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College physics course based on online teaching system can make the boring theoretical derivation process more intuitive and convenient with the help of the unique characteristics of multimedia technology and tools, so that students' learning efficiency can be significantly improved, so it has high research value. Based on this, this paper first analyses the current situation and existing problems of college physics course teaching, then studies the necessity of constructing college physics online teaching platform, and finally gives the construction strategy of college physics online teaching system based on the construction of curriculum group.

Massive open online courses (MOOCs) have developed rapidly and become tremendously popular because of their plentiful gamification designs, such as reputation points, rewards, and goal setting. Although previous studies have mentioned a broad range of gamification designs that might influence MOOC learner engagement, most gamified MOOCs fail to meet learning objectives because of a lack of research regarding suitable game design, as well as poor rationale for or design of gamification mechanics. This study aims to explore and identify engaging gamification mechanics for MOOC learners. We conducted a focus group interview with 25 MOOC frequent users to identify 40 gamification mechanics. This study then determined the relative engagingness of these gamification mechanics by administering an online survey to 5,020 MOOC learners. The results indicated that the 10 most engaging gamification mechanics accounted for more than 50% of the engagingness. The mechanics of the Where's Wally game is extremely engaging for MOOC learners; however, they it is not been demonstrated in previous relevant studies. Finally, we discuss the top five engaging gamification mechanics and their implications.

This study examines the survival of the Laz language through education from the perspective of Laz language educators. This research was conducted in a qualitative research design and case study model. Data was collected via a semi-structured interview form and analyzed by using a content analysis method. The study group consisted of six teachers of Lazi. The findings revealed that the Laz language is under threat due to limited class hours and course materials. School administrators provide insufficient support for language education, pre-service and in-service training for Laz language teachers remains inadequate, and younger generations show little preference for speaking Laz. In addition, participants suggested that the language should be included as an elective course in the secondary school curriculum, that more projects and research on Laz should be undertaken, and that in-service training opportunities should be expanded. While participants expressed satisfaction with the state’s local language policies, they emphasized that stronger institutional and political support is necessary to enhance social acceptance, ensure survival through education, and promote sustainability.

Background: Digital literacy is increasingly essential in modern nursing education, yet many students lack confidence and prior exposure to digital tools. Method: A 6-week project-based course, guided by the ARCS motivational model comprising Attention, Relevance, Confidence, and Satisfaction, engaged 40 first-year nursing students in designing health care applications using the Figma digital platform. The instructional process was organized into three progressive phases: motivational induction, design implementation, and final presentation. Results: Students demonstrated a significant increase in learning motivation (t = 15.784, p < .001) and rated Figma's usability as excellent (System Usability Scale = 84.87). Reflections indicated enhanced digital confidence, interdisciplinary collaboration, and the ability to translate nursing knowledge into practical applications. Conclusion: Integrating motivational strategies with project-based learning and an intuitive digital platform effectively promoted student engagement, skill acquisition, and meaningful learning. This model offers a scalable approach for embedding digital competence into nursing curricula.

In recent years, ecological building of bridges has gradually begun to appear in cities, and this trend is conducive to the sustainable development of urban bridges and an ecological environment, promoting the development of emerging industries around cities and driving the development of the urban economy. Bridges’ ecological aesthetic design cannot be separated from ecological aesthetics, and the relationship between these two factors is complementary and inseparable. This paper focuses on the relationship between the teaching of a bridge aesthetic design course and ecological landscape sustainable development. Based on a visual impression hierarchy deep learning model and a statistical analysis of a questionnaire, including reliability and validity analyses, a teaching model for the design of landscape bridge structure systems was constructed. Landscape bridge structure systems combine the dimensions of function, form, mechanics, and culture, and the teaching design model of landscape bridges must include non-professional students, undergraduate students, graduate students, and graduates working in enterprises. Investigations were performed of the urban block landscape, water environment landscape, urban garden landscape, and landscape bridges within natural mountain landscapes. The results showed that: (1) the influence and role of landscape aesthetics related to the water environment and urban garden landscapes are the most important; (2) in the teaching of a bridge aesthetics course, sustainable ecological development must consider the aesthetic value of landscape bridges while ensuring function and safety; and (3) for students at different learning stages, the focus in terms of bridge aesthetic system elements is different. Both the bridge structural landscape configuration and the ecological aesthetics must be considered together during the teaching of bridge aesthetics design courses. To achieve such a goal, students at different levels must have a good understanding of ecologically sustainable development and bridge aesthetics.

