The Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) is developed and applied essentially in higher education (artistic, cultural and teacher training courses), promoting effective endogenous (interarts) and exogenous interconnection (artistic and other non-artistic areas) of an inter and pluridisciplinary matrix, as well as assuming itself as a privileged vehicle of relationship and extension to the community in the frame of the making of artistic-cultural and pedagogical-didactic events in the European, Luso-Brazilian, Luso-African and Hispanic American territories. It was created, tested and evaluated in five consecutive quadrennia (2002–2023), being regularly adapted, adapted and added according to the observed realities, evolving into the deepening of new concepts and models of intervention in these domains (e.g., Expressive and Proximal Didactics). Using the Ethnographic Method and the Case Study, and having the source of data collection as Document Analysis of written and iconographic or visual sources (n = 1386) and Participant Observation, this study aimed to describe and analyse the application and evolution of MILMESA in terms of education and extension to the community. It was concluded that there was a need to promote, with greater regularity and scope, greater technological interaction via digital platforms and social networks, within the framework of the participation of external specialists (e-DEP) and the very experience of MILMESA’s experiences and initiatives, giving it a more meaningful and participatory range.

Curriculum teaching is the basic unit to realize the cultivation and achievement of students’ ability in undergraduate colleges, and it is very important to investigate the influence mechanism of the curriculum system on the achievement states of students' ability. This paper first puts forward the theoretical system and framework of curriculum chains, and constructs a “double-energy and double-space” (DEDS) which consist of the curriculum energy efficiency space and student ability space respectively. Investigating the space-time transformation relationship of curriculum chains in the DEDS, the forward transformation model, inverse transformation model and the rheological model of the achievement states in the curriculum energy efficiency space and student ability space are established. Studying the dynamic evolution mechanism of curriculum chains within the DEDS, the dynamic evolution model, which presents the relationship between achievement states of curriculum energy efficiency/students' ability and curriculum/students' dynamic potential, are established; the control methods of courses/students' dynamic potential based on the proposed dynamic evolution model are developed to ensure the achievements of the graduates’ social ability; the evaluation and detection methods of achievement states of curriculum chains in DEDS are proposed to obtain the actual achievement states of curriculum energy efficiency and students’ ability, and this will provide effective input for the control of curriculums/students’ dynamic potential; the planning and design methods of curriculum chains facing social needs are presented, which can provide theoretical basis for the formulation of the talent training scheme and curriculum system in colleges and universities.

Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide recommendations that are relevant for scholars, researchers, and policymakers in various international contexts for improving CSE for students with disabilities in schooling.

Objective: To investigate commonalities and variations in the learning outcomes, curriculum content, assessment methods and competencies in undergraduate orthodontic curricula globally. Methods: This scoping review followed the updated methodological guidance proposed by the Joanna Briggs Institute and reported in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). A search on electronic databases PubMed, Scopus and Embase was conducted for the last 25 years. Google Scholar was used to identify eligible unpublished and grey literature. Results: The total number of reports identified was 231. After removal of 62 duplicates, 169 reports were included in the title and abstract screening. Finally, 17 studies were included in the review which included 13 cross-sectional surveys, three expert panel proceedings and one discussion paper. Marked variations were reported in undergraduate orthodontic curricula and competency assessments at the level of individual countries, regionally as well as globally. The challenges of imparting competency in orthodontic treatment during undergraduate dental education are also acknowledged. Conclusion: Lack of consistency in undergraduate orthodontic education is evidenced by several Delphi studies to develop consensus on orthodontic teaching in undergraduate programs. A common message emanating from the available studies on undergraduate orthodontic education seems to emphasize a focus on assessment and diagnosis of orthodontic treatment needs of patients and a basic understanding of contemporary treatment options to facilitate patient referral.

Caregiving thinking is the ability to make connections between thought and emotion and encourages man to build a system of reflective value to judge matters compassionately and lovingly. Therefore, this study aims to investigate the components of caring thinking in Persian books in the first year of secondary education. This research is a descriptive and content analysis using the Shannon Entropy method. The sources analyzed are three volumes of the textbook of the first year of high school in 2021-2022. The research tool is a content analysis checklist according to the components of caring thinking, the validity of which was verified by Five experts in education. According to the analysis of the content of the book under study, it can be stated that in the Persian textbooks of the first year of high school, the critical factor of the component of normative thinking (0.2051), the component of appreciative thinking (0.2043), the component of active thinking (0.2020), Was the component of empathetic thinking (0.1957) and the component of affective thinking (0.1929). Therefore, the coefficient of the importance of the components of caring thinking in the Persian books of the first year of high school is not the same, and balance is not observed in regulating the content of these books. Considering the vital role of caring thinking in students' lives, it is suggested that the authors of textbooks pay attention to this crucial issue while reviewing the content of Persian books in the first year of high school.

