study finds that (a) the tabula rasa image persists in practice through initiation-response-evaluation talk, reliance on rote memorisation, and the treatment of error as failure; (b) constructivist traditions position the child as a builder of knowledge but are frequently misread as the absence of guidance; and (c) the two poles are better understood as a continuum than as a dichotomy. The article proposes an epistemological framework for simple learning built on five principles: prior knowledge as a starting point, simplicity as intellectual honesty, error as epistemic data, justification through dialogue, and graduated guidance. The framework is intended to help teachers, teacher educators, and curriculum designers examine the epistemological assumptions behind their practice.

مدرسه ابتدایی نخستین مکانی است که کودکان به طور نظام‌مند با پرسش‌هایی درباره معنای دانستن، منشأ دانش و چگونگی اعتبار یافتن یک ادعا به عنوان حقیقت مواجه می‌شوند. با این حال، مفروضات معرفت‌شناختی که زیربنای آموزش روزمره در مدارس ابتدایی هستند، به ندرت به طور صریح بیان می‌شوند. این مقاله با تحلیل دو تصویر رقیب از کودک—گیرنده منفعل (لوح سفید) و سازنده فعال دانش—به بررسی ماهیت دانش کودکان در عمل آموزش ابتدایی می‌پردازد. با بهره‌گیری از تحلیل مفهومی-فلسفی آثار کلاسیک و معاصر در حوزه معرفت‌شناسی، روان‌شناسی رشد و نظریه آموزش، این پژوهش نشان می‌دهد که (الف) تصویر لوح سفید از طریق گفت‌وگوی آغاز-پاسخ-ارزیابی، اتکاء به حفظ طوطی‌وار و تلقی خطا به عنوان شکست، همچنان در عمل باقی مانده است؛ (ب) سنت‌های ساخت‌گرایانه کودک را به عنوان سازنده دانش معرفی می‌کنند، اما اغلب به اشتباه به عنوان فقدان راهنمایی تفسیر می‌شوند؛ و (ج) این دو قطب بیش از آنکه دوگانگی باشند، باید به عنوان یک پیوستار درک شوند. این مقاله چارچوبی معرفت‌شناختی برای یادگیری ساده بر اساس پنج اصل پیشنهاد می‌کند: دانش پیشین به عنوان نقطه آغاز، سادگی به عنوان صداقت فکری، خطا به عنوان داده معرفتی، توجیه از طریق گفت‌وگو و راهنمایی تدریجی. این چارچوب با هدف کمک به معلمان، مربیان معلم و طراحان برنامه درسی برای بررسی مفروضات معرفت‌شناختی زیربنای عمل آن‌ها ارائه می‌شود.

The increasing orientation of educational evaluation toward numerical achievement has the potential to narrow the meaning of education into scores, rankings, and administrative targets. This issue is particularly important in Islamic education because its objectives involve not only knowledge acquisition but also personal development, moral formation, and the application of Islamic values. This study aims to analyze the impact of quantitative evaluation on the objectives of Islamic education and formulate a more holistic orientation of evaluation. The study employs a descriptive qualitative method using a critical pedagogy approach and philosophical analysis. The findings indicate that numerical dominance can shift educational attention from human formation toward measurable outcomes, strengthen individual competition, and neglect moral and spiritual dimensions. Evaluation therefore needs to be reoriented through justice, self-reflection, balance, and moral formation so that assessment serves not only to measure learning but also to educate and improve students.

افزایش گرایش به ارزیابی آموزشی مبتنی بر دستاوردهای عددی، این پتانسیل را دارد که معنای آموزش را به نمرات، رتبه‌بندی‌ها و اهداف اداری محدود کند. این مسئله به‌ویژه در آموزش اسلامی اهمیت دارد، زیرا اهداف آن تنها به کسب دانش محدود نمی‌شود، بلکه شامل رشد فردی، شکل‌گیری اخلاقی و به‌کارگیری ارزش‌های اسلامی نیز هست. هدف این پژوهش، تحلیل تأثیر ارزیابی کمی بر اهداف آموزش اسلامی و تدوین رویکردی جامع‌تر برای ارزیابی است. این مطالعه با استفاده از روش کیفی توصیفی و رویکرد پداگوژی انتقادی و تحلیل فلسفی انجام شده است. یافته‌ها نشان می‌دهد که سلطه عددی می‌تواند توجه آموزشی را از شکل‌دهی انسان به سوی نتایج قابل اندازه‌گیری سوق دهد، رقابت فردی را تقویت کند و ابعاد اخلاقی و معنوی را نادیده بگیرد. بنابراین، ارزیابی باید از طریق عدالت، خودبازتابی، تعادل و شکل‌گیری اخلاقی بازنگری شود تا سنجش نه‌تنها برای اندازه‌گیری یادگیری، بلکه برای تربیت و ارتقای دانش‌آموزان به کار رود.

Islamic higher education continues to face challenges from the dominance of secular, materialistic, and positivistic Western epistemology in curriculum development, theory building, and academic research. This indicates curriculum colonialism operating through the secularization of course content and the hegemony of international publication standards, a condition that ultimately affects how Islamic Religious Education (PAI) is designed and taught in elementary schools, since PAI teachers and curriculum developers are themselves trained within that same higher-education system. This study aims to uncover these practices, analyze their impact on Islamic education, and examine their implications for PAI instruction at the elementary level (SD/MI). Using a qualitative library-research method, this study analyzes 12 journal articles published in 2021–2025 as the main sources, supported by methodology books, policy documents, and primary works of the key thinkers, on the decolonization of knowledge. The results show that curriculum colonialism operates through the dominance of Western theories in the learning process, the separation of knowledge from divine values, and higher education's dependence on publication standards set by institutions such as Scopus and Web of Science. This dichotomy of knowledge risks being reproduced in elementary PAI instruction whenever teacher-training curricula remain uncritically Western in orientation, while integrated schools that succeed in bridging faith and science tend to do so through grassroots initiative rather than systemic curriculum reform. Curriculum reconstruction is therefore needed at both levels through integrating knowledge and religion, strengthening Islamic scholarship, reforming PAI teacher-education curricula, and building an independent scientific publication system. In conclusion, curriculum colonialism in Islamic higher education has the potential to be passed on to elementary PAI instruction through teacher education. This study recommends integrating knowledge and religion in the curricula of Islamic higher education and PAI teacher education, and conducting further empirical research in elementary schools (SD/MI).

