Journal of Teaching Innovation and Reform
type: channel
description: The Journal of Teaching Innovation and Reform is an international, peer-reviewed journal that publishes original research, case studies, reviews, and theoretical work on innovative and reformed approaches to teaching and learning. It serves as a platform for educators, researchers, and policymakers to share transformative practices and research on topics such as pedagogical innovation, curriculum development, technology integration, personalized learning, inclusive education, assessment reform, teacher training, and educational policy. The journal promotes interdisciplinary and global perspectives that connect theory with classroom practice.
publisher: Nexus Academic Press
language: en
publication name: Journal of Teaching Innovation and Reform
issn: 2978-5634
items: Integrating Traditional Culture to Optimize Emerging Education Model of Schools in Sichuan: Case Exemplars from Successful Stories in Chinese Developed Regions
items: Artificial Intelligence in Teaching Chinese as A Target Second Foreign Language: A Scoping Review (2021–2026)
items: Transforming Sustainable Construction Management Education through Artificial Intelligence: A Conceptual Pedagogical Framework for Chinese Higher Education
items: Digital Safe Haven”: Exploring Conversational AI as an Emotionally Supportive Conversational Space for Rural Adolescent Girls in Sichuan, China
items: Process- vs. Product-Oriented Worked Examples: Effects on Knowledge Transfer and Cognitive Load in Financial Literacy Learning
items: Exploration of Online-Offline Blended Teaching Mode for Circuit Theory Course
items: Flipped, Open Inquiry, and Demonstration Practicals Contrasted: Effects on High School Chemistry Learning Achievement and Intellectual Curiosity
items: Teaching Reform of "DSP Technology and Its Applications" Based on the OBE-SRT Synergy Mechanism
items: Teaching Research Proposal Writing in Nursing: A Step-by-Step Pedagogical Framework
items: Mobile-Powered Learning Media Platform using Digital Storytelling to Promote Educational Guidance in Thailand
items: Exploring Peer Support as a Determinant of Religious Character and Student Well-Being in Faith Based-Education
items: Teacher as Curricular Artist: Implications of William E. Doll Jr.’s Thought on the Teacher’s Role in Shaping Living Curriculum
items: Empirical Validation of the CHAT-RV Framework: AI-Driven Hoax Filtering and Reference Validation among Indonesian Undergraduates
items: Music as Somatic Therapy: An Embodied and Affective Educational Approach for Older Adults
items: AI-Generated Content and Academic Integrity in Higher Education: Challenges and Solutions
items: The Impact of AI Chatbots Like ChatGPT on ESL Learners’ Academic Writing Fluency in Higher Education
items: Bridging the Nutrition Education Gap: From Theory to Practice- A Scalable Model for Nutrition Practicums in Medical Training
items: Advancing Outcome-Based Education Through Student Engagement and Computational Innovation: A Case Study in Number Theory and Combinatorics

Integrating Traditional Culture to Optimize Emerging Education Model of Schools in Sichuan: Case Exemplars from Successful Stories in Chinese Developed Regions
type: item
description: With the continuous development of new technology and the support of various local policies, emerging technologies have gradually entered every classroom. In Sichuan, a province that still has many backward and remote areas, although many primary and secondary schools in remote areas already have better facilities than big cities, many of them are still struggling with educational thinking traditions, insufficient teachers, and unclear goals. This qualitative study combines case analysis and thematic analysis, employing semi-structured interviews, classroom observations to collect empirical data from 16 participants in Sichuan’s remote ethnic minority areas. Case studies from Bozi Primary School in Shandong and Shalang Ethnic Experimental School in Yunnan were selected based on regional comparability. Findings confirm serious shortcomings in curriculum innovation and localization. An educational model integrating traditional culture and emerging technology is proposed and validated through expert evaluation and stakeholder feedback. The discussion critically compares findings with existing research on culturally responsive teaching and digital education, highlighting practical implications for educators, and administrators.
subject: Articles
  topic: section
subject: Traditional Culture
  topic: keywords
subject: Emerging Education Model
  topic: keywords
subject: Curriculum Localization
  topic: keywords
subject: Culturally Responsive Teaching
  topic: keywords
subject: Remote Ethnic Areas
  topic: keywords
creator: Zeng Ziyi
creator: Khar Thoe Ng
creator: Kamolrat Intaratat
creator: Ong Eng Tek
creator: Peng Jia Xin
creator: Feng Shihan
rights: Copyright (c) 2026
date: 2026-06-17
publication date: 2026-06-17
starting page: 66
ending page: 77
doi: 10.65638/2978-5634.2026.2.06

