The role of cognitive and affective dimensions in mathematical modeling education was investigated, with a particular emphasis on the influence of mathematical values on student engagement and learning outcomes. A mixed-methods approach was employed, incorporating surveys and interviews with students from diverse educational contexts. This approach enabled the quantitative assessment of cognitive competencies alongside qualitative exploration of attitudes and values toward mathematics. It was found that values associated with realism and cognitive engagement significantly shape students’ approaches to mathematical modeling, with cultural differences playing a critical role in the expression and prioritization of these values. The study highlights the necessity of cross-cultural research to elucidate how these values are cultivated across varying educational settings. Furthermore, it is argued that mathematical modeling instruction must be culturally responsive and attuned to the affective dimensions of learning to promote deeper engagement and enhance educational outcomes. The findings underscore the importance of integrating both cognitive and affective factors in the design of educational frameworks, offering insights for optimizing teaching strategies and fostering more effective learning environments.
The selection of appropriate digital platforms (DPs) for enhancing the learning process at universities in the Brčko District, Bosnia and Herzegovina (BiH), was explored through the application of fuzzy multi-criteria decision-making (MCDM) methods. This region, with a rich academic heritage, presents a complex landscape of available DPs, each offering varying features and functionalities. Given the diversity of platforms and evaluation criteria, expert-based fuzzy methods were employed to assess and rank potential DPs. Specifically, the Simple Weight Calculation (SiWeC) method was utilized to determine the relative importance of the evaluation criteria, while the Compromise Ranking of Alternatives from Distance to Ideal Solution (CRADIS) method was applied to rank the platforms based on their proximity to an ideal solution. Expert evaluations from three universities in the region indicated that key characteristics of effective DPs include high interactivity, customizable user interfaces, and advanced tools for monitoring student progress. The results highlighted that DPDL 4 emerged as the highest-ranked platform, followed closely by DPDL 1. These findings underscore the significance of integrating interactive and customizable features in DPs to enhance the educational experience. This research contributes to the optimization of e-learning environments at universities in the Brčko District, thus supporting the region’s efforts to improve academic competitiveness and attract prospective students.
In the context of rapidly advancing digital technology, where touchscreen interactions dominate, the tactile sensory development of children is increasingly compromised. This shift towards digital media can hinder the ability of children to effectively engage with and observe their surroundings. One promising solution to this issue is the integration of art appreciation into educational practices. However, in regions such as Indonesia, there is a noticeable scarcity of comprehensive learning kits aimed at teaching art appreciation. This study addresses this gap by designing and developing an art appreciation learning kit intended for children aged 7 to 11, aiming to teach art appreciation through artful thinking (AT). The kit employs the “see, think, wonder” (STW) thinking routine, a structured three-step process that encourages children to observe art, analyze their observations, and engage with the art through inquiry. The analysis, design, development, implementation, and evaluation (ADDIE) framework was employed as the instructional design model. Additionally, a qualitative research through design (RtD) methodology was adopted to guide the design process and ensure the creation of an innovative educational tool. The developed learning kit integrates physical components, multimedia resources, and hands-on arts and crafts activities that complement the STW routine, thereby fostering deeper engagement and critical thinking skills among young learners. The study emphasizes the value of employing the ADDIE model to assess the learning needs and challenges faced by children, particularly during the STW activity. Collaboration with educators during the design and development phases was identified as crucial for refining the learning kit. Key recommendations include the integration of graphic visualizations, clear demonstrations, and interactive activities to enhance children’s engagement and enthusiasm for art appreciation. The findings offer empirical evidence supporting the effective use of the ADDIE model in educational kit design, providing a valuable reference for future product designers in the educational technology field.
The evolution of educational systems, marked by an increasing number of institutions, has prompted the integration of advanced data mining techniques to address the limitations of traditional pedagogical models. Predicting students’ academic performance, derived from large-scale educational data, has emerged as a critical application within educational data mining (EDM), a multidisciplinary field combining education and computational science. As educational institutions seek to enhance student outcomes and reduce the risk of failure, the ability to anticipate academic performance has gained considerable attention. A novel methodology, employing cluster analysis in combination with Bayesian networks, was introduced to predict student performance and classify academic quality. Students were first categorized into two distinct clusters, followed by the use of Bayesian networks to model and predict academic performance within each cluster. The proposed framework was evaluated against existing approaches using several standard performance metrics, demonstrating its superior accuracy and robustness. This method not only enhances predictive capabilities but also provides a valuable tool for early intervention in educational settings. The results underscore the potential of integrating machine learning techniques with educational data to foster more effective and personalized learning environments.
