Study Abroad Enhances Cognitive Development

Artistic culture as a foundation for the spiritual and cognitive development of students.

The research was based on a study of the pedagogical accompaniment in the cognitive development of the students of the “Pablo Enrique Albornoz” Educational Unit in the city of Santo Domingo. The results of the research, applied to students through a survey, are shown as a way to make known that teachers are the essential factor in the quality of education and to achieve significant learning in their students. The teacher-student interactions constitute an ideal space for education with daily activities such as telling how similar problems were solved in other circumstances, which will allow evaluating the factors that affect the student in his development of cognitive abilities. The objective of this research is to verify the incidence of pedagogical accompaniment in the cognitive development of students, to achieve this purpose a bibliographical analysis was carried out taking as reference observations made in the Educational Unit. The research has a qualitative approach, in addition to the inductive, deductive, analytical, synthetic, bibliographic and statistical method. It is concluded that the pedagogical accompaniment has a positive impact on the cognitive development of the students, making learning more efficient and of quality.

When the COVID-19 pandemic began, U.S. college students reported increased anxiety and depression. This study examines mental health among U.S college students during the subsequent 2020-2021 academic year by surveying students at the end of the fall 2020 and the spring 2021 semesters. Our data provide cross-sectional snapshots and longitudinal changes. Both surveys included the PSS, GAD-7, PHQ-8, questions about students' academic experiences and sense of belonging in online, in-person, and hybrid classes, and additional questions regarding behaviors, living circumstances, and demographics. The spring 2021 study included a larger, stratified sample of eight demographic groups, and we added scales to examine relationships between mental health and students' perceptions of their universities' COVID-19 policies. Our results show higher-than-normal frequencies of mental health struggles throughout the 2020-2021 academic year, and these were substantially higher for female college students, but by spring 2021, the levels did not vary substantially by race/ethnicity, living circumstances, vaccination status, or perceptions of university COVID-19 policies. Mental health struggles inversely correlated with scales of academic and non-academic experiences, but the struggles positively correlated with time on social media. In both semesters, students reported more positive experiences with in-person classes, though all class types were rated higher in the spring semester, indicating improvements in college students' course experiences as the pandemic continued. Furthermore, our longitudinal data indicate the persistence of mental health struggles across semesters. Overall, these studies show factors that contributed to mental health challenges among college students as the pandemic continued.

Background: Academic environment plays an essential role in students' professional development. An effective and protected academic experience always promotes students’ critical thinking and enhances reflective practices that help them to become trained in the field of nursing. Objective: The study aimed to identify students' academic experiences and professional challenges. Methodology: A descriptive, cross-sectional study was conducted from the students of Bachelors' of Sciences in Nursing (Generic) and (Post-Registered) degree programs of Begum Bilqees Sultana, Institute of Nursing at Nawabshah. The study covers the duration from November to December 2021. The study sample size consisted of 151 students. Data were collected through a 10-items self-structured questionnaire to capture students' academic experiences and professional challenges. Results: The response rate of the survey questionnaire was 93%. One hundred twenty-four (87.9%), and 112 (79.4%) respondents contradicted the available teaching aids and teachers’ efforts to complete lengthy course contents. The teachers' use of traditional teaching methods and the existence of the theory-practice gap are endorsed by n=108 (76.6%), and n=103 (73%), respectively. Eighty-six respondents (60.9%) disputed the statement that teachers give feedback on time. Unexpectedly, 74 (52%) and 59 (41.8%) remained neutral on institutional favors to the particular students in graded/final examinations marks, and teachers use problem-solving skills to bring the students into the right path for learning outcomes respectively. Conclusion: Institutions need to manage teaching resources for better academic learning experiences. Teachers’ Professional development and in-service training are given top priority. Contemporary teaching and learning approaches enhance the experiences of the learners. It also develops students’ critical thinking and reflective practice capabilities.