Artificial Intelligence in Teaching Chinese as A Target Second Foreign Language: A Scoping Review (2021–2026)
type: item
description: Artificial intelligence is reshaping language pedagogy, but Chinese as a target, second, or foreign language remains under-synthesised in high-indexed empirical literature. This PRISMA-ScR scoping review maps 33 Chinese-target AI-related empirical studies published in JCR 2023–2024 SSCI/SCIE Q1 or Q2 venues between 2021 and May 2026. A database search supplemented by four citation-chasing records identified 248 records, 206 after deduplication, and 61 records for full-text and venue verification. The final primary set shows a three-pillar evidence problem rather than simple scarcity. First, writing AI feedback (7/33, 21.2%) and teacher-facing or practitioner studies (9/33, 27.3%) are the largest clusters, while reading has one mediation-correlational study, Chinese character / handwriting acquisition has no Q1/Q2 entry, and no direct K-12 learner intervention survives venue verification. Second, design maturity is uneven: only one true RCT is identified, 19 of 33 studies use samples below 100, and the set contains no replication, pre-registered protocol, public de-identified dataset, or L2-Chinese latent-growth-curve analysis. Third, ethics, originality, and cognitive dependence remain under-consolidated: five studies treat these as primary outcomes, but they use different constructs and instruments. The review translates these gaps into a prioritised R1–R7 agenda for Chinese-target AI-supported pedagogical innovation.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Chinese as a foreign language
  topic: keywords
subject: Scoping review
  topic: keywords
subject: Pedagogical innovation
  topic: keywords
subject: PRISMA-ScR
  topic: keywords
creator: Huixin Zong
creator: Shuqing Gao
rights: Copyright (c) 2026
date: 2026-06-13
publication date: 2026-06-13
starting page: 45
ending page: 65
doi: 10.65638/2978-5634.2026.2.05

Transforming Sustainable Construction Management Education through Artificial Intelligence: A Conceptual Pedagogical Framework for Chinese Higher Education
type: item
description: Artificial Intelligence (AI) is revolutionising teaching, curricula and the learning experience in higher education. In construction management education, the growth of sustainability, Building Information Modelling (BIM), digital twins and ‘smarter’ construction technologies necessitates that students be equipped to work effectively in Construction 4.0 environments. Little work has been done on how AI might facilitate pedagogic transformation and sustainable curriculum innovation in this sector, primarily in Chinese higher education. This study used integrative literature review and conceptual framework development methodology. Relevant literature was obtained from Scopus, WoS, ScienceDirect, SpringerLink and Google Scholar, augmented with theoretical and policy literature where required. The results suggest that AI-enabled and digital construction technologies may facilitate personalised learning, experiential learning, sustainability competency, digital literacy, interdisciplinary capacity and problem-solving. Issues remain around digital readiness of educators, academic integrity, algorithmic bias, inequality of infrastructure and over-reliance on output of these systems. To this end, “Artificial Intelligence Supported Construction Pedagogy Framework” is proposed to bring together AI technologies, constructivist learning, sustainability pedagogy and Construction 4.0 competencies.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: Digital pedagogy
  topic: keywords
subject: Sustainable construction education
  topic: keywords
subject: Educational innovation
  topic: keywords
subject: Construction management education
  topic: keywords
subject: Smart construction
  topic: keywords
subject: Chinese higher education
  topic: keywords
creator: Yang Yi Fan
creator: Khar Thoe Ng
creator: Peng Jia Xin
rights: Copyright (c) 2026
date: 2026-06-13
publication date: 2026-06-13
starting page: 29
ending page: 44
doi: 10.65638/2978-5634.2026.2.04

