Seminars in Medical Writing and Education
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Medical Images Noise Removal using Improved Adversarial Generative Network
Introduction; The protection of patient privacy through medical image de-identification stands as a vital yet complicated healthcare challenge which demands both accurate diagnosis and privacy protection. Deep learning techniques now provide superior methods to enhance medical images which suffer from acquisition noise and low-resolution degradation. The research develops a Generative Adversarial Network (GAN) architecture to create a deep-learning solution which enhances medical images while removing identifying information. Objective; The proposed method uses adversarial learning to eliminate noise while restoring detailed high-resolution content from low-quality medical images. Method; The research team analysed medical images through data analysis of their dataset. The GAN model received training and validation through experiments that compared its performance against established demo denoising and super-resolution techniques to assess its overall performance. The fundamental technology shows promise for future medical applications because it can enhance image quality to diagnose and treat multiple diseases. Medical image analysis requires images with diverse detailed features for proper evaluation. Results; The proposed model demonstrates successful background noise reduction and improved image clarity with preserved diagnostic elements according to the obtained results. The proposed method achieved better results in PSNR and SSIM metrics than baseline models which proved its ability to restore vital diagnostic details. Conclusion; The research introduces an innovative GAN-based system which delivers superior medical image quality while maintaining patient information confidentiality during de-identification processes. The method shows promise to create efficient and economical diagnostic processes through its ability to analyze poor-quality medical images.
Copyright (c) 2025 Ahmed A.F Osman, Asma Abdulmana Alhamadi, Sultan Ahmad, Rajit Nair, Mosleh Hmoud Al-Adhaileh, Ala Abdullah, Hikmat A. M. Abdeljaber, Mohammed Ataelfadiel (Author) https://creativecommons.org/licenses/by/4.0
Digital Participatory Research with Children and Adolescents: A Systematic Review of Methodological Trends and the Emergence of Health-Focused Practices
This systematic review analyzes 23 empirical studies conducted between 2000 and 2025 that engaged children and adolescents as co-researchers in participatory research projects using digital tools. Applying PRISMA 2020 guidelines, the studies were selected from Scopus, Web of Science, and EBSCOhost databases. Using CASP criteria and RStudio for thematic synthesis, the review reveals how digital methodologies such as photovoice, participatory GIS, and digital storytelling facilitated co-researcher roles and enhanced empowerment, critical thinking, and civic identity among youth. A significant proportion of the studies focused on health-related topics, including physical activity, mental health, and nutrition, highlighting the transformative outcomes of youth-led inquiry in these domains. Despite the overall methodological robustness and positive outcomes, limitations were noted in reflexivity, reporting transparency, and inclusion of studies from Latin America. The review underscores the potential of participatory digital research to democratize knowledge production in health and calls for greater geographical and methodological inclusiveness.
Copyright (c) 2025 Iván Claudio Suazo-Galdamés, Alain Manuel Chaple-Gil, Mahia Saracostt (Author) https://creativecommons.org/licenses/by/4.0
ChatGPT in Dental Education: A Dual-Method Analysis of Technology Acceptance and Predictive Modeling
Introduction: artificial intelligence (AI) is increasingly integrated into dental education, yet little is known about the adoption of AI-powered tools such as ChatGPT. Understanding the determinants of students’ behavioral intention to use these tools is crucial for effective integration into curricula. This study extends the Technology Acceptance Model (TAM) by incorporating Perceived Value (VAL) and Task-Technology Fit (TTF) and employs a hybrid analytical approach. Method: a structured questionnaire comprising 50 items across ten constructs was distributed to 318 dental students in Indonesia, with 263 valid responses collected. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test reliability, validity, and hypothesized relationships. To enhance predictive validation, six machine learning (ML) classifiers (AdaBoostM1, J48, BayesNet, Logistic Regression, OneR, and LWL) were applied. Results: PLS-SEM results revealed that Perceived Value (β = 0.347, p < 0.001) and Perceived Usefulness (β = 0.321, p < 0.001) were the strongest predictors of intention to use ChatGPT. Additional significant effects were found for Perceived Enjoyment, Trust, and Perceived Accuracy. Conversely, Perceived Ease of Use, Social Influence, and Facilitating Conditions were not significant. Mediation analysis confirmed that Perceived Usefulness mediated the effects of TTF, Trust, and Accuracy on adoption intention. ML analysis corroborated these findings, with AdaBoostM1 achieving the highest predictive accuracy (87.3%). Conclusions: adoption of ChatGPT in dental education is predominantly driven by perceived academic value, usefulness, and engaging learning experiences rather than ease of use or social factors. The validated framework integrating TAM, Perceived Value, and TTF provides both theoretical advancement and practical guidance for integrating AI into dental education. The hybrid use of PLS-SEM and ML enhances model robustness and offers a replicable methodology for future educational technology research.
Copyright (c) 2025 Agariadne Dwinggo Samala, Yudha Aditya Fiandra, Oryce Zahara, Feri Ferdian, Ainil Mardiah, Juan Luis Cabanillas-García, Xiaohan Feng, Juana Maria Arcelus-Ulibarrena (Author) https://creativecommons.org/licenses/by/4.0
Evidence-based pediatric fall safety bundles: a nursing perspective on integrated prevention strategies
Background: Pediatric falls in healthcare settings pose unique risks due to developmental factors, occurring at rates up to 1.3 per 1,000 patient-days and accounting for 20-30% of adverse events. Evidence-based safety bundles have emerged as integrated prevention strategies, yet gaps in synthesis persist, particularly regarding nursing roles and implementation challenges. Objective: This short communication synthesizes current evidence on the effectiveness, components, and challenges of pediatric fall safety bundles to guide nursing practice and quality improvement. Methods: A narrative synthesis of literature, including historical developments, bundle components, implementation determinants, and research gaps, drawing from meta-analyses, quality improvement studies, and collaborative networks. Key Findings: Prevention strategies evolved from single interventions in the 1980s-1990s to multicomponent bundles by the 2010s, emphasizing risk assessment, family education, environmental modifications, and staff training. Nursing leadership is central, driving implementation through champion roles, direct care, and monitoring. Facilitators include leadership support and standardization, while barriers encompass resource constraints, staff turnover, and methodological inconsistencies. Research gaps highlight needs for controlled trials, economic evaluations, and population-specific adaptations. Implications: Recommendations prioritize bundle adoption, competency programs, technology integration, and rigorous future research. From a nursing perspective, these strategies foster holistic prevention, reducing falls and enhancing outcomes. Conclusion: Bundles offer a robust framework for safer pediatric care, with nurses pivotal in advancing evidence-informed innovation and systemic resilience.
