Objectives. To synthesize contemporary scientific approaches to interpreting physical education of schoolchildren within the logic of a managed learning process and to clarify the role of pedagogical control, modelling, and age-related developmental regularities in shaping learning outcomes.
Materials and Methods. The study was conducted as a narrative review of publications addressing physical education theory, pedagogical control, modelling of the learning process, age-related developmental regularities, and the teaching of physical exercises in general secondary education. The analysis was carried out from systems-based and learning-oriented perspectives on the organisation of physical education.
Results. The review supports interpreting physical education of schoolchildren as a managed learning process in which learning outcomes emerge through the interaction of pedagogical control, modelling, and learners’ age-related developmental characteristics. Age-related regularities are best treated as parameters of learning models that define the boundaries for valid interpretation of pedagogical-control results. Pedagogical control acquires a regulatory function only when embedded within a model of the learning process. The synthesis also allows the learning of physical exercises to be interpreted as the formation and dynamics of learning states that can serve as objects of pedagogical control and regulation.
Conclusions. The proposed synthesis enables interpreting outcomes of physical education as consequences of the organisation of the learning process rather than as autonomous normative indicators. This narrative review delineates theoretical and methodological frames for further research aimed at empirically testing models of managed physical education and refining tools of pedagogical control in general secondary education practice.
While Generative AI (GenAI) rapidly integrated into higher education, existing research has primarily focused on regulating student use. As a result, student perspectives on faculty adoption of GenAI remained unexplored. In this study, we analyzed survey responses from 156 undergraduate and graduate students to examine their attitudes toward both student and faculty use of GenAI. We classified students into four groups based on their attitudes, including GenAI Optimists, Student Support Group, Faculty Support Group, and Non-supporters. Findings show that 37% of participants do not support GenAI use by either students or faculty, while 31% support GenAI use in both contexts. We also conducted thematic analysis to understand participants' concerns on faculty GenAI usage. Results revealed that (1) a majority of students (79%) questioned the validity and reliability of GenAI-generated responses, and (2) 37% of students feared that faculty overreliance on GenAI created a "futile cycle" that might reduce faculty critical thinking. Our findings showed that students expressed concerns about GenAI use by faculty in teaching and grading contexts, with pedagogical concerns being most prominent. These findings informed the future use of GenAI in teaching and learning in higher education.
Homayoun Sadeghi-Bazargani, Ali Jafari-Khounigh, Hamid Sharifi
et al.
Background — Travel restrictions and adhering to health protocols while traveling was among the key strategies to combat COVID-19 pandemic.
Objective — The present study aims to measure and evaluate travel patterns and compliance with COVID-19 prevention protocols during traveling.
Methods — In this cross-sectional study, 589 individuals from the capitals of six provinces of Iran were included in the study using the cluster sampling method. There were 40 clusters. For data analysis, the mean value of responses in each individual was calculated for each section of the questionnaire.
Results — The response rate was 92% (589/640). Of all participants, 309 (52.5%) were women. The mean age of study participants was 42.84 years (SD=16.59). Among participants, 355 (60.3%) had a travel history during the COVID-19 pandemic. We revealed statistically significant relationships of the travel history with age (P<0.001), education level (P<0.001), and province (P<0.001). No statistically significant relationships of the travel history with socioeconomic status (SES), gender, and occupation subgroup were detected (P>0.05). The majority of study participants (38.5%) traveled for recreational purposes.
Conclusion: According to our findings, unnecessary travel was not avoided in Iran during the COVID-19 pandemic. Most of the participants who traveled during the COVID-19 pandemic did not follow safety precautions. Thus, some of the most important issues such as cultural influences, different risk tolerance levels among people, law enforcement, and stricter oversight by decision makers need to be taken into account.