Introduction: Dental students use of online material to supplement their learning has been studied but it is unclear whether educators are aware of the findings of this research. This study aimed to investigate dental students use of online content as a learning tool from an educator’s perspective. Methods: Educators in the Dublin Dental University Hospital were invited to complete an online survey based on dental students' use of online learning. Quantitative descriptive statistical analyses were carried out as appropriate on the data collected. A focus group with interested survey participants was held to gain a deeper insight into educator’s opinions on this topic. The transcript from this discussion was analyzed by deductive and inductive coding methods. Results: From a sample of 20 educators, this study found that educators were not aware that students rely on Google and YouTube for educational videos more than university websites. Most educators believed that students are likely to refer to online videos to prepare for dental procedures that they have not done before. The same amount also believed that teachers should incorporate videos into their learning. However, 30% of educators have not uploaded or recommended online videos to their students. Most educators believed they have discussed accuracy and/or relevancy of online content with their students. Interestingly, only 20% believed that students would discuss a contradictory video with their lecturers. The focus group participants expressed concern over the accuracy of online content. They felt that this along with a lack of time were the main reasons that deter them from referring students to online videos. Conclusions: Dental educators are unaware that students access online dental content through Google and YouTube more often than through official academic platforms. Educators are concerned about the accuracy of online dental content. Many believe that they direct their students on how to determine the accuracy of online content which contrasts with other researchers’ findings. More communication is needed between educators and dental students to address each other’s concerns and enhance student’s learning.

Since the mid-20th century, tourism has become a strategic activity for the economy of the Balearic Islands, causing profound social, territorial and environmental transformations. This fact challenges local society, which must be aware of its environment in order to better face the future challenges posed by this economic activity. With this goal, the official curriculum has been analyzed, making it possible to ascertain the approach with which this subject is taught by the administration and what objectives are set. Furthermore, a review was carried out of the contents of geography textbooks in the third year of ESO and the second year of Baccalaureate, which correspond to the educational stages in which tourism aspects appear. The results obtained represent a fundamental strategic diagnosis in order to improve the teaching and learning of this key activity for the Balearic Islands, giving it more importance and adapting its approach to the current times.

In Thailand, the topic of medical ethics and laws related to medical professions has been one part of the national competency assessment criteria. The objective of this article was to design legal issues into the medical curriculum and to share experiences of creative legal study. Legal contents were inserted into 10 subjects and taught for year 1 to year 6 medical students. Students were divided into multi-groups or received individual tasks and then, shared their knowledge and idea for solving legal problems. The results showed they could interpret and create novel ideas for legal and ethical reconstruction, including the topic of the principle of laws, criminal laws, civil and commercial laws, public health laws, organ donation/transplantation, end of life decisions, and legal liability for the medical profession. Finally, the creative legal study can be used as a novel approach to support creativity among medical students.

Sparse reward long horizon task is a major challenge for deep reinforcement learning algorithm. One of the key barriers is data-inefficiency. Even in the simulation environment, it usually takes weeks to training the agent. In this study, a data-efficiency training framework is proposed, where a curriculum learning is design for the agent in the simulation scenario. Different distributions of the initial state are set for the agent to get more informative reward during the whole training process. A fine-tuning of the parameters in the output layer of the neural network for value function is conduct to bridge the gap between sim-to-real. An experiment of UAV maneuver control is conducted in the proposed training framework to verify the method more efficient. We demonstrate that data-efficiency is different for the same data in different training stages.

Text book ought to be viewed as one of the numerous sources educators can attract after making a powerful exercise and may offer a system of direction and introduction. The analysis of textbook forms a necessary part in academics so as to devise the most appropriate content. The present study made a comparative account of textbooks for Grade 5 Social studies taught in public (i.e., Punjab textbook) and private sector (Oxford textbook) of Pakistan. The comparison was made on key features and on themes suggested by National Curriculum Council (2017) as a standard for textbook publishers. The findings demonstrated that both books contain activities and are clearly written, however, PTB is cheaper, possess low paper quality than OTB and was revised in 2018 whereas OTB has not revised since 2010. It is also suggested that both textbooks do not contain enough information as per NCC’s standard. It is suggested that government should take notice about it and publishers should be bound to deliver only that material in education sector that is according to the devised set of standards.