آموزش عالی اسلامی همچنان با چالش‌هایی ناشی از سلطهٔ معرفت‌شناسی غربی سکولار، مادی‌گرا و پوزیتیویستی در توسعهٔ برنامهٔ درسی، نظریه‌پردازی و پژوهش‌های علمی مواجه است. این امر نشان‌دهندهٔ استعمار برنامهٔ درسی است که از طریق سکولاریزه‌کردن محتوای دروس و هژمونی استانداردهای بین‌المللی انتشار علمی عمل می‌کند؛ وضعیتی که در نهایت بر نحوهٔ طراحی و آموزش تعلیمات دینی اسلامی (PAI) در مدارس ابتدایی تأثیر می‌گذارد، چرا که معلمان و برنامه‌ریزان درسی PAI خود در همین نظام آموزش عالی تربیت می‌شوند. هدف این پژوهش، کشف این رویه‌ها، تحلیل تأثیرات آن بر آموزش اسلامی و بررسی پیامدهای آن برای آموزش PAI در سطح ابتدایی (SD/MI) است. این پژوهش با استفاده از روش کیفی کتابخانه‌ای، ۱۲ مقالهٔ علمی منتشرشده در سال‌های ۲۰۲۱ تا ۲۰۲۵ را به‌عنوان منابع اصلی و همچنین کتاب‌های روش‌شناسی، اسناد سیاستی و آثار اصلی اندیشمندان کلیدی حوزهٔ استعمارزدایی معرفت را تحلیل می‌کند. نتایج نشان می‌دهد که استعمار برنامهٔ درسی از طریق سلطهٔ نظریه‌های غربی در فرایند یادگیری، جدایی دانش از ارزش‌های الهی و وابستگی آموزش عالی به استانداردهای انتشار علمی نهادهایی مانند Scopus و Web of Science عمل می‌کند. این دوگانگی معرفتی در آموزش PAI ابتدایی زمانی بازتولید می‌شود که برنامه‌های تربیت معلم بدون نقدپذیری، همچنان با رویکرد غربی باقی بمانند؛ در حالی که مدارس تلفیقی که موفق به پیوند ایمان و علم می‌شوند، عمدتاً این کار را از طریق ابتکار عمل‌های مردمی و نه اصلاحات نظام‌مند برنامهٔ درسی انجام می‌دهند. بنابراین بازسازی برنامهٔ درسی در هر دو سطح از طریق ادغام دانش و دین، تقویت دانش اسلامی، اصلاح برنامه‌های تربیت معلم PAI و ایجاد نظام مستقل انتشار علمی ضروری است. در نتیجه، استعمار برنامهٔ درسی در آموزش عالی اسلامی این پتانسیل را دارد که از طریق تربیت معلم به آموزش PAI ابتدایی منتقل شود. این پژوهش ادغام دانش و دین را در برنامه‌های درسی آموزش عالی اسلامی و تربیت معلم PAI توصیه می‌کند و انجام پژوهش‌های تجربی بیشتر در مدارس ابتدایی (SD/MI) را پیشنهاد می‌دهد.

As Tribal Nations explore emerging opportunities in bio-based economies, hemp education offers a meaningful platform for integrating land stewardship, cultural knowledge, community priorities, and workforce development. Yet existing science, technology, engineering, and mathematics (STEM) and agricultural education models rarely provide culturally grounded approaches that integrate Indigenous epistemologies, land-based pedagogy, and sovereignty-centered economic development. This article introduces a conceptual Indigenous land-based curriculum framework for culturally grounded STEM and agricultural education, using hemp education as an applied and relational learning context. Grounded in Indigenous research methodologies and guided by a Two-Eyed Seeing orientation, the framework was developed through qualitative conceptual inquiry and iterative synthesis of scholarship on Indigenous epistemologies, culturally grounded STEM education, land-based learning, and community-centered economic development. Centered on Land, Culture, Voice, and Economics as foundational dimensions of curriculum design, the model is represented through a flower metaphor that emphasizes holistic, experiential, place-based, community-based, and intergenerational learning. Indigenous values of reciprocity, relationality, responsibility, and respect further shape how teaching and learning are enacted within the framework. By articulating a cohesive pedagogical structure that bridges Indigenous knowledge systems, applied STEM learning, and sustainable bio-based economic futures, the article offers a conceptual model for designing culturally grounded curricula, advances scholarship on Indigenous land-based curriculum design, and provides a foundation for future curriculum development and research.