Digital Safe Haven”: Exploring Conversational AI as an Emotionally Supportive Conversational Space for Rural Adolescent Girls in Sichuan, China
type: item
description: Background; Conventional sexuality education in rural China is constrained by institutional and cultural barriers, and adolescent girls lack psychologically safe spaces to engage with menstrual health information. Objective; This qualitative exploratory pilot study questions whether conversational AI can act as an emotionally safe, anonymous, non‑judgmental environment, a “Digital Safe Haven,” for rural adolescent girls. Method; Semi‑structured interviews and AI interaction sessions with 18 junior‑high school girls aged 12–15 in Rong County, Sichuan Province. Purposive sampling with principal nomination; recruitment ceasing at thematic saturation. Reflexive thematic analysis employed for analysis of data. Results; The girls in our study felt shame in relation to menstruation and actively hid it. When interacting with AI, most found affective barriers lessened and self‑disclosure easier, but negative responses (robotic answers, distrust, perfect preference for human support) were also accounted for. Conclusion; We cautiously suggest conversational AI may be a “Digital Safe Haven” for some girls, and propose a three‑pillar interpretive lens (Psychological Safety, Online Disinhibition, Affective Engagement) as a spade contextual lens for the time being. Our contribution is less about theorizing everything anew as it is about extending established concepts into an underexplored socio-cultural and educational context.
subject: Articles
  topic: section
subject: Conversational AI
  topic: keywords
subject: Menstrual stigma
  topic: keywords
subject: Rural education
  topic: keywords
subject: Psychological safety
  topic: keywords
subject: Affective engagement
  topic: keywords
subject: Adolescent girls
  topic: keywords
subject: Qualitative exploratory study
  topic: keywords
creator: Peng Jia Xin
creator: Khar Thoe Ng
creator: Kamolrat Intaratat
creator: Yang Yi Fan
creator: Feng Shihan
creator: Ong Eng Tek
rights: Copyright (c) 2026
date: 2026-06-11
publication date: 2026-06-11
starting page: 20
ending page: 28
doi: 10.65638/2978-5634.2026.2.03

Process- vs. Product-Oriented Worked Examples: Effects on Knowledge Transfer and Cognitive Load in Financial Literacy Learning
type: item
description: Worked examples are widely used in mathematics instruction, yet the relative effectiveness of process-oriented versus product-oriented formats for supporting knowledge transfer and managing cognitive load remains underexplored in financial literacy contexts. This study compared the effects of these two formats on near transfer, far transfer, and self-rated cognitive load among Grade VII students learning financial literacy. Using a Posttest-Only Control Group Design, 62 seventh-grade students (mean age 13 years) were randomly assigned to either a process-oriented (n = 32) or product-oriented (n = 30) worked example condition. Results indicated no significant difference between formats for near transfer or cognitive load, suggesting that both formats impose comparable mental demands on novice learners. However, the process-oriented group significantly outperformed the product-oriented group on far transfer, indicating that explicit elaboration of solution reasoning supports the formation of flexible knowledge schemas applicable to novel financial problem-solving contexts. These findings suggest that instructional format selection should be guided by the intended transfer outcome, with process-oriented worked examples recommended when developing transferable financial reasoning competencies in junior secondary mathematics education.
subject: Articles
  topic: section
subject: Cognitive load theory
  topic: keywords
subject: Financial literacy
  topic: keywords
subject: Knowledge transfer
  topic: keywords
subject: Worked examples
  topic: keywords
subject: Process-oriented
  topic: keywords
subject: Product-oriented
  topic: keywords
subject: Far transfer
  topic: keywords
subject: Near transfer
  topic: keywords
creator: Hilda Widia Rita Hamid
creator: Endah Retnowati
rights: Copyright (c) 2026
date: 2026-06-08
publication date: 2026-06-08
starting page: 11
ending page: 19
doi: 10.65638/2978-5634.2026.02.02

