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This qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

The development of best strategies for improving learning engagement in the field of mental health nursing education, is a challenge for teachers. Using self-reflection, students are facilitated to actively participate in their own learning process, improving their efforts to understand and perform best practice for patients. This study aimed to examine the usability and feasibility of a virtual reality simulation for undergraduate nursing students, incorporating reflective methods to improve communication. Design: This study used a mixed method design. Methods: A pre-post control group design was used for effectiveness evaluation and user feedback was collected using essay questionnaires. A total of 59 participants were recruited from two nursing colleges in Korea. The experimental group was trained for 4-hours using a ‘Virtual Patient Immersive Communication Training (VPICT)’ environment, in which they faced virtual patients to practice communication strategies. Students were required to exercise reflection, using a virtual 3D hospital environment recording system. Using SPSS version 27, data were analyzed by conducting paired and independent t-tests with statistical significance determined at p  < 0.05. Results: The VPICT group showed higher mental health nursing performance when self-evaluated ( p  = 0.015). After simulation, communication competency scores were increased in both groups. Overall scores for learning immersion and satisfaction were higher in the VPICT group than in the control group, showing a marginally significant difference between the two groups ( p  = 0.05). The VPICT achieved good usability scores with the highest score in likability (4.67 ± 0.41). Conclusion: The VPICT simulation group demonstrated superior learning immersion and mental health nursing performance. The potential exists therefore, to reinforce mental health nursing simulations and extend VR simulations to be more interactive.

Aim To explore the nuanced structural relationship between insightful self-reflection and empathy using network analysis among undergraduate nursing students. Background Empathy, which is an essential component of humanistic nursing care, should be fostered in nursing students. Self-reflection is considered a precondition for the development of empathy. However, the fine-grained interconnections between the different dimensions of self-reflection and empathy remain unclear. Design A cross-sectional online survey. Methods Convenience sampling was used to recruit participants from four nursing schools from January to February 2024. Participants completed the Chinese version of the Jefferson Scale of Empathy-Nursing Student (CJSE-NS) and the Self-Reflection and Insight Scale (SRIS). Network analysis was used to examine the structural relationships between self-reflection and empathy. Results A total of 258 valid questionnaires were received. The node perspective taking had the highest centralities and predictability, emerging as the most central node of the network. Exhibiting the highest bridge strength, the node insight served as the bridge node connecting self-reflection and empathy. The strongest positive correlation in the cross-community was between the nodes need for self-reflection and walking in their shoes (weight = 0.142). Network stability and accuracy were confirmed by bootstrapping methods, indicating the robustness of the findings. Conclusions This study highlights the intricate connections between self-reflection and empathy among nursing students. Salient central and bridge nodes may inform intervention targets; prospective or experimental studies are needed to test whether targeting these nodes improves empathy.

Academic stress significantly affects students’ well-being and academic performance, highlighting the need for more effective assessment methods to guide targeted interventions. This study investigates how self-disclosure chatbots—designed to share relevant experiences and thoughts—can enhance academic stress assessments by increasing student engagement, improving accuracy, and fostering deeper self-reflection. Two chatbot conditions were developed: a self-disclosure (SD) chatbot that used personal narratives to build empathy, and a non-self-disclosure (NSD) chatbot. In a randomized experiment with 50 university students, participants interacted with either the SD or NSD chatbot. Results showed that the SD chatbot elicited significantly higher engagement, as evidenced by longer session lengths (15.55 ± 5.92 min) and higher word counts (240 ± 114.02 words), compared to the NSD chatbot (11.31 ± 5.21 min; 162.38 ± 66.24 words). Assessment accuracy—evaluated by comparing results from the SISCO Inventory of Academic Stress with chatbot-generated evaluations—was slightly higher for the SD chatbot (0.936) than for the NSD chatbot (0.862), based on accuracy within a ± one-point deviation. Moreover, students who interacted with the SD chatbot reported deeper self-reflection and developed more actionable strategies for managing their stress. Overall, these findings illuminate the value of self-disclosure in chatbot-based assessments and highlight broader applications for addressing academic stress and mental health challenges in educational settings.

