Abstract:Introduction: The mental health of medical students has become an increasing concern, given the high prevalence of stress, anxiety, depression, and burnout. In this context, active learning methodologies, such as problem-based learning, clinical simulation, and gamification, have been identified as strategies that not only foster meaningful learning but also promote students’ psychological well-being. Method: This study is an Integrative Literature Review (ILR) grounded in Evidence-Based Practice. The PICo framework guided the research question: What are the impacts of active learning methodologies on the mental health of medical students? Searches were conducted in PubMed, Scopus, Web of Science, ScienceDirect, and SciELO, including articles published between 2019 and 2025 in Portuguese, English, and Spanish. From 928 studies identified, 22 met the inclusion criteria and were analyzed regarding study design, level of evidence, population, and main findings. Results: Most studies were published in English-speaking countries, predominantly with quantitative designs. Findings indicate that active learning methodologies reduce stress, anxiety, and burnout while enhancing engagement, motivation, and socioemotional skills. Discussion: Gaps remain concerning methodological heterogeneity and the lack of longitudinal studies capable of measuring sustained effects. Conclusion: Active learning methodologies emerge as pedagogical resources and strategies for promoting mental health in medical education. Future research should expand longitudinal approaches and explore curricular proposals that integrate academic excellence with psychological well-being.
Abstract:This study investigated the effectiveness of game-based instruction in improving students’ academic achievement in Science, specifically focusing on the topic Biodiversity and the Healthy Society. The results revealed that students exposed to game-based instruction achieved significantly higher posttest scores compared to those taught using traditional methods, indicating improved comprehension, retention, and active participation in learning. Furthermore, the findings suggested that game-based instruction fosters a more engaging and student-centered learning environment, enhancing motivation and collaboration among learners. These outcomes underscore the potential of game-based learning as a pedagogical tool to address difficulties in Science education and to improve achievement in complex topics such as biodiversity. The study concludes that integrating game-based instruction into Science teaching provides meaningful learning opportunities that positively influence student achievement. It is therefore recommended that educators adopt game-based strategies as a complement to conventional approaches to enhance both engagement and academic success in Science.
Abstract:This study comprehensively analyzes the current state of physical education (PE) in Vietnam during the 2020-2025 period and proposes a strategic development roadmap to 2030. The analysis shows that despite important reforms in policy and curriculum toward developing comprehensive student capabilities, PE work still faces significant challenges. These challenges include the lack and inconsistency of facilities, teachers' capabilities not meeting innovation requirements, and reliance on traditional pedagogical methods. In this context, the report identifies two core drivers for transformation: the national digital transformation strategy in education and the sustainable development orientation. The report argues that strategically integrating digital technologies such as Artificial Intelligence (AI), Big Data, Virtual Reality (VR), and innovative teaching models (Blended Learning, OMO) is not merely a technological solution but an essential means to achieve sustainable development goals, specifically ensuring health and well-being (Sustainable Development Goal 3) and quality, equitable education (Sustainable Development Goal 4). Based on the analysis of the current situation and international trends, the report proposes a comprehensive solution roadmap for the 2025-2030 period, focusing on three main pillars: (1) Curriculum and pedagogical innovation, (2) Capacity development for the teaching staff, and (3) Policy and infrastructure improvement. The ultimate goal is to transform physical education from a traditional subject into a dynamic, data-driven, and inclusive field, contributing to the comprehensive development of Vietnam's younger generation.
Abstract:This study was conducted to design an activity-based learning process to provide students with universal values. The study also aimed to provide students with universal values through this learning process. The study used action research, one of the qualitative research designs. The study group of this study consisted of a total of 12 students studying in the 7th grade in the fall semester of the 2023-2024 academic year in Tokat, Turkey. The activity-based learning process was continued in the Science course for 16 weeks (64 lesson hours) and 22 activities were carried out with the students during the process. One of the researchers took on the role of researcher and implementer during the study. The data of the study were collected with the word association test and semi-structured interview forms. Content analysis was used in the analysis of the data. When the responses of the students to the word association test were examined at the end of the study, it was seen that the most repeated words were love, respect, family and friend. The study also reached the conclusions that the students learned universal values and associated universal values with the activities carried out in the process. Suggestions have been made that other researchers who will conduct studies on the subject can use the activities developed within the scope of this study to provide values education and that the activities developed within the scope of the study can be adapted to other subjects, units or courses to provide values education to students.
Abstract:This study investigated the effectiveness of automated written corrective feedback (AWCF) in supporting learning of English as a foreign language (EFL) among undergraduate students in Saudi tertiary education, with particular focus on how learners responded to and benefited from AWCF. Drawing on a mixed-methods approach, data were collected from students’ written drafts before and after using AWCF, as well as from a structured questionnaire designed to capture their perceptions and patterns of engagement. The findings revealed that AWCF significantly assisted students in identifying and revising grammatical and spelling errors, supporting claims about AWCF utility in enhancing surface-level linguistic accuracy. Moreover, students exhibited strong engagement with the tool, critically assessing its feedback- particularly in instances involving local proper nouns and context-specific language use. While students generally trusted AWCF, they did not accept all suggestions uncritically, reflecting the development of self-monitoring skills and greater writing autonomy. The findings underscore the essential role of teacher alongside AWCF, particularly in addressing higher-order writing concerns and promoting students’ critical thinking. The study recommends an integrated feedback approach that combines the advantages of both AWCF and teacher feedback to enhance learning outcomes.