Exploration of Online-Offline Blended Teaching Mode for Circuit Theory Course
type: item
description: In the traditional teaching of Circuit Theory, there exist such problems as limited teaching hours, the disconnection between theory and practice, the insufficient integration of digital technology and teaching design, and the difficulty in integrating ideological and political education. This paper proposes a blended online and offline teaching mode combining OBE concept based on the StudyLink platform. Relying on online platforms, it shares ideological and political resources, provides knowledge preview services, and answers students' questions; offline classes focus on the teaching of key and difficult points and the guidance of practical operations, giving full play to the coordinated advantages of online and offline teaching. Meanwhile, project design and virtual simulation technology are integrated into the entire teaching process, promoting the transformation from "indoctrination-oriented" teaching to "open inquiry-oriented" teaching, integrating the diversified assessment and evaluation model to form a closed loop of "teaching, improvement, evaluation". This mode can effectively stimulate students' learning initiative and help achieve the trinitarian teaching objectives of knowledge imparting, ability cultivation, and value guidance.
subject: Articles
  topic: section
subject: Circuit teaching
  topic: keywords
subject: Online and offline
  topic: keywords
subject: Blended teaching
  topic: keywords
subject: Virtual simulation
  topic: keywords
subject: Multi-faceted assessment
  topic: keywords
subject: Digital transformation
  topic: keywords
subject: Project-driven teaching
  topic: keywords
subject: OBE concept
  topic: keywords
subject: Value-driven
  topic: keywords
creator: Yuwen Sun
creator: Yan Qian
creator: Cairong Chen
creator: Sanqin Zhao
creator: Xiuguo Zou
rights: Copyright (c) 2026
date: 2026-04-06
publication date: 2026-04-06
starting page: 1
ending page: 10
doi: 10.65638/2978-5634.2026.02.01

Flipped, Open Inquiry, and Demonstration Practicals Contrasted: Effects on High School Chemistry Learning Achievement and Intellectual Curiosity
type: item
description: Experimentation is rare in most West African high schools due to the absence of functional science laboratories. Chemistry teachers more often resort to demonstration, which may limit curiosity in science learners and negatively affect general learning outcomes. This study examines the effect of demonstration, guided inquiry, and flipped practical experimentation on the chemistry achievement scores, and intellectual curiosity of grade eleven students in Bong County, Liberia. The Non-equivalent control group design was used, with 340 students in six high schools constituting a cluster random sample. Multivariate Analysis of Covariance (MANCOVA) was used for inferential statistical analyses. Results showed that the three methods are unequally effective in enhancing conceptual understanding of chemistry; there was a significant difference in the effectiveness between the inquiry-based and the flipped experimentation, in favor of the flipped practical, which was also the most effective. Learners’ curiosity did not depend on experimental approach. The outcome of this study implies that the use of multimedia embedded experiments in teaching science needs to be implemented since it arouses learners’ curiosity.
subject: Articles
  topic: section
subject: Demonstration
  topic: keywords
subject: Experimentation
  topic: keywords
subject: Flipped practical
  topic: keywords
subject: Open-inquiry
  topic: keywords
subject: Intellectual curiosity
  topic: keywords
creator: Christian Bob Nicol
creator: Isaac Papai Bettie
rights: Copyright (c) 2025
date: 2025-12-26
publication date: 2025-12-26
starting page: 118
ending page: 136
doi: 10.65638/2978-5634.2025.01.12

Teaching Reform of "DSP Technology and Its Applications" Based on the OBE-SRT Synergy Mechanism
type: item
description: This study deeply integrates the concept of Outcome-Based Education (OBE) with Student Research Training (SRT) projects, systematically reconstructs the teaching system of "DSP (Digital Signal Processor) Technology and Its Applications", which is a core course for electronic information majors. While OBE and Project-based Learning (PBL) have been widely explored, a deep synergy mechanism that systematically maps SRT project tasks directly onto hierarchical OBE learning outcomes, supported by a data-driven intelligent evaluation feedback loop, was notably lacking in previous reforms. Guided by industrial demands and engineering education accreditation standards, the research reversely designs and refines three-level OBE learning objectives, decomposes SRT tasks, and organically integrates them into the course's theoretical teaching and practical links, and implements an intelligent multi-source evaluation system. The results show that after the reform, the average course score increased significantly by 10.37 points, and the excellent rate rose by 19 percentage points. Three innovative mechanisms were developed: a dynamic content adaptation mechanism, a trinity collaborative teaching model, and a learning analytics-driven evaluation system. To address challenges such as project integration depth and teacher workload, optimization strategies, including a hierarchical project library and a refined innovation evaluation model, are proposed. This study provides a replicable practical paradigm and theoretical reference for in-depth reform of core courses in electronic information majors in the background of engineering education accreditation.
subject: Articles
  topic: section
subject: Outcome-Based Education (OBE)
  topic: keywords
subject: Student Research Training (SRT)
  topic: keywords
subject: DSP (Digital Signal Processor) technology
  topic: keywords
subject: Curriculum reform
  topic: keywords
subject: Engineering education accreditation
  topic: keywords
subject: Project-driven teaching
  topic: keywords
creator: Xiuguo Zou
creator: Yilei Lv
creator: Shixiu Zhang
creator: Hongfei Chen
creator: Zicheng Qin
creator: Yan Qian
rights: Copyright (c) 2025
date: 2025-12-12
publication date: 2025-12-12
starting page: 106
ending page: 117
doi: 10.65638/2978-5634.2025.01.11

