Journal of Technology and Science Education

A Flipped Classroom model implementation towards professional development in biology teaching

Tue, 28 Apr 2026 10:29:12 +0000

This study, conducted at Shymkent University, evaluated the effectiveness of the Flipped Classroom (FCR) paradigm compared to Conventional Lecture-based Learning (CLL) in teaching biology to third-year clinical pedagogy students. A total of 109 students participated in the study. The FCR model incorporated pre-class preparation, collaborative group projects, and reflective discussions to foster critical thinking, independent problem-solving, and learner autonomy. Initial assessments revealed that students in the FCR group significantly outperformed their CLL counterparts in exam performance, analytical reasoning, and communication skills. Furthermore, FCR students demonstrated stronger application of foundational knowledge in subsequent, practice-oriented courses. While long-term knowledge retention did not differ significantly between groups, the FCR cohort expressed higher levels of engagement and satisfaction. Despite challenges—such as the reliance on GPA for group formation and insufficient evaluation of lifelong learning skills—the findings underscore the transformative potential of FCR in pedagogy education. By promoting active learning and equipping students for professional and lifelong development, the FCR model offers a robust framework for modernizing teacher training in the clinical sciences.

Technological skills, self-efficacy, and resilience with SEM model as predictors of investigative skills in Ecuatorian higher-level students

Jenrry Fredy Chávez-Arizala, Juan Jesús Soria-Quijaite — Tue, 28 Apr 2026 10:29:12 +0000

Research skills are essential for academic and professional training in higher education; however, their development faces significant challenges, especially in contexts such as Ecuador, where few studies analyze the factors that shape them. The objective of the study was to determine the extent to which technological competencies, academic self-efficacy, and resilience predict research competencies among Ecuadorian higher education students. The methodology applied was an empirical, cross-sectional, correlational, explanatory research with a non-experimental design. The analysis was implemented using the structural equation model (SEM). 517 students from two higher education institutions in Ecuador participated. Four validated instruments were administered: the Digital Competence Questionnaire for Future Teachers (CCDFM), the Perceived Self-Efficacy Scale Specific to Academic Situations (EAPESA), the Brief Resilience Scale (CD-RISC-10), and the Perceived Research Competencies Scale (RPCs). Data were analyzed using SEM, with adjustments evaluated using CFI, RMSEA, and SRMR. Results: The SEM model showed an adequate fit (CFI = 0.901; RMSEA = 0.079 and SRMR = 0.376). Technological competencies (β = 0.51, p < 0.001) and resilience (β = 0.16, p < 0.001) were significant predictors of research competencies, while academic self-efficacy did not show a significant direct relationship (p = 0.157). The correlations showed positive associations among all variables (r = 0.48–0.66, p < 0.001). It is concluded that integrating technological competencies and resilience strategies into university programs strengthens research skills.

Digital game-based learning in science education: Advancing motivation and deep understanding among middle school girls

Alghaliya Al-Muqbali, Zamzam Al-Nabhani, Mohamed A. Shahat — Tue, 28 Apr 2026 10:29:12 +0000

Persistent challenges in science education, notably weak conceptual comprehension and declining student motivation, hinder the achievement of deeper learning objectives. This is particularly critical in rapidly developing nations like Oman, where educational outcomes are directly tied to the strategic goals of Oman Vision 2040. To address this need, this study investigates the value of integrating digital educational games as an innovative strategy to promote deeper understanding and enhance motivation among eighth-grade female students in Omani science classes. Employing a quasi-experimental design with 146 students divided into experimental and control groups, the study consisted of a two-week intervention in which the experimental group was taught using platforms such as Kahoot, Wordwall, and Quizizz. The findings make a significant contribution to the field by demonstrating that game-based learning yielded statistically significant improvements, with a large effect on learner motivation (η² = 0.796) and a moderate effect on deep understanding (η² = 0.066). Specifically, the study adds nuanced insight by showing that while digital games strongly enhanced knowledge acquisition, application, and classroom enthusiasm through interactive and competitive features, the development of higher-order reasoning skills may require longer-term exposure. Based on these outcomes, the study provides practical recommendations for integrating digital games into pedagogy and calls for future research to explore their long-term impact on higher-order thinking, thereby offering a valuable pathway for creating more engaging and meaningful science learning experiences aligned with 21st-century educational goals.

