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10 articles
ArticleOpen AccessPublished: 23 February 2026

Technology Acceptance of 3D Technologies among Practical Nursing Students: A Mixed-Methods Study

Mika Alhonkoski, Marjaana Veermans, Hanna Nurmi, Sari Kotonen, Kalle Artukka, Leena Salminen

Innovations in Pedagogy and Technology · 25–38 · 10.63385/ipt.v2i2.329

In the future, health care education will face challenges to adapt to multiple technological tools in teaching and learning. The aim of this study was to describe practical nursing students’ technology acceptance and possible change therein after implementing three-dimensional (3D) technology during a first aid course in the lev

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ArticleOpen AccessPublished: 23 July 2025

The Impact of Mindfulness Education on Learning Motivation and Academic Achievement among High School Students in Binh Duong Province, Vietnam: A Mixed-Methods Study

Duc Minh Tran

Innovations in Pedagogy and Technology · 69–84 · 10.63385/ipt.v1i2.97

In the rapidly developing Binh Duong province, rising academic demands have heightened concerns over the mental health and motivation of secondary school students. This study evaluated the effects of an eight-week mindfulness-based curriculum delivered to 312 tenth- and eleventh-grade students from three public schools in Thu Da

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ArticleOpen AccessPublished: 12 October 2026

Barriers and Bridges: L2 English Research Challenges and Pedagogical Interventions

Abdelhamid M. Ahmed, Lameya M. Rezk, Nasser F. Al-Dosari

Innovations in Pedagogy and Technology · 96-117 · 10.63385/ipt.v2i4.100679

Grounded in a socio‑cultural perspective, this mixed‑methods study examines the barriers that inhibit L2 English university students in Qatar from engaging effectively in academic research. We surveyed 87 students and conducted 20 semi-structured interviews, identifying four interrelated challenging domains: affective and psycho

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ArticleOpen AccessPublished: 29 October 2026

Integrating Digital Literacy and National Values into Nigeria’s Basic Education Curriculum: Implications for Education Management and 21st-Century Citizenship

Eke Eke Ogbu, Ursla Ibebuike, Chika Fidelia Ahamefula, Ngozi Mercy Ifediatu, Loveline Amamchim Osuagwu, Florence Ogochukwu Chukwuma, Nkechinyere Victoria Chibundu, Caroline Ijeoma Nnokwe, Kelechi Solace Jerry Alagbaoso, Ihekoronye Joy Ihuoma

Innovations in Pedagogy and Technology · 1-10 · 10.63385/ipt.v3i1.100979

This study examines the policy and pedagogical separation of digital literacy from national values in Nigeria’s basic education curriculum and tests an integrated solution. Employing a mixed-methods concurrent triangulation design, the research piloted a 12-week cross-curricular Digital Citizenship and Values (DCV) module in 36

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ArticleOpen AccessPublished: 28 October 2026

Contemporary Challenges in Education: A Study on School–Family Interaction in the Primary Education Context of Malema-Sede, Mozambique

Dionísio Ernesto Tomás, Nurdine Aiuba Daúda

Innovations in Pedagogy and Technology · 166-182 · 10.63385/ipt.v2i4.100861

This article examines family–school interaction and its impact on the cognitive performance of students at Malema-Sede Primary School, Mozambique. A mixed-methods approach, combining qualitative and quantitative strategies, was employed to provide a comprehensive and contextually grounded understanding of the phenomenon. Data we

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ArticleOpen AccessPublished: 26 October 2026

The Role of ICT in the Educational Inclusion of Children in Conflict: A Study in the Northern Provinces of Mozambique

Tácito Marques Tahane, Nurdine Aiuba Daúda, Bruno Miguel Ferreira Gonçalves

Innovations in Pedagogy and Technology · 146-165 · 10.63385/ipt.v2i4.100917

This study examines the impact of Information and Communication Technologies (ICT) on the educational inclusion of children displaced by conflict in the northern provinces of Mozambique, analyzing how these technologies contribute to their learning. The research explores disparities in access to and use of ICT in schools, emphas

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ArticleOpen AccessPublished: 22 October 2026

Views and Experiences of South Australian Midwifery Students who Completed a Conflict Resolution and Resilience Building Workshop

Naomi Simpson, Rachael Vernon, Annette Briley, Mary Steen

Innovations in Pedagogy and Technology · 133-145 · 10.63385/ipt.v2i4.100739

Midwifery is recognised as having a culture of workplace bullying. Bullying impacts midwives and midwifery students. Experiencing workplace bullying has negative consequences for midwifery students (professionally and personally). Developing midwifery students’ skills to manage conflict and maintain their well-being is important

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ArticleOpen AccessPublished: 28 August 2026

Entrepreneurial Education as a Tool for Personal and Professional Development in Vocational Training Centers in Mozambique

Atanásio Francisco Leite, Bruno Miguel Ferreira Gonçalves

Innovations in Pedagogy and Technology · 12–21 · 10.63385/ipt.v2i4.100725

In a scenario characterized by rapid technological and economic changes, entrepreneurial education emerges as a fundamental tool for preparing students to become resilient and proactive professionals. This article explores the importance of entrepreneurial education in training individuals capable of facing the challenges of the

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ArticleOpen AccessPublished: 30 July 2026

Curriculum Reform and Competency-Based Education in the Medical Surgery Subject

Agussalim

Innovations in Pedagogy and Technology · 160–172 · 10.63385/ipt.v2i3.100740

Recent advances in medical education emphasize competency-based education (CBE) as a strategic response to the limitations of traditional time-based curricula. This is particularly relevant in surgical education, where mastery of procedural skills, clinical reasoning, and intraoperative decision-making are essential for patient

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ArticleOpen AccessPublished: 18 July 2026

The Use of Didactic Models in the Teaching of Cytology: A Case Study at Nioce General Secondary School (2023–2024)

Suzana Amábile Rafael Taimo

Innovations in Pedagogy and Technology · 123–145 · 10.63385/ipt.v2i3.101101

In many educational contexts constrained by limited material resources and a predominance of expository teaching practices, the teaching of cytology remains particularly challenging. Within this setting, the present study examines the impact of didactic models on students’ conceptual understanding, addressing persistent difficul

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