همزمان با اینکه ملت‌های قبیله‌ای فرصت‌های نوظهور در اقتصادهای زیستی را بررسی می‌کنند، آموزش شاهدانه بستری معنادار برای ادغام سرپرستی زمین، دانش فرهنگی، اولویت‌های جامعه و توسعه نیروی کار فراهم می‌آورد. با این حال، مدل‌های موجود آموزش علوم، فناوری، مهندسی و ریاضیات (STEM) و کشاورزی به ندرت رویکردهایی مبتنی بر فرهنگ ارائه می‌دهند که معرفت‌شناسی‌های بومی، آموزش مبتنی بر زمین و توسعه اقتصادی مبتنی بر حاکمیت را ادغام کنند. این مقاله چارچوب مفهومی برنامه درسی مبتنی بر زمین بومی را برای آموزش STEM و کشاورزی مبتنی بر فرهنگ معرفی می‌کند و از آموزش شاهدانه به عنوان زمینه‌ای کاربردی و ارتباطی برای یادگیری بهره می‌گیرد. این چارچوب که بر مبنای روش‌شناسی‌های پژوهش بومی و با هدایت رویکرد «دیدن با دو چشم» تدوین شده است، از طریق پژوهش مفهومی کیفی و ترکیب تدریجی آثار علمی درباره معرفت‌شناسی‌های بومی، آموزش STEM مبتنی بر فرهنگ، یادگیری مبتنی بر زمین و توسعه اقتصادی مبتنی بر جامعه توسعه یافته است. این مدل با تمرکز بر زمین، فرهنگ، صدا و اقتصاد به عنوان ابعاد بنیادین طراحی برنامه درسی، از استعاره گل برای نمایش یادگیری کل‌نگر، تجربی، مبتنی بر مکان، مبتنی بر جامعه و بین‌نسلی بهره می‌گیرد. ارزش‌های بومی همچون دوسویگی، ارتباط‌مندی، مسئولیت‌پذیری و احترام نیز نحوه اجرای آموزش و یادگیری را در این چارچوب شکل می‌دهند. این مقاله با تبیین ساختاری آموزشی که نظام‌های دانشی بومی، یادگیری کاربردی STEM و آینده‌های اقتصادی زیستی پایدار را به هم پیوند می‌دهد، مدلی مفهومی برای طراحی برنامه‌های درسی مبتنی بر فرهنگ ارائه می‌دهد، پژوهش‌ها در زمینه طراحی برنامه درسی مبتنی بر زمین بومی را پیش می‌برد و بنیانی برای توسعه و پژوهش‌های آتی برنامه درسی فراهم می‌کند.

Background External ventricular drainage (EVD) is an important intervention in the management of patients with severe neurological conditions, and standardized nursing care is essential for preventing complications and ensuring patient safety. Nurses’ knowledge of recommended EVD care practices is an important foundation for safe and evidence-based care. However, existing instruments for assessing EVD-related nursing knowledge are often lengthy or have limited psychometric validation, which may restrict their use in routine clinical assessment and large-scale training. Therefore, a brief, reliable, and psychometrically robust instrument is needed to efficiently assess nurses’ knowledge of EVD care practices and identify areas requiring targeted education. Aim To translate and culturally adapt the Short Knowledge Test to Evaluate Awareness of External Ventricular Drain Care Practices and evaluate its psychometric properties among Chinese nurses using the Rasch model, thereby providing a reliable tool for the rapid assessment of nurses’ self-reported knowledge of recommended EVD care practices and the identification of targeted training needs. Method The original scale was translated and culturally adapted into Chinese using the Brislin forward–backward translation method, resulting in the Chinese version of the Short Knowledge Test to Evaluate Awareness of External Ventricular Drain Care Practices (C-SKT-EVD). A cross-sectional survey was conducted among clinical nurses recruited from First Affiliated Hospital of Jinzhou Medical University, Liaoning Province, mainland China. 242 valid participants included in the final analysis. Descriptive statistics were performed using SPSS version 26.0, and the psychometric properties of the scale were evaluated using the Rasch Rating Scale Model in Winsteps version 3.72.3, focusing on unidimensionality, item fit, category functioning, item–person distribution, test information function, separation indices and reliability, and differential item functioning (DIF). Results The empirical variance explained by the measures was 55.1%, and the eigenvalue of the first contrast was 1.4, supporting the unidimensionality of the C-SKT-EVD. The Infit mean-square (MNSQ) values for the seven items ranged from 0.94 to 1.16, while the Outfit MNSQ values ranged from 0.94 to 1.07, all indicating acceptable fit to the Rasch model. The point-measure correlation coefficients (PT-Measure Corr.) ranged from 0.63 to 0.70, suggesting good alignment between the items and the underlying latent construct. The observed average measures across the five rating categories increased monotonically, and the category thresholds were ordered sequentially. The category probability curves also showed clearly defined peaks, indicating that the rating categories functioned well and that no category collapsing was required. The item difficulty distribution was generally well matched to the respondents’ levels of self-reported EVD care knowledge, and the test information function indicated higher measurement precision around the average level of the measured construct, with relatively less information provided for respondents with extremely high or low levels of the latent trait. Conclusion The C-SKT-EVD demonstrated generally acceptable Rasch measurement properties in the present sample of Chinese nurses, providing preliminary evidence for its use as a brief screening and educational assessment tool for self-reported knowledge of recommended EVD care practices. However, these findings do not establish comprehensive validity or objective clinical competence. Further multicenter studies in diverse nursing populations are needed to confirm its broader applicability.