The purpose of this study was to develop e-learning activities that integrated sustainability concepts and practices in process engineering education. Two blended courses were developed with two activities evaluated quantitatively and qualitatively to measure student engagement, quality of responses, and incorporation of sustainability in their arguments. Social network analysis and lexical analysis were used to assess students’ participation in discussions and peer reviews. In the online discussion, 97 comments were made averaging 120 words per comment. The participants averaged 3.88 comments, with the majority of comments exhibiting simple and complex argumentation, a deep reflection, and widespread use of terms associated with sustainability such as recycling, pollution, waste, and environment. Furthermore, evaluation of peer reviews revealed that the participants demonstrated they could identify errors and positives in an argument. Therefore, this study demonstrated that e-learning, particularly peer review and online discussion could help chemistry and engineering students understand sustainability.

The American Academy of Arts and Sciences suggested the definition of science literacy emphasize how crucial understanding the scientific process and the ability to evaluate conflicting scientific evidence is. The purpose of this article is to present an evidence-supported curriculum covering the fundamentals of logic, reasoning, and argumentation skills to address the emphasized basic knowledge, skills, and abilities required to be scientifically literate, which will prepare the public to understand and engage with science meaningfully. An analytic-synthetic approach toward understanding the notion of public is taken using a theoretical biomimetics framework that identifies naturally occurring objects or phenomena that descriptively captures the essence of a construct to facilitate creative problem-solving. In the present case, the problem being solved is how to reconcile what is meant by public, how it ought to be interpreted, the different levels of confidence in science that exist, and various understandings of science all with one another. The results demonstrate there is an inherent denotative-connotative inconsistency in the traditional notion of public that can be explicated through the concept of a fractal allowing for comprehension of the relationship between public confidence in, and understanding of, science.

The traditional hands-on nature in science laboratory classes creates a sense of immediacy and a presence of authenticity in such learning experiences. The handling of physical objects in a laboratory class, and the immediate responses provided by these experiments, are certainly real-live observations, yet may be far from instilling an authentic learning experience in students. This paper explores the presence of authenticity in hands-on laboratory classes in introductory science laboratories. With our own laboratory program as a backdrop we introduce four general types of hands-on laboratory experiences and assign degrees of authenticity according the processes and student engagement associated with them. We present a newly developed type of hands-on experiment which takes a somewhat different view of the concept of hands-on in a laboratory class. A proxemics-based study of teacher-student interactions in the hands-on laboratory classes presents us with some insights into the design of the different types of laboratory classes and the pedagogical presumptions we made. A step-by-step guide on how to embed industry engagement in the curriculum and the design of an authentic laboratory program is presented to highlight some minimum requirement for the sustainability of such program and pitfalls to avoid.

Artificial intelligence (AI)-based models hold the potential to transform higher education if adopted properly and ethically. A prime example is ChatGPT with earlier studies indicating its widespread adoption in academia and by university students. The current study aimed to identify the factors influencing the attitude towards ChatGPT and its usage among university students in Arab countries. A previous survey instrument termed Technology Acceptance Model Edited to Assess ChatGPT Adoption (TAME-ChatGPT) was administered online using a convenience-based approach among the contacts of the authors. Confirmatory factor analysis (CFA) for the survey constructs was done using root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker-Lewis index (TLI). The final study sample comprised a total of 2240 participant divided as follows: Iraq (n=736, 32.9%), Kuwait (n=582, 26.0%), Egypt (n=417, 18.6%), Lebanon (n=263, 11.7%), and Jordan (n=242, 10.8%). A total of 1048 respondents heard of ChatGPT before the study (46.8%), of which 551 used ChatGPT (52.6%). The mean scores of TAME-ChatGPT constructs showed that the ease of ChatGPT use, positive attitude towards technology and social influence, higher perceived usefulness, the influence of behavioral/cognitive factors, low perceived risks and low anxiety were the determinants of positive attitude to ChatGPT and its use. For both the attitude and usage scales of TAME-ChatGPT, CFA collectively yielded satisfactory fit indices as indicated by low RMSEA and SRMR together with high CFI and TLI. Multivariate analysis showed that attitude to ChatGPT use was significantly influenced by country of residence, age, university type, and the latest grade point average of the students. The current study confirmed the validity of TAME-ChatGPT as a survey instrument to assess the possible determinants of ChatGPT use among university students in Arab countries. The study findings highlighted that successful adoption of ChatGPT in higher education could be dependent on perceived ease of use, usefulness, positive attitudes to technology, social influence, behavioral/cognitive factors, lower anxiety, and minimal perceived risks. The utility of ChatGPT in higher education requires policies that should be tailored for various settings, considering the differences observed in attitude towards ChatGPT among participating students in this study.

