Multidisciplinary Journal for Education, Social and Technological Sciences

Navigating Gendered Terrains: Academic Self-concept and Male Norms as Predictors of L2 Speaking Anxiety among Female Engineering Undergraduates

Vani K, Shuchi Srivastava, Deepak Kumar — Mon, 14 Apr 2025 00:00:00 +0200

While acknowledging that gender equity and inclusivity do not manifest through an increased representation of women in STEM classrooms, this study explored the academic self-concept, perceptions of male norms, and L2 speaking anxiety of 177 female engineering graduates in India. Using validated questionnaires, their beliefs on academic self-concept and male norms were investigated to find whether such perceptions could predict their anxiety in L2 speaking, which is a non-scientific yet essential skill of learners. Using a correlational analysis, significant relationships were identified among female learners’ academic self-concept, their perceptions of male norms, and L2 speaking anxiety. Subsequently, a multiple regression analysis corroborated female learners’ academic self-concept and perceptions of male norms as possible predictors of their speaking anxiety in a male-dominated classroom. The results further deduced that female learners experience stereotype threats in engineering classrooms. This study contributes to the current literature on gender and language learning in engineering classrooms by examining the connection that female learners’ stereotypical beliefs and academic self-concept have with their speaking skills. The study also explored the pedagogical implications that emerged from the results.

BookCanBee: Revolutionizing Drug Education Content through Digital Modules

Mon, 14 Apr 2025 00:00:00 +0200

The fusion of technology and pedagogy has become imperative in the ever-changing education landscape. BookCanBee is an initial attempt to utilize the innovative value of BookWidgets, Canva, and Kotobee software to transfigure drug education content into an engaging digital experience. Anchored in the ADDIE Model and Cognitive Theory of Multimedia Learning, this study explored the development and evaluation of digital modules in drug education for pre-service physical educators in a teacher education institution in Pampanga, Philippines. Employing a postpositivist worldview, the study adopted educational research and development design. Students and experts served as respondents to capture the developmental and evaluative insights for the proposed material. Results revealed smartphones as the quintessential tool for blended learning, emphasizing the shift towards mobile-centric instruction. However, the availability of non-print materials in drug education appears scarce indicating the need for digital materials to be developed. Despite moderate levels of readiness for mobile learning, students exhibited an interest in exploring the potential of mobile instruction. Meanwhile, six interactive modules, rooted in the 5Es model, were developed using Kotobee, Canva, and BookWidgets. Overall, the digital modules were assessed by experts to be very satisfactory, with contents being valid, instructions being appropriate, technical quality having minimal issues, and additional comments being complied with. The digital modules, as perceived by students, are effective in achieving specific and general learning outcomes, easy, and enjoyable to use for learning. Recommendations for future directions include expanding the scope of the study and the evaluation of the digital modules’ effectiveness.

Combining Physics and Mathematics Learning: A Taylor Series Analysis of an Oscillating Magnetic Field

Mon, 14 Apr 2025 00:00:00 +0200

In this work, we present a simple and low-cost experiment designed to study the oscillations of the magnetic field created by a cylindrical magnet under two different conditions: far and short distances from the magnetic sensor. A Taylor’s series expansion of the magnetic field function has been done to study the convergence of the polynomial series to the real field in both situations. To carry out the experiment, a small cylindrical magnet has been attached to an oscillating and well-known spring-mass system. The resulting oscillating magnetic field has been registered with the smartphone by using the magnetometer sensor. A very good agreement has been obtained between the theoretical model for the magnetic field and the experimental data collected with the sensor located near and far from a cylindrical magnet and along its longitudinal axis.

Enhancing Transversal Competences through Project-Based Learning: Integrating Sustainable Development Goals in Mechatronics Engineering

Mon, 14 Apr 2025 00:00:00 +0200

This research presents a successful implementation of a Project-Based Learning (PBL) methodology to foster the acquisition of Transversal Competencies (TCs) and incorporate Sustainable Development Goals (SDGs) into higher education curricula. This was carried out in the framework of an Educational Innovation and Improvement Project (EIIP) carried out at the Universitat Politècnica de València (UPV) in Spain during the academic years that span from 2023 to 2025. Specifically, it was conducted within the “Dynamics of Mechanical Systems” course of the “Mechatronic Engineering” master’s program of the at the Higher School of Aerospace Engineering and Industrial Design (HSAEID), which involves an average of 40 students. Quantitative and qualitative techniques were used to collect evidence regarding the successful implementation of the PBL methodology. The EIIP project offers practical insights and strategies for efficiently integrating global competencies and sustainability into technical education. In this sense, the positive outcomes indicate that PBL not only enhances technical competencies and motivation but also cultivates critical thinking, collaboration, problem-solving abilities, acquisition of learning goals, and preparing students to address complex global challenges of the labor market and. However, ongoing evaluation and continuous improvement processes, supported by robust feedback mechanisms, are crucial for sustaining and enhancing these educational innovations.

University 4.0: Professors' Perceptions’ on the Future of Higher Education. Evolutionary Progress or Revolutionary Change?

María Isabel Pozzo, Abdallah Al-Zoubi — Mon, 14 Apr 2025 00:00:00 +0200

The convergence of several emerging technologies such as artificial intelligence (AI), the Internet of Things (IoT), blockchain, 3D printing, big data, and augmented reality into the fourth industrial revolution has profoundly changed all facets of life, including higher education. The speed and nature of change in the aim and structure of the University of the Future may take two paths: evolutionary, termed the University 4.0 model, or revolutionary, called the University 4.1 model. A semi-structured survey was designed to explore the perception of university professors about the University of the Future. A total of 142 professors from 23 countries responded to the study. The results gave valuable insights into the vision of the world's academic community for University 4.0/4.1.

Use of Generative Artificial Intelligence tools in higher education environments

Diego Seco, Stefan Grösser, A. M. Pedrosa — Mon, 14 Apr 2025 00:00:00 +0200

With the emergence of the fourth technological revolution, smart devices and generative AI have become central to innovation. Universities are not exempt from this shift, as stakeholders urge them to stay up to date with these advancements.

This paper examines the current use of generative AI in higher education and gathers stakeholder perspectives, including their expectations, concerns, and aspirations, illustrating its applications with examples and highlighting the benefits for both students and lecturers. Additionally, the study examines the roles that the AI can assume in university courses. Finally, it outlines potential future directions for the development and integration of this technology considering an appropriate balance between the risks and benefits of this new tools.

The research began with a literature review to examine existing approaches to generative AI in education and to establish a solid knowledge base. The study concludes that while AI is already present in universities, its primary use remains limited. Within academic programs, lecturers strive to adapt rapidly to the integration of AI while upholding teaching quality. At the same time, students increasingly perceive AI as a valuable resource for personalized learning. However, despite its potential benefits, ethical concerns surrounding its use remain a major issue among stakeholders.