Introduction The inverted classroom model (ICM) is a learner-centred approach that aims to promote engagement, independence and deeper understanding by shifting knowledge acquisition to self-directed learning before class and using class time for interactive exercises. Despite its growing popularity, there are differing views on how dental students experience and evaluate this model compared to the traditional lecture-based teaching method (FT). This study examines students’ subjective perceptions of teaching and learning within the ICM framework and investigates how a series of lectures delivered in this format influences their learning strategies and their interest in the subject area. Methods First-year students were recruited and divided into FT and ICM groups. From April 2023 to February 2024, dental students ( n  = 138) were included in this study. The control group received classes based on the traditional (FT) concept, while the ICM group was defined as the intervention group. Data were collected at the beginning and end of the year using standardised questionnaires to evaluate the teaching concept (FLIPPY), study interest (FSI), and learning strategy (LIST-K). Wilcoxon and Mann–Whitney U tests were employed to evaluate these data, with a significance level of p  < 0.05. Results ICM was associated with significantly higher student ratings across most domains of the teaching concept, particularly with regard to preparation ( p  < 0.001), flexibility ( p  = 0.014), collaborative learning ( p  = 0.002), interaction with teachers ( p  < 0.001), active participation and motivation ( p  = 0.004). No significant changes in study interest or learning strategies could be observed. However, ICM students demonstrated a greater openness to innovative and digital teaching methods. Conclusion The ICM was associated with increased student engagement and interaction. However, it was not associated with changes in study interest, learning strategies, or short-term perceived learning outcomes. The results suggest the ICM’s complementary role in blended learning but should be interpreted as associative due to the quasi-experimental design. Limitations include subjective measures, the short duration of the study, and limited generalizability.

The emergence of artificial intelligence (AI) innovations like ChatGPT presents new opportunities and challenges for world languages (WL) education. WL teacher education programs must prepare preservice teachers with AI literacy to help them effectively integrate these technologies into teaching. This multiple case study—part of our on‐going self‐study of teacher educator practice—investigated how AI literacy can be leveraged as a core practice in a WL teacher licensure program. Drawing on pre‐surveys, course artifacts, structured reflections, and interviews, the study explored how three teacher candidates (TCs) engaged with Generative AI (chatbots) in the instructional activity of lesson planning and developed emergent forms of AI literacy. Participants demonstrated varying levels of development of AI literacy across four domains: technological proficiency, pedagogical compatibility, professional work, and ethical use. They developed critical stances toward AI, which were shaped by their evolving professional identities. This study contributes to growing conversations about AI in teacher education by showing the potential of the AI literacy core practice as a scaffolded, reflective approach to building AI competencies. It also underscores the importance of centering TC's professional identity development in AI integration while providing support for prompt design, noninstructional use of AI, and facilitating conversations about responsible AI use with students.

Many educational and language scholars in the field have remarked the need to strengthen assessment and testing academic courses in the undergraduate teacher education programs, more specifically in highlighting the importance of language assessment literacy (LAL). With several findings indicating insufficient or impractical assessment components in many of these programs, academics and teachers alike agreed with the significance of developing pre-service teachers’ LAL to reinforce their theoretical knowledge and practical skills of assessment which would enable them to effectively construct and administer language assessments. In order to contribute to the discussions on LAL, this qualitative case study reports on the reflections made by the pre-service teachers (PSTs) of English language education (n=13) on their learning process during a university-based academic course on language test development in the Philippine setting. Guided by an assessment literacy framework, this study aims to explore PSTs’ LAL development and the contribution of the assessment course to this development. Findings revealed that the course produced extensive modifications in understanding the definition and principles of assessment, the various strategies and tools of assessment, and purposes and construction of language assessments. Additionally, the current research offers discussions into the influence of language assessment training on PSTs’ LAL development.

