Matheus de Morais Leca, Kim Johnston, Ronnie de Souza Santos
\textbf{Context:} Empathy is increasingly recognized as a critical human capability for software engineers, supporting collaboration, ethical awareness, and user-centered design. While many disciplines have long explored empathy as part of professional formation, its incorporation into software engineering education remains fragmented. \textbf{Aim:} This study investigates how empathy has been used, taught, and discussed in general engineering and software engineering education, with the goal of identifying pedagogical practices, outcomes, and disciplinary differences that inform the structured integration of empathy into software curricula. \textbf{Method:} Following established guidelines for systematic reviews in software engineering, we conducted a comprehensive search across six databases and analyzed 43 primary studies published between 2001 and 2025. Data were coded and synthesized using descriptive and thematic analysis to capture how empathy is conceptualized, fostered, and assessed across educational contexts. \textbf{Findings:} Our findings show that engineering programs frame empathy as an ethical and reflective capacity linked to social responsibility, whereas software engineering translates empathy into structured, design-oriented, and measurable practices. Across both domains, empathy teaching enhances collaboration, ethical reasoning, bias awareness, and motivation, but remains limited by low curricular prioritization, measurement challenges, and resource constraints. \textbf{Conclusion:} Empathy is evolving from a peripheral soft skill into a measurable pedagogical construct in software engineering education. Embedding empathy as a continuous, assessable component of design and development courses can strengthen inclusivity, ethical reflection, and responsible innovation in future software professionals.
Education-focused academics were introduced to enhance the quality of education and assist universities in addressing sector metrics that would place them favourably within an increasingly competitive environment. We argue that they form part of third-space staff in universities as their work remains mostly hidden as part of a ‘taken-for-granted’ infrastructure. Following the infrastructure metaphor, we propose a five-step process in the career development of education-focused academics, from early career to educational leaders, that would bring visibility to their work and that of other third-space occupants. Making third-space work visible on the personal, organisational, and sectoral levels will ensure real impact and fulfilment of its disruptive and transformative potential for Higher Education Institutions (HEIs).
The article presents an analytical report on the survey results of Ukrainian refugees concerning various aspects of their lives in the United Kingdom, with the aim of identifying priority areas for support. The questionnaire developed for the study is divided into two parts: the first part includes demographic characteristics (such as gender, age, educational level, employment status, and proficiency in English), while the second part consists of questions designed to examine different aspects of the refugees’ lives. The sample comprises 74 respondents, including 60 women and 14 men. Statistical methods, including the Mann-Whitney U-test and non-parametric Spearman’s rank correlation coefficient, were employed to analyse the survey data. In this study, we use the commonly accepted psychological definition of social-psychological support as a concept that describes various forms of assistance and support an individual receives from their social environment. The questionnaire categorized social support into subtypes: material (provision of resources such as money or goods), emotional (presence, listening, sharing of emotional experiences, and understanding), informational (provision of advice and guidance), and instrumental/behavioral (practical help to solve problems or achieve goals). The findings indicate that the highest priority types of support for Ukrainian refugees in the United Kingdom are instrumental / behavioral, informational and material support, whereas psychological support was identified as the lowest priority.
Purpose – The purposes of this study are to produce digital-based Islamic religious education teaching module products developed using the eXe-Learning application and to find out whether digital-based Islamic Religious Education teaching module products are feasible to use in learning.
Design/methods/approach – This study used development research (Research and Development) with the 4D development model (Define, Design, Development, and Dissemination). At the design validation stage, the digital-based Islamic Religious Education teaching module was validated by material experts and media experts. Data collection techniques used questionnaire instruments
Findings – The assessment by the material experts, consisting of 16 aspects, was 90% categorized as very feasible. The evaluation by the first media expert, consisting of 20 aspects, was 82% categorized as very feasible. The second media expert validation, as a whole, was 96% categorized as “very feasible.” The average value of material and media experts was 89.33% (Very Feasible). Meanwhile, the student response to the digital-based Islamic Religious Education teaching module, consisting of 12 aspects, obtained 67.2%, including the “feasible” category. Moreover, in terms of the module's effectiveness in learning, it had an effect in the form of increasing student skills in performing the Duha prayer.