Self-centering structures have emerged as a promising seismic design solution, offering advantages in structural safety, rapid post-earthquake functionality recovery, and life-cycle economy. This paper introduces a self-centering beam–column joint that integrates superelastic shape memory alloys (SMAs) and prestressed steel tendons as restoring components. A numerical model was developed in OpenSees and validated against experimental results, with discrepancies in residual deformation within 10%. The validated model was used for parametric studies on strand area, prestress, and SMA configuration. The results show that the proposed joint sustains a maximum drift of 6% while maintaining nearly zero residual drift (less than 0.2%), and its hysteresis curve exhibits a stable flag-shaped pattern. The equivalent viscous damping ratio exceeds 0.1, confirming excellent deformation and energy dissipation capacities. These findings highlight the joint’s potential for application in seismic-resilient steel frames.
Ana Carolina Pismel Lobo, Gabriela Cristina Santin, Elen de Souza Tolentino
Acute herpetic gingivostomatitis (AHGS) is the oral manifestation of HVS-1 primary infection. Despite being a self-limiting infection, AHGS can progress to severe complications. Dentists should be prepared to correctly diagnose and treat the disease. Therefore, the purpose of this study is to assess knowledge, attitude, and practice (KAP) of dentists regarding acute herpetic gingivostomatitis (AHGS) among children. A cross-sectional and descriptive study was carried out through a KAP Survey of 416 Brazilian dentists. Descriptive analyzes with absolute and relative frequencies were performed and possible associations between socio-demographic variables with the KAP questions were investigated using Chi-square and Fisher's exact tests (significance level 5%). Results revealed high knowledge scores among 68% of the dentists. The worst knowledge scores were found for AHGS complications. High scores were only associated with degree of education (p<0.005). For the treatment of AHGS, the responses were variable and signaled possible overtreatment in practice. Therapeutic possibilities beyond acyclovir are still lacking. This study highlights the importance of providing continuous education and integrating the practice of oral pathology into the practice of dentistry. It can help to increase knowledge, avoid overtreatment, and stimulate decision-making by the dentist in cases of complications.
Fahimeh Pakravan, Ali Yousefian Najafabadi, Zohreh Meshkati
et al.
Abstract Introduction Injuries sustained during physical activities are a common concern among athletes, with dental trauma representing a significant yet often under-addressed component. Timely and appropriate intervention is critical to successful outcomes, making the awareness and performance of first-line responders—particularly physical education graduates—an essential focus. This study evaluates their knowledge and practices regarding emergency management of dental trauma. Materials and methods This cross-sectional descriptive study assessed 206 physical education graduates in Isfahan between 2024 and 2025. Data were collected using a researcher-designed questionnaire comprising 12 targeted items, validated with a content validity ratio (CVR > 0.51) and confirmed reliability (ICC = 0.884). Statistical analysis was performed using SPSS (Version 26), including descriptive measures (mean, standard deviation, frequency) and inferential tests (independent t-tests, ANOVA). Results Participants demonstrated moderate proficiency in dental trauma awareness and self-reported practical knowledge, with an overall mean score of 9.74 ± 4.80 (scale: 0–20). Awareness and performance scores were closely aligned (9.08 ± 4.99 and 9.07 ± 5.39, respectively). Significant predictors of higher competency included academic achievement (P = 0.023), direct exposure to dental trauma (P = 0.001), engagement in high-contact sports such as martial arts (P = 0.016), and formal training in trauma management (P = 0.012). Conversely, gender, general athletic history, and school-level sports involvement were not statistically associated with performance outcomes. Conclusion Most PE graduates demonstrated limited preparedness for managing dental trauma. Academic progression, trauma exposure, and targeted training were associated with better awareness and applied knowledge. These findings support the integration of oral emergency response modules into sports education curricula and certification programs—promoting health literacy and alignment with WHO health promotion objectives.
Human-annotated datasets with explicit difficulty ratings are essential in intelligent educational systems. Although embedding vector spaces are widely used to represent semantic closeness and are promising for analyzing text difficulty, the abundance of embedding methods creates a challenge in selecting the most suitable method. This study proposes the Educational Cone Model, which is a geometric framework based on the assumption that easier texts are less diverse (focusing on fundamental concepts), whereas harder texts are more diverse. This assumption leads to a cone-shaped distribution in the embedding space regardless of the embedding method used. The model frames the evaluation of embeddings as an optimization problem with the aim of detecting structured difficulty-based patterns. By designing specific loss functions, efficient closed-form solutions are derived that avoid costly computation. Empirical tests on real-world datasets validated the model's effectiveness and speed in identifying the embedding spaces that are best aligned with difficulty-annotated educational texts.