Introduction Ultrasound is important in heart diagnostics, yet implementing effective cardiac ultrasound requires training. While current strategies incorporate digital learning and ultrasound simulators, the effectiveness of these simulators for learning remains uncertain. This study evaluates the effectiveness of simulator-based versus human-based training in Focused Assessed with Transthoracic Echocardiography (FATE). Materials and methods This single-centre, prospective, randomised controlled study was conducted during an extracurricular FATE workshop (approximately 420 min) for third-year medical students. Participants were randomly assigned to the study group (training solely on simulators) or the control group (training on human subjects). Both groups completed a theory test and a self-assessment questionnaire before the course (T 1 ) and at the end of the training (T 2 ). At T 2 , all participants also completed two Direct Observation of Procedural Skills (DOPS) tests—one on the simulator (DOPS Sim ) and one on humans (DOPS Human ). Results Data from 128 participants were analysed ( n  = 63 study group; n  = 65 control group). Both groups exhibited increased competency between the T 1 and T 2 self-assessments and theory tests ( p  < 0.01). In the DOPS Human assessment at T 2 , the control group performed significantly better ( p  < 0.001) than the study group. While motivation remained consistently high among both groups, the study group rated their “personal overall learning experience” and the “realistic nature of the training” significantly worse than the control group ( p  < 0.0001). Both groups supported the use of ultrasound simulators as a “supplement to human training” (study: 1.6 ± 1.1 vs. control: 1.7 ± 1.2; p  = 0.38), but not as a “replacement for human training” (study: 5.0 ± 2.3 vs. control: 5.4 ± 2.1; p  = 0.37). Conclusion Both simulator- and human-based training effectively developed theoretical and practical skills in FATE. However, the simulator group demonstrated significantly poorer performance when applying their skills to human subjects, indicating limitations in the transferability of this simulator-based training to real-life patient care. These limitations of simulator-based ultrasound training should be considered in future training concepts. Clinical trial number Not Applicable.

Aim This study aimed to determine whether simulation training designed according to INACSL Standards improves satisfaction, self-confidence, and perceptions of simulation design and educational practices among midwifery students in China. Background Midwives ar e crucial in reducing maternal and neonatal mortality, and their effectiveness is directly impacted by the quality of midwifery education. Simulation training enhances midwifery students’ clinical competence, but research on applying INACLS standards in the China is limited. Design A quasi-experimental study was conducted at Zhejiang Chinese Medical University from January 2023 to June 2024, using a historical control design. Method A total of 129 students were divided into two groups: the control group ( n  = 67) received standard simulation training while the intervention group ( n  = 62) followed the INACSL Standards. Data were collected using three scales: Student Satisfaction and Self-Confidence in Learning Scale along with Simulation Design Scale (SDS) and Educational Practices in Simulation Scale (EPSS). Results The intervention group had significantly higher scores in student satisfaction (median difference=-0,200, 95%CI=[-0.400,0.0], P  = 0.040) and active learning (mean difference=-0.130, 95%CI=[-0.222, -0.374], P  = 0.006). The SDS sections of “objective/ information” (median difference=-0.200, 95%CI=[-0.400,-0.200], P  < 0.001). and “guided reflection/ feedback” resulted in higher scores for the intervention group (median difference=-0.250, 95%CI=[-0.500,-0.250], P  < 0.001) which contributed to a greater total SDS score (mean difference=-0.163, 95%CI=[-0.242,-0.084], P  < 0.001). Self-confidence and other dimensions of the SDS and EPSS did not demonstrate any significant differences. Conclusions Simulation training based on INACSL standards enhances students’ satisfaction and active learning through clear goals and structured feedback. Future studies should extend the intervention duration and integrate teaching methods to improve students’ self-confidence and professional skills.