زمینه: درناژ بطنی خارجی (EVD) یک مداخله مهم در مدیریت بیماران با شرایط شدید نورولوژیک است و مراقبت پرستاری استاندارد برای پیشگیری از عوارض و تضمین ایمنی بیمار ضروری است. دانش پرستاران درباره مراقبت‌های توصیه‌شده EVD، پایه‌ای مهم برای مراقبت ایمن و مبتنی بر شواهد به‌شمار می‌رود. با این حال، ابزارهای موجود برای سنجش دانش پرستاری مرتبط با EVD اغلب طولانی یا دارای روایی و پایایی روان‌سنجی محدودی هستند که ممکن است استفاده از آن‌ها را در ارزیابی‌های بالینی روتین و آموزش‌های وسیع محدود کند. بنابراین، وجود ابزاری کوتاه، پایا و دارای ویژگی‌های روان‌سنجی قوی برای سنجش کارآمد دانش پرستاران درباره مراقبت‌های EVD و شناسایی حوزه‌های نیازمند آموزش هدفمند ضروری است. هدف: ترجمه و بومی‌سازی فرهنگی آزمون کوتاه دانش برای ارزیابی آگاهی از مراقبت‌های درناژ بطنی خارجی و ارزیابی ویژگی‌های روان‌سنجی آن در میان پرستاران چینی با استفاده از مدل Rasch، به‌منظور ارائه ابزاری پایا برای ارزیابی سریع دانش خودگزارشی پرستاران از مراقبت‌های توصیه‌شده EVD و شناسایی نیازهای آموزشی هدفمند. روش: مقیاس اصلی با استفاده از روش ترجمه پیشرو–پسرو Brislin به زبان چینی ترجمه و بومی‌سازی فرهنگی شد و نسخه چینی آزمون کوتاه دانش برای ارزیابی آگاهی از مراقبت‌های درناژ بطنی خارجی (C-SKT-EVD) حاصل گردید. یک مطالعه مقطعی در میان پرستاران بالینی شاغل در بیمارستان وابسته اول دانشگاه علوم پزشکی Jinzhou، استان لیائونینگ، چین انجام شد. ۲۴۲ شرکت‌کننده معتبر در تحلیل نهایی وارد شدند. آمار توصیفی با استفاده از SPSS نسخه ۲۶.۰ انجام شد و ویژگی‌های روان‌سنجی مقیاس با مدل Rasch Rating Scale در نرم‌افزار Winsteps نسخه ۳.۷۲.۳ ارزیابی گردید و بر یک‌بعدی بودن، برازش ماده، عملکرد دسته‌بندی، توزیع ماده–فرد، تابع اطلاعات آزمون، شاخص‌های جداسازی و پایایی، و عملکرد افتراقی ماده (DIF) تمرکز شد. نتایج: واریانس تجربی تبیین‌شده توسط اندازه‌گیری‌ها ۵۵.۱٪ بود و مقدار ویژه اولین کنتراست ۱.۴ به‌دست آمد که یک‌بعدی بودن C-SKT-EVD را تأیید می‌کند. مقادیر Infit میانگین مربع (MNSQ) برای هفت ماده بین ۰.۹۴ تا ۱.۱۶ و مقادیر Outfit MNSQ بین ۰.۹۴ تا ۱.۰۷ بود که همگی برازش قابل قبول به مدل Rasch را نشان می‌دهند. ضرایب همبستگی نقطه–اندازه‌گیری (PT-Measure Corr.) بین ۰.۶۳ تا ۰.۷۰ بود که هم‌راستایی خوب مواد با سازه نهفته را نشان می‌دهد. میانگین اندازه‌گیری مشاهده‌شده در پنج دسته‌بندی امتیازدهی به‌صورت یکنواخت افزایش یافت و آستانه‌های دسته‌بندی به‌ترتیب مرتب بودند. منحنی‌های احتمال دسته‌بندی نیز اوج‌های مشخصی داشتند که نشان‌دهنده عملکرد مناسب دسته‌بندی‌ها و عدم نیاز به ادغام دسته‌ها بود. توزیع دشواری مواد به‌طور کلی با سطح دانش خودگزارشی مراقبت EVD پاسخ‌دهندگان تطابق داشت و تابع اطلاعات آزمون دقت اندازه‌گیری بالاتری را در سطح متوسط سازه اندازه‌گیری‌شده نشان داد، در حالی که برای پاسخ‌دهندگان با سطوح بسیار بالا یا پایین ویژگی نهفته، اطلاعات نسبتاً کمتری فراهم شد. نتیجه‌گیری: C-SKT-EVD در نمونه حاضر از پرستاران چینی ویژگی‌های اندازه‌گیری Rasch قابل قبولی را نشان داد و شواهد اولیه‌ای برای استفاده از آن به‌عنوان ابزار غربالگری و ارزیابی آموزشی کوتاه برای دانش خودگزارشی مراقبت‌های توصیه‌شده EVD فراهم کرد. با این حال، این یافته‌ها روایی جامع یا شایستگی بالینی عینی را اثبات نمی‌کند. مطالعات چندمرکزی بیشتر در جمعیت‌های متنوع پرستاری برای تأیید کاربرد وسیع‌تر آن مورد نیاز است.

This study examines how Indigenous African leadership philosophies, particularly Ubuntu and participatory governance models, can transform higher education institutions into sites of peace education and epistemic justice. It responds to the enduring marginalisation of Indigenous Knowledge Systems within African universities. A qualitative comparative institutional analysis design, underpinned by document-based research, was adopted. The study analysed 67 institutional documents from universities in Rwanda, South Africa, and Ghana. Rwanda’s post-genocide education reforms served as a critical embedded case. This offered insights into context-driven educational transformation. Eurocentric leadership structures remain deeply embedded across the cases, perpetuating epistemic injustice. Yet pockets of Afrocentric innovation are emerging. For instance, governance restructures in Rwanda incorporate restorative justice principles, gender equity initiatives are evident in South Africa, and curriculum reviews in Ghana propose Indigenous Knowledge Systems integration. Evidence from these institutional documents points to a gradual shift toward locally grounded leadership. Student movements like #RhodesMustFall further reveal how institutional hierarchies are being contested. The study proposes an epistemically just leadership framework, anchored in participatory governance, Ubuntu-informed pedagogy, and restorative policies. By centring Indigenous Knowledge Systems and African philosophical traditions, this research contributes to broader efforts toward epistemic justice, social cohesion, and the transformation of post-colonial institutions. It positions leadership transformation as foundational, not peripheral, to broader decolonisation efforts in African higher education.

