Seminars in Medical Writing and Education
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Digital Participatory Research with Children and Adolescents: A Systematic Review of Methodological Trends and the Emergence of Health-Focused Practices
Full text linkThis systematic review analyzes 23 empirical studies conducted between 2000 and 2025 that engaged children and adolescents as co-researchers in participatory research projects using digital tools. Applying PRISMA 2020 guidelines, the studies were selected from Scopus, Web of Science, and EBSCOhost databases. Using CASP criteria and RStudio for thematic synthesis, the review reveals how digital methodologies such as photovoice, participatory GIS, and digital storytelling facilitated co-researcher roles and enhanced empowerment, critical thinking, and civic identity among youth. A significant proportion of the studies focused on health-related topics, including physical activity, mental health, and nutrition, highlighting the transformative outcomes of youth-led inquiry in these domains. Despite the overall methodological robustness and positive outcomes, limitations were noted in reflexivity, reporting transparency, and inclusion of studies from Latin America. The review underscores the potential of participatory digital research to democratize knowledge production in health and calls for greater geographical and methodological inclusiveness.
Feedback and justice in education: an exploration of the conceptions of teachers training future professors in a Chilean university
Full text linkIntroduction: sufficient studies allow concluding a favorable impact of feedback in the consolidation of deep learning. Research is also clear in indicating the formative benefits of integrating socially just approaches to assessment. However, there is little evidence of the link between feedback, assessment and social justice. Considering this gap, the present inquiry problematizes fair feedback by exploring the conceptions of teachers working in initial teacher education. Method: with a qualitative approach of exploratory, descriptive and interpretive scope, the diverse conceptions of 10 academics (two men and eight women) representing all the careers of the Faculty of Education of a private university in the Metropolitan Region of Santiago de Chile were explored. Semi-structured interviews were conducted, and the data were studied with content analysis. Results: there is a prevalence of conceptions that refer to feedback as a practice that is more informative than constructive. Regarding fair feedback, it is defined as a conversational and democratic instance that recognizes and legitimizes the variety of learning rhythms. Likewise, it is conceived as a space for collective construction that encourages reflection on learning and eliminates the punitive nature of evaluation. Conclusions: the conceptions of good feedback are linked to the idea of fairness. The implementation of this form of feedback is impeded by cultural, personal and structural barriers
How can physical literacy provide confidence for beliefs in physical education teachers?
Full text linkIn the context of physical education, physical literacy is an important foundation for prospective teachers in forming professional attitudes and self-confidence in teaching abilities. Physical literacy includes an individual\u27s understanding, ability, and motivation to engage in active physical activity throughout life. This study aims to analyze the effect of physical literacy on the beliefs of prospective physical education teachers, and to test the significance of the relationship between the two variables. This study uses a quantitative approach with a correlational design. The sample consists of prospective physical education teachers at the higher education level. The data collection instruments are in the form of a physical literacy questionnaire and a validated self-confidence scale. Data analysis was carried out using normality and correlation tests. The normality test using Kolmogorov-Smirnov showed a significance value of 0,236, which means that the data is normally distributed. Furthermore, the Spearman correlation test showed a coefficient of 0,416, indicating a fairly strong positive relationship between physical literacy and the beliefs of prospective physical education teachers. These results indicate that the higher the physical literacy, the higher the level of confidence possessed by prospective teachers. Physical literacy has a significant influence on the self-confidence of prospective physical education teachers. Therefore, strengthening physical literacy needs to be a focus in the teacher education curriculum so that they have optimal mental readiness and skills to teach
Dyslexia and Learning Health: Analysis of Teacher Profiles through Latent Classes in Three Provinces of Ecuador
