Students’ Perceptions of Using Interactive Technology in Developing Their Competencies in STEM Classes in an Applied Technology School in the UAE

The rapid advancement of educational technology presents new opportunities to develop learning models that foster essential 21st-century skills, such as critical thinking. This study aims to develop a TACK (Technological, Andragogical, Content Knowledge) learning model utilizing a digital flipbook to enhance the critical thinking abilities of students in the Non-Formal Education (PNF) Department at Universitas Negeri Padang (UNP). This research follows a Research and Development (RD) design, encompassing five stages: needs analysis, model design, development, implementation, and evaluation. Data were gathered using pretest and posttest instruments to measure students’ critical thinking skills, alongside student satisfaction surveys to evaluate the model's reception. The findings indicate a significant improvement in students' critical thinking, with posttest scores (81.6) increasing by 25% from the pretest average (65.3). Additionally, the satisfaction survey revealed a 90% positive response rate, demonstrating strong student engagement and acceptance of the TACK model integrated with digital flipbook content. The TACK learning model, when supported by a digital flipbook, proves effective in enhancing students’ critical thinking skills within the context of non-formal education. Its adaptability suggests potential for broader application in both formal and informal educational settings. These results highlight the importance of integrating technological tools with pedagogical strategies to foster innovative and impactful learning experiences.

Critical thinking is one of the essential 21st-century skills that must be fostered in chemistry learning. However, observations indicate that students still struggle to connect the concept of benzene with a deep understanding, resulting in suboptimal development of critical thinking skills. This best practice aims to describe the implementation of the discovery learning model in enhancing the critical thinking skills of twelfth-grade MIPA 2 students at Kolese De Britto Senior High School, Yogyakarta, on the topic of benzene. The study was conducted with 29 male students aged 17–18 years. The discovery learning model was implemented through six instructional stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The research instruments consisted of (1) a critical thinking test covering interpretation, analysis, evaluation, and inference with five essay questions; (2) a student activity observation sheet with ten engagement criteria; (3) open-ended interviews with six guiding questions to explore learning experiences; and (4) documentation in the form of field notes and students’ group work. Instrument validity was established through expert judgment, while the reliability of the test was analyzed using Cronbach’s Alpha coefficient of 0.82 (high category). The results revealed a significant improvement in students’ critical thinking skills. The average test score increased from 58.3 (pre-implementation) to 74.6 (initial cycle), and further to 86.2 (final practice). The N-gain analysis yielded 0.67, categorized as medium-to-high. Observations also indicated enhanced student participation in discussions, the ability to pose questions, and independent conclusion-making. In conclusion, this best practice demonstrates that the discovery learning model is effective in improving students’ critical thinking skills in learning benzene. The limitation of this study lies in the relatively small number of participants and the restricted context of a single school. Therefore, further research with a larger population and different chemistry topics is recommended to strengthen the generalizability of the findings.

Critical thinking is assumed as one of the essential skills in today’s era. One of the ways to foster students’ critical thinking is through discussion that provokes their curiosity. Unfortunately, in the online setting, some studies reported that students face challenges in online discussion. Therefore, teachers should find a way to optimize students’ engagement in online discussions. The Nominal Group Technique (NGT), which this paper argues for proposing a potential way in improving students’ participation and their critical thinking in an online discussion, is less used as a teaching strategy in educational practices. With the integration of Socratic Questioning, this research implemented a pre-experimental method with a one-shot design aimed at investigating the effectiveness of the NGT implementation in Critical Reading Classes conducted online combining both synchronous and asynchronous settings. Pre- and post-tests were implemented in two classes involving 52 students in six meetings. The descriptive statistics and t-test analysis had been implemented to find out the differences in students’ critical thinking skills before and after the NGT implementation. The result showed that there was a significant improvement in students’ critical thinking skills at p0.001, which confirmed that NGT with the integration of Socratic Questioning had a significant effect on the improvement of students’ critical thinking skills in an online context.