Global learning requires students to develop conscious and experiential awareness of how individual, local and global engagements affect their lives in everyday activities. The maturation of students’ intellect, psychological, social and environmental responses to personal, local and global dynamics requires higher education to adopt a pedagogy that addresses a fast-changing world. Currently, academia is steeped in an objective knowledge-based approach that centers on the cognitive development of students through information processing, workforce orientations and a consumer-oriented mentality. A gap exists concerning students’ affective or subjective development. Spiritual pedagogy is a learning modality that connects meaning making with student life and academic experiences in an ecoliterate context. Journaling provides a means to build a sustainability mindset in step with student’s being able to explore their thoughts and course learnings with critical inquiry, creativity, and meaning making. This chapter addresses the use of a Tree Journal along with supplemental learner artifacts as a means to foster meaning making in college student learning.

Analysis on science curriculums of primary, secondary and higher learning institutions show that the contents are limited to the cognitive development of students only. They do not show that belief in God may be a motivating factor for students learning science. This situation raises the question of how well balanced students according to Islamic perspectives can be developed through the science curriculums. Accordingly, the study constructed a science education model identifying various factors and their interactions which may contribute towards the development of well balanced Muslim student as stipulated in the national education science system. The research findings show that factors contributing to the development of a well balanced personality are; Islam as the basis of planning and designing the science curriculum, the existence of well balanced science teachers, the existence of students who are willing to learn and the existence of a teaching and learning process which can cultivate Islamic values and develop students characteristics as well as potentials. It also identified the characteristics of a well balanced personality as the end product of the model.

This study explores the current status of basic-level students’ cognitive learning and examines how school education provisions are functioning to facilitate perceptive education. The study was conducted by adopting a mixed-method research design, including a quantitative survey and a qualitative case study for data generation from six schools in four districts across the country. With a small research grant support from UNESCO Nepal, this research was conducted under the Centre for Educational Research, Innovation and Development (CERID) to provide a new and innovative concept to learning from different aspects ranging from knowing to creating. Students’ achievement at six levels of cognitive development was evaluated based on a questionnaire containing items from the revised Bloom's taxonomy of educational objectives. Classroom practices were systematically observed, and the main events and activities were recorded. The study revealed that the students performed better in remembering and showed lower performance at creating level. Classroom pedagogies were found dominantly lecture-based and concentrated around the acquisition of knowledge from the textbook. Besides, teachers were found not preparing the lesson plan, nor were they taking classes in a planned way. There was no plan, program, or practice regarding cognitive teaching-learning for addressing the specific potentials, weaknesses, and aptitudes of students at the basic level of education in Nepal.

This study aims to systematically examine the trends, focus areas, and effectiveness of the Probing Prompting learning model in improving students’ critical thinking skills within Indonesian science education. Using the Systematic Literature Review (SLR) method based on the PRISMA protocol, 20 peer-reviewed articles published between 2020 and 2024 were selected from Scopus, SINTA, and Google Scholar databases. The inclusion criteria focused on empirical studies applying the Probing Prompting model in science learning contexts with clear outcomes related to critical thinking skills development. To enhance the analytical depth, bibliometric mapping was conducted using VOSviewer to visualize keyword patterns, thematic clusters, and the centrality of research topics in the field. The results show that the Probing Prompting model is most effectively implemented at the junior high school level, aligning with students’ cognitive development at the formal operational stage. Key strategies include structured sequential questioning and the use of students’ worksheets that guide students through reasoning and reflection. Dominant indicators of critical thinking skills developed through this model are analysis, evaluation, and inference. Visualizations reveal that “critical thinking” and “probing prompting” are among the most frequently occurring and central keywords, emphasizing their strong association in recent literature. This review also identifies emerging clusters related to digital integration, local wisdom, and artificial intelligence, suggesting future directions for contextualized and technology-supported applications of the model. It concludes that the Probing Prompting model has strong potential to be further developed as a critical thinking skills-oriented strategy, particularly in science education. The study recommends future research to conduct quantitative meta-analyses, explore long-term impacts through longitudinal studies, and integrate the model with project-based and digital learning frameworks to enhance effectiveness and sustainability. Keywords: probing prompting, critical thinking skills, science learning, SLR, VOSviewer.