Full text linkIntroduction: dyslexia is a neurodevelopmental condition that affects cognitive health and compromises students\u27 emotional well-being and learning trajectories. Persistent misconceptions among teachers regarding its causes, diagnosis and intervention continue to obstruct inclusive education and delay early responses.Methods: this was a non-experimental, quantitative and descriptive study. A validated structured questionnaire was applied to 3,665 teachers from Azuay, Cañar and Morona Santiago in Ecuador. The instrument assessed sociodemographic data and teachers’ knowledge about dyslexia. Descriptive statistics and latent class analysis were conducted.Results: the mean knowledge score was 76.57 out of 100. Six latent knowledge profiles were identified, ranging from conceptual clarity to confusion and myths. Differences among groups revealed uneven understanding of dyslexia and limited scientific training on the subject.Conclusions: teachers’ knowledge of dyslexia remains partial and heterogeneous. Work experience does not ensure conceptual accuracy. These findings highlight the need for teacher training programs that strengthen cognitive health, support inclusive pedagogical practices and guide public policy in educational systems
Experimental Evaluation Of Cloud-Integrated Iot Training Modules For Advancing 21st-Century Skills In Higher Education
Full text linkIntroduction: The accelerating shift toward Industry 4.0 compels higher education to adopt innovative technologies that foster critical 21st-century competencies, including problem-solving, critical thinking, collaboration, and digital literacy. While the Internet of Things (IoT) and cloud-based platforms are widely implemented in industrial domains, their integration into educational training modules remains underexplored.Objective: This study aims to investigate the effectiveness of cloud-integrated IoT training modules in enhancing university students’ 21st-century skills.Method: A quasi-experimental research design with pre-test and post-test control groups was conducted involving 120 undergraduate engineering students from two institutions. The training modules were developed with web server and cloud platform integration to enable real-time data acquisition, remote monitoring, and interactive learning experiences simulating authentic engineering practices. Data were collected through standardized 21st-century competency assessments, system usage analytics, and structured student feedback questionnaires.Results: Analysis using ANCOVA indicated a significant improvement in critical thinking (p < 0.01), problem-solving (p < 0.01), and collaboration skills (p < 0.05) in the experimental group compared to the control group. Qualitative feedback further revealed that students perceived the modules as engaging, relevant, and supportive of real-world skill development.Conclusions: The findings demonstrate that cloud-integrated IoT training modules not only enhance essential 21st-century competencies but also provide scalable solutions for technology-driven curriculum innovation in higher education. This research enriches the literature on IoT-based learning environments and offers practical implications for educators seeking to integrate Industry 4.0 technologies into teaching and learning practices.
Creating exponential value and mapping entrepreneurial competencies: A methodological proposal from the classroom to the advanced public university
Full text linkThe entrepreneurship is consolidating itself as a fundamental strategy to mitigate unemployment, growing structurally and driving economic development. This requires strengthening cross-cutting and specialized skills during university education to increase the probability of success in consolidating sustainable ventures. However, in the entrepreneurial ecosystem, young people face obstacles due to limited practical experience and the current skills gap, which compromises the viability and continuity of innovative projects. This research seeks to assess the level of development of entrepreneurial skills, focusing on the final year of degrees in Administration, Public Accounting and Finance, Management and Public Policy, Business, Marketing, and Sustainable Tourism at public universities, specifically those who actively participate in institutional programs on entrepreneurial development. It analyzes the presence of gender gaps among young entrepreneurs, highlighting the differences in skills between students with and without previous experience. A non-probabilistic quantitative design was applied to 210 students using a structured digital survey. Data analysis used two-stage clustering techniques, identifying five distinct groups that were statistically validated using analysis of variance (ANOVA). The findings show that public higher education has effectively institutionalized the entrepreneurial paradigm, facilitating the acquisition of professional, methodological, communicative, personal and collaborative skills for most students, revealing a superiority in skills among male participants and those with previous business experience, suggesting differentiating factors. Consequently, a curriculum reengineering is recommended to incorporate specialized modules in the identification, development, and materialization of business opportunities, promoting the successful labor market insertion of graduates, both in self-employment and in the traditional-market labor, contributing to strengthening of national entrepreneurial ecosystem.