University students’ attempts at critical thinking in research projects frequently require supervisor interventions in the form of advice giving, feedback and supportive information. Providing such interventions to each student through classroom teaching or conventional meetings is restrictive as to timing and place. By using a Digital Behaviours Change Intervention (DBCI) technique, students can get continual assistance from supervisors in their research work through the web or mobile platforms. This research sought to understand students’ perceptions of using digital mobile-based behaviour change interventions to improve their critical thinking and research skills. A survey instrument inspired by the Paul-Elder Critical Thinking Framework was designed to measure student self-perceived critical thinking abilities before and after an experiment. Five supervisors were interviewed to validate the instrument and the behaviour change intervention content. An experimental study was conducted to explore how students interact with a mobile app-based behaviour change intervention, which was developed using the LifeGuide Toolbox platform, to support critical thinking over three months of a research project. The results showed a significant improvement in students’ critical thinking skills with respect to five intellectual standards (clarity, precision, relevance, logic, and fairness) after using the system.

This study aims to see the influence of digital technology of toponym rays on students' creative and critical thinking skills. The use of technology in the classroom is essential to improve educational standards in the rapidly evolving digital era. This study uses experimental design and quantitative methodology. The subject of the study was a randomly selected student of class X at Pontianak State High School. The research implementation method involves the use of digital toponym ray applications for one semester of school. The instruments used include creative and critical thinking skills tests that have been validated. Data is collected based on the measurement of specific skills, such as creative and critical thinking skills, which are measured with valid and reliable instruments. The data analysis technique used is experimental statistics. The t-test was used to determine the significance of the difference between the scores of the experimental class and the control class. The results showed that there was a significant improvement in students' creative and critical thinking skills after using digital technology of toponymic rays, namely the results of data analysis showed that the average score of creative and critical thinking skills of students in the experimental group was higher than that of the control group. The average score of creative thinking skills in the experimental group was 85.2, while in the control group it was only 70.4. For critical thinking skills, the average score in the experimental group was 82.7, while in the control group it was only 68.3. and The results of the t-test showed that the t-value for creative thinking skills was 3.45 with a p-value < 0.05, which means there was a significant difference between the two groups. For critical thinking skills, the t-value was 3.87 with a p-value < 0.05, which also showed a significant difference. Keywords: Digital Technology, Creative Thinking, Critical

Objectives: This study aims to explore the application and cultivation effects of critical thinking in high school academic English writing, with a particular focus on identifying effective teaching strategies and intervention methods. Methods:. A mixed-methods approach was employed, involving 120 second-year high school students (aged 15-16) in Shaanxi Province, China. The study included: (1) a 10-week teaching intervention with experimental (n=60) and control (n=60) groups; (2) pre- and post-intervention CCTDI-CV questionnaires; (3) writing assessments based on IELTS Task 2 criteria; and (4) semi-structured interviews with 10 randomly selected participants (20-30 minutes each). Results:. The study revealed significant improvements in students’ critical thinking disposition, particularly in truth-seeking, open-mindedness, and analytical ability. The experimental group also demonstrated marked progress in academic writing skills, especially in analytical thinking and argumentative expression. Qualitative data further indicated enhanced metacognitive awareness and strategic application of critical thinking in writing processes. Conclusions: The findings suggest that critical thinking plays an important role in high school academic English writing. Based on these results, the study proposes corresponding teaching recommendations and directions for future research, emphasizing the need for integrated critical thinking instruction in English writing curriculum.

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.

Musculoskeletal disorders are a major occupational health issue for dental professionals. Traditional ergonomics training is ineffective for achieving mastery of its principles. This study evaluated the effectiveness of the experiential ergonomics course incorporating dental operating microscopes, using Kirkpatrick’s levels 1 and 2. This study conducted a pretest-posttest study with a single group of 103 second-year dental undergraduates from Wuhan University, who completed an experiential ergonomic learning program. The course was designed based on Kolb’s cycle, using dental operating microscope as a key tool. Participants completed researcher-developed pre- and post-course questionnaires featuring 5-point Likert scales, multiple-choice, and binary-response items to assess changes in knowledge, attitudes, and satisfaction. Practical skills were evaluated using the Dental Ergonomics Assessment (DEA) rubric. Data were analyzed using paired-sample t-tests, one-sample t-tests, McNemar’s test, and Spearman’s correlation, with a significance level of p < 0.05. Of the 103 enrolled students, 89 completed matched pre- and post-course assessments. The curriculum led to significant improvements in students’ ergonomic knowledge (p < 0.001) and their attitudes toward the importance of ergonomics for pain prevention. Post-course ergonomic performance was favorable (overall DEA score: 1.45), and this objective performance showed a strong negative correlation with the belief in ergonomics’ effectiveness (r = -0.624, p < 0.001). Participant feedback was exceptionally positive, with 100% satisfaction regarding course content. The microscope-based experiential learning course improved dental students’ ergonomic knowledge, attitudes, and postural performance. The strong correlation between competency and conviction supports the view that this approach effectively synchronizes theory with practice.