Copyright (c) 2025 Corrien Van Belkum, Amina Elzeiny, Ahmed Loutfy , Moataz Abdelsalam, Abdelhameed Elshenawy (Author) https://creativecommons.org/licenses/by/4.0
AI-Based Pattern Recognition Model for Enhancing Student Engagement and Supporting Academic Planning
With the increase in online education, maintaining student engagement and real-time monitoring has become a significant challenge. Manual monitoring is labour-intensive and ineffective in dynamic virtual learning environments. The purpose of this research is to develop an artificial intelligence (AI)-based pattern recognition model to improve student engagement tracking and academic planning utilizing the PPDAC (Problem, Plan, Data, Analysis, Conclusion) framework. The problem is ineffective engagement monitoring in online situations. The plan entails incorporating AI for emotion and behavior analysis. The data consists of facial expressions and student activity. The analysis uses deep learning (DL) to interpret engagement, and the conclusion supports adaptive, tailored training. Data are collected from Student Engagement and Emotion Recognition Dataset. Use Gaussian blur and Histogram Equalization (HE) to smooth facial images, improve image contrast, and help in low-light situations. Texture-based features are used to recognize expressions using Local Binary Patterns (LBP). This research proposed a novel 3D Convo Flying fox Neural Network (3D-CFNN) model for student engagement monitoring and academic planning. A hybrid proposed model combining a 3D Convolutional Neural Network (3D CNN) for emotion recognition and Flying Fox Optimization (FFO) for parameter tuning was employed. The proposed 3D-CFNN method achieved higher accuracy (0.995), precision (0.988), recall (0.980), and F1-score (0.994) in student identification and emotional state classification, outperforming conventional methods. The proposed AI-based pattern recognition model enables automated, real-time engagement tracking and supports personalized academic planning, leading to improved learning outcomes in virtual environments.
3D Convo Flying fox Neural Network (3D-CFNN)
Copyright (c) 2025 Huynh Gia Bao , Nguyen Van Dai (Author) https://creativecommons.org/licenses/by/4.0
The University Substantive Processes: Quality or Quantity
This study aimed to analyze the core university processes in Ecuador—teaching, research, and community engagement—highlighting the tensions between expanding access and maintaining quality. With the growing demand for higher education, universities face challenges in balancing massification with the need to ensure meaningful learning experiences, relevant research, and impactful social contributions. A qualitative design was employed, combining semi-structured interviews, focus groups, and document review. Participants included faculty, students, administrators, and community members, whose perspectives were examined to understand the dynamics, strengths, and limitations of the three university processes. Thematic analysis was conducted to identify convergences and divergences across stakeholders. The findings reveal that while enrollment has expanded, the pressure on limited resources has negatively affected educational quality, particularly in terms of personalized student support and academic follow-up. In research, a notable increase in scientific production was identified, yet a persistent disconnection remains between research topics and the concrete needs of Ecuadorian society. In community engagement, universities have made progress in initiating collaborative projects with local actors, but problems of sustainability, continuity, and systematic evaluation limit their long-term impact. These tensions illustrate the need to strengthen the articulation of the three processes rather than addressing them in isolation. Ecuadorian universities must critically review current evaluation models, promote policies that balance student numbers with educational quality, and reinforce long-term, community-based strategies. Only through stronger integration of teaching, research, and engagement can universities ensure effective contributions to sustainable development and meaningful improvements in educational quality.
Copyright (c) 2025 Vicenta Inmaculada Aveiga Macay, María Fernanda Linzán Saltos, José Ramon Santana Aveiga , Iris María Sanchez Azua , Fabian Menendez Menendez, Luis Efrén Rua Sanchez (Author) https://creativecommons.org/licenses/by/4.0
Linking Teachers’ Universal Sport Values to Students’ Moral Decision-Making in Youth Sport: A Multilevel Analysis
Introduction: this study investigated the relationship between teachers’ universal sport values (UVS) and students’ attitudes toward moral decision-making in youth sport (AMDYS). Although teachers are widely recognized as central agents in values education, little empirical evidence exists on how their personal orientations shape students’ ethical reasoning. This study aims to provide empirical insights into how value orientations at the teacher level may shape students’ ethical reasoning in sport, thereby offering practical implications for strengthening values education in physical education curricula. Methods: a multilevel design was employed with data from 10 physical education teachers and 205 students in Bandung, Indonesia. Instruments included the Universal Values in Sport (UVS) questionnaire and the Attitudes to Moral Decision-Making in Youth Sport Questionnaire-2 (AMDYSQ-2). Linear Mixed Models (LMM) were used to account for the hierarchical structure of students nested within teachers, with random intercepts specified at the teacher level. Results: the analysis revealed significant between-teacher variance (Intercept variance = 14,87, Wald Z = 2,88, p = 0,004), with an intraclass correlation coefficient (ICC) of 0,33, indicating that one-third of the variance in AMDYS was attributable to teacher-level differences. Fixed effects analysis showed that student gender (F = 4.14, p = .043) and teachers’ years of teaching experience (F = 9,74, p = 0,004) significantly predicted AMDYS. Male students reported higher AMDYS scores than females (Mean Difference = 1,65, 95 % CI [0,05, 3,25]), reflecting greater acceptance of cheating and gamesmanship. Students taught by moderately experienced teachers demonstrated stronger moral decision-making compared to those taught by novice or senior teachers. In contrast, teachers’ UVS dimensions, employment status, and school type were not significant predictors. Conclusions: the findings underscore that teacher experience and student gender exert stronger influences on students’ moral decision-making than teachers’ personal value orientations. Possessing sport values alone was insufficient unless they were intentionally and systematically embedded in pedagogical practice. The study emphasizes the significance of professional development programs in equipping teachers with structured strategies for integrating values education into physical education curricula.