This article mainly proposes the point of view that financial literacy curriculum aims to make kinds of people, to make people with financial creativity of resource integration thinking and continuous ‘to conscience’ of morality, which is cultivate a way of thinking that can maximize benefits through the use of resource integration and constantly ‘to conscience’ to achieve goals for participants in financial structures with balanced interests. In this sense, this article argues that financial literacy is to make kinds of people with a financial mindset and constantly strengthen ‘to conscience’ through uniting of knowledge and action to achieve human well-being and benign operation of society. In this sense, this article attempts to determine what is really taught in financial literacy education in terms of curriculum theory. That is to improve creativity by cultivating financial thinking with constant ‘to conscience’. The views of this paper provide a new way of thinking about financial literacy education assessment. This changes the evaluation criteria of financial literacy education from the result-oriented of wealth growth to the process-oriented of financial creativity growth, trying to move the criticism of financial literacy education curriculum and evaluation from controversy to unity.

1) Public health remains a tiny portion of the undergraduate pharmacy curriculum and the material is integrated into other modules. The objective of this study is to describe the UK undergraduate pharmacy curriculum, including its public health content; 2) Methods: A qualitative method (content analysis of websites) was used to describe the UK undergraduate pharmacy curriculum and teaching and learning policy. This involved selecting relevant concepts and then quantifying their presence and the relationships between them. The NVivo software was used to carry out ‘group queries’ and visualisation of results; 3) Results: Public health remains an optional module in the curricula of many UK schools of pharmacy. Several public health-related topics are often integrated into other modules, but UK undergraduate pharmacy curricula are still dominated by traditional pharmacy modules; and 4) Conclusions: Most of the curricula analysed were dominated by traditional pharmacy modules designed to enhance students' knowledge and skills. The skill set of UK pharmacy students with respect to macro-level public health activities needs to be improved in order to enhance pharmacists’ contribution to public health.

This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided by teachers and mentors from a branded ceramic workshop. The research findings demonstrate that the interdisciplinary curriculum facilitates knowledge innovation and fosters the development of students' professional skills, creativity, and problem-solving skills. The study also highlights the importance of stable scaffolding, including artefact, peer, and teacher support, which significantly contributes to cultivating transformational competencies, as outlined in the 2030 OECD Learning Compass. Additionally, the collaboration with Shanshing Four Seasons Celadon Studio on a patented ceramic product, "Funny Monkey," is a tangible example of the journey towards a triple-helix knowledge economy. This research underscores the importance of interdisciplinary curricula in promoting knowledge innovation and integrating transformational competencies in education. Scaffolding theory provides practical guidance for student learning and teaching strategies, presenting a sustainable roadmap for developing interdisciplinary curricula and offering a concrete and transferable pedagogical prototype for educational innovation.

Most natural language processing (NLP) tasks operate an input sentence as a sequence with token-level embeddings and features, despite its clausal structures. Taking Abstract Meaning Representation (AMR) parsing as an example, recent parsers are empowered by Transformers and pre-trained language models, but long-distance dependencies (LDDs) introduced by long sequences are still open problems. We argue that LDDs are not superficially blamed on the sequence length but are essentially related to the internal clause hierarchy. Typically, non-verb words in a clause cannot depend on words outside, and verbs from different but related clauses have much longer dependencies than those in the same clause. With this intuition, we introduce a type of clausal feature, hierarchical clause annotation (HCA), into AMR parsing and propose two HCA-based approaches, HCA-based self-attention (HCA-SA) and HCA-based curriculum learning (HCA-CL), to integrate HCA trees of complex sentences for addressing LDDs. We conduct extensive experiments on two in-distribution (ID) AMR datasets (AMR 2.0 and AMR 3.0) and three out-of-distribution (OOD) ones (TLP, New3, and Bio). Experimental results show that our HCA-based approaches achieve significant and explainable improvements against the baseline model and outperform the state-of-the-art (SOTA) model when encountering sentences with complex clausal structures that introduce most LDD cases.