این مطالعه به بررسی این موضوع می‌پردازد که چگونه فلسفه‌های رهبری بومی آفریقایی، به‌ویژه اوبونتو و الگوهای حکمرانی مشارکتی، می‌توانند مؤسسات آموزش عالی را به مکان‌هایی برای آموزش صلح و عدالت معرفتی تبدیل کنند. این پژوهش به حاشیه‌راندگی مداوم نظام‌های دانش بومی در دانشگاه‌های آفریقایی پاسخ می‌دهد. یک طرح تحلیل نهادی تطبیقی کیفی با تکیه بر پژوهش مبتنی بر اسناد اتخاذ شد. در این مطالعه، ۶۷ سند نهادی از دانشگاه‌های رواندا، آفریقای جنوبی و غنا تحلیل شد. اصلاحات آموزشی پس از نسل‌کشی در رواندا به‌عنوان یک مورد تعبیه‌شده انتقادی مورد استفاده قرار گرفت که بینش‌هایی درباره تحول آموزشی مبتنی بر زمینه ارائه داد. ساختارهای رهبری اروپامحور همچنان در تمامی موارد به‌طور عمیق نهادینه باقی مانده‌اند و بی‌عدالتی معرفتی را تداوم می‌بخشند. با این حال، نشانه‌هایی از نوآوری آفریقامحور در حال ظهور است؛ برای مثال، بازسازی‌های حکمرانی در رواندا اصول عدالت ترمیمی را دربرگرفته‌اند، ابتکارات برابری جنسیتی در آفریقای جنوبی مشهود است و بازنگری‌های برنامه درسی در غنا، ادغام نظام‌های دانش بومی را پیشنهاد می‌کنند. شواهد به‌دست‌آمده از این اسناد نهادی حاکی از تغییر تدریجی به‌سوی رهبری مبتنی بر زمینه محلی است. جنبش‌های دانشجویی مانند #RhodesMustFall همچنین نشان می‌دهند که چگونه سلسله‌مراتب‌های نهادی به چالش کشیده می‌شوند. این مطالعه چارچوبی برای رهبری عادلانه از نظر معرفتی پیشنهاد می‌کند که بر حکمرانی مشارکتی، آموزش مبتنی بر اوبونتو و سیاست‌های ترمیمی استوار است. با محوریت قرار دادن نظام‌های دانش بومی و سنت‌های فلسفی آفریقایی، این پژوهش به تلاش‌های گسترده‌تر برای عدالت معرفتی، انسجام اجتماعی و تحول نهادهای پساسلطه‌گرایانه کمک می‌کند. این پژوهش تحول رهبری را به‌عنوان امری بنیادین و نه حاشیه‌ای برای تلاش‌های گسترده‌تر استعمارزدایی در آموزش عالی آفریقا مطرح می‌کند.

Supervising teachers are central to school–university partnerships and to the professional experience of preservice teachers. This paper reports findings from a study examining the knowledge, skills, and attributes associated with effective supervising teachers. Survey data were collected from supervising teachers (n = 208) and university staff (n = 74) using open-ended and closed-ended questions. This paper focuses on responses to two open-ended questions regarding the characteristics and attributes of quality supervising teachers. More than 11,000 words of qualitative survey data were analysed using semantic content analysis. Findings identified ten commonly reported characteristics, including being communicative, supportive, organised, open-minded, and able to provide feedback. Participants also highlighted attributes such as empathy, patience, attentiveness, and approachability. Drawing on these findings and previous literature, the paper presents an updated framework of supervising teacher knowledge, skills, and attributes. The framework highlights the relational and multifaceted nature of supervising teacher practice.

معلمان راهنما نقش محوری در مشارکت‌های مدرسه و دانشگاه و همچنین تجربه حرفه‌ای معلمان پیش‌خدمت دارند. این مقاله یافته‌های پژوهشی را گزارش می‌کند که به بررسی دانش، مهارت‌ها و ویژگی‌های مرتبط با معلمان راهنمای مؤثر پرداخته است. داده‌های پیمایشی از معلمان راهنما (n = 208) و اعضای هیئت علمی دانشگاه (n = 74) با استفاده از پرسش‌های باز و بسته جمع‌آوری شد. این مقاله بر پاسخ‌ها به دو پرسش باز درباره ویژگی‌ها و خصوصیات معلمان راهنمای باکیفیت تمرکز دارد. بیش از ۱۱٬۰۰۰ واژه داده کیفی پیمایش با استفاده از تحلیل محتوای معنایی مورد بررسی قرار گرفت. یافته‌ها ده ویژگی رایج را شناسایی کردند، از جمله ارتباط‌گیری، حمایت‌گری، سازماندهی، ذهن باز و توانایی ارائه بازخورد. شرکت‌کنندگان همچنین به ویژگی‌هایی مانند همدلی، صبر، توجه و در دسترس بودن اشاره کردند. با بهره‌گیری از این یافته‌ها و ادبیات پیشین، مقاله چارچوب به‌روزشده‌ای از دانش، مهارت‌ها و ویژگی‌های معلمان راهنما ارائه می‌دهد. این چارچوب بر ماهیت رابطه‌ای و چندوجهی عملکرد معلم راهنما تأکید می‌کند.

Attitudes towards socioscientific issues (SSIs) represent crucial learning dispositions, as they can influence the students’ willingness to engage with SSIs. Animal experimentation is a particularly contentious SSI, with attitudes ranging from rejection to acceptance. They are influenced by external factors (e.g., research context, test animal) and internal factors (e.g., knowledge, ethical aspects). Understanding these attitudes is essential for fostering reflective engagement with SSIs in higher education. This study ( N = 503) examines self-reported attitudes of pre-service teacher biology students and non-pre-service teacher biology students towards three contexts: animal experimentation with nonhuman primates, animal experimentation with other test animals, and behavioural research with nonhuman primates. It also explores the internal factors underlying these attitudes. Students’ attitudes differed across contexts: animal experimentation with nonhuman primates was viewed most critically, while behavioural research was perceived most favourably. Pre-service teacher students expressed more ambivalent and negative attitudes than non-pre-service teacher students. Regarding internal factors, a clear explanatory pattern emerged: “pro” attitudes were mainly explained by knowledge, “ambivalent” attitudes by conditions (e.g., the necessity of the research), and “contra” attitudes by ethical aspects. Pre-service teacher students consistently explained their attitudes with more references to knowledge than non-pre-service teacher students. These findings highlight the need for evidence-based integration of learning dispositions into science (teacher) higher education that explicitly addresses the SSI animal experimentation.