Copyright (c) 2025 Amung Ma’mun , Eko Purnomo , Mashuri Eko Winarno , Syarifatunnisa Syarifatunnisa , Anira Anira (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Impact of Digital Promotion and Online Reviews on the Growth of Medical Tourism: A PLS-SEM Study
Introduction: medical tourism is rapidly expanding, and digital channels such as promotion and online reviews are increasingly shaping patient decisions. Objective: this study examines the impact of digital promotion and online reviews on medical tourists’ perceived trust, perceived value, and behavioral intentions. Method: data were collected from 218 respondents with prior cross-border medical experiences through online platforms and medical tourism agencies. Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA) were used to test relationships and identify pathways influencing behavioral intentions. Results: digital promotion and online reviews significantly increased perceived trust and perceived value. However, only perceived value directly and strongly influenced behavioral intentions. Perceived value also mediated the effect of online reviews on behavioral intentions. FsQCA results confirmed perceived value as a necessary condition and revealed multiple sufficient pathways combining promotion, reviews, and value perceptions to strengthen behavioral intentions. Conclusions: perceived value plays a central role in medical tourists’ decision-making, suggesting that enhancing value perceptions through effective digital promotion and credible online reviews is key to strengthening competitiveness in the medical tourism industry.
Copyright (c) 2025 Feri Ferdian, Vicennia Serly, Ainil Mardiah, Yudha Aditya Fiandra, Agariadne Dwinggo Samala, Ayu Wirdawati, Mohd Salehuddin Mohd Zahari (Author) https://creativecommons.org/licenses/by/4.0
Harnessing Metaverse-Driven Project-Based Learning in TVET: Elevating Higher-Order Thinking Skills for the Future Workforce
The fast evolution of the immersive digital technologies has changed education and brought about new possibilities of interactive and experiential learning. One of those innovations is the Metaverse, which can be used to provide an experience of real-life virtual environments that can improve engagement and collaboration, although its pedagogical applications in vocational education are less explored. Addressing the demand of graduates with the advanced skills of analytical, creative and problem-solving, this research paper explores how the Metaverse-based Project-Based Learning (PjBL) can enhance Higher-Order Thinking Skills (HOTS) in students of Technical and Vocational Education and Training (TVET). Quasi experimental design was used with pre-test and post-test control groups to compare the results of Metaverse-integrated and traditional PjBL. The learning gains in the students were measured by collecting data using a HOTS assessment test and analyzing them using both descriptive and inferential statistical techniques. Findings show that the students in the Metaverse group made significantly better improvement in HOTS especially in analysing, evaluating and creating dimensions than the students in the control group. These results prove that PjBL with the implementation of the Metaverse contributes to better intellectual results among students and greater involvement in the educational process.Regardless of the difficulties concerning the infrastructure and instructor preparation, the research finds that Metaverse-powered PjBL is a powerful instructional framework to develop 21 st -century skills in the TVET education.
Copyright (c) 2025 Sukardi, Oriza Candra, Mahesi Agni Zaus, Bulkia Rahim, Syaiful Islami, Yee Mei Heong (Author) https://creativecommons.org/licenses/by/4.0
Didactic strategy for the training of skills in clinical trials of Stomatology residents
Introduction: Primary Health Care is the first point of contact that specialists in stomatological sciences provide to the population. Objective: to develop a didactic strategy for training skills in clinical trials for dentistry residents. Method: descriptive, cross-sectional study on the Isle of Youth, 2022-2023. Intentional non-probabilistic sampling was used, with the sample consisting of 39 residents, 20 academic committee professors, 17 provincial coordinators and 7 research methodology professors. Results: a survey was applied to explore knowledge on the topic and it was found that 89,7 % had a low level. The main difficulties identified were in the questions related to knowledge about the researcher's portfolio and the elements necessary to start a clinical trial, with percentages of 7,7 % and 12,8 %, respectively. The proposed strategy was submitted to expert judgment, with scores predominating: very appropriate and moderately appropriate, with values ​​of 64,8 % and 25,6 %, respectively, which represented 90,3 % for the evaluated criteria. The strategy was made up of four stages and actions structured in a coherent manner for its application, which can be enriched from the teaching reflection and the practice of the academic committee of each specialty. Conclusions: the diagnosis of the current situation of the training of Stomatology specialists on the subject of clinical trials revealed potentialities and shortcomings in the conception, the process and the current level of its development
Copyright (c) 2024 Aliana Peña-Méndez, Ennis Ivonnet-Gutiérrez, Ivis Mendoza-Hernández , Yahima Díaz-González, Douglas Crispin-Castellanos (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical conceptions about teaching academic writing in postgraduate studies: a literature review
Introduction Postgraduate academic writing instruction remains a field of pedagogical tension, especially between normative approaches and critical, inclusive models. This integrative review aimed to analyze current pedagogical conceptions and teaching strategies for academic writing in postgraduate education, with emphasis on critical and sociocultural approaches. Methods An integrative literature review was conducted following a systematic protocol. Academic databases were searched using keywords in English and Spanish. A total of 812 records were identified. After applying inclusion and exclusion criteria, 28 peer-reviewed articles published between 2021 and 2025 were selected for in-depth analysis. Results Findings revealed two dominant pedagogical conceptions: traditional models focused on textual correction and standardized formats, and critical approaches that view writing as a situated, dialogic, and epistemically just practice. In addition, technical and sociocultural teaching approaches were identified, often coexisting in postgraduate programs. Persistent tensions were found between formal normativity and creative, critical expression, especially in contexts with high epistemic diversity. Conclusions The review confirmed the need to shift from prescriptive teaching models to more reflective and inclusive practices that support students' epistemic agency. It emphasized the importance of institutional support, teacher training in critical pedagogies, and evaluation systems that recognize process-oriented and context-sensitive academic writing.
