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As part of the Kwe l’Université! Project, an initiative aimed at supporting the perseverance and academic success of Indigenous students at the university level, a competency profile for the student role was developed. This initiative responded to an identified need: few existing frameworks explicitly address the competencies related to being a student, especially in Indigenous contexts. The development of this profile, carried out between 2019 and 2025, was based on a rigorous approach combining the analysis of existing frameworks, a review of literature on school perseverance in Indigenous settings, and consultations with Indigenous students as well as Indigenous and non-Indigenous researchers and professionals. Inspired by the Medicine Wheel, the competency profile is structured around four roles: collaborator, communicator, organizer, and reflective strategist. Integrated into the Kwe l’Université! Learning Wheel, the profile guides the design of courses that take Indigenous realities into account and allows students to document their learning in an evolving portfolio. It also supports personalized guidance by the Kwe l’Université! support team, thereby fostering the engagement of Indigenous learners throughout their academic journey.

Keywords: métier d’étudiant, ⁠⁠⁠⁠⁠⁠⁠papel do estudante, ⁠⁠⁠⁠⁠⁠⁠oficio de estudiante, ⁠⁠⁠⁠⁠⁠⁠student role, persévérance scolaire, student competencies, perseverancia escolar, competências do estudante, perseverança escolar, perfil de competencias, school perseverance, profil de compétences, éxito académico, competency profile, réussite universitaire, perfil de competências, sucesso acadêmico, Kwe l’Université!, academic success, Kwe l’Université!, Kwe l’Université! Indígena, Indígena, Autochtone, Kwe l’Université!, Indigenous

Background: This study aims to evaluate the effectiveness of the OSCEai, a large language model-based platform that simulates clinical encounters, in enhancing undergraduate medical education. Methods: A web-based application, OSCEai, was developed to bridge theoretical and practical learning. Following use, medical students from the University of Calgary Class of 2026 completed an anonymized survey on the usability, utility, and overall experience of OSCEai. Results: A total of 37 respondents answered the anonymized survey. The OSCEai platform was highly valued for its ability to provide data on demand (33/37), support self-paced learning (30/37), and offer realistic patient interactions (29/37). The ease of use and medical content quality were rated at 4.73 (95% CI: 4.58 to 4.88) and 4.70 (95% CI: 4.55 to 4.86) out of 5, respectively. Some participants (8/37) commented that few cases were not representative and needed clarification about app functionality. Despite these limitations, OSCEai was favorably compared to lecture-based teaching methods, with an overall reception rating of 4.62 (95% CI: 4.46 to 4.79) out of 5. Interpretation: The OSCEai platform fills a gap in medical training through its scalable, interactive, and personalized design. The findings suggest that integrating technologies, like OSCEai, into medical curricula can enhance the quality and efficacy of medical education.

As education shifts into the digital age, technology, especially artificial intelligence (AI), plays an increasingly vital role in improving teaching and learning. This meta-analysis investigates how AI impacts the development of Technological Pedagogical and Content Knowledge (TPACK) skills among pre-service teachers. By reviewing data from various studies published between 2010 and 2023, we explore how AI can help integrate technology into educational settings. Our findings reveal that AI interventions generally positively affect TPACK skills, although the extent of these effects varies significantly across studies. Factors such as sample size, duration of the intervention, and the quality of AI tools used all contribute to these differences. Importantly, larger sample sizes and well-designed AI applications lead to more significant improvements in TPACK skills. However, challenges still exist, particularly the need for adequate training and institutional support for pre-service teachers. This research highlights the necessity of establishing the best practices for incorporating AI into teacher training programs. By addressing the gaps in current literature, this study offers valuable insights into the effective use of AI in enhancing TPACK skills and advocates for further investigation in this critical area of educational technology.