To determine the value of an artificial intelligence (AI)-image generation learning sequence on higher-education nursing student self-reflection and recognition of unconscious bias in the context of disability. Self-reflection and recognition of bias amongst undergraduate nursing students enhances reasoning skills and self-awareness in clinical situations. Teaching self-reflection to a diverse cohort can be challenging, making it essential to develop and assess innovative technological tools that support engagement in reflective practice. A multi-methods approach was adopted, obtaining both quantitative and qualitative data for analysis through a survey. Twenty-nine nursing students from the Australian Catholic University were surveyed. Qualitative data underwent both content and inductive thematic analysis. Quantitative data were summarised using descriptive statistics. The study is reported according to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) cross-sectional study guideline. AI-image generation aided self-reflection on personal views about disability and recognition of potential personal and society biases towards disability amongst 90 % (n = 26) and 70 % of participants respectively. Visualisation of thoughts supported self-reflection and identification of generalisations held about disability. Eighty percent of respondents felt AI-image generation prompted them to consider how views and biases about disability may influence nursing practice. AI-image generation was identified to be an interesting and novel tool for self-reflection. Findings suggest AI-image generation may be a useful tool in supporting students to practice self-reflection and identify unconscious biases. AI-image generation may assist students to consider how personal views can impact on clinical practice.

ABSTRACT Background/Objectives: Self-regulated Learning (SRL) is essential in language learning, particularly in foreign languages where learners have limited exposure to the target language outside the classroom. Although storytelling has demonstrated potential in promoting SRL in several domains, studies in foreign language learning remain underexplored, and it is unknown which narrative elements contribute most to developing SRL learning. A study was designed with the aim of knowing how fictional stories in a foreign language, portraying a protagonist’s SRL experiences, influenced Foreign Language Learners (FLLs). Method: A total of 267 first-year Japanese foreign language students read stories in both English and Japanese and were assessed in comprehension, emotional engagement, empathy, and narrative transportation. Results: The results showed that narratives containing emotional elements related to the protagonist’s learning process enhanced learners’ comprehension, emotional connection, and reflection when reading stories in native language (Japanese) than when reading stories in foreign language (English). Additionally, stories that depicted the use of specific learning strategies elicited stronger self-referential responses than those emphasizing emotional states alone. Conclusions: These findings suggest that SRL-themed storytelling, when structured with strategic and emotional depth, can support FLLs reflective engagement and offer practical insights for language educators.

Art allows us to look within ourselves, to learn who we are and what inter­ests us. It connects us to our thoughts, our feelings, our perceptions, and our external reality and experiences. Artistic expression enables students to think about themselves and their feelings, take the perspective of an­other while evaluating their artworks, set goals and organise the course of their creative work. Therefore, it is not difficult to establish a connection between artistic expression and strengthening social emotional compe­tencies. In a study conducted in the 2023/24 school year, a case study ex­plored whether creating a visual journal in the form of an artist’s book can help students recognise their thoughts, emotions and values. In the case study, we included one class of first-year secondary school students, who participated voluntarily, as well as their teacher. We first presented the CASEL model to the students in connection with the artworks of artists whose works deal with topics related to social and emotional competenc­es. The mentor presented the artist’s book in the form of a visual journal as a special artistic form. The students’ task was to think about themselves, their wellbeing, values and actions, and to make real-time reflections on their day with the help of their own visual journal. In their spare time, the students compiled a visual journal over a few weeks, occasionally consult­ing with the teacher. Data were collected through an analysis of the result­ing visual journals, a questionnaire for students and an interview with the teacher. Umetnost nam omogoča, da pogledamo vase, spoznamo, kdo smo in kaj nas zanima. Povezuje nas z našimi mislimi, občutki, zaznavami ter z našo zunanjo realnostjo in izkušnjami. Umetniško izražanje omogoča dijakom, da razmišljajo o sebi in svojih občutkih, zavzamejo perspek­tivo drugega pri vrednotenju svojih likovnih del, si postavijo cilje in organizirajo potek svojega ustvarjalnega dela. Zato ni težko prepozna­ti povezave med likovnim izražanjem in krepitvijo socialno-čustvenih kompetenc. V raziskavi, izvedeni v šolskem letu 2023/24, smo s pomočjo študije primera ugotavljali, ali lahko ustvarjanje vizualnega dnevnika v obliki knjige umetnika pomaga dijakom prepoznati njihove misli, ču­stva in vrednote. V študijo primera smo vključili en razred dijakov 1. letnika srednje šole, ki so sodelovali prostovoljno, in njihovo učiteljico. Dijakom smo najprej predstavili model CASEL v povezavi z likovnimi deli umetnikov, ki se ukvarjajo s temami, povezanimi s socialnimi in čustvenimi kompetencami. Mentorica je kot posebno umetniško obliko predstavila knjigo umetnika v obliki vizualnega dnevnika. Naloga di­jakov je bila razmišljati o sebi, svojem počutju, vrednotah in o dejanjih ter s pomočjo lastnega vizualnega dnevnika razmišljati o svojem dnevu. V prostem času so dijaki nekaj tednov sestavljali vizualni dnevnik, ob­časno pa so se posvetovali z učiteljem. Podatki so bili zbrani z analizo nastalih vizualnih dnevnikov, vprašalnikom za učence in z intervjujem z mentorico.