Research implications/limitations – The implications of this development research practically have contributed to producing digital-based PAI teaching module products on the Duha prayer material used in learning. The main field trial was limited to Class IV of SDIT Al-Furqon Palangka Raya.
Originality/value – This development research supports the implementation of the Merdeka Curriculum in fulfilling the learning tools for the Merdeka Curriculum teaching modules, allowing it to contribute to the world of education
Jozângelo Fernandes da Cruz, Renato Epifânio de Souza, Albejamere Pereira de Castro
et al.
O objetivo deste trabalho foi avaliar o desempenho agronômico de milho variedade em dois sistemas de manejo do solo e níveis de adubação fosfatada em um Latossolo Amarelo distrófico típico (textura arenosa) no município de Mâncio Lima (AC). O trabalho foi realizado no município mencionado, numa área de Latossolo Amarelo distrófico típico (textura arenosa) em estádio de degradação agrícola. O delineamento experimental adotado foi o de blocos casualizados no esquema de parcelas subdivididas, com quatro repetições. Os tratamentos na parcela consistiram em dois sistemas de manejo do solo: cultivo convencional (CC) e cultivo mínimo (CM). Os tratamentos na subparcela consistiram em quatro níveis de adubação fosfatada: Tratamento 1 (P1) = 40 kg ha-1 de P2O5; Tratamento 2 (P2) = 80 kg ha-1 de P2O5; Tratamento 3 (P3) = 120 kg ha-1 de P2O5; Tratamento 4 (P4) = 160 kg ha-1 de P2O5. Foram avaliadas variáveis morfológicas e de produção. Os dados observados foram submetidos ao teste F (p<0,05). Para os tratamentos qualitativos, as médias foram comparadas pelo teste de Tukey (p<0,05), e para os tratamentos quantitativos foi realizada análise de regressão. O manejo do solo influencia a produção de matéria seca, o diâmetro do colmo e a altura de inserção da espiga, que são maiores no sistema de manejo convencional. Nas condições edafoclimáticas em que este trabalho foi desenvolvido, a produtividade de grãos aumentou linearmente em função da adubação fosfatada até a dose de 160 kg ha-1 de P2O5, independentemente do sistema de manejo do solo.
Felipe González-Pizarro, Claudia López, Andrea Vásquez
et al.
While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross-sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.
Providing computer science (CS) offerings in the K-12 education system is often limited by the lack of experienced teachers, especially in small or rural underserved school districts. By helping teachers in underserved areas develop CS curriculum and helping them become certified to teach CS courses, more young people in underserved areas are aware of IT-career opportunities, and prepared for CS education at the university level, which ultimately helps tackle the IT workforce deficit in the United States. This paper discusses a successful implementation of a Google CS4HS grant to a rural underserved area, as well as lessons learned through the implementation of the program. Key elements in the implementation included a face-to-face hands-on workshop, followed by a seven week graduate-level online summer course for the teachers to learn and develop curriculum that covers the CS concepts they will be teaching. The teachers were supported with an online community of practice for the year as they implemented the curriculum.
In this article, we address several key questions related to teaching a professional discipline in English. Specifically, we explore how to select appropriate materials, assess text complexity, and compile a list of terms for vocabulary study. We argue that an effective course requires the instructor to possess both subject matter expertise and effective foreign language teaching methods. Our focus is on the process of preparing and teaching English-language material within a professional discipline at the university level. We emphasize the use of search engines such as VOICE (Vienna-Oxford International Corpus of English), ELFA CORPUS (English as a Lingua Franca Academic Corpus), and MICASE (Michigan Corpus of Undergraduate Student Papers) to locate academic material. Additionally, we discuss methods for assessing text complexity, including using language proficiency levels from A1 to C2 to gauge a student's comprehension. We also propose an experimental approach to determining the necessary vocabulary for understanding a given text. To aid in forming vocabulary and evaluating text complexity, we recommend utilizing interactive tools from the field of applied linguistics, such as Ant Conc, a program that offers free corpus analysis tools, and Multiling Profiler, an online tool for analyzing word frequency.