Inclusion, an intensively studied descriptor, is still a very sensitive subject. Nonetheless, including a child with Down syndrome in the classroom is not impossible. Children with such a syndrome present rapid adaptation to the classroom as long as the infrastructure and pedagogical resources are adequate to their needs; therefore, this work aims at the classroom observation of a student's cognitive development, regarding the Portuguese and Mathematics syllabuses, after the application of pedagogical activities. The classroom observed was a 6th Grade in a public school, Middle School, State of Sao Paulo (Brazil). The methodology used was a single case study and the research has a bibliographic and exploratory approach. The results were sorted according to Piaget's stages of cognitive development. The data collected showed that a child with Down syndrome, properly inserted and stimulated in the classroom, can develop his/her intellectual capacity more quickly.

Cognitive development is a strategic part in aspects of early childhood development, cognitive aspects in early childhood covers learning and problem solving, logical thinking and thinking symbolically. Based on the cognitive theory developed by Piaget and Vygotsky which states that children construct knowledge with direct experience with the social environment as scaffolding in this case be interpreted with the help of adults to children to achieve their development capabilities, particularly cognitive development. Help adults in the school environment are teachers than teachers of other things that help the process of child development is the media, where the media is a symbol of instruction for children in remembering obtain knowledge of early childhood are at Preoperational period. This paper discusses how the role of teachers and instructional media in stimulating cognitive development in early childhood, the importance of the role of teachers and the media in stimulating cognitive development in early childhood. The purpose of this article is the teacher know its role in stimulating children's cognitive development and can utilize existing media to stimulate cognitive development of children so that teachers have insight and knowledge with regard to cognitive development and how to stimulate them appropriately. Keywords: the role of teachers, instructional media, cognitive stimulation of children

The integration of technology, particularly Artificial Intelligence (AI), in secondary education has shown significant potential in enhancing students' higher-order thinking Skills (HOTS). This study regularly reviews 18 articles to examine how digital platforms and AI tools are being used to support critical, analytical, and creative thinking among students. Findings indicate that AI-enhanced learning environments stimulate deeper engagement with learning content, foster independent problem-solving, and encourage reflective thinking. Beyond facilitating access to information, technology is also reshaping students' mindsets, shifting them from passive consumers to active thinkers. Despite its growing adoption, research on AI's direct impact on HOTS remains limited. This study contributes to the existing literature by exploring not only the benefits but also the pedagogical implications of AI integration in secondary education. Through this, the study aims to inform educators and policymakers about strategies to optimize technology use for cognitive development in learners. Implications for practice or policy: Educators can enhance critical and creative thinking by integrating AI tools into project-based learning activities. Curriculum designers should consider embedding AI-supported platforms to promote reflective and analytical skills. Policymakers may invest in teacher training to build capacity in using AI for cognitive skill development. School leaders can support infrastructure that allows personalized AI-driven learning environments. Instructional designers may develop resources that use AI feedback features to foster problem-solving skills. Keywords: Artificial intelligence, hots, secondary education, technology integration, critical thinking, problem-solving, creative thinking

Aristotelian logic, which is based on the principles of non-contradiction, excluded middle, and identity, has played a significant role in the development of cognitive psychology and continues to influence cognitive development theories. This paper explores the significance of Aristotelian logic in cognitive development, highlighting its role in shaping critical thinking and reasoning skills. Aristotelian logic, with its emphasis on deductive reasoning, categorical thinking, and syllogistic argumentation, provides a robust framework for cognitive development. The present work is based on the review of existing literature and theoretical analysis sought and used different journals and monographs, this paper demonstrates how Aristotelian logic influences cognitive development across various stages, from childhood to adulthood. Specifically, it examines how Aristotelian logic contributes to the development of critical thinking, problem-solving, and decision-making skills. The paper argues that incorporating Aristotelian logic into educational curricula and cognitive training programs can enhance cognitive development, promote critical thinking, and foster intellectual growth.