Keywords: AI, Pre-Service Teachers, Technological Skills, Pedagogical Skills, Content Knowledge Skills, Meta Analysis, TPACK

The integration of artificial intelligence (AI) into nursing education is essential for equipping future nurses with the skills required to navigate an increasingly technology-driven healthcare environment. This study aimed to validate the Arabic version of the Unified Theory of Acceptance and Use of Technology (UTAUT-2012) model in assessing factors influencing nursing students’ acceptance and use of AI in healthcare education. A cross-sectional pilot study was conducted with 200 nursing students to evaluate the psychometric properties of the Arabic-translated UTAUT (2012) instrument. Confirmatory factor analysis was performed using covariance-based structural equation modeling (CB-SEM) in SmartPLS (Version 4.1.0). Confirmatory factor analysis supported the construct validity of the nine UTAUT 2012 constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit, behavioral intention, and use behavior. All items showed acceptable factor loadings (> .5), composite and construct reliability (> 0.7), and average variance extracted (> 0.5). Discriminant validity was confirmed using the Fornell-Larcker criterion and the heterotrait-monotrait ratio. The findings offer valuable insights into the factors influencing Arabic-speaking nursing students’ acceptance and use of AI in healthcare education, supporting the model’s validity in this cultural context.

Keywords: psychometric properties, UTAUT 2012 model, artificial intelligence, structural equation modeling, nursing education, nursing students

The use of action video games (AVGs) can provide significant benefits to dyslexic students by improving their concentration and reading speed. Furthermore, the addition of a proven rehabilitation method tailored to learners increases the effectiveness of reading skills transfer. We have developed a serious action video game (SAVG) aimed at increasing participants’ skills while maintaining a high level of motivation. Our artifact is evaluated on four key criteria: reading speed, error reduction, attention level, and motivation. Our experimental protocol, based on a multiple case study, integrates qualitative and quantitative data, revealing a notable improvement in the subjects’ reading skills. Maintaining a high level of motivation remains difficult.

Keywords: ⁠⁠⁠⁠⁠⁠⁠inteligencia artificial, artificial intelligence, inteligência artificial, Intelligence artificielle, jeux sérieux, juegos serios, jogos sérios, serious games, trace d’interaction, interaction traces, seguimiento de interacción, rastreio de interações, dislexia, dislexia, dyslexia, dyslexie, attention deficit, déficit de atención, déficit d’attention, déficit de atenção

Keywords: recherche collaborative, acteurs scolaires, interdisciplinarité, transformations, pratiques professionnelles

Mystery House is a game that was released in 1980 for the Apple II computer. It was the first text adventure game known to be illustrated and was the game design debut of celebrated game designer Roberta Williams. The landmark 2008 book Mechanisms: New Media and the Forensic Imagination performed a close reading of a Mystery Housefloppy disk, and in this paper I turn a critical eye to this previous work. My close reading of Mystery House’s earlier close reading reveals a number of problems, which I use as a vehicle to highlight a notable and important technical gap in game studies scholarship, and argue for an inclusive approach to advancing the field.

Keywords: close reading, Mystery House, floppy disk, computer science, interdisciplinarity

Syllabi are foundational documents for higher education pedagogies because they shape the learning experience for professors and students. This work explores key aspects of crafting an inclusive syllabus that promotes belonging, accessible design, asset-based content, inclusive language, and communicating dedication to accessible education through an inclusivity statement. Inclusivity isn't just ethical; it's essential. Accessible design ensures students have access to course materials; asset-based content broadens perspectives, promotes critical thinking, and affirms the experiences of students experiencing systemic marginalization; inclusive language fosters a welcoming atmosphere; and the inclusivity statement underscores the educator’s commitment to accessible education. Crafting an inclusive syllabus is complex, potentially transformative, and empowering for educators as champions of diversity, and contributes to greater equity in higher education within the realm of psychology. The strategies outlined are intended for immediate application by higher education faculty and staff seeking to transform their teaching environments.

Keywords: Inclusivity, Syllabi, Classsrooms

Keywords: formation des enseignants, enseignement supérieur, inclusion, conception universelle de l’apprentissage, troubles du spectre de l’autisme