<p>This paper presents an exploratory case study detailed as a pedagogical experience report on integrating adversarial Large Language Model (LLM) scenarios into a graduate cybersecurity curriculum. In addition to prompt injection, sophisticated techniques such as jailbreaking and model inversion pose emerging threats that traditional computer security curricula often lack. We present the design and implementation of a structured, hands-on module addressing this gap, utilizing a custom Retrieval-Augmented Generation (RAG) platform with local open-source LLMs. A cohort of 16 graduate students participated in this two-week pilot module, engaging in "red team" activities to actively exploit model alignment and privacy vulnerabilities. The module achieved an average post-module quiz score of 88%, and 90% of students reported increased confidence, demonstrating measurable learning outcomes. This report illustrates instructional strategies for translating complex LLM exploits into accessible educational exercises, providing an example educators may adapt to prepare future professionals for the challenges of securing real-world AI systems.</p>
Eric Roig-Hierro, Laia Garcia-Dalmases, Xènia Ríos-Sisó
et al.
La práctica de actividad física (AF) durante la adolescencia es esencial para el desarrollo físico, mental y social, pero no todos los colectivos tienen acceso a estos beneficios de manera equitativa. Factores como el nivel socioeconómico y cultural (NSEC), el origen migratorio y el género condicionan la frecuencia con la que las personas adolescentes participan en actividades físicas. En Cataluña, estas desigualdades adquieren relevancia en un contexto de diversidad creciente y desigualdades socioeconómicas persistentes. A partir de los datos del estudio PISA 2022 de 1524 adolescentes catalanes de 15 años, se analizó la influencia de los factores de desigualdad sobre la práctica semanal de AF. Los resultados muestran diferencias significativas en la frecuencia semanal de AF según el NSEC de las personas adolescentes (p < .001). Mientras que un NSEC alto se asocia predominantemente con frecuencias intermedias (2-4 veces/semana), un NSEC bajo muestra una sobrerrepresentación tanto en las categorías de práctica baja (0-1 vez/semana) como en la de práctica muy elevada (≥ 5 veces/semana). Con respecto al origen migratorio, los adolescentes nativos reportan una participación más elevada que aquellos de primera generación, especialmente en grados de frecuencia elevada (≥ 3 veces/semana). Con respecto al género, los chicos superan claramente a las chicas en prácticas frecuentes, con un 58.35% que realiza AF 5 veces o más por semana, frente al 33.37% de las chicas. Estas desigualdades evidencian barreras sociales, económicas y culturales que limitan el acceso de los colectivos vulnerables a la AF. Se destaca la necesidad de generar políticas que promuevan la AF equitativa, subvenciones específicas y programas de integración cultural, esenciales, para fomentar un acceso equitativo y asegurar los beneficios de su impacto en el bienestar de los y las adolescentes.
Introduction: Early adolescence is marked by a series of anatomical and functional changes. Understanding these functional adaptations is particularly relevant for football coaches, as they influence training strategies and performance development. Objective: This study aimed to examine age-related differences in body composition parameters and handgrip strength among junior football players. Materials and Methods: Between September 2024 and August 2025, 151 male football players aged 12 (n=18), 13 (n=35), 14 (n=45), and 15 years (n=53) were assessed. Handgrip dynamometry is widely recognized in literature as a reliable measure of overall muscular strength in athletes. Two Constant hand dynamometers (model 14192-760E) were used, with participants performing maximal voluntary contractions while standing, arms fully extended and held obliquely laterally. Results: Significant anthropometric increases were observed between ages 13 and 14, whereas BMI remained consistent across age groups. Muscle mass increased from 39.06 ± 2.21% at age 13 to 41.09 ± 1.37% at age 14, while body fat percentage did not change significantly. No significant differences were observed in handgrip strength, despite notable changes in body composition. Conclusions: Handgrip strength assessment represents a practical tool for monitoring and evaluating muscular strength in adolescent athletes. The data provided by this study may serve as reference values for coaches in the region. In this cohort, early adolescence was associated with nonsignificant changes in handgrip strength, despite measurable alterations in body composition.