Teaching Research Proposal Writing in Nursing: A Step-by-Step Pedagogical Framework
type: item
description: Research proposal writing is a core competency in nursing education, equipping students to design, evaluate, and apply evidence, based inquiry in professional practice. This article reframes the process of developing a nursing research proposal as a pedagogical framework for advancing teaching innovation in nursing research education. Using a structured, step, by, step model, it demonstrates how proposal development can be embedded into research methods courses to strengthen students’ analytical reasoning, ethical awareness, and research literacy. The paper outlines strategies such as scaffolded assignments, peer collaboration, and simulation, based ethics training that transform proposal writing into an active and experiential learning process. By positioning proposal development as both a teaching tool and a curricular reform strategy, this approach enhances students’ ability to connect theory with application, fostering lifelong engagement with evidence, based practice and scholarly inquiry.
subject: Articles
  topic: section
subject: Nursing education
  topic: keywords
subject: Research proposal
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Teaching innovation
  topic: keywords
subject: Research literacy
  topic: keywords
subject: Active learning
  topic: keywords
creator: Mohammed Al-Hassan
creator: Roqaia Dorri
creator: Elham Al-Omari
rights: Copyright (c) 2025 Journal of Teaching Innovation and Reform
date: 2025-10-30
publication date: 2025-10-30
starting page: 89
ending page: 96
doi: 10.65638/2978-5634.2025.01.09

Mobile-Powered Learning Media Platform using Digital Storytelling to Promote Educational Guidance in Thailand
type: item
description: The primary objective of this research is to study the awareness of information and capabilities of public relations derived from the development of the mobile-powered learning media platform using digital storytelling. Thereby, the said development is intended to enhance the quality of social services, particularly those related to education, which will change traditional instruction perspectives to rely more on digital online learning platforms that is said to promote real-time access and interaction. All of the aforementioned are aimed to enable learners to learn in a more proactive manner and meanwhile promote individualized learning by making use of current educational technologies and innovations to access varied sources of knowledge, which can be further developed into creative bodies of knowledge. In reference to the three research objectives, the researchers conducted the study with 25 users, all of whom gave their consent to take part in this study with interest in using the mobile-powered learning media platform using digital storytelling. The said users include 15 females, 8 males, and 2 LGBTQ+. Whereby, 19 of these participants are the students of King Mongkut's University of Technology North Bangkok and the other 6 participants are general public. All participants share similar characteristics and they all would like to learn on this learning media platform with an expectation to receive information and educational guidance at the College of Industrial Technology, Bangkok, Thailand. The research instruments include (1) the mobile-powered learning media platform using digital storytelling, and (2) the evaluation form on the awareness of information and capabilities of public relations derived from the platform developed herein. Referring to the results gained from the evaluation form containing 13 questions about the components of the developed platform, it is found that the overall awareness of information and capabilities in 4 aspects (content, image,…
subject: Articles
  topic: section
subject: Mobile-Powered Learning Media Platform
  topic: keywords
subject: Mobile Learning Technology
  topic: keywords
subject: Digital Storytelling
  topic: keywords
subject: Educational Guidance
  topic: keywords
subject: Awareness of Information and Capabilities of Public Relations
  topic: keywords
creator: Pinanta Chatwattana
creator: Pornchanit Dhamjan
creator: Chakriya Rodwirun
rights: Copyright (c) 2025 Journal of Teaching Innovation and Reform
date: 2025-10-24
publication date: 2025-10-24
starting page: 80
ending page: 88
doi: 10.65638/2978-5634.2025.01.08