This scoping review aims to investigate the current applications of Digital Twin (DT) technology within the field of medical education, evaluating its advantages, limitations, and implications for future research and practice. A comprehensive search was conducted across seven authoritative databases, including PubMed, Web of Science, and China National Knowledge Infrastructure (CNKI), covering the period from the inception of each database until November 20, 2024. Data extraction was carried out using NoteExpress and EndNote software, and studies were selected based on strict inclusion and exclusion criteria. A total of 112 articles were identified in the initial search, of which eight met the criteria for final inclusion in the analysis. These studies predominantly addressed the application of DT in medical imaging education, critical care training, and medical education for individuals with disabilities. The findings reveal that DT technology has shown significant promise in enhancing teaching effectiveness, improving student engagement, and increasing overall satisfaction. However, several limitations were identified, including the nascent stage of the technology, challenges related to system integration, high resource demands, and the difficulties faced by educators in mastering and implementing the technology. Despite these challenges, the application of DT in medical education is progressing, demonstrating substantial potential to advance the modernization of educational practices, improve learning outcomes, and enhance educational efficiency. To fully realize the benefits of DT, further research is needed to address the technological, economic, and pedagogical barriers currently limiting its widespread adoption. Additionally, the development of more effective “digital-physical fusion” teaching models is essential for maximizing the utility and scalability of DT technology in medical education.
An Integer Linear Programming (ILP) model was proposed to optimize academic timetables, with a focus on the School of Management at Western Galilee Academic College. The model was designed to address the dual challenges of course scheduling and faculty availability while incorporating a minor structural adjustment to enhance computational efficiency and accelerate convergence, particularly for large-scale problems. By employing this model, optimal scheduling solutions were generated within minutes, even in scenarios involving over 200 classes and 100 lecturers. The approach effectively minimizes planning time, identifies unavoidable scheduling conflicts, and highlights unschedulable classes due to constraint violations. Furthermore, the model provides actionable insights into staffing requirements, ensuring a comprehensive resource allocation strategy. Results from the application of the model during the 2023 winter semester demonstrated its capability to efficiently schedule 236 classes across multiple programs and instructional modalities. The method achieved adherence to predefined constraints, optimized the utilization of institutional resources, and enhanced overall scheduling efficiency. This case study underscores the potential of the proposed ILP framework to streamline academic timetabling processes, particularly in environments with diverse programmatic needs and complex resource interdependencies. The findings indicate that the model can be readily adapted to other academic institutions seeking to improve the effectiveness and precision of their scheduling systems.
The rapid advancement of artificial intelligence (AI) technology has significantly impacted the higher education sector, creating an urgent demand for composite talents equipped with interdisciplinary knowledge. The cultivation of “AI + X” talents, combining AI expertise with various domain-specific skills, has been increasingly recognized as a critical educational goal. This study explores the development and implementation of teaching practices aimed at fostering such composite talents in higher education institutions. The growing integration of AI into diverse fields necessitates the construction of a robust curriculum that combines AI technology with other disciplines, thereby enhancing students’ interdisciplinary capabilities. A comprehensive literature review and experimental research methods were employed to analyze both domestic and international trends in AI-related talent development. Additionally, a predictive model of student learning performance was developed through exploratory data analysis (EDA) and machine learning (ML), with results validating the efficacy of linear regression models in performance prediction. The research identifies key strategies for enhancing teaching practices, including reinforcing theoretical and technological knowledge, promoting personalized and practical teaching approaches, strengthening foundational disciplinary learning, and encouraging cross-disciplinary synergies. These strategies were designed to enhance students’ critical thinking and practical competencies, with the aim of preparing them for the complex challenges of a rapidly evolving workforce. Furthermore, the paper discusses how AI-driven educational reforms can support the development of key industries, such as smart cities, smart finance, and the broader digital economy. The findings suggest that integrating AI technology into educational practices is essential for the effective cultivation of “AI + X” talents. However, significant challenges remain, including the scarcity of educational resources and the need for more contemporary teaching methodologies. Further research is required to refine talent training systems and to optimize institutional mechanisms, ensuring that higher education institutions can meet the demands of future technological and economic transformations. Through sustained educational innovation, it is envisaged that a new generation of innovative and versatile professionals will be equipped to contribute to societal advancement.
Returnee faculty play a pivotal role in international knowledge transfer and the advancement of scientific research within domestic universities. However, the effectiveness of returnees in enhancing institutional research performance remains inadequately understood. This study seeks to quantify and examine the collaborative academic networks of returnee faculty, assessing their impact on research output and funding performance. Based on an extensive academic dataset, comprehensive scientific collaboration networks (SCN) of returnees were constructed and empirically analyzed to elucidate the influence mechanisms underpinning research performance. The findings indicate that the presence of returnee faculty substantially enhances overall publication output and funding acquisition. Further, within the SCN of returnees, both academic influence and network expansion positively correlate with research productivity and funding success, whereas an increase in cooperation density appears to exert a negative effect. Additionally, the evolution of these collaboration networks was explored, revealing that returnees’ SCN display lower similarity and retention over time compared to those of native faculty. These insights offer a valuable theoretical basis for improving the management and integration of returnee faculty and optimizing the allocation of higher education resources, thereby fostering more effective pathways for enhancing institutional research outcomes.