Artificial intelligence has deeply permeated numerous fields, especially the design area which relies on technology as a tool for innovation. This change naturally extends to the field of design education, which is closest to design practice. This has led to further exploration of the impact of AI on college-level education in the design discipline. This study aims to examine how current design educators perceive the role of AI in college-level design education, their perspectives on integrating AI into teaching and research, and their concerns regarding its potential challenges in design education and research. Through qualitative, semi-structured, in-depth interviews with seven faculties in U.S. design colleges, the findings reveal that AI, as a tool and source of information, has become an integral part of design education. AI- derived functionalities are increasingly utilized in design software, and educators are actively incorporating AI as a theoretical framework in their teaching. Educators can guide students in using AI tools, but only if they first acquire a strong foundation in basic design principles and skills. This study also indicates the importance of promoting a cooperative relationship between design educators and AI. At the same time, educators express anticipation for advancements in ethical standards, authenticity, and the resolution of copyright issues related to AI.
Rhea Fernandez, Sarah Hagstrom, Liesel Malanos
et al.
We conducted a literature review and expert interviews to determine the most common methods being used to teach quantum physics and quantum computing concepts to primary and secondary students. Based on the findings of this review, we provide a framework of seven categories of teaching approaches for teaching mathematically accessible quantum concepts; they are Defamiliarization, Quantum Picturalism, Spin-First Approach, Einstein-First Approach, Many Paths Approach, Historical Development Approach and Game-based Quantum Learning. We summarise each of these teaching methods and overview their advantages and disadvantages of each method. Our framework makes it easy for physics educators to embrace the diverse methods of teaching quantum physics and quantum computing at the primary and secondary level.
Minghui Wang, Meagan Sundstrom, Karen Nylund-Gibson
et al.
Clustering methods are often used in physics education research (PER) to identify subgroups of individuals within a population who share similar response patterns or characteristics. K-means (or k-modes, for categorical data) is one of the most commonly used clustering methods in PER. This algorithm, however, is not model-based: it relies on algorithmic partitioning and assigns individuals to subgroups with definite membership. Researchers must also conduct post-hoc analyses to relate subgroup membership to other variables. Mixture models offer a model-based alternative that accounts for classification errors and allows researchers to directly integrate subgroup membership into a broader latent variable framework. In this paper, we outline the theoretical similarities and differences between k-modes clustering and latent class analysis (one type of mixture model for categorical data). We also present parallel analyses using each method to address the same research questions in order to demonstrate these similarities and differences. We provide the data and R code to replicate the worked example presented in the paper for researchers interested in using mixture models.
Efforts to promote equity in higher education often rely on shared intent among instructors and students. Yet, as demonstrated in this study, when students form their own teams for Team-Based Learning (TBL) tasks, they unintentionally cluster with peers of similar socio-economic backgrounds, ultimately undermining equity. This study introduces a simple strategy to facilitate equitable team formation through a quantitative reflection of students' socio-economic backgrounds and their self-perceived preparedness. When applied, the strategy yielded balanced teams and improved performance. In its absence, team compositions became skewed and class performance declined. These findings highlight a behavioural gap between intent and outcome and underscore the need for structural supports to translate equity goals into practice.
Damian Alberto Lampert, Darío Marcelino Cabezas, Silvia Porro
Este trabajo realiza una indagación sobre los intereses y las actitudes del estudiantado sobre temas de alimentación. Para ello, se toma como referencia el cuestionario ROSES-2021 y se han agregado otros ítems asociados a una taxonomía de educación alimentaria (EA) desarrollada en Argentina. Los intereses que obtuvieron un mayor porcentaje de aceptación son aquellos asociados a los aspectos jurídicos de los alimentos, la alimentación de las mascotas, los temas ambientales y su asociación con la producción de alimentos, y la dependencia entre la salud humana, animal, vegetal y del ambiente. Estos resultados permiten resaltar la importancia de la educación Ciencia, Tecnología, Sociedad (CTS) y, en especial, de la incorporación de metaconocimientos, como lo es la geografía, para poder abordar a la alimentación desde la perspectiva de Una Salud: englobando aspectos ambientales, humanos, vegetales y animales.