نگرش‌ها نسبت به مسائل اجتماعی-علمی (SSIها) به‌عنوان گرایش‌های یادگیری حیاتی تلقی می‌شوند، چرا که می‌توانند بر تمایل دانشجویان برای درگیر شدن با SSIها تأثیر بگذارند. آزمایش بر روی حیوانات یک SSI به‌ویژه بحث‌برانگیز است که نگرش‌ها نسبت به آن از رد تا پذیرش متغیر است. این نگرش‌ها تحت تأثیر عوامل بیرونی (مانند زمینه پژوهش، حیوان مورد آزمایش) و عوامل درونی (مانند دانش، جنبه‌های اخلاقی) قرار دارند. درک این نگرش‌ها برای تقویت مشارکت تأملی با SSIها در آموزش عالی ضروری است. این مطالعه (N = 503) نگرش‌های خودگزارش‌شده دانشجویان زیست‌شناسی معلم‌آموز و غیرمعلم‌آموز را نسبت به سه زمینه بررسی می‌کند: آزمایش بر روی حیوانات با نخستی‌های غیرانسانی، آزمایش بر روی حیوانات با سایر حیوانات آزمایشی، و پژوهش رفتاری با نخستی‌های غیرانسانی. همچنین عوامل درونی زیربنایی این نگرش‌ها را مورد بررسی قرار می‌دهد. نگرش دانشجویان در زمینه‌های مختلف متفاوت بود: آزمایش بر روی حیوانات با نخستی‌های غیرانسانی بیشترین انتقاد را برانگیخت، در حالی که پژوهش رفتاری مطلوب‌ترین تلقی شد. دانشجویان معلم‌آموز نگرش‌های مبهم‌تر و منفی‌تری نسبت به دانشجویان غیرمعلم‌آموز ابراز کردند. در خصوص عوامل درونی، الگوی تبیینی روشنی مشاهده شد: نگرش‌های «موافق» عمدتاً با دانش توضیح داده شد، نگرش‌های «مبهم» با شرایط (مانند ضرورت پژوهش)، و نگرش‌های «مخالف» با جنبه‌های اخلاقی تبیین شدند. دانشجویان معلم‌آموز به طور مداوم نگرش‌های خود را با ارجاع بیشتری به دانش نسبت به دانشجویان غیرمعلم‌آموز توضیح دادند. این یافته‌ها بر ضرورت ادغام مبتنی بر شواهد گرایش‌های یادگیری در آموزش عالی علوم (و تربیت معلم علوم) که به طور صریح به SSI آزمایش بر روی حیوانات می‌پردازد، تأکید می‌کند.

This research aims to analyze the dialectics of qiraat in Islamic Religious Education by tracing the history of the development of qiraat, the standardization process of the Ottoman Mushaf, and the diversity of Al-Qur'an readings. This research uses a literature study method with a qualitative-descriptive approach. Research data was obtained from the Al-Qur'an, hadith, ulumul Qur'an books, books on the science of qiraat, academic books, journal articles, results of previous research, as well as official documents relating to the rasm and pentashihan mushaf. Data analysis was carried out through the stages of collection, reduction, categorization, interpretation, comparison and synthesis of various relevant sources. The research results show that qiraat is an important part of Al-Qur'an scholarship related to oral transmission, sanad, Arabic language rules, and Ottoman language. The diversity of qiraat has been known since the time of Rasulullah SAW and has a reliable basis for narration. Meanwhile, the standardization of the Ottoman Mushaf was carried out to maintain the unity of the community and establish a standard for the writing of the Qur'an, not to eliminate all authentic qiraat. The relationship between qiraat and the Ottoman Mushaf demonstrates the dialectic between the diversity of readings and the need for a unified written text. In the context of Islamic Religious Education, the integration of qiraat knowledge can strengthen Qur'anic literacy, foster tolerance, enhance critical thinking skills, and instill the value of moderation in responding to differences in Qur'anic readings. Therefore, qiraat knowledge needs to be introduced gradually and proportionally in Islamic Religious Education (PAI) learning.

هدف این پژوهش، تحلیل جدلیات قرائت در آموزش دینی اسلامی از طریق بررسی تاریخچه تحول قرائت‌ها، فرایند استانداردسازی مصحف عثمانی و تنوع قرائت‌های قرآن کریم است. این پژوهش با روش مطالعه اسنادی و رویکرد کیفی-توصیفی انجام شده است. داده‌های پژوهش از قرآن کریم، احادیث، کتب علوم قرآن، کتب علم قرائت، کتب دانشگاهی، مقالات علمی، نتایج پژوهش‌های پیشین و همچنین اسناد رسمی مرتبط با رسم و پنتاشیه مصحف گردآوری شده است. تحلیل داده‌ها از طریق مراحل گردآوری، کاهش، دسته‌بندی، تفسیر، مقایسه و تلفیق منابع مرتبط صورت گرفته است. نتایج پژوهش نشان می‌دهد که قرائت بخشی مهم از دانش قرآنی مرتبط با انتقال شفاهی، سند، قواعد زبان عربی و زبان عثمانی است. تنوع قرائت‌ها از زمان رسول‌الله (ص) شناخته شده و دارای مبنای روایی معتبر است. در حالی که استانداردسازی مصحف عثمانی به منظور حفظ وحدت امت و تعیین معیار برای کتابت قرآن انجام شد و هدف آن حذف تمامی قرائت‌های معتبر نبوده است. رابطه میان قرائت و مصحف عثمانی، جدلی میان تنوع قرائت‌ها و ضرورت وحدت متن مکتوب را نشان می‌دهد. در زمینه آموزش دینی اسلامی، ادغام دانش قرائت می‌تواند سواد قرآنی را تقویت کند، روحیه تساهل را پرورش دهد، مهارت‌های تفکر انتقادی را ارتقا بخشد و ارزش تعدیل‌گری را در مواجهه با تفاوت‌های قرائت‌های قرآنی نهادینه سازد. بنابراین، لازم است دانش قرائت به صورت تدریجی و متناسب در آموزش دینی اسلامی (PAI) معرفی شود.