Exploring Peer Support as a Determinant of Religious Character and Student Well-Being in Faith Based-Education
type: item
description: This study explores the role of peer support as a determinant of religious character formation and student well-being in faith-based schools using a mixed-methods design. Quantitative data from 195 students were collected via Likert-scale questionnaires assessing peer support, religious character, and psychological well-being. Qualitative data were obtained through in-depth interviews and participant observation to capture how peer interactions function in daily school life. Findings show that peers serve as motivators, supervisors, advisors, and role models, reinforcing religious values and promoting positive social and emotional experiences. Peer support enhances student well-being by fostering a sense of belonging, emotional reassurance, academic motivation, and social skills such as empathy and teamwork. Religious character and peer support operate synergistically: religiosity provides meaning and life direction, while peer support energizes daily religious practices. The study highlights that integrating peer relationships with teacher-facilitated school programs creates a holistic educational environment that nurtures both spiritual development and psychological well-being.
subject: Articles
  topic: section
subject: Peer support
  topic: keywords
subject: Religious character
  topic: keywords
subject: Student well-being
  topic: keywords
subject: Faith-based education
  topic: keywords
creator: Lina ErliAtun
creator: Dewi Anggraeni
rights: Copyright (c) 2025 Journal of Teaching Innovation and Reform
date: 2025-11-11
publication date: 2025-11-11
starting page: 97
ending page: 105
doi: 10.65638/2978-5634.2025.01.10

Teacher as Curricular Artist: Implications of William E. Doll Jr.’s Thought on the Teacher’s Role in Shaping Living Curriculum
type: item
description: Modern education models tend to position teachers as mere technical implementers of centrally and uniformly designed curricula, thereby neglecting the dynamics of the classroom and the reflective–creative potential inherent in the learning process. Through his postmodern curriculum approach, William E. Doll Jr. offers a radical repositioning of both the teacher’s role and the very nature of the curriculum. This study aims to examine in depth the implications of Doll Jr.’s thought for the teacher’s role in shaping a living curriculum. It employs a qualitative, library-based research approach, using critical discourse analysis of Doll’s seminal works alongside supporting secondary literature. The findings reveal two main points: first, the paradigm of the teacher as a ‘curricular artist’ encourages teachers to act not merely as executors, but as interpreters and creators of curricula who are sensitive to context and learning relationships; second, the curriculum is understood as a living process formed through dynamic interaction among teachers, students, and the learning environment, rather than as a fixed and rigid final product. Although this approach faces criticism regarding the lack of standardization and the risk of subjective bias, Doll responds with the concepts of open structure and reflective dialogue. The implications of this study highlight the need to transform the teacher’s role in contemporary education toward a more autonomous, creative, and humanistic position.
subject: Articles
  topic: section
subject: William E. Doll Jr.
  topic: keywords
subject: Teacher’s Role
  topic: keywords
subject: Living Curriculum
  topic: keywords
subject: Curricular Artist
  topic: keywords
creator: Muhamad Restu Fauzi
creator: Dewi Yunjiati
creator: Iffah Khoiriyatul Muyassaroh
creator: Havidz Cahya Pratama
creator: Dzaki Aflah Zamani
rights: Copyright (c) 2025 Journal of Teaching Innovation and Reform
date: 2025-09-24
publication date: 2025-09-24
starting page: 57
ending page: 65
doi: 10.65638/2978-5634.2025.01.06