Copyright (c) 2025 Pedro Luis Bracho-Fuenmayor , Mariby Coromoto Boscán Carroz , Claudia Patricia Caballero de Lamarque , Juan Manuel Quintero Ramírez (Author) https://creativecommons.org/licenses/by/4.0
Global Research Trends in Mathematical Problem-Solving Skills: A Bibliometric Review of 2020–2024 Publications
Introduction: Mathematical problem-solving skills are a core competency in 21st-century education, linked to critical, creative, and reflective thinking. This study mapped the global development and research direction of this topic using bibliometric analysis. Methods: The research followed four systematic stages: retrieving Scopus articles with the keywords “problem-solving skills” and “mathematics,” filtering relevant documents, validating metadata, and conducting visual analysis via VOSviewer. A total of 295 documents were analyzed. Results: Publications surged in 2020 (42 documents), 2021 (36), and 2023 (35), reflecting shifts during and post-COVID-19. Journal articles (49.2%) and conference papers (47.8%) dominated, with minimal contributions from reviews (1.0%) and books (0.3%). Key sources included the Journal of Physics: Conference Series and AIP Conference Proceedings. Subject areas were primarily social sciences (31.4%), physics/astronomy (24.4%), and mathematics (9.0%). Keyword analysis revealed five thematic clusters, while Indonesia led in publications (146 documents), followed by the U.S. and Malaysia. Conclusions: The study confirmed mathematical problem-solving as a rapidly growing interdisciplinary field, progressing toward theoretical consolidation and cross-sector collaboration. Future research could address gaps in review articles and diversify geographic contributions.
Copyright (c) 2025 Maifit Hendriani, I Made Arnawa, Melva Zainil (Author) https://creativecommons.org/licenses/by/4.0
Creating exponential value and mapping entrepreneurial competencies: A methodological proposal from the classroom to the advanced public university
The entrepreneurship is consolidating itself as a fundamental strategy to mitigate unemployment, growing structurally and driving economic development. This requires strengthening cross-cutting and specialized skills during university education to increase the probability of success in consolidating sustainable ventures. However, in the entrepreneurial ecosystem, young people face obstacles due to limited practical experience and the current skills gap, which compromises the viability and continuity of innovative projects. This research seeks to assess the level of development of entrepreneurial skills, focusing on the final year of degrees in Administration, Public Accounting and Finance, Management and Public Policy, Business, Marketing, and Sustainable Tourism at public universities, specifically those who actively participate in institutional programs on entrepreneurial development. It analyzes the presence of gender gaps among young entrepreneurs, highlighting the differences in skills between students with and without previous experience. A non-probabilistic quantitative design was applied to 210 students using a structured digital survey. Data analysis used two-stage clustering techniques, identifying five distinct groups that were statistically validated using analysis of variance (ANOVA). The findings show that public higher education has effectively institutionalized the entrepreneurial paradigm, facilitating the acquisition of professional, methodological, communicative, personal and collaborative skills for most students, revealing a superiority in skills among male participants and those with previous business experience, suggesting differentiating factors. Consequently, a curriculum reengineering is recommended to incorporate specialized modules in the identification, development, and materialization of business opportunities, promoting the successful labor market insertion of graduates, both in self-employment and in the traditional-market labor, contributing to strengthening of national entrepreneurial ecosystem.
Copyright (c) 2025 José Luis Bravo Silva , Elba Martina Cortés Palacios, Guillermo José Navarro Del Toro (Author) https://creativecommons.org/licenses/by/4.0
Ethics and Artificial Intelligence in Education: A Needs Analysis for Developing a Responsible AI Implementation Framework in the Classroom
The fast adoption of Artificial Intelligence (AI) in the education sector has brought great changes in the learning environment by means of intelligent tutoring systems, automated grading, adaptive learning, and learning analytics. Although these innovations improve personalization, efficiency, and inclusivity, these inventions also produce ethical dilemmas of data privacy, bias in algorithms, transparency, accountability, and equity. This paper will examine the needs and perceptions of the stakeholders with a view to coming up with a responsible framework for applying AI ethically in educational institutions. A quantitative strategy was used in a descriptive manner and comprised 100 stakeholders purposely selected; this includes teachers, students, administrators, and developers. The data were gathered using a master structured questionnaire that covered the issues of AI literacy, perceived ethical risks, perceived relevance of ethical principles, and predicted institutional structures. The findings have shown that the participants have a fairly good conceptualization of AI (mean = 3.9) and are highly aware of the risks of ethics and especially on data privacy (4.2) and accountability (4.3). Respondents anticipated high moral values like fairness, inclusiveness, transparency, and safeguarding of personal data, and they stressed the essence of institutional rules, technical guidelines, training, and inter-stakeholder cooperation to guarantee the responsible use of AI. These results demonstrate the pressing need to develop a context-sensitive ethical AI model that can strike a balance between technological innovation and human values, thus encouraging trust, equity, and quality in learning and providing policymakers and practitioners with capacity building, institutional governance, and participatory approaches to responsible AI implementation in learning settings.
Copyright (c) 2025 Mahesi Agni Zaus , Cici Andriani , Ilmiyati Rahmy Jasril, Anggun Agni Zaus, Syaiful Islami, Yee See Khee (Author) https://creativecommons.org/licenses/by/4.0
Integrating Generative AI into Bioenergetics Modules: A PAIRR-Based Approach for Senior High School Biology
Introduction: artificial intelligence (AI) offered transformative potential for enhancing learning and academic support, but its systematic integration into science-specific modules aligned with DepEd guidelines had not been fully explored. Bioenergetics, a complex topic in senior high school biology, remained a persistent challenge for learners. Methods: the study developed a Generative AI–integrated bioenergetics module using the Peer and AI Review + Reflection (PAIRR) approach. A mixed-method design combined quantitative analysis with qualitative support. Module validation assessed Student Involvement Index, feedback-based readability, and Communication Index. A limited trial was conducted with 64 11th grade learners. Achievement scores before and after module use were analyzed using the Wilcoxon Signed Rank test, and post-implementation interviews captured learner perceptions. Results: the module achieved acceptable validation scores for Student Involvement Index (1,08), feedback-based readability, and Communication Index (0,003). Learners’ achievement scores improved significantly after using the module (p < 0,05). Students reported that AI provided personalized support, clarified complex bioenergetics concepts, and enhanced engagement. Challenges included intermittent internet connectivity, uneven group participation, time constraints, and initial difficulty using ChatGPT. Conclusions: the Generative AI–integrated module effectively enhanced learners’ understanding of bioenergetics, demonstrating AI’s potential as a collaborative peer in science education. Further research should evaluate scalability, long-term impact, and adaptability across other science topics.