This study investigates undergraduate English majors' perceptions of ChatGPT in enhancing vocabulary and grammar in academic writing. Utilizing a mixed-methods convergent design, data were collected from 31 students via pre- and post-survey questionnaires, 20 participants’ reflective journals, and semi-structured interviews with 10 volunteers. Quantitative findings revealed significant improvements in students’ perceptions of vocabulary accuracy, relevance, and depth. Thematic analysis of qualitative data identified benefits such as enriched vocabulary, improved grammatical accuracy, and increased confidence in academic writing. Challenges included overdependence, difficulty interpreting feedback, and a lack of originality in AI-generated suggestions. Students employed strategies to optimize ChatGPT use, such as asking specific questions, selectively applying feedback, and balancing AI input with personal judgment. The study highlights ChatGPT's ability to provide tailored feedback, foster confidence, and support vocabulary development while underscoring the importance of responsible use to mitigate overreliance and maintain originality. The findings underscore ChatGPT's potential to enhance academic writing skills when integrated thoughtfully into curricula. However, overuse risks shallow learning (e.g., overdependence on the tool, or difficulty in interpreting feedback), suggesting a need for instructional strategies that can promote rigorous analysis with AI tools. Future research should explore long-term impacts, comparisons with other AI tools, and strategies for ethical and effective integration of ChatGPT in higher education.

The development of critical thinking is one of the main requirements of the modern educational process. Various methods and approaches are used in educational institutions to enhance students’ thinking skills. This article focuses on identifying the achievements of students in chemistry lessons by using problem-based learning technology to foster critical thinking. The study involved 9th-grade stu-dents from the specialized boarding school named after Nurtas Ondasynov in the city of Turkestan. A total of 49 students participated, divided into experimental and control groups. During the study, the author utilized tests to determine the preliminary and subsequent knowledge levels of the students. The results of the tests were analyzed both qualitatively and quantitatively. To fully reveal the levels of criti-cal thinking, critical thinking indicators were employed. This study aimed to identify the essence of a problem by asking students simple questions and using brainstorming techniques. The final test results demonstrated a significant improvement in students’ achievements. The levels of thinking skills were as follows: formulating conclusions – 78.14%, data collection – 70.3%, analysis and evaluation – 51.2%. These indicators highlight the students’ ability to analyze and evaluate the knowledge they have learned and retained. For other indicators, such as summarizing – 73.14%, providing evidence – 66.6%, and independent work skills – 68.57%, the results also showed significant improvement compared to the preliminary tests. The study revealed the effectiveness of organizing chemistry lessons with the correct use of a model of problem-based learning technology.

Purpose– The purpose of this paper is to establish and compare the provision of information literacy (IL) skills to university students both at undergraduate and graduate levels in South Africa (SA) and the United Arab Emirates (UAE). This could in turn inform the development of appropriate/suitable IL programmes to support teaching and learning.Design/methodology/approach– A review of available scholarly papers is performed for information collection.Findings– The findings can identify variations in IL provision within and across disciplines, deficiencies in local current and ongoing research.Research limitations/implications– It must be noted that this is a review and conclusions from it are expected to reveal areas that require more in-depth study.Practical implications– The study’s contribution to the field of IL lies in its revelation of what is understood by IL provision and how the ACRL standards are used to guide practice in the two different regions of the world.Originality/value– The study is the first of its kind which compares IL practices at university libraries in SA and the UAE. It will assist policymakers and librarians in the development of appropriate IL programmes in support of teaching and learning.

