The Active Musical Program (MAP) is an interdisciplinary initiative designed to promote inclusion, facilitate communication, and enhance the emotional well-being of individuals, ultimately aiming to improve their overall quality of life through participatory musical practice. This manuscript presents the comprehensive design and strategic planning for the forthcoming implementation of MAP within a special education center that serves adolescents and adults diagnosed with Autism Spectrum Disorder (ASD). The theoretical foundation of MAP is grounded in active music education methodologies, guided improvisation techniques, and interactive sound experiences, which collectively serve as effective tools for fostering socio-emotional and cognitive development. The planned pilot phase, set to commence in the upcoming academic year, consists of structured weekly sessions centered on clearly defined objectives. These objectives include promoting joint attention, supporting emotional regulation, enhancing motor coordination, and reinforcing non-verbal communication skills. The program’s interdisciplinary framework involves close collaboration among music professionals, special education instructors, and social inclusion experts, ensuring a holistic approach to intervention. Evaluation of the program will employ qualitative methods, focusing primarily on participatory observation and detailed analysis of participant experiences and outcomes. This approach will provide valuable insights into the program’s efficacy and areas for refinement. Through this work, we aim to share the conceptual and methodological underpinnings of MAP and to stimulate discussion regarding its potential to serve as an innovative and effective tool within the fields of inclusive education and artistic intervention for individuals with ASD. Ultimately, MAP aspires to contribute meaningfully to the advancement of inclusive practices and the empowerment of neurodiverse populations.

This study demonstrates how project-based learning (PBL) can effectively strengthen research capability, analytical thinking, and scientific communication within the MSc course. Instead of relying solely on traditional lectures, the course also included an authentic research project in which students investigated hot-air drying and computer vision-based non-destructive quality assessment of Biser dates. This real-world problem provided a meaningful context for applying theoretical knowledge in food engineering and digital analysis. Through a carefully guided PBL framework, students engaged in the complete research cycle. They designed experiments, conducted controlled drying trials, collected and interpreted data, applied thin-layer drying models, analyzed digital images for quality changes, and prepared a scientific manuscript. The iterative nature of the project encouraged continuous problem-solving, peer discussion, and critical evaluation of results. Students not only developed technical competence in non-destructive testing methods but also gained confidence in using data to support scientific conclusions. Sustainability concepts were embedded throughout the project, aligning with SDG 2 (Zero Hunger), SDG 9 (Industry, Innovation & Infrastructure), and SDG 12 (Responsible Consumption & Production). This helped students connect laboratory findings to broader postharvest and food security challenges. The experience fostered independence, research ownership, and publication readiness, ultimately leading to acceptance of the project's output in the Scopus-indexed journal Heat Transfer. The findings suggest that integrating PBL into research-intensive postgraduate courses creates impactful learning while producing meaningful scientific contribution

Reading comprehension remains one of the most complex areas of language use (Snow, 2021) in English as a Foreign Language (EFL) classrooms, especially in contexts characterized by distinct learner profiles and varying levels of linguistic proficiency. Universal Design for Learning (UDL), an inclusive educational framework rooted in cognitive neuroscience, presents a promising approach to confronting these challenges by promoting flexibility in teaching and assessment, and presents evidence-based interventions to address the needs of struggling learners. This paper aims to impart EFL teachers with practical strategies that can aid them in integrating UDL principles into reading comprehension instruction. Drawing on existing research and practical classroom insights, this paper reports on a systematic review of the literature that examined the effectiveness of integrating UDL principles in reading comprehension instruction. The review, guided by the research question “How does the application of UDL principles enhance reading comprehension outcomes for diverse EFL learners?”, examined studies conducted between 2013 and 2023 following PRISMA guidelines. This paper underlines how the three core UDL principles—multiple means of representation, multiple means of action and expression, and multiple means of engagement—can be utilized to make reading instruction more attainable, engaging, and inclusive. Practical examples encompass the use of multimodal texts, differentiated comprehension activities, collaborative reading tasks, and technology-enhanced scaffolds to support distinct learners. The paper also discusses common difficulties that teachers may face, such as scarce resources and training needs, and presents recommendations for gradual implementation in resource-restrained contexts. Drawing on these findings, the paper presents evidence-informed strategies for teachers seeking to design inclusive reading lessons. By linking research findings to practical classroom applications, this study contributes to the growing body of evidence supporting UDL as a research-grounded approach to inclusive EFL instruction.

