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This paper highlights how caring and learning interact and become an intertwined phenomenon. The analysis of the research findings from two studies, in which the interaction between caring and learning in two educational units was investigated, has been guided by a Reflective Lifeworld Research approach grounded in a lifeworld-oriented phenomenology. The analysis procedure was concluded in a synthesis of the interaction between caring and learning in a Dedicated Educational Unit (DEU) and a didactic method inspired by a lifeworld educational perspective has been developed. The results show that through trust and genuine meetings between patients and students caring and learning can converge and be intertwined. Both students and patients take an active role in the health process as well as the learning process. In order to achieve an intertwining process qualified supervision, care managers who take responsibility for a caring and learning environment and a consensus between the nursing school and the healthcare organization is required. The didactic method that can support the intertwining of caring and learning consists of three themes; genuine meetings, sensitivity for the patient's story and reflection in interaction. These themes are tools for the supervision. •Intertwining of caring and learning strengthened both the patient's health processes and the student's learning process.•A reflective attitude enable the intertwining.•Genuine meetings, Sensitivity for the patient's story, Reflection in interactionsupport the intertwining.•Nursing school and health care organization have a mutual responsibility in the implementation of the didactic method.

Eine bevölkerungs- und systembezogene Perspektive auf Gesundheit, starker Anwendungsbezug und Interdisziplinarität, aber auch eine Affinität zu quantitativen und epidemiologischen Methoden und Methodenpragmatismus zeichnen Public-Health-Forschung und -Praxis aus. Diese Orientierung stellt die qualitative Methodenausbildung in Public Health vor einige Besonderheiten. In diesem Beitrag reflektieren wir das Konzept der zweisemestrigen Grundlagenveranstaltungen im Masterstudiengang Public Health der Fakultät für Gesundheitswissenschaften der Universität Bielefeld. Wir setzen mit dem Seminarkonzept auf forschendes Lernen, bei dem die Studierenden den Forschungsprozess mittels der konstruktivistischen Lehrmethode des Cognitive Apprenticeship durchlaufen. Diese offene Herangehensweise ermöglicht es uns, auf unterschiedliches Vorwissen und unterschiedliche Kompetenzniveaus zu reagieren. Mit einer gegenstandsbezogenen, pragmatischen Vermittlung bereiten wir auf die Nutzung und Weiterentwicklung von Methodenkompetenz in der späteren heterogenen Forschungs- und Berufspraxis in Public Health vor. Zugleich bleibt es für uns eine Herausforderung, Studierende für die Bedeutung und den Nutzen der Anwendung einer Vielfalt qualitativer Methoden zu sensibilisieren. The field of public health is characterised by a population and systemic perspective on health, applicability and interdisciplinarity, and a slant towards quantitative and epidemiological methods and methodological pragmatism. This presents specific challenges for the teaching of qualitative methods in public health. In this contribution we reflect on the concept of the two-semester methods seminars in the master of public health course at the School of Public Health at Bielefeld University, Germany. Our teaching is guided by the concept of enquiry-based learning. In our methods seminars, we employ the constructivist teaching method of cognitive apprenticeship to introduce students to the research process. This open approach allows us to respond to different degrees of prior knowledge and levels of competence. With our pragmatic, application-led teaching, we qualify graduates to develop and employ methodological skills in their later academic and practical careers. At the same time, it remains a challenge to sensitise students to the significance and benefits of a wide range of qualitative methods.

A comprehensive understanding of ecological impacts is paramount for preparing a generation of informed and environmentally conscious problem-solvers. Higher education institutions recognize their role as contributors to environmental literacy and competencies necessary for prompting a sustainable clean environment. Life cycle assessments (LCA) provide one channel for students to understand and quantify the consequences of production and consumption. This study explores the current teaching approaches together with learning objectives and disciplinary contexts of LCA courses taught at universities, highlighting their global expansion and interdisciplinary relevance. Employing a mixed-methods approach, including a systematic literature review, curriculum analysis of the current course landscape at European universities, and a global survey among lecturers, the research identifies key trends in LCA education. Particular attention is paid to how LCA education is conducted and whether students are confronted with the same challenges as practitioners. Findings from empirical data emphasize the growing adoption of active learning methods, such as case studies and project-based collaborations, alongside traditional lectures. It has become apparent that instructors are already striving to enhance the LCA methodology with practical engagement. Despite notable progress, challenges persist, including the need for standardization and alignment with industry expectations. Moreover, this study provides a foundation for advancing LCA didactics through more effective approaches.