This study investigates the differences in the factors contributing to school dropout between rural and urban educational institutions in Romania, focusing on individual, family, school, and community dimensions. A sample of 557 participants, including educational directors, teachers, and administrators, was surveyed to assess the prevalence of various dropout causes. The Mann-Whitney U test was employed to identify statistically significant differences between rural and urban schools in specific dropout factors. The findings indicate that urban schools report higher incidences of individual-level issues such as substance abuse, juvenile delinquency, teenage pregnancy, and health-related problems. At the family level, urban institutions were more likely to encounter students with incarcerated parents or those placed in alternative care. School-related factors also varied, with urban schools being characterised by larger class sizes and insufficient access to counselling and guidance services, while rural schools were more affected by early school start times. In the community dimension, urban schools faced greater challenges with negative peer influences and a lack of educational facilities near students’ homes. These results suggest that the causes of dropout in urban settings are more complex, necessitating tailored interventions and resources. It is recommended that context-specific strategies be developed to address the distinct dropout factors in both rural and urban environments, thereby supporting more inclusive and effective educational policies in Romania.
This study aims to investigate the academic community’s engagement with research on green policies within higher education institutions. The study examines the evolving landscape of green policy research in universities, seeking to elucidate trends in academic interest, key contributors, and thematic developments. Employing bibliometric analysis, this research scrutinizes publications indexed in the Web of Science database from 1994 to 2024, with a particular focus on keywords, co-authorship networks, and institutional affiliations. The findings indicate a notable increase in publications, particularly post-2016, reflecting a transition from broad conceptual themes to more specific applications of green policies, including sustainable management practices and performance evaluation. Central themes identified include “green”, “sustainability”, “performance”, and “management”, highlighting a shift from theoretical exploration to practical implementation. Prominent contributors, such as Wang Y and Zhang Y, alongside institutions like Tsinghua University, have significantly advanced the field. Furthermore, the study underscores a robust correlation between the growth in scientific output and the emergence of specialized sustainability journals, indicating an escalating academic demand for focused publication platforms. The results suggest that research on green policies in universities is increasingly characterized by interdisciplinary collaboration and the integration of innovative technologies and methodologies to effectively address sustainability challenges. The field of green policy application in higher education is rapidly expanding, with a well-connected, collaborative research community generating impactful work that harmonizes modern technologies and methodologies to confront sustainability issues at both global and local levels.
This study aims to explore and analyze the profile of UPGRIS character values within the context of campus culture development. A mixed-method approach, integrating both qualitative and quantitative methodologies, was employed. The quantitative analysis focused on identifying which UPGRIS character values—Unggul (excellence), Peduli (caring), Gigih (persistence), Religius (religion), Integritas (integrity), Sinergis (synergy)—are most prominent among students, utilizing percentage analysis. The qualitative approach involved a more in-depth examination through Focus Group Discussions (FGDs) to elucidate the meaning and manifestation of these values. A purposive sampling technique was used to select 2,554 students from seven faculties. Data were collected through psychological scales and FGDs. The findings indicate that the most pronounced character value, based on quantitative data, is religion, while excellence ranks the lowest. Notably, persistence is the highest-rated value in first-year students, whereas character traits such as excellence, caring, and integrity peak in the fifth semester. Conversely, it was observed that nearly all character values, including excellence, caring, persistence, religion and integrity, show a significant decline by the seventh semester. These results provide crucial insights into the fluctuations in character development across different stages of academic progression, offering implications for future educational and institutional interventions.
This study investigates the intricate relationships among workplace deviance, employee engagement, and research quality within the context of higher education institutions (HEIs) in Nigeria, specifically in Sokoto State. Grounded in dynamic capability theory, the normative perspective, and employee engagement theory, this study posits that workplace deviance detrimentally influences employee engagement, which in turn adversely impacts research quality. A moderated-mediation model was proposed, suggesting that employee engagement mediates the relationship between workplace deviance and research quality, while also being moderated by institutional support mechanisms. The analysis, conducted using SmartPLS 4, includes an examination of response rates, preliminary data assessment, validation of measurement instruments, and hypothesis testing. The findings reveal a complex dynamic where workplace deviance, when moderated by a supportive institutional environment, indirectly enhances research quality through increased employee engagement. This paradoxical outcome underscores the significance of fostering a positive work culture that can mitigate the adverse effects of deviant behavior, thereby promoting research excellence. The study's theoretical and practical implications suggest that mitigating workplace deviance, enhancing employee engagement, and encouraging participatory decision-making are crucial for improving research outcomes. Future research is encouraged to further explore the interplay between workplace deviance and employee engagement and to assess the generalizability of these findings across diverse institutional contexts.
A comprehensive Water Conservation Awareness Scale was developed to assess the awareness levels of preschool children regarding water conservation. This scale encompasses four distinct dimensions: personal action awareness, daily activity awareness, outdoor water use awareness, and shared responsibility awareness. The study involved 471 children from four kindergartens located in Uşak Province. The four-factor structure of the scale was validated through both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), confirming its reliability and construct validity. The overall scale demonstrated a Cronbach’s alpha coefficient of 0.79, indicating a high level of internal consistency. The developed scale is intended to serve as a critical tool for evaluating the effectiveness of educational programs aimed at fostering water conservation awareness among young children. Additionally, it provides valuable insights for the design and implementation of early childhood education initiatives focused on environmental sustainability. The findings are expected to contribute significantly to the promotion of water-saving behaviors from an early age.
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