Artificial intelligence (AI) is rapidly reshaping educational practice, challenging long held assumptions about teaching and learning. This article integrates conceptual perspectives from recent books (Genesis by Eric Schmidt, Henry Kissinger and Craig Mundie, CoIntelligence by Ethan Mollick, and The Inevitable by Kevin Kelly) with empirical insights from popular AI podcasts and Anthropic public releases. We examine seven key domains: emotional support, creativity, contextual understanding, student engagement, problem solving, ethics and morality, and collaboration. For each domain, we explore AI capabilities, opportunities for transformative change, and emerging best practices, drawing equally from theoretical analysis and real world observations. Overall, we find that AI, when used thoughtfully, can complement and enhance human educators in fostering richer learning experiences across cognitive, social, and emotional dimensions. We emphasize an optimistic yet responsible outlook: educators and students should actively shape AI integration to amplify human potential in creativity, ethical reasoning, collaboration, and beyond, while maintaining a focus on human centric values.
Generative AI (GenAI) has brought opportunities and challenges for higher education as it integrates into teaching and learning environments. As instructors navigate this new landscape, understanding their engagement with and attitudes toward GenAI is crucial. We surveyed 178 instructors from a single U.S. university to examine their current practices, perceptions, trust, and distrust of GenAI in higher education in March 2024. While most surveyed instructors reported moderate to high familiarity with GenAI-related concepts, their actual use of GenAI tools for direct instructional tasks remained limited. Our quantitative results show that trust and distrust in GenAI are related yet distinct; high trust does not necessarily imply low distrust, and vice versa. We also found significant differences in surveyed instructors' familiarity with GenAI across different trust and distrust groups. Our qualitative results show nuanced manifestations of trust and distrust among surveyed instructors and various approaches to support calibrated trust in GenAI. We discuss practical implications focused on (dis)trust calibration among instructors.
Learning to learn is becoming a science, driven by the convergence of knowledge tracing, signal processing, and generative AI to model student learning states and optimize education. We propose CoTutor, an AI-driven model that enhances Bayesian Knowledge Tracing with signal processing techniques to improve student progress modeling and deliver adaptive feedback and strategies. Deployed as an AI copilot, CoTutor combines generative AI with adaptive learning technology. In university trials, it has demonstrated measurable improvements in learning outcomes while outperforming conventional educational tools. Our results highlight its potential for AI-driven personalization, scalability, and future opportunities for advancing privacy and ethical considerations in educational technology. Inspired by Richard Hamming's vision of computer-aided 'learning to learn,' CoTutor applies convex optimization and signal processing to automate and scale up learning analytics, while reserving pedagogical judgment for humans, ensuring AI facilitates the process of knowledge tracing while enabling learners to uncover new insights.
This study proposes a quantitative framework to enhance curriculum coherence through the systematic alignment of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs), contributing to continuous improvement in outcome-based education. Grounded in accreditation standards such as ABET and NCAAA, the model introduces mathematical tools that map exercises, assessment questions, teaching units (TUs), and student assessment components (SACs) to CLOs and PLOs. This dual-layer approach-combining micro-level analysis of assessment elements with macro-level curriculum evaluation-enables detailed tracking of learning outcomes and helps identify misalignments between instructional delivery, assessment strategies, and program objectives. The framework incorporates alignment matrices, weighted relationships, and practical indicators to quantify coherence and evaluate course or program performance. Application of this model reveals gaps in outcome coverage and underscores the importance of realignment, especially when specific PLOs are underrepresented or CLOs are not adequately supported by assessments. The proposed model is practical, adaptable, and scalable, making it suitable for academic programs. Its systematic structure supports institutions in implementing evidence-based curriculum improvements and provides a reliable mechanism for aligning teaching practices with desired learning outcomes. Ultimately, this framework offers a valuable tool for closing the feedback loop between instructional design, assessment execution, and learning outcomes, thus promoting greater transparency, accountability, and educational effectiveness. Institutions that adopt this model can expect to strengthen their quality assurance processes and help ensure that students graduate with the competencies required by academic standards and professional expectations.