5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational “E”. In this study, a novel approach was proposed with the use of the argumentation-supported 5E-STEM (A-5E-STEM) model in the science curriculum. The purpose of this study was to examine the differences in learning achievements, learning motivation, learning interest, and higher-order thinking skills of middle school students between teaching science using A-5E-STEM, 5E-STEM, and conventional didactic methods. A semi-experimental study with post-test only non-equivalent groups design was used. A “Separating Mixtures” unit in the 6th grade Natural Science curriculum was designed with A-5E-STEM and 5E-STEM model orientation. The participants were three 6th grade classes with a total of one hundred and twenty students at a public middle school in Hanoi City, Vietnam. The first experimental group was taught science using the A-5E-STEM model, the second experimental group was taught science using the 5E-STEM model, and a control group was taught the science unit with conventional didactic methods. A post-test was used to collect data on learning achievement, and questionnaires were used to collect data on learning motivation, interest, and higher-order thinking skills of middle school students in the science curriculum. The findings showed that the effect of teaching science using the A-5E-STEM model on learning achievement, motivation, interest, and higher-order thinking skills of middle school students was significantly superior to that of the 5E-STEM model and conventional didactic methods. Therefore, science teachers are expected to increase the use of the A-5E-STEM model in their related curriculum.

Two hours practical session in Microbiology for II MBBS students is most of the time monotonous, vague, teacher centric and not utilized time qualitatively by teaching faculty in conventional method. Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. To determine the student’s performance & effectiveness of inquiry-based learning method over traditional practical method by comparing once. To study students’ and faculty perceptions about inquiry based learning (IBL) method Prospective interventional analytical study was conducted for II MBBS students in department of Microbiology for four months. After Ethical committee approval and informed consent randomized selected 100 students of II MBBS divided into two batches; one for didactic practical and one for interactive new inquiry based teaching learning method. Four topics ( Staphylococcus, Streptococcus, Corynebacterium and M. tuberculosis) selected with 15 days interval from regular departmental teaching schedule. Structured the inquiry based questions to cover entire topic, post test papers and feedback forms and validated prior to start the study. Two hrs practical sessions divided into four parts. First half an hour introduction of the topic as routine didactic method, next half an hour we distributed the questions among students and told them to read, discuss and collect the information from the books or any other sources. Next half an hour discussed the questions and last half an hour conducted short test of 20 marks. Average score in tests was considered for analysis. Mean score was calculated and unpaired t test was applied. P value less than 0.05 was considered statistical significance. Students’ and faculty perceptions about inquiry based learning (IBL) method determined by taking questionnaire based feedback using Likert scale at the end of all four sessions. Mean score for topic Staphylococcus taken in traditional way was 9.02 with SD of 2.3 and that taken by the interactive inquiry based learning method was 14.6 with SD of 2.8 and t value 11.1. Mean score for topic Streptococcus taken in traditional way was 8.94 with SD of 2.6 and that taken by the interactive inquiry based learning method was 14.6 with SD of 2.9 and t value 10.2. Mean score for topic Corynebacterium taken in traditional way was 9.48 with SD of 2.4 and that taken by the interactive inquiry based learning method was 14.0 with SD of 2.7 and t value 8.8. Mean score for topic M. tuberculosis taken in traditional way was 9.38 with SD of 2.7 and that taken by the interactive inquiry based learning method was 14.2 with SD of 3.0 and t value 8.4. Improvement in the performance of the students was observed. Mean score was statistically significant (p value is 0.001) in all four topics conducted by interactive inquiry based learning method. Approximately 90% students agreed that the topic better taught in interactive inquiry based learning method and wanted to have more of such sessions.A positive feedback was received from the students and faculty members stated that the inquiry based learning method was very interesting and effective. The students were more alert, interested and receptive in the session. It helps how to utilized two hours practical time that enhance the interest of students and session become more interactive and informative. Student liked the method as it increases the interaction between teacher and students. It helps in integration of concepts and development of thinking skill. IBL method simplified and clarified concepts the topic, increased receptivity and questions increased attention span. It improves the confidence of teacher as well as students2.The study proved that inquiry based learning method is more effective than didactic method to understand the topic. Strengthen quality of teaching learning. Learners are encouraged to participate and interact.