Contemporary Islamic education faces various challenges, including the dichotomy of knowledge, the tension between faith and science, religious exclusivism, and the crisis of rationality and critical thinking in the digital era. This study aims to analyze the relevance of Al-Kindi's thought in understanding and responding to these problems through a study of the work of F? al-Falsafah al-?l?. This study uses a qualitative approach with literature study methods and content analysis techniques. Primary data is in the form of Al-Kindi's works translated by Adamson and Pormann, while secondary data is obtained from relevant academic literature. Analysis is carried out through tracing arguments in primary texts, comparisons with secondary sources, and critical interpretations of their relevance to contemporary Islamic education. The results of the study show that Al-Kindi's thought can be reconstructed through four main aspects, namely the alignment of the goals of revelation and reason, openness to the truth without limiting its origins, the connectedness of knowledge culminating in the recognition of God, and criticism of the rejection of philosophy based on certain interests. These four aspects provide a conceptual foundation for the development of Islamic education that is integrative, dialogical, open to the development of science, and oriented towards strengthening critical reason. This study contributes to the development of a conceptual framework of Islamic education that connects classical philosophical thought with the challenges of contemporary education in a critical manner.

آموزش اسلامی معاصر با چالش‌های متعددی از جمله دوگانگی دانش، تنش میان ایمان و علم، انحصارگرایی دینی و بحران عقلانیت و تفکر انتقادی در عصر دیجیتال مواجه است. هدف این پژوهش تحلیل اهمیت اندیشه‌های الکندی در فهم و پاسخ‌گویی به این مسائل از طریق مطالعه اثر فِی الفلسفه العلیا است. این پژوهش با رویکرد کیفی و با استفاده از روش مطالعه اسنادی و تکنیک تحلیل محتوا انجام شده است. داده‌های اولیه شامل آثار الکندی ترجمه‌شده توسط Adamson و Pormann بوده و داده‌های ثانویه از متون علمی مرتبط به‌دست آمده است. تحلیل از طریق پیگیری استدلال‌ها در متون اولیه، مقایسه با منابع ثانویه و تفسیر انتقادی از میزان ارتباط آن‌ها با آموزش اسلامی معاصر صورت گرفته است. نتایج پژوهش نشان می‌دهد که اندیشه‌های الکندی را می‌توان در چهار محور اصلی بازسازی کرد: همسویی اهداف وحی و عقل، گشودگی نسبت به حقیقت بدون محدودیت منشأ آن، پیوستگی دانش که به شناسایی خداوند منتهی می‌شود و نقد رد فلسفه بر اساس منافع خاص. این چهار محور، بنیانی مفهومی برای توسعه آموزش اسلامی فراهم می‌کند که یکپارچه، گفت‌وگومحور، باز نسبت به پیشرفت علم و معطوف به تقویت عقل انتقادی است. این پژوهش به توسعه چارچوب مفهومی آموزش اسلامی که اندیشه فلسفی کلاسیک را به چالش‌های آموزش معاصر به‌صورت انتقادی پیوند می‌دهد، کمک می‌کند.

The digital transformation of pharmaceutical manufacturing has generated an urgent need for graduates who possess competencies in intelligent manufacturing, data-driven process control, digital quality systems, regulatory compliance, and innovation-oriented problem solving. However, conventional pharmaceutical education often remains theory-centered and insufficiently connected with real industrial scenarios. This study developed and evaluated an Intelligent Pharmaceutical Manufacturing curriculum module under the framework of industry–education integration. The module incorporated Quality by Design (QbD), Process Analytical Technology (PAT), Manufacturing Execution Systems (MES), electronic batch records (EBR), digital twins, virtual simulation, AI-assisted process optimization, Good Manufacturing Practice (GMP) compliance, validation, and data integrity. A four-integration teaching model was proposed to connect curriculum content with industrial standards, classroom learning with production scenarios, physical practice with virtual simulation, and knowledge acquisition with innovation projects. A quasi-experimental pretest–posttest control group design was used to evaluate the module. Students in the intervention group received the newly developed curriculum module, whereas students in the control group received conventional instruction. Results showed that the intervention group achieved greater learning gains than the control group in knowledge acquisition, practical competency, digital manufacturing competency, and learning engagement. The largest improvement was observed in digital manufacturing competency, suggesting that the module effectively addressed a key limitation of traditional pharmaceutical manufacturing education. Qualitative feedback further indicated that students perceived the module as authentic, industry-relevant, and beneficial for future professional development. This study provides a transferable curriculum framework—centered on the proposed four-integration teaching model and industry–education co-cultivation mechanism—for cultivating pharmaceutical professionals capable of adapting to intelligent manufacturing, and offers practical implications for industry–education collaboration in higher education.