Gender and Age Dynamics in Future Educators\u27 Attitudes toward AI Integration in Education: A Sample from State-managed Universities in Zamboanga Peninsula, Philippines
Full text linkGender and age are critical factors in understanding attitudes toward artificial intelligence (AI) in education, yet limited research has directly explored their influence on teacher aspirants’ perspectives on AI integration. This study employed random sampling to select 603 respondents from two state-managed institutions. Findings indicate that prospective teachers generally hold neutral attitudes toward AI (M=2.84), reflecting uncertainty about preferring AI over human interaction in routine tasks, consistent with prior research. Male respondents (M=2.91) exhibited significantly more positive attitudes toward AI in education than females, as evidenced by a t value of -2.66 and a p value of 0.008. Additionally, adults (M=2.86) demonstrated significantly higher attitude scores than adolescents (M=2.80), with a t value of -2.05 and a p value of 0.040. These results highlight the role of demographic variables in shaping perceptions of AI in educational contexts, emphasizing the need for targeted interventions to address concerns and optimize AI adoption in teacher training programs
Perceptions about the use of Artificial Intelligence in external internships in higher education
Full text linkGenerative artificial intelligence (GAI) is generating significant interest in higher education due to its ability to personalize learning and automate academic and administrative tasks. It also fosters new forms of interaction between faculty and students. Given the limited literature on its application in practicum supervision and mentoring, this study aims to analyze university professors\u27 perceptions of the use of GAI in this educational context. An exploratory and descriptive study with mixed-methods design was conducted with the participation of thirty-one professors and researchers from fifteen universities in seven countries. Within the framework of the RedTICPraxis, four specialists were invited to share their knowledge and experiences through video presentations, which subsequently generated an international debate. The discussions were analyzed using the Coannotation tool, yielding 132 annotations classified using a structured social tagging system based on SWOT categories (strengths, weaknesses, opportunities, and threats) and the additional "uses" tag. The findings highlighted strengths and opportunities, such as IAG\u27s ability to personalize learning, support assessment, and automate practicum-related tasks. In contrast, weaknesses related to technological dependence and threats linked to data privacy and algorithmic biases were observed. In conclusion, participants perceived IAG in the practicum with an ambivalent stance, combining enthusiasm and caution, underscoring the need for digital literacy and ethical use to maximize the benefits and mitigate the risks of its implementation in higher education
From Misconceptions to Empowerment: The Impact of Training-Based HIV Awareness Programs in Senior High School Education
Full text linkIntroduction: human immunodeficiency virus (HIV) has remained a global health challenge, with adolescents among the most vulnerable groups. In the Philippines, rising HIV cases among youth highlight the urgency of school-based interventions. Misconceptions, stigma, and risky behaviors persist despite national campaigns, underscoring the need for structured, participatory educational programs.
Methods: the study employed a mixed-methods design among 59 Senior High School students from Mat-I National High School, Naawan, Misamis Oriental, during the first quarter of SY 2025–2026. Quantitative data were collected using pretest and posttest knowledge, attitudes, and practices (KAP) questionnaires and analyzed through descriptive statistics and paired t-tests. Qualitative data from open-ended responses were thematically analyzed to capture students’ perceptions and experiences of the intervention.
Results: pretest findings showed novice to beginner levels of knowledge, awareness, and practices, with common misconceptions about transmission and prevention. After the training-based intervention, posttest results revealed significant improvements (p < 0.05), with most scores reaching intermediate to advanced levels. Students demonstrated increased factual knowledge, supportive attitudes toward people living with HIV, and stronger engagement in safe and responsible behaviors. Thematic analysis highlighted increased awareness, positive perceptions of the training, stigma reduction, behavior change, and a strong demand for more interactive sessions.
Conclusions: the intervention proved effective in enhancing HIV literacy, reducing stigma, and fostering responsible health practices among adolescents. Integrating training-based HIV education into school curricula, reinforced by community partnerships and digital strategies, is recommended to sustain long-term impact and support broader prevention goals
Leveraging Gamified Mobile Learning and Augmented Reality to Foster Digital Literacy Competencies of University Students in the Society 5.0 Era
Full text linkDigital literacy competencies have become essential for university students to thrive in the era of Society 5.0, where technology and human-centered innovation converge. However, evidence from recent studies and institutional reports indicates that students’ levels of digital literacy remain relatively low, highlighting the urgency for effective and engaging learning innovations. This research was designed to develop and evaluate an integrated learning model that combines gamified mobile learning with augmented reality to strengthen students’ digital literacy and identify factors supporting its adoption in higher education. The study applied a research and development approach using the Waterfall model to create a mobile application called AR EduGame. Data were collected from 112 undergraduate students through needs analysis surveys, pre- and post-tests measuring digital literacy, questionnaires on motivation and engagement, and application usage logs. Quantitative data were analyzed using paired-sample t-tests to determine learning effectiveness, while qualitative responses were examined through thematic analysis. The findings revealed a significant improvement in students’ digital literacy, primarily influenced by gamification elements such as points, badges, and leaderboards that enhanced motivation, and by augmented reality features that enabled immersive understanding of complex digital concepts. These results demonstrate the synergistic benefits of integrating gamification and augmented reality, producing stronger learning outcomes than when each is applied separately. In conclusion, AR EduGame serves as a validated pedagogical innovation that unites motivation and cognitive depth, offering higher education institutions a practical model to equip students with essential competencies for success in Society 5.0