Esra Kabataş Memiş , Sümeyra Zeynep Et, Elif Sönmez
Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made it necessary for today’s individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning environments that require the use of technology undoubtedly play a key role in raising individuals with technological skills. In this direction, the aim of this research is to study the experiences of pre-service science teachers related to the use of technology within the scope of a course. In this qualitative research, a phenomenological methodology was used to reveal the understandings of preservice science teachers on the experience of integrating technological applications into science teaching. In this context, in-depth semi-structured interviews were conducted with 10 pre-service teachers, about their experiences. As a result of the inductive content analysis, the following four themes, which reflect how the participants interpret the integration of technology in science teaching, were determined in line with the experiences of the participants: The technological tools used in the learning environment and why they are preferred, the necessity of the technological knowledge in the teaching profession, the necessity of the use of technology in the learning environment, and the characteristics of a qualified teacher. Based on the results, the practices for teacher education in the integration of technology in science teaching were discussed.
Purpose – The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of gamification and to identify the challenges in implementing gamified teaching-learning processes in open and distance learning (ODL) institutions. Design/methodology/approach – The case study was carried out by observing the views of the learners on the use of gamification in distance learning and studying the participation level of computer science learners before and after the gamification environment was added to a specific topic through the learning management system (LMS). The pre-game and post-game effects on learners' participation against various factors using t-tests were also investigated in this study. Findings – The study reveals that gamification had a positive and highly significant influence on the learners' participation and engagement in the e-content provided via the LMS. The post-gamification mean score (5.62) was higher than the pre-gamification mean score (2.36), and the overall paired t-test (5.301) value was significant at the 1% level of significance. Some of the challenges faced during the study were communication with the learner, lack of technical skills of the learner, duration of study, etc. Originality/value – This study will help in understanding the perception and effect of gamification on computer science learners in ODL mode in India. The study succeeded in demonstrating that the use of gamified elements results in increased learner participation.
The field of Quantum Information Science & Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering & Mathematics (STEM) fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework (QCTF) consists of four steps: 1. choose a topic, 2. choose one or more targeted skills, 3. choose a learning goal and 4. choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.
Rapid advances in quantum technology have exacerbated the shortage of a diverse, inclusive, and sustainable quantum workforce. National governments and industries are developing strategies for education, training, and workforce development to accelerate the commercialization of quantum technologies. In this paper, we report the existing state of the quantum workforce as well as several learning pathways to nurture the talent pipeline between academia and industry. We provide a comprehensive guide of various educational initiatives accessible throughout the world, such as online courses, conferences, seminars, games, and community-focused networks, that facilitate quantum training and upskill the talent needed to develop a better quantum future.
Anne van der Linden, Ralph F. G. Meulenbroeks, Wouter R. van Joolingen
Research on cognitive effects of educational games in general shows promising results. However, large variations in learning outcomes between individual educational games exists. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear. We examined how an educational game designed on the basis of intrinsic integration theory, based on a strong alignment between game and learning goals, supports the learning of Newtonian mechanics. This study applied a mixed methods approach. An pre and posttest design was used to examine possible learning and transfer effects fostered by playing the educational game, Newtons Race. To examine how players played the game, log data of each player was digitally recorded during gameplay. Our findings demonstrated a significant positive learning effect of Newtons Race. This finding can be explained with acquired log data. Log data show that players gameplay mostly matched expected learning during the game, with physically correct game settings occurring more and more as gameplay progressed. The ability to transfer learned knowledge onto other situations was shown to be limited to situations closely resembling the game environment. Similar designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time. In order to foster transfer to other situations we propose embedding the game within other instructional activities.