This study explores the effectiveness of integrating Ethno-Inquiry-Project approaches into physics education to enhance the multiple skills of prospective physics educators. The primary objective is to develop teaching materials that connect physics concepts with local cultural contexts to improve critical thinking, problem-solving, communication, and collaboration skills. Utilizing a Research and Development (R&amp;D) methodology based on the 4D model (Define, Design, Develop, Disseminate), the study involved 40 third-semester physics education students at UIN Raden Fatah Palembang. The development process included literature review, preliminary studies, expert validation, and field trials. Validation results indicated high feasibility, with significant improvements in students' skills: critical thinking (30%), problem-solving (36.67%), collaboration (25.71%), and communication (26.47%). Observations confirmed active student engagement and effective group collaboration. The findings demonstrate that the EIP approach not only deepens understanding of physics concepts but also integrates cultural relevance, making learning more engaging and applicable. These results suggest broad implications for enhancing physics education by incorporating local contexts, thus providing a holistic learning experience that prepares future educators for 21st-century challenges. Further research is recommended to generalize findings across diverse educational settings and explore long-term impacts. This study underscores the potential of EIP-based teaching materials to significantly improve the quality of physics education and the skill sets of future educators.

SLBN Semarang, an inclusive school in Semarang City, faces challenges in teaching Javanese script to visually impaired students. The available braille learning media is unable to visualize the original form of Javanese script, resulting in a lack of student motivation. The Aksawatra PKM-PM program offers an innovative solution by introducing Javanese Braille teaching aids based on touchpad technology and 3D models. This innovation allows visually impaired students to experience the script shapes in real time and get audio feedback that helps them understand and remember the script shapes more effectively. The implementation method of this program involves thorough preparation, intensive training for teachers, and implementation of Aksawatra technology learning to blind students. Evaluation results showed significant improvement in students' ability to recognize Javanese script forms and their increased interest in learning. In addition, teachers found it easy to teach Javanese script with this new tool. The Aksawatra PKM-PM program proves that interactive technology can be an effective solution to overcome learning obstacles for visually impaired students, improve literacy skills, and preserve cultural heritage. This success provides a sustainable positive impact for inclusive education and can serve as a model for future learning innovations.

This study investigated the impact of artificial intelligence on English language learning and teaching in Pakistan through a mixed-methods approach. The research involved 150 English teachers and 300 students from public and private schools across Lahore, Karachi, and Islamabad. Data collection utilized structured questionnaires, semi-structured interviews, classroom observations, and pre-post assessments over a 12-week period. Results revealed significant improvements in students' language proficiency, with speaking skills showing the highest enhancement (mean improvement of 2.8 points). Teachers demonstrated positive attitudes toward AI integration, with 78% reporting increased student engagement. However, challenges included limited internet connectivity (65% of schools) and inadequate teacher training (72% of participants). The study found that AI tools like Duolingo and Grammarly enhanced personalized learning experiences and provided immediate feedback. Statistical analysis showed significant correlations between AI tool usage frequency and language skill improvements (p&lt;0.05). The findings suggest that while AI presents substantial opportunities for language education enhancement in Pakistan, successful implementation requires addressing infrastructure limitations and providing comprehensive teacher training programs.

Climate change education is crucial for equipping students to tackle pressing global challenges, yet traditional methods often fail to foster critical thinking (CT) and awareness. This study aimed to develop a digital pedagogical model based on climate change issues integrated with Virtual Reality (VR) technology to enhance students' CT and climate change awareness. The research employed a Research and Development (R&amp;D) approach, involving validation, practicality testing, and effectiveness evaluation. Validity data were obtained through expert validation (involving five validators), while practicality and effectiveness data were gathered through implementation processes involving two observers (evaluating model practicality) and 38 high school students (effectiveness test subjects). Implementation utilized a pretest-posttest design and was analyzed descriptively and quantitatively. The findings indicate that the model is valid, with an average validation score of 4.15, and practical, with an implementation score of 4.80 categorized as "very good." The effectiveness test showed significant improvements in students' CT skills, with the average score increasing from the "less critical" to the "moderately critical" category, and in climate change awareness, which rose from the "moderate" to the "high" category. These results highlight the effectiveness of integrating PBL with VR technology in enhancing students’ CT skills and awareness. This study contributes to advancing technology-based education and emphasizes the importance of adopting immersive, problem-based pedagogies in tackling global issues like climate change.