This study is an autoethnography that explores and reflects on the experiences of two university lecturers teaching general humanities courses. The researchers shared and critically discussed their goals, content, and materials for lectures from the beginning of their teaching careers to the present, documenting and reconstructing their process of change and growth. By examining our own teaching experiences through the lens of autoethnography, we aimed to offer insights into the pedagogical limitations faced by university lecturers and to propose ways to critique and overcome these challenges within the broader culture of university classrooms. Our journey of sharing, transforming, and finding joy and insight in our growth as educators is structured into three parts: Individual Class Narratives (“In Search of the Eye [眼] of the Class”), Collaborative Sharing (“A New World Opens When We Turn Around [轉身而坐 方位易焉]”), and Co-Revision Practice (“The Art of Teaching Without Teaching [烘雲托月法]”). We hope that our perspectives on general humanities education and our teaching experiences resonate with readers. Though modest, this study aspires to serve as a resource for new instructors and researchers engaging in similar educational practices, fostering diverse and enriching humanities education in universities. Ultimately, we hope students will cultivate humanistic thinking through their experiences with general humanities education.
This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school curricula are typically organized around subject-based learning, whereas university curricula are more discipline-oriented, with pedagogical differences arising from the distinct roles of teachers and professors. These differences manifest in instructional content, teaching methodologies, and assessment practices. From the perspective of curricular continuity, sequence, and integration, the study advocates for the development of academically rigorous liberal arts courses at the university level that facilitate interdisciplinary mobility and integration for students, and the enhancement of teaching methods for interdisciplinary courses through ongoing faculty research. The conclusion suggests conceptualizing liberal education as encompassing three distinct domains: basic literacy education, liberal arts education, and experiential learning. It emphasizes that the scope of liberal arts education should extend beyond basic competencies, asserting that continuous faculty engagement and scholarly inquiry are essential for the effective development and refinement of liberal education curricula.
Differentiation means creating different pathways through content to show mastery. Learning can be differentiated by process, product, and content. This article will define characteristics of differentiation and explore how general music teachers can be intentional about planning differentiated tasks and activities for each Artistic Process from the National Arts Standards.
A vida dos professores universitários foi significativamente impactada pela pandemia da Covid-19, o que resultou em alteração da satisfação e estresse desses profissionais. O objetivo desta pesquisa foi analisar a produção científica, por meio de uma revisão sistemática, sobre o impacto da pandemia no bem-estar do professor universitário. Após a busca por artigos em bases de dados, critérios de exclusão foram aplicados e restaram 42 artigos científicos para análise. A maioria dos artigos científicos está escrito em inglês e advém dos Estados Unidos, assim como, possuem abordagem quantitativa. Os resultados demonstraram que houve mais, em número e intensidade, desafios e dificuldades observados do que benefícios e oportunidades. No que tange aos benefícios, novas oportunidades de colaboração em pesquisa, mais atenção à saúde, e desenvolvimento profissional do docente. A rede de apoio profissional e familiar foi citada como um benefício durante a pandemia, e quando não percebida, como uma dificuldade. No que tange aos desafios, professores precisaram reformular suas aulas, metodologias de ensino, adaptar-se às tecnologias e engajar os alunos, o que aumentou a carga de trabalho significativamente. Por fim, apresentam-se informações necessárias para que Instituições de Ensino Superior possam desenvolver políticas que ajudem os professores a enfrentarem esses desafios, em busca da manutenção ou melhoria da qualidade do ensino superior.
Sutha Paramasivam, Sathishkumar Chidambaram, Palanisamy Karumalaiyan
et al.