Copyright (c) 2025 Doreen Khrystel P. Gonzales, Douglas A. Salazar, Manuel B. Barquilla, Edna B. Nabua, Monera A. Salic-Hairulla, Vanjoreeh A. Madale (Author) https://creativecommons.org/licenses/by/4.0
From Misconceptions to Empowerment: The Impact of Training-Based HIV Awareness Programs in Senior High School Education
Introduction: human immunodeficiency virus (HIV) has remained a global health challenge, with adolescents among the most vulnerable groups. In the Philippines, rising HIV cases among youth highlight the urgency of school-based interventions. Misconceptions, stigma, and risky behaviors persist despite national campaigns, underscoring the need for structured, participatory educational programs. Methods: the study employed a mixed-methods design among 59 Senior High School students from Mat-I National High School, Naawan, Misamis Oriental, during the first quarter of SY 2025–2026. Quantitative data were collected using pretest and posttest knowledge, attitudes, and practices (KAP) questionnaires and analyzed through descriptive statistics and paired t-tests. Qualitative data from open-ended responses were thematically analyzed to capture students’ perceptions and experiences of the intervention. Results: pretest findings showed novice to beginner levels of knowledge, awareness, and practices, with common misconceptions about transmission and prevention. After the training-based intervention, posttest results revealed significant improvements (p < 0.05), with most scores reaching intermediate to advanced levels. Students demonstrated increased factual knowledge, supportive attitudes toward people living with HIV, and stronger engagement in safe and responsible behaviors. Thematic analysis highlighted increased awareness, positive perceptions of the training, stigma reduction, behavior change, and a strong demand for more interactive sessions. Conclusions: the intervention proved effective in enhancing HIV literacy, reducing stigma, and fostering responsible health practices among adolescents. Integrating training-based HIV education into school curricula, reinforced by community partnerships and digital strategies, is recommended to sustain long-term impact and support broader prevention goals.
Copyright (c) 2025 Jamaliah A. Casidar, Edna B. Nabua, Vanjoreeh A. Madale, Monera A. Salic-Hairulla (Author) https://creativecommons.org/licenses/by/4.0
A Call to Action: International Classification for Nursing Practice Integration for Undergraduate Nursing Education in the UAE – A Narrative Review
Introduction: The United Arab Emirates (UAE) is experiencing rapid changes in healthcare and education, yet undergraduate nursing education faces challenges in addressing the theory-practice gap and adopting standardized terminologies. The international classification for nursing practice (ICNP) offers a framework to enhance nursing education, but its integration remains underexplored. Development: This review evaluates the potential of ICNP, combined with the systematized nomenclature of medicine – clinical terms (SNOMED CT), to improve patient care, interprofessional collaboration, and healthcare system efficiency. It proposes a phased curriculum integration plan, identifies stakeholder roles, and addresses global adoption challenges. The review highlights benefits for career preparedness, health informatics, and data interoperability. Conclusion: Integrating ICNP into UAE nursing education can bridge the theory-practice gap, enhance global competitiveness, and align with national health priorities. A structured implementation plan ensures sustainability, positioning UAE nursing education as a leader in health informatics.
International Classification for Nursing Practice
Systematized Nomenclature of Medicine – Clinical Terms
Copyright (c) 2025 Amina Elzeiny, Ahmed Loutfy, Ali A. Elzieny (Author) https://creativecommons.org/licenses/by/4.0
Integrated Teaching Reform Of "Health Management" Course Competition In Chinese Medicine Majors In Higher Vocational Colleges
Introduction: China's rapidly growing sub-health population requires enhanced health management. Vocational skills competitions improve professionals' technical abilities, soft skills, and comprehensive quality through simulated real-work scenarios. Methods:Target population refers to a collection of objects or elements related to this study (Buskirk 2019). According to Garver and Mentzer (1999) and Sekaran (2013), the sample size should be more than 200 to avoid any non-convergence.Thus, the sample size for this research will be 560 instructors and 155 administrators from Chinese medicine majors of 10 higher vocational colleges in Guangdong province to ensure the data is reliable and effective. Results:This study identified five key components (policy support, resource integration, teacher development, student participation, and reform implementation) for integrating Health Management competitions in TCM vocational colleges. All components showed significant positive correlations with successful reform. The structural equation model confirmed these factors directly enhance competition integration. Based on findings, 41 specific managerial guidelines were developed across these five dimensions to optimize the teaching reform. Conclusions:1)The components of this study included policy and institutional support (PIS),integration of teaching resources(ITR) ,teacher team building (TTB), student participation mechanism (SPM), integrated teaching reform of "Health Management" course competition(HM).2)The policy and institutional support(PIS),integration of teaching resources(ITR),teacher team building(TTB),student participation mechanism(SPM) positively affected integrated teaching reform of "Health Management" course competition (HM).3)There are 8 measures for Policy and institutional support(PIS), 9 measures for Integration of teaching resources(ITR),8 measures for Teacher team building(TTB), and 9 measures for Student participation mechanism(SPM),7 measures for Integrated teaching reform of "Health Management" course competition(HM).
Copyright (c) 2025 Yucheng Huang, Dr. Siriluck Jittrabiab, Dr. Thanawat Imsomboon (Author) https://creativecommons.org/licenses/by/4.0
The role of child psychology in the early detection of developmental difficulties: an educational worldview
Introduction: Child psychology was considered key to early identification of difficulties in comprehensive development. Its theoretical and practical contributions provided education with elements to anticipate cognitive, emotional, and social risks. Method: A bibliometric study was conducted based on 84 indexed sources retrieved from the Scopus Elsevier database. The analysis applied co-occurrence networks, thematic matrices, and a qualitative hermeneutic thematic approach. An iterative process was followed to generate categories and themes, combining deductive and inductive strategies. Inter-coder reliability was ensured using Cohen’s κ and Krippendorff’s α. Results: The findings revealed that child psychology is strengthening its position as a fundamental discipline in recent literature. Co-occurrence networks showed connections between child development, mental health, and education. The studies examined emphasised the importance of sociocultural theory, attachment theory, and risk factors associated with anxiety, depression, and family contexts. It was noted that early detection should be managed as an interdisciplinary and longitudinal process. Conclusions: The confirmed analysis showed that child psychology has good resources for education. These serve to recognise early signs and avoid learning problems. It was concluded that knowing this in teacher training is important, as it helps to prevent problems and teach better. Furthermore, more Latin American work on the subject is needed for a broader debate.