Enrique Arce-Larreta, Ketevi Assamagan, Emanuela Barzi
et al.
This Snowmass2021 Contributed Paper addresses the role of the Particle Physics community in creating and fostering international connections in American education. It describes the pressing need to introduce students and faculty to the challenges and rewards of international collaboration, not only to develop the next generation of scientists and engineers for particle physics, but to maintain and build U.S. leadership on an increasingly competitive world stage. We present and assess current efforts in education and public engagement with an eye toward identifying those activities in need of change or increased resources to improve audience reach and program efficacy. We also consider possible new activities that might improve upon or complement existing programs, with the common goal of providing all U.S. students with the opportunity to benefit from a quality international scientific experience.
Gabriele Benelli, Thomas Y. Chen, Javier Duarte
et al.
The growing role of data science (DS) and machine learning (ML) in high-energy physics (HEP) is well established and pertinent given the complex detectors, large data, sets and sophisticated analyses at the heart of HEP research. Moreover, exploiting symmetries inherent in physics data have inspired physics-informed ML as a vibrant sub-field of computer science research. HEP researchers benefit greatly from materials widely available materials for use in education, training and workforce development. They are also contributing to these materials and providing software to DS/ML-related fields. Increasingly, physics departments are offering courses at the intersection of DS, ML and physics, often using curricula developed by HEP researchers and involving open software and data used in HEP. In this white paper, we explore synergies between HEP research and DS/ML education, discuss opportunities and challenges at this intersection, and propose community activities that will be mutually beneficial.
The paper is devoted to the current issue of the formation of professional orientation to entrepreneurial activities among the younger generation and development of children’s entrepreneurship competences as a set of knowledge, skills and abilities aimed at creative transformation of ideas and opportunities into material and non-material values that are in demand by society. The paper aims to analyse the relevant experience of EU countries in the field of implementing entrepreneurship education at school, forming and developing entrepreneurship competences among students of EU state-funded general education schools; as well as to identify the potential areas of improving Russian state policy in the sphere of general education and additional education of children and the youth. The paper summarises the practical experience of EU countries in the field of implementing entrepreneurship education at school. The analysis of the ways of entrepreneurship competence formation among schoolchildren of EU countries is presented. The author considers the goals and content, basic approaches, teaching methods and methods of learning outcomes assessment within the programmes of entrepreneurship education at school in European countries. The author focuses on the fact that one of the main learning outcomes of entrepreneurship education at school is “understanding the role of entrepreneurs in society”, which is linked to students’ awareness of the importance of implementing ethical approaches to business in line with sustainable social development.
Md Nahin Hossain, Md. Shamim Talukder, Abul Khayer
et al.
Purpose – In the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of specific configurations of variables and how they may affect learners' intention. The purpose of this study is to show how cognitive need, subjective norms, perceived usefulness, satisfaction, confirmation, attitude and perceived ease of use combine to predict learners' frequent use intentions. Design/methodology/approach – It is empirically validated through configurational analysis, using fuzzy-set qualitative comparative analysis (fsQCA) on 211 adult learners with experience in using Mobile learning applications (MLA). Findings – The findings show learners' satisfaction of MLA usage combined with the cognitive need and attitude were found to be core conditions reinforcing learners' continuance intention. Research limitations/implications – This study was conducted in the context of adult learners MLA whereby the motivations for continued usage and the nature of technological innovation could differ. In this regard, findings from this study may not be generalizable to other technological contexts. Practical implications – In the planning and development of learning apps, software developers should pay attention to practical functions and extend key features that are frequently required for solving a problem using the new skill. On the marketing side, MLA companies should emphasize the full functionality of their apps to cater efficiently to the different needs and expectations of the learners. Originality/value – This study contributes by extending existing knowledge on how cognitive need, satisfaction and attitude combine to increase or mitigate continuance intention to use toward the development of new configurational theories. This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.