<b>Background:</b> Green synthesized nanoparticles (NPs) have gained increasing popularity in recent times due to their broad spectrum of antimicrobial properties. This study aimed to develop a phytofabrication approach for producing cuprous (Cu<sub>2</sub>O) and cupric oxide (CuO) NPs using a simple, non-hazardous process and to examine their antimicrobial properties. <b>Methods:</b> The synthesis employed <i>Bidens pilosa</i> plant extract as a natural reducing and stabilizing agent, alongside copper chloride dihydrate as the precursor. The biosynthesized NPs were characterized through various techniques, including X-ray diffraction (XRD), transmission electron microscopy (TEM), Fourier-transform infrared (FT-IR) spectroscopy, ultraviolet–visible (UV-Vis) spectroscopy, scanning electron microscopy (SEM), and energy-dispersive X-ray spectroscopy (EDS). <b>Results:</b> XRD analysis confirmed that the synthesized CuO and Cu<sub>2</sub>O NPs exhibited a high degree of crystallinity, with crystal structures corresponding to monoclinic and face-centered cubic systems. SEM images revealed that the NPs displayed distinct spherical and sponge-like morphologies. EDS analysis further validated the purity of the synthesized CuO NPs. The antimicrobial activity of the CuO and Cu<sub>2</sub>O NPs was tested against various pathogenic bacterial strains, including <i>Staphylococcus aureus</i>, <i>Pseudomonas aeruginosa</i>, <i>Escherichia coli</i>, and <i>Bacillus cereus</i>, with the minimum inhibitory concentration (MIC) used to gauge their effectiveness. <b>Conclusions:</b> The results showed that the phytosynthesized NPs had promising antibacterial properties, particularly the Cu<sub>2</sub>O NPs, which, with a larger crystal size of 68.19 nm, demonstrated significant inhibitory effects across all tested bacterial species. These findings suggest the potential of CuO and Cu<sub>2</sub>O NPs as effective antimicrobial agents produced via green synthesis.
Paris Kantaras, Niki Mourouti, Theodora Mouratidou
et al.
In total, 3274 adults (65.2% females) from six European countries were included in this cross-sectional analysis using data from the baseline assessment of the Feel4Diabetes study. Anthropometric, sociodemographic, dietary and behavioral data were assessed, and the existence of metabolic syndrome (MetS) was recorded. Beverage consumption patterns (BCPs) were derived via principal component analysis. Three BCPs were derived explaining 39.5% of the total variation. BCP1 was labeled as “Alcoholic beverage pattern”, which loaded heavily on high consumption of beer/cider, wine and other spirits; BCP2 was labeled as “High in sugars beverage pattern” that was mainly characterized by high consumption of soft drinks with sugar, juice containing sugar and low consumption of water; and BCP3 was labeled as “Healthy beverage pattern” that was mainly characterized by high consumption of water, tea, fruit juice freshly squeezed or prepacked without sugar and low consumption of soft drinks without sugar. After adjusting for various confounders, BCP2 was positively associated with elevated triglycerides (<i>p</i> = 0.001), elevated blood pressure (<i>p</i> = 0.001) elevated fasting glucose (<i>p</i> = 0.008) and the existence of MetS (<i>p</i> = 0.006), while BCP1 was inversely associated with reduced HDL-C (<i>p</i> = 0.005) and BCP3 was inversely associated with elevated blood pressure (<i>p</i> = 0.047). The establishment of policy actions as well as public health nutritional education can contribute to the promotion of a healthy beverage consumption.
Diseases of the endocrine glands. Clinical endocrinology
Digital credentials in education make it easier for students to apply for a course of study, a new job, or change a higher education institute. Academic networks, such as EMREX, support the exchange of digital credentials between students and education institutes. Students can fetch results from one educational institute and apply for a course of study at another educational institute. Digital signatures of the issuing institution can verify the authenticity of digital credentials. Each institution must provide the integration of EMREX using its identity management system. In this paper, we investigate how digital credentials can be integrated into the Self-Sovereign Identity ecosystem to overcome the known issues of academic networks. We examine known issues such as the authentication of students. Self-Sovereign Identity is a paradigm that gives individuals control of their digital identities. Based on our findings, we propose ELMO2EDS, a solution that 1) converts digital credentials from EMREX to a suitable Self-Sovereign Identy data format, 2) enables authenticating a student, and 3) enables issuing, storing, and verification of achieved study.