Copyright (c) 2025 Elizeth Mayrene Flores Hinostroza, Ruth Esther Peñafiel Villarreal, Pedro Gabriel Marcano Molano (Author) https://creativecommons.org/licenses/by/4.0
Explaining VR/AR Learning in Medical Education: A Comparative PLS-SEM Analysis of TAM, SDT, TTF, and Flow Theory
Introduction: Virtual Reality (VR) and Augmented Reality (AR) are increasingly integrated into medical education, offering immersive and interactive environments for safe clinical training. Several theoretical frameworks—Technology Acceptance Model (TAM), Self-Determination Theory (SDT), Task-Technology Fit (TTF), and Flow Theory—can explain technology adoption and learning effectiveness. However, no comprehensive empirical comparison has been conducted within the context of VR/AR-based medical education. Methods: A cross-sectional survey was conducted with 329 undergraduate medical and health sciences students who had prior experience using VR/AR for learning activities. Validated instruments representing each theoretical framework were employed. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate reliability, validity, and structural relationships, followed by a comparative assessment using R², Q², f², and path coefficients. Results: Flow Theory demonstrated the strongest explanatory power (R² up to 0.72), with immersion and engagement as critical predictors of learning outcomes. SDT also showed high predictive strength (R² up to 0.63), emphasizing the role of intrinsic motivation. TTF was effective in predicting task-related learning effectiveness (R² = 0.67), whereas TAM provided only moderate explanatory power (R² ≈ 0.41–0.46). Conclusions: Flow Theory and SDT offer the most comprehensive explanations of student engagement and learning outcomes in VR/AR medical education. TTF remains valuable for task-specific alignment, while TAM primarily captures initial usability perceptions. Overall, immersive and motivational factors are key drivers of effective VR/AR learning, providing guidance for both theoretical development and instructional design in medical training
Copyright (c) 2025 Ika Parma Dewi, Yudha Aditya Fiandra, Rahmat Fadillah, Rizkayeni Marta, Linda Rosalina, Nora Azima Noordin, Dawar Khan (Author) https://creativecommons.org/licenses/by/4.0
Leveraging Gamified Mobile Learning and Augmented Reality to Foster Digital Literacy Competencies of University Students in the Society 5.0 Era
Digital literacy competencies have become essential for university students to thrive in the era of Society 5.0, where technology and human-centered innovation converge. However, evidence from recent studies and institutional reports indicates that students’ levels of digital literacy remain relatively low, highlighting the urgency for effective and engaging learning innovations. This research was designed to develop and evaluate an integrated learning model that combines gamified mobile learning with augmented reality to strengthen students’ digital literacy and identify factors supporting its adoption in higher education. The study applied a research and development approach using the Waterfall model to create a mobile application called AR EduGame. Data were collected from 112 undergraduate students through needs analysis surveys, pre- and post-tests measuring digital literacy, questionnaires on motivation and engagement, and application usage logs. Quantitative data were analyzed using paired-sample t-tests to determine learning effectiveness, while qualitative responses were examined through thematic analysis. The findings revealed a significant improvement in students’ digital literacy, primarily influenced by gamification elements such as points, badges, and leaderboards that enhanced motivation, and by augmented reality features that enabled immersive understanding of complex digital concepts. These results demonstrate the synergistic benefits of integrating gamification and augmented reality, producing stronger learning outcomes than when each is applied separately. In conclusion, AR EduGame serves as a validated pedagogical innovation that unites motivation and cognitive depth, offering higher education institutions a practical model to equip students with essential competencies for success in Society 5.0.
Copyright (c) 2025 Dony Novaliendry, Rahmat Fadillah, Yudhi Diputra, Elida, Widya Darwin, Brian Makmur, Fattan Naufan Islami, Frans Surya Pati Harau (Author) https://creativecommons.org/licenses/by/4.0
Project-Based Political Education Model: A Study of the Pancasila Student Profile Project with the Theme “Suara Demokrasi”
Political education is crucial for fostering a critical and democratically responsible young generation. In Indonesia, the Pancasila Student Profile Strengthening Project (P5), with the theme "Suara Demokrasi" aims to improve students' political literacy in secondary schools. This study focuses on designing a valid and practical political education model to address challenges in P5 implementation. Using the ADDIE development model within a Research and Development (R&D) framework, the study involved expert validation and limited trials with six teachers and thirty students. Expert validation averaged 3,5 or 87 %, categorizing the model as very valid, while practicality scores were 85 % from teachers and 82 % from students. These results directly demonstrate that the Inclusive Democracy Education Model (In-DEMO), which integrates Project-Based, Meaningful, and Transformative Learning, is effective and ready for classroom application. Thus, this research advances a contextual and inclusive political education model that supports the Merdeka Curriculum's goals of enhancing students' civic literacy.
Copyright (c) 2025 Reno Fernandes, Eka Vidya Putra, Emizal Amri, Rhavy Ferdyan, Sabar Aulia Rahman (Author) https://creativecommons.org/licenses/by/4.0
Dyslexia and Learning Health: Analysis of Teacher Profiles through Latent Classes in Three Provinces of Ecuador
Introduction: dyslexia is a neurodevelopmental condition that affects cognitive health and compromises students' emotional well-being and learning trajectories. Persistent misconceptions among teachers regarding its causes, diagnosis and intervention continue to obstruct inclusive education and delay early responses. Methods: this was a non-experimental, quantitative and descriptive study. A validated structured questionnaire was applied to 3,665 teachers from Azuay, Cañar and Morona Santiago in Ecuador. The instrument assessed sociodemographic data and teachers’ knowledge about dyslexia. Descriptive statistics and latent class analysis were conducted. Results: the mean knowledge score was 76.57 out of 100. Six latent knowledge profiles were identified, ranging from conceptual clarity to confusion and myths. Differences among groups revealed uneven understanding of dyslexia and limited scientific training on the subject. Conclusions: teachers’ knowledge of dyslexia remains partial and heterogeneous. Work experience does not ensure conceptual accuracy. These findings highlight the need for teacher training programs that strengthen cognitive health, support inclusive pedagogical practices and guide public policy in educational systems.