Empirical Validation of the CHAT-RV Framework: AI-Driven Hoax Filtering and Reference Validation among Indonesian Undergraduates
type: item
description: This study investigates the effectiveness of the CHAT-RV (ChatGPT for Hoax Analysis and Truthful Reference Validation) framework among 100 Indonesian undergraduates drawn from five academic disciplines (Islamic Education, Natural Sciences, Mathematics, Guidance and Counseling, and English Studies). Employing a quantitative survey design, data were collected using a structured Likert-scale instrument assessing four dimensions of the CHAT-RV model: hoax recognition, citation validation, epistemic trust calibration, and ethical AI usage. Results demonstrate significant improvements in students’ epistemic literacy, with Islamic Education and English majors outperforming peers in hoax recognition and citation triangulation. Factor analysis confirmed the reliability of the four-dimensional structure (Cronbach’s α = .87), while regression results indicated that citation validation (β = .31, p < .01) and ethical AI awareness (β = .28, p < .01) were the strongest predictors of digital literacy outcomes.
subject: Articles
  topic: section
subject: Generative AI
  topic: keywords
subject: CHAT-RV framework
  topic: keywords
subject: Hoax filtering
  topic: keywords
subject: Reference validation
  topic: keywords
subject: Digital epistemic literacy
  topic: keywords
creator: Taufikin
rights: Copyright (c) 2025 Journal of Teaching Innovation and Reform
date: 2025-10-17
publication date: 2025-10-17
starting page: 66
ending page: 79
doi: 10.65638/2978-5634.2025.01.07

Music as Somatic Therapy: An Embodied and Affective Educational Approach for Older Adults
type: item
description: This study proposes an embodied educational approach for older adults through singing practices in community spaces—not merely as a form of entertainment or social interaction, but as a process of somatic and affective therapy. From a posthumanist theoretical perspective, older adults are no longer perceived as "subjects in need of care," but as somatic agents—individuals who sing to connect, to feel, and to exist in an increasingly fragmented and dehumanized world. Singing in clubs becomes a practice of embodied education, where older adults materialize memories, sounds, emotions, and even silences—thereby creating a learning space in which humans, objects, technologies, and temporalities are entangled. This is where they practice the right to be present—not merely to survive, but to live with emotion, connection, and voice. By combining posthumanist theoretical analysis with empirical surveys in community singing clubs, the study elucidates the material–affective–social forces shaping the quality of older adults' learning through music. At the same time, it proposes a model of the “Sustainable Singing Club” as a space of somatic education, where music serves as a medium of therapy, embodiment, and ontological reconfiguration within a shared ecology of humans, sounds, memories, technologies, and communities.
subject: Articles
  topic: section
subject: Embodied education
  topic: keywords
subject: Somatic therapy
  topic: keywords
subject: Older adults
  topic: keywords
subject: Music and emotion
  topic: keywords
subject: Posthumanism
  topic: keywords
creator: Tran Quoc Viet
rights: Copyright (c) 2025
date: 2025-08-01
publication date: 2025-08-01
starting page: 48
ending page: 56
doi: 10.65638/2978-5634.2025.01.05

AI-Generated Content and Academic Integrity in Higher Education: Challenges and Solutions
type: item
description: The advent of Generative AI (GenAI) tools like ChatGPT and Google Bard has transformed academic content creation, offering both opportunities and risks. While useful for learning and productivity, misuse raises concerns about academic integrity. This study explores the implications of AI-generated content in higher education, combining literature review and a Python-based detection tool. Using NLP techniques perplexity scoring, stylometry, and transformer classifiers the hybrid model achieved 88% accuracy in identifying AI-written texts. Results show AI content can meet academic standards, especially for lower-order cognitive tasks, challenging traditional evaluation methods. The paper also addresses ethical concerns, limitations of detection tools, and the need for clear institutional policies. Recommendations include integrating AI-use guidelines, educator training, and promoting digital ethics among students. The findings underscore the urgency for proactive, policy-driven responses to safeguard the authenticity of academic achievement in the age of intelligent systems.
subject: Articles
  topic: section
subject: Academic Integrity
  topic: keywords
subject: AI Ethics
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: Digital Literacy
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Plagiarism Detection
  topic: keywords
subject: Stylometry
  topic: keywords
creator: Dena Kadhim Muhsen
creator: Bushra Fuaad Khmas
rights: Copyright (c) 2025
date: 2025-07-28
publication date: 2025-07-28
starting page: 37
ending page: 47
doi: 10.65638/2978-5634.2025.01.04