Education (General), Theory and practice of education
Steffen Steinert, Lars Krupp, Karina E. Avila
et al.
As distance learning becomes increasingly important and artificial intelligence tools continue to advance, automated systems for individual learning have attracted significant attention. However, the scarcity of open-source online tools that are capable of providing personalized feedback has restricted the widespread implementation of research-based feedback systems. In this work, we present RATsApp, an open-source automated feedback system (AFS) that incorporates research-based features such as formative feedback. The system focuses on core STEM competencies such as mathematical competence, representational competence, and data literacy. It also allows lecturers to monitor students' progress. We conducted a survey based on the technology acceptance model (TAM2) among a set of students (N=64). Our findings confirm the applicability of the TAM2 framework, revealing that factors such as the relevance of the studies, output quality, and ease of use significantly influence the perceived usefulness. We also found a linear relation between the perceived usefulness and the intention to use, which in turn is a significant predictor of the frequency of use. Moreover, the formative feedback feature of RATsApp received positive feedback, indicating its potential as an educational tool. Furthermore, as an open-source platform, RATsApp encourages public contributions to its ongoing development, fostering a collaborative approach to improve educational tools.
Lars Berger, Uwe M. Borghoff, Gerhard Conrad
et al.
Global conflicts and trouble spots have thrown the world into turmoil. Intelligence services have never been as necessary as they are today when it comes to providing political decision-makers with concrete, accurate, and up-to-date decision-making knowledge. This requires a common co-operation, a common working language and a common understanding of each other. The best way to create this "intelligence community" is through a harmonized intelligence education. In this paper, we show how joint intelligence education can succeed. We draw on the experience of Germany, where all intelligence services and the Bundeswehr are academically educated together in a single degree program that lays the foundations for a common working language. We also show how these experiences have been successfully transferred to a European level, namely to ICE, the Intelligence College in Europe. Our experience has shown that three aspects are particularly important: firstly, interdisciplinarity or better, transdisciplinarity, secondly, the integration of IT knowhow and thirdly, the development and learning of methodological skills. Using the example of the cyber intelligence module with a special focus on data-driven decision support, additionally with its many points of reference to numerous other academic modules, we show how the specific analytic methodology presented is embedded in our specific European teaching context.
ABSTRACTPurpose We implemented and evaluated a hybrid 4-week arts-based elective for clinical medical students to support flourishing.Materials and Methods Five students participated in early 2022. Twelve sessions occurred in-person at art museums and other cultural centers, and five occurred online. Sessions incorporated varied arts-based learning activities, including Visual Thinking Strategies, a jazz seminar, and a mask-making workshop. We evaluated the course via weekly reflective essays, interviews 6 weeks after the course, and pre-post surveys that included four scales with clinical relevance: capacity for wonder (CfW), tolerance for ambiguity (TFA), interpersonal reactivity index, and openness to diversity.Results Qualitatively, the course helped learners: 1) reconnect with individual characteristics and interests that had been neglected during medical education; 2) better appreciate others’ perspectives; 3) develop identities as physicians; and 4) engage in quiet reflection, renewing their sense of purpose. Quantitatively, pre-post mean totals increased for the CfW (32.0 [SD 6.8] vs 44.0 [SD 5.7], p=.006) and TFA scales (16.4 [SD 5.2] vs 24.2 [SD 6.9], p=.033).Conclusions This elective facilitated learners’ connecting with themselves, others, and their profession with improvement in clinically-relevant measures. This provides further evidence that arts-based education can foster professional identity formation and be transformative for students.