Copyright (c) 2025 Gisela Consolación Quintero Arjona, María Gladys Cochancela Patiño, María Elisa Arias Roura (Author) https://creativecommons.org/licenses/by/4.0
AI in Education: A Systematic Literature Review of Emerging Trends, Benefits, and Challenges
Introduction: artificial intelligence (AI) is reshaping education by enabling personalized learning, improving instructional practices, and automating academic and administrative tasks. Despite its accelerating adoption, evidence on AI’s effectiveness, challenges, and broader implications remains fragmented across technologies, contexts, and outcomes. Method: this study conducted a systematic literature review of peer-reviewed publications from January 2020 to August 2024, following PRISMA 2020 guidelines. Searches across Scopus, Web of Science, IEEE Xplore, ScienceDirect, SpringerLink, ERIC, and the first 100 Google Scholar results were screened, appraised, and synthesized thematically. Thirty-nine studies meeting the inclusion criteria were analyzed. Results: the synthesis revealed emerging trends in AI applications spanning special education, K–12 schooling, higher education, vocational training, and language learning. Reported benefits included personalized learning pathways, improved pedagogy and assessment, enhanced feedback mechanisms, reduced administrative workload, and increasing emphasis on AI literacy for both educators and students. Persistent challenges involved infrastructural limitations, inadequate teacher training, algorithmic bias, ethical and data-privacy concerns, and inequities in access. Notable research gaps included a shortage of classroom-based empirical evidence, limited ethical frameworks, underrepresentation of marginalized populations, and insufficient strategies for AI literacy development. Conclusions: AI holds transformative potential to enrich teaching, learning, and educational equity. Realizing this promise requires targeted investments in infrastructure and teacher professional development, integration of AI literacy into curricula, and the establishment of robust ethical and governance frameworks. Expanding empirical research—particularly in underrepresented contexts—will be critical to ensuring AI’s responsible and inclusive integration into education.
Copyright (c) 2025 John Jr. G. Adil (Author) https://creativecommons.org/licenses/by/4.0
Transition from the traditional method to artificial intelligence: a new vision for academic project management
The study examines the transition from traditional methods to the application of Artificial Intelligence (AI) in academic project management, with the aim of assessing its effects on efficiency, adaptability, and quality in higher education. Framed within a positivist paradigm and using a mixed-methods approach, quantitative surveys (n=70) and qualitative semi-structured interviews (n=21) were conducted with lecturers and university managers. Quantitative data were processed with IBM SPSS Statistics 27, while qualitative information was analysed using NVivo 14, enabling triangulation of results and strengthening the study’s validity. Findings reveal that AI integration generates significant improvements in management efficiency (p=0.002), enhances institutional adaptability, and raises the quality of project execution. Four key thematic categories were identified: impact on efficiency, improvement of adaptability, perception of quality, and implementation challenges. Additional results highlight AI’s potential for strategic institutional planning, as well as a motivational effect on academic staff performance. It is concluded that AI constitutes a positive tool for innovation and optimisation in academic management, provided it is accompanied by organisational readiness, ethical oversight, and continuous training programmes to ensure its sustainable and responsible adoption in higher education.
Copyright (c) 2025 Miguel Ángel Medina Romero, Víctor Alfonso Erazo Arteaga , Daniel Washington Barzola Jaya, Miguel Ángel Rodríguez Mireles, Jorge Pablo Rivas-Díaz , Alberto Daniel Salinas Montemayor , David Israel Guerrero Vaca (Author) https://creativecommons.org/licenses/by/4.0
University education 5.0: artificial intelligence and emerging technologies for innovation in higher education
Artificial Intelligence (AI) has become a key driver in the transformation of higher education, introducing new approaches to teaching, learning, and academic management. This study analysed its impact on university teaching through a multinational comparative approach involving Ecuador, Peru, and Colombia, with the aim of identifying benefits, challenges, and opportunities from the perspectives of both lecturers and students. A mixed-methods design was employed, combining a systematic review of 15 articles published between 2019 and 2024 with a structured survey administered to 450 participants (150 in each country). Quantitative data analysis was conducted to measure perceptions and trends, while the documentary review provided further contrast and enrichment of the findings. Results revealed that AI is perceived as a positive driver of educational innovation, particularly in personalised learning, the use of virtual assistants for feedback, and the optimisation of teaching time. However, concerns persist regarding algorithmic bias, transparency in automated assessment, and inequity in access to technological infrastructure. Moreover, Ecuador exhibited the highest levels of acceptance, while Peru and Colombia displayed more neutral attitudes, reflecting contextual barriers to its implementation. In conclusion, AI holds significant potential to transform higher education in the Andean region, provided its incorporation is supported by robust ethical frameworks, inclusive institutional policies, and continuous teacher training programmes that ensure sustainable adoption.