تحول دیجیتال در تولید دارویی نیاز فوری به فارغ‌التحصیلانی ایجاد کرده است که دارای شایستگی‌هایی در تولید هوشمند، کنترل فرآیند مبتنی بر داده، سیستم‌های کیفیت دیجیتال، رعایت مقررات و حل مسئله مبتنی بر نوآوری باشند. با این حال، آموزش داروسازی سنتی اغلب نظری‌محور باقی می‌ماند و ارتباط کافی با سناریوهای واقعی صنعتی ندارد. این مطالعه یک ماژول درسی تولید دارویی هوشمند را تحت چارچوب ادغام صنعت و آموزش توسعه داده و ارزیابی کرده است. این ماژول شامل Quality by Design (QbD)، فناوری تحلیلی فرآیند (PAT)، سیستم‌های اجرایی تولید (MES)، سوابق الکترونیکی بچ (EBR)، دوقلوهای دیجیتال، شبیه‌سازی مجازی، بهینه‌سازی فرآیند با کمک هوش مصنوعی، رعایت Good Manufacturing Practice (GMP)، اعتبارسنجی و یکپارچگی داده‌ها بود. یک مدل آموزشی چهارادغامی پیشنهاد شد تا محتوای درسی را با استانداردهای صنعتی، یادگیری کلاسی را با سناریوهای تولید، تمرین عملی را با شبیه‌سازی مجازی و کسب دانش را با پروژه‌های نوآورانه پیوند دهد. برای ارزیابی این ماژول، از طرح شبه‌آزمایشی پیش‌آزمون–پس‌آزمون با گروه کنترل استفاده شد. دانشجویان گروه مداخله ماژول درسی جدید را دریافت کردند، در حالی که دانشجویان گروه کنترل آموزش متعارف را دریافت نمودند. نتایج نشان داد که گروه مداخله در کسب دانش، شایستگی عملی، شایستگی تولید دیجیتال و مشارکت در یادگیری نسبت به گروه کنترل پیشرفت بیشتری داشتند. بیشترین بهبود در شایستگی تولید دیجیتال مشاهده شد که نشان می‌دهد این ماژول به طور مؤثری یکی از محدودیت‌های کلیدی آموزش سنتی تولید دارویی را برطرف کرده است. بازخورد کیفی همچنین نشان داد که دانشجویان این ماژول را اصیل، مرتبط با صنعت و مفید برای توسعه حرفه‌ای آینده خود تلقی کردند. این مطالعه یک چارچوب درسی قابل انتقال—مبتنی بر مدل آموزشی چهارادغامی پیشنهادی و سازوکار هم‌پروری صنعت و آموزش—برای پرورش متخصصان دارویی توانمند در سازگاری با تولید هوشمند ارائه می‌دهد و پیامدهای عملی برای همکاری صنعت و آموزش عالی فراهم می‌کند.

Despite extensive research on critical thinking instruction, approaches for supporting the maintenance of procedural argument-evaluation performance, particularly among struggling learners, remain underexplored. This exploratory study evaluated the Formalization and Argument Reasoning Evaluation Framework (FAREF), a flowchart-guided procedural scaffold integrating the Triangular Logic Model. In a quasi-experimental pretest-posttest design, 29 undergraduates received FAREF instruction ( $$n = 15$$ ) or conventional instruction ( $$n = 14$$ ). An omnibus item-level analysis yielded a significant three-way interaction between condition, initial skill, and pre-test response state, $$\chi ^2(1) = 4.08$$ , $$p =.043$$ , consistent with a consolidation-specific benefit for lower-skill learners; the interaction was fragile to single cases (leave-one-out range: $$p =.024$$ –.127) and marginal when initial skill was modeled continuously ( $$p =.053$$ ). No acquisition effect was detectable, and an equivalence test showed the study was insensitive to effects smaller than $$\pm\;0.10$$ on the proportion scale. The pre-test performance clustered near the chance level of the binary format, bounding all inferences. The findings are hypothesis-generating and motivate a powered, randomized replication with a validated instrument.

با وجود پژوهش‌های گسترده در زمینه آموزش تفکر انتقادی، رویکردهای حمایت از حفظ عملکرد رویه‌ای در ارزیابی استدلال، به‌ویژه در میان یادگیرندگان ضعیف‌تر، همچنان کمتر مورد بررسی قرار گرفته‌اند. این مطالعه اکتشافی به ارزیابی چارچوب Formalization and Argument Reasoning Evaluation Framework (FAREF)، که یک حمایت رویه‌ای مبتنی بر فلوچارت و ادغام‌کننده Triangular Logic Model است، پرداخت. در یک طرح شبه‌آزمایشی پیش‌آزمون-پس‌آزمون، ۲۹ دانشجوی کارشناسی آموزش FAREF (n = ۱۵) یا آموزش متداول (n = ۱۴) دریافت کردند. تحلیل همه‌جانبه در سطح آیتم، تعامل سه‌طرفه معناداری بین وضعیت، مهارت اولیه و وضعیت پاسخ پیش‌آزمون نشان داد، χ²(۱) = ۴٫۰۸، p = ۰٫۰۴۳، که با سودمندی خاص تثبیت برای یادگیرندگان با مهارت پایین‌تر سازگار بود؛ این تعامل نسبت به حذف تک‌نمونه‌ها شکننده بود (دامنه leave-one-out: p = ۰٫۰۲۴–۰٫۱۲۷) و زمانی که مهارت اولیه به‌صورت پیوسته مدل‌سازی شد، در حد مرزی قرار داشت (p = ۰٫۰۵۳). هیچ اثر اکتسابی قابل شناسایی نبود و آزمون هم‌ارزی نشان داد مطالعه نسبت به اثرات کوچک‌تر از ±۰٫۱۰ در مقیاس نسبت حساسیت نداشت. عملکرد پیش‌آزمون در نزدیکی سطح تصادفی فرمت دودویی متمرکز بود که همه استنتاج‌ها را محدود می‌کند. یافته‌ها فرضیه‌ساز بوده و انجام تکرار تصادفی‌شده با قدرت کافی و ابزار معتبر را انگیزه می‌بخشد.