This study examined the effects of the guided discovery approach on Senior Secondary Two students’ performance in volumetric analysis. A quasi-experimental design with non-randomized pre-test and post-test groups was adopted. The sample consisted of 98 students selected from two secondary schools using simple random sampling. Data were collected using the Volumetric Analysis Performance Test (VAPT), a researcher-developed instrument designed to assess students’ understanding of acid–base titration. The test comprised six structured essay questions totaling 25 marks, measuring students’ procedural skills, conceptual understanding, and quantitative problem-solving ability in volumetric analysis. The instrument was validated by two experts in chemistry education to ensure alignment with curriculum objectives, while reliability testing using the Kuder–Richardson Formula 20 yielded a coefficient of 0.85. Mean and standard deviation were used to answer the research questions, and Analysis of Covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. The results revealed a significant difference in the performance of students taught using the guided discovery approach compared to those taught using conventional methods, F(1,95) = 162.407, p < 0.05. No significant difference was observed between male and female students exposed to guided discovery, F(1,47) = 0.135, p > 0.05. The study highlights the significant role of guided discovery in enhancing students’ understanding of volumetric analysis. It provides significant evidence that structured, student-centered instruction improves learning outcomes in complex chemistry topics. The findings have significant implications for science education, particularly in contexts where learners struggle with abstract concepts and practical applications, and offer guidance for teachers, curriculum planners, and policymakers seeking to strengthen chemistry teaching and promote effective learning for all students.

In GCC, specifically KSA, students with language disorders/delays are barred from schools that claim to be inclusive. This practice has produced a wide gap in the education sector, as the options left for students are either homeschooling or unschooling. Lack of awareness, limited knowledge and training, and reluctance to use modified AI tools in practice hinder the success of students. The main objective of this qualitative study is to explore the importance of AI-based teaching methods for children with special needs, mainly language disorders. The study describes how special needs educators, therapists, and parents perceive the integration of AI-based tools, such as Speech Blubs, SymboTalk, Articulation Station, etc., into interventions for children within school settings or at home, relative to their experiences with traditional tabletop therapies like pointing and imitating sounds. Data are generated from in-depth interviews with parents, special educators, and therapists, as well as from student observations, and are then thematically analysed through the lens of motor learning theory. The analysis reveals that various strategies and programs are available to make these children more adept at expressive and receptive language. Proper training of educators in AAC (augmentative and alternative communication) can bring drastic changes to enable coping with challenges in educating students with special needs. AAC has brought about a revolution in speech development and work with those with special education needs. Moreover, implementing strategies like DTTC (dynamic tactile and temporal cues) helps students achieve their personal milestones. The ultimate goal of this research and the wider work in the field is to create an environment that is welcoming to all, irrespective of any disability. Introducing AI-assisted proprioceptive activities, such as VR obstacle courses, and sensory inputs like AI-powered sensory calming stations in a classroom setting will enhance the cognitive ability of children with language impairments. Rigorous practice, actual cues, and timely correction empowered by AI can lead to significant improvements in the treatment of language disorders.

Infrared thermography detects infrared radiation with thermal cameras, allowing the visualization of temperature distribution and the analysis of physical and chemical phenomena inaccessible to direct observation. This work highlights its didactic potential in science education, reducing the abstraction of phenomena, increasing student learning and motivation.

In 2025, a project with 22 tenth-grade students from the Science Club of a public school in the interior of Portugal, active since 2006, explored infrared thermography. With a methodology based on projects and themes chosen by the students, the study articulated science, daily life, and community, integrating disciplines such as Physics, Chemistry, and Mathematics, favoring an interdisciplinary approach centered on experimentation. Each student developed activities and/or investigated distinct scientific principles, united in a collective work. The club, recognized nationally and internationally, has already received about 30 awards in the field of education.

The results obtained are presented in three dimensions: technical–professional applications, didactic applications based on the analysis of thermal images, and didactic applications aimed at determining physical constants. Phenomena such as thermal conduction and convection, absorption and emission of infrared radiation, and exothermic and endothermic reactions, as well as the determination of the specific heat capacity of a metal and the specific enthalpy of fusion of water, were explored. The students involved obtained high grades in the experimental component, higher than those of students who addressed the same content without the use of thermography. The applications developed were also presented by the students at scientific dissemination events, contributing to the promotion of science.

It is concluded that infrared thermography, by making visible phenomena associated with matter and energy, establishes itself as a pedagogical resource of high educational value. Its ease of use and progressively more accessible cost reinforce the relevance of its integration into pre-university science education