Unlocking systematic innovation: Assessing the impact of design methods in university-industry collaboration for open challenges

Felipe Torres-Benoni, Roberto Duran-Novoa — Fri, 29 May 2026 14:20:54 +0000

Open innovation challenges connect companies and universities, while accelerating product development and achieving better market reach. Research has shown that these benefits are more consistent when the idea-generation process is based on proven methodologies within a sustainable business model.

Our study aims to measure the effectiveness of problem-solving methods in the development of value-added solutions for open innovation challenges, under the hypothesis that structured methods allow designing value-added solutions that can be transferred to the market.

To test it, we developed an experiment through two open innovation platforms, Agorize and Lions Up, using the challenges of two companies, Bayer and ENEL. A total of 187 students from two Chilean universities had to explore “how digital will Bayer be in 2032?” and design “solutions for the development of more efficient, livable and sustainable urban environments, building future Smart cities in Chile”, working with TRIZ, SCAMPER, and Design thinking.

The evaluation of the solutions considered three criteria, one from each company and an academic one. The teams that used TRIZ showed better results in both challenges, especially in the feasibility and transfer to the market possibilities. Design thinking had the lowest overall score, but improved significantly when used by more experienced students, showing the relevance of accumulated knowledge when working with intuitive methods.

Minor differences were identified among evaluation teams, which shows the importance of defining objective evaluation criteria. Finally, a relevant step is to investigate the reasons behind the lack of correlation between popularity and performance of design methods.

Improving students cognitive learning outcomes in computer systems learning through unity-based virtual reality media

Fri, 29 May 2026 14:21:44 +0000

This study aims to examine the effect of using Unity-based Virtual Reality (VR) media integrated with the Problem-Based Learning (PBL) model on improving students' cognitive learning outcomes in computer systems learning. This study used a quantitative approach with a one-group pretest-posttest design. Assessment was conducted through structured tests before and after treatment to measure students' cognitive performance. The results of the normality test showed that the posttest data were not normally distributed, so a Wilcoxon Signed Ranks test was conducted. The test results showed a significant difference between the pretest and posttest (Z = -4.611; p < 0.001). In addition, the average N-Gain value of 0.59 (moderate category) indicated a positive increase in learning outcomes. The use of Unity-based VR media provided an immersive and contextual learning experience, thus helping students better understand abstract concepts and increasing motivation and learning engagement. This technology integration also encouraged the development of critical thinking skills and learning independence. Although some technical obstacles were encountered, such as discomfort when using the VR device, these obstacles could be overcome through collaborative learning strategies. These findings confirm that the combination of VR media and the PBL model is an effective approach to improving the quality of learning computer systems material.

Program to strengthen digital competencies in university students of the faculty of education

Fri, 29 May 2026 14:22:29 +0000

The aim of this research was to determine the impact of the implementation of an information and communication technologies (ICT) program on strengthening the digital competencies of first-year students in the College of Education at a university in Lima, Peru. The study was conducted according to a quantitative applied approach, with a single-group pre-experimental design that employed a pretest and a posttest. The population consisted of the 156 incoming students in 2024; the sample, selected by non-probabilistic convenience sampling, was made up of 78 students from different majors. Data was collected by means of a structured questionnaire, validated by expert opinion and with an appropriate level of reliability. Descriptive and inferential statistics were used for data analysis, applying a Student’s t-test for related samples, with a level of significance of p < 0.05. The results showed a significant improvement between the pretest and the posttest. In the initial measurement, 38.5% of the students were at the basic level, 30.8% at the intermediate level, 28.2% at the advanced level and 2.6% at the expert level. Following the intervention, the basic level was reduced to 0% and the intermediate level to 1.3%, and accordingly, the advanced level increased to 62.8% and the expert level to 35.9%. Likewise, the t-test showed statistically significant differences between the two measurements. It was concluded that the implementation of the ICT program has a significant effect on the strengthening of the digital competencies, which highlights the importance of systematically incorporating ICT training programs in higher education, primarily in initial teacher training, in order to meet the needs of the current digital educational environment.