This special feature, dedicated to Michael J. Duff FRS on the occasion of his 70th birthday, concerns topics in 'Quantum gravity, branes and M-theory'. These three intertwining subjects have been central to Duff's work; indeed many of his contributions have come to define significant aspects of what we actually mean by these terms. From the discovery of Weyl anomalies to recognising superstrings in 10 dimensions as a special case of membranes in an 11-dimensional M-theory, Duff's insights have shaped major developments across these themes. So it is an apposite setting for such a celebration and we are delighted to be able to include in this collection contributions from many of the pioneers of quantum gravity, branes and M-theory. The breadth of these topics has placed little constraint on the multiplicity of ideas appearing in these pages, from astrophysical black holes to chaotic condensed matter. Again, this is fitting as Duff's scientific remit spans a remarkable diversity of motifs, from the fundamentals of M-theory to entanglement in quantum information.
The aim of the study was to determine whether aspects of occupational burnout, i.e. psychophysical exhaustion, lack of involvement in relations with pupils, a sense of professional ineffectiveness, and disappointment are significantly related to the specificity of educational work and care in special education.
The objective of the study was also to determine the relationship between coping styles adopted by teachers in stressful situations, i.e. task-oriented, emotion-oriented, and avoidance-oriented coping, with the degree of intellectual disability of pupils adopted as a criterion.
The degree of intellectual disability of pupils under the teachers' care was adopted as a differentiating criterion in the analysis. The research was conducted among 77 teachers from the Special Training and Education Centre in Słupsk. In order to collect research material the authors used a diagnostic survey and the following research tools: The Coping Inventory for Stressful Situations (CISS) and Link Burnout Questionnaire (LBQ) by Massimo Santinello.
The analysis of the obtained results indicates the existence of a relationship between occupational burnout among special education teachers, and their pupils' degree of disability. A dependency was observed between the sense of burnout in assessing one's own competence (sense of ineffectiveness), and the pupil's degree of intellectual disability, where effectiveness subjectively assessed by teachers decreases as disorders in the level of pupils' intellectual development and social functioning increase.
The obtained results also indicate task-oriented coping style as dominating among the studied teachers. This strategy dominated in the group who worked with pupils with mild and profound intellectual disability.
Social history and conditions. Social problems. Social reform, Education
Marge G. Bardeen, Olivia M. Bitter, Marla Glover
et al.
To develop an increase in societal interest in the fundamental sciences of particle physics and particularly for maintaining the support structures needed to succeed in experiments that take several decades to develop and complete, requires strong educational back-grounding at all levels of the instructional system and notably at early stages in the process. While many (particularly young) students might show an early interest and aptitude for science and mathematics at the elementary level, the structures are not necessarily in place to capture, nurture and develop such nascent interests. To encourage and strengthen such interests, strong connections must be made at K-12 and Undergraduate levels. The paper discusses the on-going efforts and makes recommendations.
The physics that underpins modern technology is based on Einstein's theories of relativity and quantum mechanics. Most school students complete their compulsory science education without being taught any of these Einsteinian concepts. Only those who take a specialised physics course have the opportunity to learn modern physics. In 2011, the first study of a modern physics teaching intervention with an Australian upper primary (aged 10{11) class was conducted. The initial intervention was the first step of the Einstein-First collaboration towards challenging the current paradigm of Newtonian teaching in schools. It was found that modern physics concepts could be taught to these students. In 2020, 11 participants of the initial study (out of a total of 26) were contacted for a follow-up questionnaire and interview to investigate any long-term impact. The results of the follow-up indicate that the intervention maintained a positive impression on participants. The models and analogies used during the six-week intervention were highly memorable. The participants indicated that they found the intervention to be beneficial to their future learning. Even close to ten years after the intervention, the participants remembered several key concepts (such as curved space-time). The long-term follow-up indicates that Einsteinian physics can be taught at the upper primary level and be recalled several years later.
In an environment where employees and their experience are of central value to the company, human resources management (HRM) represents a significant aspect of business efficiency. In this paper we present a model of an HRM information system for universities. Special attention is paid to aspects of the system that support processes specific to science and higher education. UML was used for modelling the global and detailed system architecture and database model. FURPS+ methodology was used for classification of requirements and the MoSCoW method for analysis of requirement priority.