The article offers an overview of the pedagogical approaches and didactic procedures used for leisure education in school facilities (after-school club, school clubs, children's and youth homes) and evaluates them in terms of the development of leisure education, whose general goal is leisure literacy. In the introductory part, the authors explain the basic concepts. The first (most extensive) chapter is focused on education (extra-curricular education, education outside teaching). Information on various methods, mostly traditional, is followed by a section devoted to methods based on constructivist pedagogy. The first chapter concludes with a section devoted to the methods used in so-called open youth work (Offene Jugendarbeit, Open Youth Work). The second chapter is devoted to the concept of leisure competence, and the third chapter contains an evaluation of educational methods in terms of their suitability for education focused on leisure literacy.

In this article, the author presents in the form of a case study the causes, course, and effects of developing his didactic workshop of exercises in the general legal history in the context of the contemporary achievements of academic didactics. The main axis of the evolution of the author’s workshop, which took place in the era of the IT revolution and the COVID-19 pandemic, was the gradual transition from the use of methods appropriate for the teacher-centered learning (TCL), to methods aimed at student- -centered learning (SCL). The aim of the article is to contribute to the revival of the exchange of views and experiences by the academic teaching the history of law and other legal subjects, also in order to stimulate mutual evaluation of classes in the form of kind, but also critical peer feedback.

To evaluate the effectiveness of a clinical scenario simulation method among nursing students for assessing the risk of patients developing pressure ulcers compared with the traditional didactic method. This experimental study was a controlled trial with single-blind assessments. Nursing students (n = 47) were randomly assigned to either a control or an experimental group. The control group (n = 21) was instructed using traditional didactic methods that only delivered knowledge of pressure ulcers, while the experimental group (n = 26) received a clinical scenario simulation-based method for cultivating the competence to assess the risk of pressure ulcers. Participants underwent pre- and post-intervention based on the objective structured clinical examination (OSCE) comprising objective performance criteria. Data were analyzed using a -test in the SPSS Statistics software program at a significance level of 0.05. No significant differences were observed regarding age or the mean scores of the OSCE in pre-intervention between the two groups. Following the intervention, the mean score of the experimental group's performance was higher (29.04 ± 6.00) compared with the control group (12.38 ± 4.15) ( = 0.000). There were statistical differences between the two groups. Nursing students in the clinical scenario simulation group performed significantly better in recognizing and assessing the risk of pressure ulcers. This study demonstrates that a clinical scenario simulation approach is more effective than employing the traditional didactic method for cultivating students' assessment ability regarding pressure ulcers. This student-centered, clinical scenario simulation method can help to effectively develop students' competency in recognizing and assessing the risk of pressure ulcers, thereby providing a solid foundation for their clinical practice towards enhanced patient safety.

Due to the COVID-19 pandemic, university teaching had to be kept up in spite of severe contact restrictions. Virtual teaching of animal nutrition was implemented at the Veterinary Faculty of the Ludwig-Maximilians-Universität (LMU) München, Germany, for both lectures and practical courses. Live online classes were held via Zoom®, and recordings were accessible afterwards. Animal nutrition is taught in the 5th and 6th term of the veterinary studies, followed by an oral state exam about subjects from both terms. In this study, the success of classroom vs. virtual teaching in veterinary animal nutrition was evaluated by comparison of exam results. Two exam cohorts (2019, before the pandemic; 2020, with one term of virtual teaching during the pandemic) were evaluated. The results indicated no significant difference of teaching method on the grades. However, there was a significantly higher probability of students not taking or failing the exam in the 2020 exam cohort, suggesting a general effect of the pandemic on the students. Additionally, two surveys were distributed among the students during summer term 2020 and winter term 2020/21, when virtual teaching due to the pandemic had been implemented for the first time. The survey results provide insights into the students' view of benefits and problems of virtual teaching in animal nutrition at the LMU. The majority was in favor of the live online format for lectures and courses in computed-based ration calculation, whilst feedstuff demonstrations were preferred in classroom setting.