Dyscalculia is a specific cognitive disorder affecting the understanding of quantities and numerical symbols. It may significantly impede mathematical learning, even in children with otherwise preserved intellectual development. This study aims to identify the cognitive factors correlated with mathematical achievement in Tunisian children, with and without dyscalculia. The sample consisted of 100 children aged 8 to 16, equally divided into a dyscalculia group and a typically developing control group. Executive functions were assessed across four domains: inhibition (Stroop Test), planning (Tower of London), and cognitive flexibility (Trail Making Test). Working memory was evaluated using the Digit Span (verbal) and Corsi Block-Tapping Test (visuospatial). Non-verbal reasoning was measured through Raven’s Progressive Matrices. School performance in mathematics was based on the most recent term grade. Pearson correlation was used to explore associations between cognitive variables and mathematics scores. Group comparisons were made using independent-samples t-tests. A two-way ANOVA examined the effects of age and socioeconomic status on executive functioning. In children with dyscalculia, strong correlations were found between mathematics scores and both verbal working memory and inhibition. Moderate correlations emerged with non-verbal reasoning and planning, while the link with visuospatial memory was weaker but still significant. Among children without dyscalculia, mathematical performance was moderately related to planning, and weakly to verbal memory and non-verbal reasoning. No significant correlations were found with inhibition or visuospatial memory. Significant group differences were observed in verbal working memory and planning. A moderate difference was also noted in non-verbal reasoning, while other cognitive measures did not differ substantially. The ANOVA revealed a significant effect of age on executive functioning, with no effect of socioeconomic status. These results underscore the central role of verbal working memory and planning in mathematical achievement and call for targeted pedagogical strategies supporting these key cognitive functions in children with dyscalculia.

Self-regulation in flipped learning is important because it is positively related to academic performance. Thus, flipped learning environments must be designed to incorporate active learning approaches that enhance self-regulation. For flipped learning to be successful, both online and physical learning components are important. This project aims to investigate active learning approaches (collaborative and online interactive learning) for flipped learning to improve self-regulation among polytechnic learners in applied science, and to determine the extent to which self-regulation in flipped learning environments can improve learners’ academic performance. A mixed-methods, equivalent time-series design-based research approach was employed in this study, with the first two cycles focused on improving the intervention. In the final cycle, an evaluation of the intervention was conducted. Test scores were utilised to determine academic performance, while the Motivation Strategies for Learning Questionnaire was used to measure self-regulation. The results show that both self-regulation and academic performance improved. For both active learning approaches, dimensions such as metacognitive self-regulation, goal orientation, and task value improved significantly. Academic performance increased after the interventions, though Spearman’s rank correlation analysis revealed only weak to moderate relationships between self-regulation and academic performance, suggesting the influence of other factors, such as motivation. The study contributed practical guidelines for educators, offering evidence-based strategies to enhance self-regulation in flipped learning environments. Unlike existing literature that emphasizes personal strategies (e.g., time management), this research highlighted the role of structured pedagogical approaches.

Creative Exercises (CEs) require students to produce relevant and accurate statements from open-ended prompts. CEs can be used for formative and summative assessment because they are easy to grade. Besides enabling instructors to assess students’ learning, they also reveal misconceptions and connections among concepts within a module and between related modules. CEs in organic chemistry are understudied, and due to the interconnected nature of organic chemistry concepts, CE is a suitable assessment tool for this area. In this study, CE was integrated as a formative assessment tool into two competency-based chemistry modules to explore how learners connect concepts.

A mixed-methods approach was used to analyze polytechnic students’ CE scores and responses to determine if they make conceptual links and to identify common misconceptions. Additionally, the effect of CEs on students’ self-efficacy was investigated using the self-efficacy for learning and performance scale from the Motivation Strategies for Learning Questionnaire. To understand their perception of CEs, qualitative items were included in the survey.

Results showed that students across two modules (n = 54 and n = 58) made relevant and accurate statements during CEs, with high scores (M = 7.69 and M = 8.74 out of 10). Content analysis of the CE statements revealed common misconceptions about the properties and functional groups of organic molecules. Based on the survey results, students found the CEs useful for foundational concepts (M = 5.45, SD = 1.32) but less useful for challenging concepts (M = 4.10, SD = 1.25). Their expectations for success, in terms of obtaining an excellent module grade, were lower (M = 4.37, SD = 1.64). Therefore, CEs can serve as meaningful learning activities and assessment tools to help instructors monitor students’ learning and misconceptions. CEs also act as a self-assessment tool for students, especially in modules that require connecting concepts.

Over the last couple of years, researchers’ interest in teachers’ language assessment literacy (LAL) has grown significantly. Although there has been a noticeable increase in scholarly attention to teachers’ LAL, little empirical research has been conducted on how teacher-related factors, such as academic qualification and teaching experience, influence its critical dimension. This highlights a clear gap, which the present study seeks to address. In light of this, the present study aims to examine the extent to which teachers’ academic qualification and teaching experience influence their Critical Language Assessment Literacy (CLAL). To this end, the study employed a cross-sectional quantitative design. To collect the data, a validated scale of CLAL was administered to 194 Moroccan EFL teachers from various high schools using a combination of purposive and snowball sampling procedures. To analyze the data, both descriptive and inferential statistics were used. The results revealed that while there were no significant differences in teachers’ CLAL based on academic qualifications, statistically significant differences were found across groups of teachers with different levels of teaching experience, which indicates that CLAL is influenced by teaching experience. The findings are important as they offer implications and insights for pedagogical and policy practices, particularly in shaping assessment-driven teacher training and educational policy in Morocco.