This longitudinal study examines the relationship between liberal arts education and the development of critical thinking abilities among undergraduate students. The research tracked 2,156 students across 18 higher education institutions over four years, comparing students in liberal arts curricula with those in professional and pre-professional programs. Critical thinking was assessed using multiple measures including the Cornell Critical Thinking Test, the Collegiate Learning Assessment, and course-embedded assessments of analytical reasoning. The study examined curricular features including breadth requirements, writing-intensive courses, discussion-based seminars, and integrative capstone experiences. Findings demonstrate that liberal arts curricula emphasizing interdisciplinary breadth, intensive writing, and Socratic dialogue produced significantly greater critical thinking gains than narrowly specialized programs, with effect sizes of 0.47 standard deviations over four years. The research identifies pedagogical practices most strongly associated with critical thinking development, including argumentation analysis, perspective-taking exercises, and evidence evaluation tasks. Results also reveal that critical thinking gains transfer to novel domains and contexts beyond those in which skills were developed. The study contributes empirical evidence to ongoing debates regarding the value of liberal education and offers implications for curriculum design and pedagogical practice.

As Saudi Arabia advances its Vision 2030 agenda, which emphasizes artificial intelligence (AI) integration in healthcare and education, understanding students' acceptance of AI in academic settings is increasingly important. To examine the relationship between nursing students' attitudes toward AI, perceived usefulness, perceived usability, and their critical thinking motivation. A multicenter cross-sectional correlational study was conducted across three Saudi universities. Data were collected from 390 undergraduate nursing students using the General Attitudes towards AI Scale, the technology acceptance model questionnaire, and the critical thinking motivation scale. Analysis included Pearson correlations and multiple linear regression. Students reported positive attitudes toward AI, with strong correlations among AI attitude, usefulness, and usability (r = .63-.78, p < .001). Weak but significant positive correlations were found between AI-related factors and critical thinking motivation (r = .20-.40, p < .001). Higher academic level, the belief that AI will not replace nursing roles, and greater AI usability significantly predicted critical thinking motivation (adjusted R² = .245, p < .001). Acceptance and perceived usability of AI tools are positively associated with critical thinking motivation in nursing students. These findings underscore the potential of AI to support cognitive skill development in nursing education. Educators should integrate AI early in nursing curricula, provide structured training, and frame AI as a support tool in clinical decision-making. Doing so can foster both critical thinking and digital competence among future nurses.

Arts play a vital role in the development of children in preschool education. Artistic expression within the kindergarten setting offers children opportunities to explore the world around them, enhance their imagination, strengthen their self-confidence and creativity, express their ideas through various media, enrich their emotional world, and cultivate their cultural awareness. Today, engagement with the creation of art serves as an effective means of creative representation and communication of ideas and emotions for preschool children. Findings from numerous studies highlight the impact and significance of integrating arts into early childhood education, linking them to the development of lifelong learning skills. The international academic community recognizes the importance of building children's capacity to respond effectively to situations that require critical thinking, reflection, autonomy, creativity, and decision-making. Incorporating artful thinking (A.T.) and thinking routines (T.R.) into kindergarten classrooms has been shown to support both artistic reasoning and the development of children’s critical thinking skills. But how artful thinking, thinking routines, and the arts are connected in early childhood education? Can thinking routines, in the context of art, become effective and meaningful in developing children’s critical thinking skills? The purpose of the present study is to implement and evaluate a program for introducing works of art by pre-service kindergarten teachers (P.K.T.) to preschool children through the technique of artful thinking. Specifically, this research aims to investigate whether an innovative education program based on global artworks—conducted during the teaching practice of pre-service kindergarten teachers—can enhance preschool children's thinking skills through artful thinking routines. The study sample consists of 40 third-year pre-service kindergarten teachers from the Department of Preschool Education at the University of Crete, who are teaching in five public kindergartens in the prefecture of Rethymno during the 2024–2025 academic year. Data will be collected and analyzed through the examination of pre-service kindergarten teachers’ individual portfolios, classroom observation of their instructional interventions, and an evaluation questionnaire on the art program. The findings indicate a notable enhancement in young children's critical thinking skills as a result of the systematic implementation of thinking routines and the artful thinking approach within art-integrated instructional interventions. These pedagogical practices appear to support both the process of active knowledge discovery and the cultivation of aesthetic literacy, while also strengthening children’s reflective and interpretive abilities. Moreover, the majority of pre-service kindergarten teachers expressed a positive attitude toward the art program based on artful thinking, acknowledging its contribution to children’s cognitive development and creative expression.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0110/a.php" alt="Hit counter" /&gt;&lt;/p&gt;