The Impact of AI Chatbots Like ChatGPT on ESL Learners’ Academic Writing Fluency in Higher Education
type: item
description: The integration of AI-driven chatbots into educational environments has introduced transformative changes in learning processes, particularly for English as a Second Language (ESL) learners in higher education. This study investigates how consistent interaction with ChatGPT influences academic writing fluency among ESL students. It explores challenges learners face in academic writing and assesses how AI tools like ChatGPT provide real-time feedback, reduce cognitive load, and support language development. Adopting a mixed-methods approach, this research combines quantitative pre/post-tests with qualitative interviews and surveys. The results are expected to offer insights into writing improvements, student perceptions, and pedagogical implications for ESL education in AI-mediated classrooms.
subject: Articles
  topic: section
subject: Academic Writing Fluency
  topic: keywords
subject: ESL Learners
  topic: keywords
subject: AI Chatbots
  topic: keywords
subject: Higher Education
  topic: keywords
subject: ChatGPT
  topic: keywords
creator: Al Mutairi Furat Zaki Salih
rights: Copyright (c) 2025
date: 2025-07-25
publication date: 2025-07-25
starting page: 30
ending page: 36
doi: 10.65638/2978-5634.2025.01.03

Bridging the Nutrition Education Gap: From Theory to Practice- A Scalable Model for Nutrition Practicums in Medical Training
type: item
description: Background: With Kerala’s rising burden of non-communicable diseases (NCDs), it is crucial to strengthen nutrition education for medical students to equip future physicians with the ability to provide evidence-based dietary guidance. This study examined the effectiveness of incorporating practical demonstrations into the nutrition curriculum of a private medical college in Kerala, Southern India. By integrating hands-on training, the researchers sought to enhance student engagement, deepen understanding of dietetic principles through practical application, and improve confidence in providing dietary counseling. Methods; The study incorporated practical demonstrations such as meal planning, dietary assessments, and food label interpretation into the nutrition curriculum for third year medical students. Student feedback was collected through open-ended discussions and reflective exercises to assess their engagement and perceptions of the perceived learning outcomes. Results; Qualitative feedback indicated that students found practical demonstrations highly engaging, improving their confidence in applying nutritional knowledge. Thematic analysis identified key benefits such as enhanced experiential learning, increased ability to interpret nutrition labels, and improved patient counseling skills. However, challenges included limited time for hands-on activities, variability in prior nutrition knowledge, and limited faculty expertise in nutrition education. Conclusions; Practical demonstrations are an effective strategy for integrating nutrition education into medical curricula in Kerala as underscored by this study. By aligning with the National Medical Commission’s emphasis on integrated, application-based learning, and Kerala’s goals of addressing its rising burden of non-communicable diseases linked to malnutrition, this study offers a scalable model to strengthen clinical nutrition education, ultimately contributing to better public health outcomes nationwide.
subject: Articles
  topic: section
subject: Experiential learning
  topic: keywords
subject: Nutrition education
  topic: keywords
subject: Medical curriculum
  topic: keywords
subject: Practicum
  topic: keywords
subject: Evidence-based practice
  topic: keywords
creator: Anjum John
creator: V.R. Reshma
creator: Khadija El-Hazimy
rights: Copyright (c) 2025
date: 2025-07-20
publication date: 2025-07-20
starting page: 11
ending page: 29
doi: 10.65638/2978-5634.2025.01.02

Advancing Outcome-Based Education Through Student Engagement and Computational Innovation: A Case Study in Number Theory and Combinatorics
type: item
description: We present a comprehensive case study of implementing Outcome-Based Education (OBE) in the “Number Theory and Combinatorics" course for computer science majors. By systematically aligning curriculum design, assessment methods, and teaching strategies with clearly defined learning outcomes, we show the case how OBE principles can be effectively operationalized in STEM education. The reform integrates advanced computational technologies—including self-developed knowledge graphs for conceptual structuring and data-driven visualization tools for performance analytics. Through multi-dimensional assessment and active learning initiatives, students are transformed from passive recipients into active co-creators of the educational process.
subject: Articles
  topic: section
subject: Outcome-based education
  topic: keywords
subject: Curriculum design
  topic: keywords
subject: Knowledge graph
  topic: keywords
subject: Mathematical statistics
  topic: keywords
creator: Hui Li
creator: Shining Yu
creator: Yichi Zhang
creator: Chenlong Liu
rights: Copyright (c) 2025 Journal of Teaching Innovation and Reform
date: 2025-07-18
publication date: 2025-07-18
starting page: 1
ending page: 10
doi: 10.65638/2978-5634.2025.01.01