Copyright (c) 2025 Nadia Elizabeth Rodríguez Castillo , Jonathan Posada González, Fabian Alejandro Amores Campaña, Milton Guillermo Yacchirema Jiménez, Sixto Aníbal Yacchirema Jiménez, Carmen Estefanía Balseca Guzmán (Author) https://creativecommons.org/licenses/by/4.0
Gender Equality in Education: Mapping Challenges, Innovations, and Unexplored Dimensions
Introduction: gender equality in education was recognized as a critical pillar of social development, encompassing equal access, equitable learning outcomes, and expanded opportunities. Despite the global commitment through Sustainable Development Goals (SDGs) 4 and 5, systemic disparities persisted, particularly in low-income, rural, and conflict-affected regions. Cultural norms, curriculum biases, and structural inequalities continued to limit the participation of girls and underrepresented genders in education, especially in STEM fields. The COVID-19 pandemic further widened these gaps by intensifying barriers related to digital access, caregiving burdens, and school dropout. Objective: this study aimed to map the challenges, innovations, and unexplored dimensions of gender equality in education by synthesizing peer-reviewed research published between 2020 and 2025. It sought to identify persistent barriers, examine effective interventions, and highlight emerging areas requiring further scholarly and policy attention. Methods: a systematic literature review (SLR) was conducted following the PRISMA framework. Articles published between 2020 and 2025 were retrieved from Scopus, Web of Science, ERIC, and ScienceDirect. Inclusion criteria focused on studies addressing gender equality in formal education. Thematic analysis was applied to synthesize findings, which were grouped into persistent challenges, innovations and interventions, and emerging research areas. Results: the review identified three themes: (1) persistent barriers such as entrenched gender norms, economic constraints, and STEM underrepresentation; (2) interventions including gender-sensitive teacher training, curriculum reform, and early childhood equity initiatives; and (3) emerging areas such as digital inclusion, climate-related educational risks, and intersectional inequities. Conclusions: achieving gender equality in education required sustained, intersectional, and context-responsive approaches. Bridging policy, pedagogy, and practice was essential for building inclusive and transformative education systems.
Copyright (c) 2025 Vanjoreeh A. Madale, Adelfa C. Silor, Angeline P. Dinoro, John Jr G. Adil, Monera A. Salic-Hairulla (Author) https://creativecommons.org/licenses/by/4.0
Perceptions about the use of Artificial Intelligence in external internships in higher education
Generative artificial intelligence (GAI) is generating significant interest in higher education due to its ability to personalize learning and automate academic and administrative tasks. It also fosters new forms of interaction between faculty and students. Given the limited literature on its application in practicum supervision and mentoring, this study aims to analyze university professors' perceptions of the use of GAI in this educational context. An exploratory and descriptive study with mixed-methods design was conducted with the participation of thirty-one professors and researchers from fifteen universities in seven countries. Within the framework of the RedTICPraxis, four specialists were invited to share their knowledge and experiences through video presentations, which subsequently generated an international debate. The discussions were analyzed using the Coannotation tool, yielding 132 annotations classified using a structured social tagging system based on SWOT categories (strengths, weaknesses, opportunities, and threats) and the additional "uses" tag. The findings highlighted strengths and opportunities, such as IAG's ability to personalize learning, support assessment, and automate practicum-related tasks. In contrast, weaknesses related to technological dependence and threats linked to data privacy and algorithmic biases were observed. In conclusion, participants perceived IAG in the practicum with an ambivalent stance, combining enthusiasm and caution, underscoring the need for digital literacy and ethical use to maximize the benefits and mitigate the risks of its implementation in higher education.
Copyright (c) 2025 Horacio Gómez Rodríguez, Pablo Huerta Gaytán, Violeta Cebrián Robles, Ana Belén Pérez Torregrosa (Author) https://creativecommons.org/licenses/by/4.0
Emotional intelligence and academic performance: a review of their relationship in hybrid learning contexts
Emotional intelligence (EI) has become a determining factor in understanding academic performance in higher education, as it influences self-regulation, motivation, and stress management. In Ecuador, the growth of hybrid learning —which combines face-to-face and online activities— raises the need to analyse how EI impacts students’ adaptation and performance in this context. The aim of this study was to explore the relationship between EI and academic performance in Ecuadorian higher education institutions implementing hybrid models. A sequential mixed-methods approach was employed. In the quantitative phase, 280 students from three Ecuadorian universities participated. EI was assessed using the WLEIS inventory, while performance was measured through grade point averages. Descriptive analyses, Pearson’s correlation, and linear regression were applied. In the qualitative phase, 10 semi-structured interviews were conducted with students and lecturers selected through purposive sampling. Thematic analysis allowed for a deeper understanding of perceptions and experiences related to EI in hybrid learning. The quantitative phase revealed a positive and significant correlation between EI and academic performance (r = 0.43; p < 0.01), highlighting the dimensions of self-regulation and use of emotions as predictors. Qualitatively, participants indicated that EI facilitates time management, technological adaptation, and motivation in hybrid environments. The findings confirm that EI constitutes a key resource for enhancing performance among Ecuadorian university students in hybrid education. It is suggested that institutions incorporate emotional training programmes and teaching support strategies to strengthen these competences.
Copyright (c) 2025 David Mauricio Tello Salazar, Tatiana Lizbeth Charro Domínguez , Priscila Viviana Revelo Sánchez, Jahidin Fernando Herrera Ronquillo, Ana María Sanchez Villacrés (Author) https://creativecommons.org/licenses/by/4.0
Introducing Health Literacy at the Primary School Level: A Pedagogical Model for Early Scientific and Medical Education
Health literacy now stands as a cornerstone for lifelong well-being, yet most educational initiatives focus on adolescents or adults, neglecting the formative primary school years when foundational attitudes and habits form. This study addresses that gap by proposing a pedagogical model for introducing health literacy to children aged 6–12, with the goal of developing basic scientific understanding, health awareness, and responsible decision-making from an early age. The research draws on interdisciplinary perspectives from health science education, child psychology, and communication theory, underscoring the urgency of early intervention to reduce long-term health inequalities. A mixed qualitative–quantitative approach was used, combining content analysis of 45 peer-reviewed publications and policy reports with thematic synthesis of case studies and pilot programs from diverse educational contexts. Data analysis identified key competencies, effective pedagogical strategies, and barriers to implementation. The results highlight three main lines of work: (1) integration of age-appropriate health topics—hygiene, nutrition, body awareness, emotional well-being, and responsible use of healthcare services—into existing curricula; (2) adoption of innovative teaching methods such as storytelling, interactive games, role-play, and visual learning tools to make complex health concepts accessible; and (3) promotion of collaboration between educators, healthcare professionals, and families to reinforce learning in both school and home environments. The findings show that structured, engaging, and contextually adapted health literacy education at the primary level can lay the foundation for informed, health-conscious future citizens. The conclusions of the paper discuss implications for policy, curriculum design, and sustainable cross-sector partnerships.
Copyright (c) 2025 Fatimazahra Ouahouda, Khadija Achtaich, Naceur Achtaich (Author) https://creativecommons.org/licenses/by/4.0