Abstract:Regional disparities in English education in various parts of China are apparent among students at senior high schools in the province of Sichuan, China. However, it is crucial to reach consistently high English standards across China to advance China’s economic development. To investigate the implementation of English curriculum standards (ECS) management in schools, this study used structural equation modelling to examine linguistic, teaching, social and assessment factors. Using a simple random-sampling technique, 384 respondents, including administrators, teachers and students from senior high schools in the urban and rural areas of Sichuan, completed a questionnaire. Statistical analysis was conducted using Statistical Package for the Social Science IBM-Analysis of Moment Structure. The findings showed that all four factors positively impacted the ECS, leading to gaps between the urban and rural education systems. These findings are instructive in terms of their contribution to means of improving curriculum development, implementation, and the application of English education in China.
Abstract:Grit is a psychological notion that highlights personal tenacity and dedication to long-term goals. This study examines the relationship between the level of grit and academic performance among medical students. A descriptive-correlational study was conducted involving 262 participants. Descriptive and inferential statistics were used to analyze the gathered data. Results showed that there was no significant difference based on the demographic profiles such as age, sex, or family income, nationality, year level, and student status. The participants were shown to have high levels of grit. Also, a significant relationship was found between grit and academic achievement, as determined by the general weighted average (GWA). The findings underscore the importance of fostering resilience and long-term commitment in medical training. Future research could explore interventions to enhance grit and its impact on student outcomes across diverse educational settings.
Abstract:Introduction: Undergraduate Emergency Medicine education requires innovative methodologies that enhance the acquisition of clinical competencies and student engagement. Clinical simulation and gamification are emerging strategies with promising applications in this context. Method: This Integrative Literature Review was conducted through a systematic search in the PubMed, Scopus, Web of Science, ERIC, and SciELO databases, including publications from 2020 to 2025 in English, Portuguese, and Spanish. Empirical studies investigating the use of clinical simulation and gamification in Emergency Medicine education and evaluating their pedagogical and clinical impacts were selected. Results: A total of 20 studies were included, demonstrating the effectiveness of clinical simulation in promoting active learning, formative assessment, and the development of technical and interpersonal skills. Gamification was found to be effective in increasing motivation, personalizing learning, and facilitating the integration of complex content, although contextual implementation remains challenging. Discussion: Clinical simulation stands out as an essential tool for students’ integral development by combining technical and ethical dimensions. Gamification, in turn, enhances the attractiveness and adaptability of the educational process but requires solid pedagogical grounding and curricular alignment. Methodological limitations and the need for longitudinal studies were identified. Final considerations: The findings highlight the transformative potential of these methodologies for medical education, emphasizing the importance of their reflective and structured incorporation into curricula. Investment in faculty development and further research is recommended to deepen the understanding of the real impact of these strategies on clinical practice.
Abstract:The aim of this study is to develop a valid and reliable measurement tool—the Pictorial Values Scale for Children (PVSC)—to assess the level of awareness of values among preschool and primary school-aged children. Conducted using a descriptive survey design, the research process included the stages of content validity assessment, pilot testing, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). To establish content validity, expert opinions were obtained from ten specialists in the fields of values education, child development, and educational measurement and evaluation. A pilot study was then conducted with 250 primary school students, followed by EFA performed on data collected from a sample of 517 students. Results from the EFA revealed a two-factor structure comprising Social and Societal Values (SSV) and Personal, Moral, and Emotional Values (PMEV). This structure was further validated through CFA conducted with an independent sample of 500 students. The scale includes a total of 15 values: friendship, love, respect, patriotism, responsibility, justice, helpfulness, self-control, patience, honesty, compassion, diligence, empathy, family, and kindness. For each value, the scale includes five items—three correct and two distractors—evaluated using a symbol-based pictorial Likert-type format appropriate for children. In the net scoring system, points obtained from distractor items are subtracted from the total score to determine the student’s ability to correctly recognize and differentiate the value. The findings indicate that the PVSC demonstrates acceptable levels of content validity, construct validity, and internal consistency. The CFA fit indices (CFI = .98, RMSEA = .060, SRMR = .039) confirm the robustness of the two-factor model. In conclusion, the Pictorial Values Scale for Children is presented as a valid, reliable, and original instrument for measuring children's awareness of values.
Abstract:This study aimed to identify psychological factors that influence university life satisfaction and loneliness among university students majoring in early childhood education. A total of 96 undergraduate students from a four-year university in South Korea participated in the study. The variables examined included self-efficacy, self-esteem, resilience (with subcomponents: endurance of negative emotions, positive supportive relationships, sense of control, and autonomy), life satisfaction, and loneliness. Descriptive statistics, correlation analysis, and stepwise multiple regression analyses were conducted using SPSS 23.0. The results showed that life satisfaction and positive supportive relationships significantly predicted university life satisfaction, while self-esteem, life satisfaction, positive supportive relationships, and autonomy were significant negative predictors of loneliness. Interestingly, sense of control was positively associated with loneliness. These findings suggest that students' overall psychological well-being and the presence of supportive interpersonal relationships are critical for enhancing their satisfaction with university life and reducing feelings of loneliness. Based on the results, this study highlights the importance of implementing university-based programs that promote life satisfaction, social support, self-esteem, and autonomy among students. Practical implications and recommendations for psychological support and intervention programs in higher education settings are discussed.