The paper presents the analysis of strategies and challenges of technology-enhanced personalized language learning at technical universities. The authors specify the meaning of the “personalization” concept in terms of language learning and characteristics of technologyenhanced learning. Skills of personalized learning contribute to the development of learner autonomy and equip students with flexibility and adaptability to the changing demands of today’s labor market. The empirical study was carried out among 101 students from two universities. The questionnaire was aimed at measuring the level of personalized learning skills and digital resources that promote the personalized learning. Students were suggested three questionnaires: one survey on personalized learning skills was performed before and after the experiment, reflection questionnaire and on digital resources ranking were suggested after the experiment. After the introduction of technology-enhanced personalized learning strategies into the educational process, the level of personalized learning skills increased as well as students’ perception of this educational phenomena. There was no significant difference between the results of students from different universities in terms of personalized learning skills. It means that the problem of personalized learning is relevant to the majority of students and requires solutions. The paper provides examples of digital resources’ practical application that intensify the personalization with a promising transition to selfimprovement and successful professional self-realization.

Discrepancies among feedback sources are typically treated as measurement errors, yet they may serve as catalysts for deeper professional reflection. This exploratory, single-group mixed-methods study, conducted in one Japanese teacher education context, examined how three-point comparison feedback (3PCF)—the simultaneous presentation of automated video-based evaluation, peer evaluation, and self-evaluation—relates to pre-service teachers’ reflection on nonverbal teaching behavior in microteaching. Drawing on Hattie and Timperley’s feedback model and the concept of cognitive conflict, 27 participants received 3PCF on multiple nonverbal behaviors and completed written reflections analyzed using an ordinal coding scheme, keyword detection, and text mining. Quantitative analysis revealed that agreement between automated and peer evaluation was strongly item-dependent (e.g., voice volume: r = 0.853; facial expression: r = 0.164). Qualitative analysis showed that discrepancies were associated with multi-layered reflection; as exploratory, prompt-sensitive indicators, keyword detection suggested that 67% of participants recognized gaps between self-perception and external evaluations, 41% reasoned about why sources diverged, and 70% formulated specific behavioral improvement plans. Text mining further identified distinct reflection patterns, suggesting multiple cognitive pathways. These findings, based on a single cohort, suggest that structured comparison across feedback sources can reframe evaluation discrepancies as educational resources associated with reflective and actionable responses in teacher education.

In a world characterized by unpredictable change, students in Computer Science education must be deeper self-directed learners who can take ownership of their learning and transfer knowledge and skills to new contexts. This article reports on how productive failure was incorporated into an introductory coding and robotics course to enhance deeper self-directed learning. The population was 42 fourth-year pre-service teachers from two different campuses of a South African University. All students were invited to participate in the research, and 37 students consented to participate. A basic interpretative qualitative research design was followed. Guided self-reflection documents were used as data-gathering methods, and data were analyzed by applying thematic data analysis. The research concluded that productive failure, incorporated with cooperative pair programming and self-reflection, in introductory coding and robotics education, shows promising results for developing deeper self-directed learning. Furthermore, it is suggested that solvable problems should initially be introduced, because the new coding and robotics environment already contributes to the complexity of tasks. It was secondly concluded that participants’ self-reflections deepened after engaging with unsolvable problems. Follow-up research is required to determine if the transfer of knowledge and skills to new contexts occurred.