BACKGROUND AND OBJECTIVE: Unless mental health care is provided to suicide attempters after discharge from the emergency department, suicide prevention opportunities may be lost. The purpose of this study was to determine the effect of motivational interviewing (MI)-based training on using mental health services and reducing the severity of suicidal thoughts.
METHODS: This quasi-experimental study was performed on seventy suicide attempters who had been admitted to the emergency department of three university hospitals in Southeast Iran in 2019. Eligible patients were chosen through convenience sampling, and they were randomly divided into the experimental (n = 35) and control (n = 35) groups. The intervention group received three MI sessions on the day of discharge and the 1st week after discharge. Twelve weeks after the intervention, the Beck Scale for Suicidal Ideation and the using mental health services were completed in both the groups. Data were analyzed using Chi-squared test, independent t-test, and paired t-test.
RESULTS: While there was no significant difference between the two groups in terms of the mean score of suicidal ideation on the pretest, the experimental group experienced a significant decrease in this respect at the end of the study; thus, this group scored 8.86 ± 5.30, which is considerably lower than that obtained in the control group (15.85 ± 6.65) (P = 0.0001). Furthermore, at the end of the study, the rate of using mental health services increased much more in the experimental group than in the control group (P = 0.01).
CONCLUSION: MI training had a significant positive impact on mitigating suicidal ideation and promoting mental health services use. To improve mental health and to better serve suicidal individuals, it is recommended that short-term interventions be developed in the form of post-discharge education for suicidal patients admitted to the emergency department.
Special aspects of education, Public aspects of medicine
Background: Dataset skills are used in STEM fields from healthcare work to astronomy research. Few fields explicitly teach students the skills to analyze datasets, and yet the increasing push for authentic science implies these skills should be taught. Purpose: The overarching motivation is to understand learning of dataset skills within an astronomy context. Specifically, when participants work with a 200-entry Google Sheets dataset of astronomical data about quasars, what are they learning, how are they learning it, and who is doing the learning? Sample: The authors studied a matched set of participants (n=87) consisting of 54 university undergraduate students (34 male, 18 female), and 33 science educators (16 male, 17 female). Design and methods: Participants explored a three-phase dataset activity and were given an eight-question multiple-choice pre/post-test covering skills of analyzing datasets and astronomy content, with questions spanning Bloom's Taxonomy. Pre/post-test scores were compared and a t-test performed for subsamples by population. Results: Participants exhibited learning of both dataset skills and astronomy content, indicating that dataset skills can be learned through this astronomy activity. Participants exhibited gains in both recall and synthesis questions, indicating learning is non-sequential. Female undergraduate students exhibited lower levels of learning than other populations. Conclusions: Implications of the study include a stronger dataset focus in post-secondary STEM education and among science educators, and the need for further investigation into how instructors can ameliorate the challenges faced by female undergraduate students.
We propose and experimentally demonstrate the Transformable Reflective Telescope (TRT) Kit for educational purposes and for performing various optical tests with a single kit. The TRT Kit is a portable optical bench setup suitable for interferometry, spectroscopy, measuring stray light, and developing adaptive optics, among other uses. Supplementary modules may be integrated easily thanks to the modular design of the TRT Kit. The Kit consists of five units; a primary mirror module, a secondary mirror module, a mounting base module, a baffle module, and an alignment module. Precise alignment and focusing are achieved using a precision optical rail on the alignment module. The TRT Kit transforms into three telescope configurations: Newtonian, Cassegrain, and Gregorian. Students change telescope configurations by exchanging the secondary mirror. The portable design and the aluminum primary mirror of the TRT Kit enable students to perform experiments in various environments. The minimized baffle design utilizes commercial telescope tubes, allowing users to look directly into the optical system while suppressing stray light down to $\sim$10$^{-8}$ point source transmittance (PST). The TRT Kit was tested using a point source and field images. Point source measurement of the Newtonian telescope configuration resulted in an 80\% encircled energy diameter (EED) of 23.8 $μ$m.