Both drones and laser scanners digitally take the as-built context of an object into the computer and the data taken is transmitted to a Building Information Modeling (BIM) world to create ac-curate 3D models. Although the laser scanner is the leading method of the Scan-to-BIM proce-dure, many professionals indicate drawbacks of the technology and point out the drone is an al-ternative that can improve the shortcomings, leading to the UAV-to-BIM process. Korean con-struction industry plans to implement the drone technology for scrutinizing as-built construc-tion quality by 2025. However, the drone is not popular in the construction projects. Korean universities where Construction Engineering and Management program have been implement-ed are requested to develop a drone curriculum for construction professionals. Since the majori-ty of the professionals are not familiar with drone operation, in order for the schools to be suc-cessful in developing the curriculum, it is very necessary to perform a preliminary experimental study for identifying the essential education contents that are appropriate to drone beginners. The main objective of this paper is to perform the study for the drone beginners and recognize the recommendations and the framework of drone curriculum that will be beneficial for the schools to develop a comprehensive curriculum later on.

Background: It is very important that nurses receive adequate training in Sexual and Reproductive Health (SRH). In this study, the contents of the SRH subject in the undergraduate nursing curricula of 77 Spanish universities were examined in order to determine what SRH training nursing students are receiving. Methods: The contents of the SRH subject of all the curricula that were available online were reviewed. The distribution of the contents (topics) in the two areas (reproductive health and sexual health) was analyzed, and the prevalence of each topic was established. It was also determined whether there were differences in topics between public (n=52) and private universities (n=25). Results: The training of nursing students focuses mainly on the area of Reproductive Health (15 topics). Most of the topics of this area had a prevalence greater than 50%. Although the area of Sexual Health had 14 topics, most of these topics had a low prevalence (<20%), especially in private universities. Conclusions: It was found that there is considerable variation in the distribution and prevalence of SRH topics between universities. The contents of the area of Reproductive Health are usually prevalent in most of the curricula, however the contents of the area of Sexual Health are very limited in most of the universities. An organizational effort is required to determine and standardize the contents of SRH that nursing students should receive in Spain to avoid inequalities in their training.

As the world faces unprecedented environmental challenges and the rapid advancements of artificial intelligence (AI), it is crucial for universities to adapt their chemistry education to remain relevant and contribute to sustainability and the United Nations' Sustainable Development Goals (SDGs). This report offers critical insights into the development of university chemistry education over the next 10-20 years, forecasts its development over the next 10-20 years, and offers recommendations for the Ministry of Education and universities to ensure the continued relevance of chemistry programs in the face of AI.

A drone performs comparable function to a laser scanner in the construction quality monitoring, following Scan-to-BIM process. Both technologies digitally capture the as-is environment into the computer and the data captured is transferred to a BIM world to create accurate as-built models. Although the laser scanner is the dominant method of the Scan-to-BIM process, a number of digital professionals point drawbacks of the method and present the drone is an alternative that can improve the drawbacks thereby leading to UAV-to-BIM process in parallel with the Scan-to-BIM. Korean construction industry plans to utilize the two technologies for monitoring construction operation quality in major public projects by 2025. While contractors need competent engineers to be competitive in the projects, the two technology applications are not so popular to the construction projects in Korea and very few experts skillful and knowledgeable of the technologies are available. Korean universities are requested to develop the curriculum of the technologies for the contractors. To be successful in progressing the curriculum, it is very essential to implement a preliminary study with the technologies minimizing the potential failure in operating the curriculum later on. This study performs empirical research on the technologies and identify valuable lessons beneficial to develop the UAV-to-BIM curriculum for the construction engineers.

The emerging concept of planetary health needs to be discussed in a more organized and sustainable way within the global public health and healthcare disciplines. Therefore, planetary health should be considered a cardinal component of the global academic framework for healthcare professionals. The availability of related curricula and courses is crucial to equip health professionals in this relatively new discipline of planetary health. In this review article, we aimed to explore published articles and online databases of courses to summarize the available planetary health education opportunities and discussions for health professionals, to identify the gaps in resource allocation and to suggest future recommendations. We observed a visible re-source inequity in global south with the lack of a universal planetary health module for healthcare professionals. Additionally, there is minimal inclusion of allied health disciplines in this learning process. We, therefore, recommend a dedicated network of motivated healthcare professionals and regional hubs with an agenda to ensure a comprehensive, uniform, and inclusive planetary health education curriculum and practice.

Virtual Reality (VR) technology in education has the potential to revolutionize the Indian school education system. This research study investigates the present state of VR adoption, perceived benefits, concerns, and future expectations among both students and educators. The survey-based approach collected responses from 45,000 students and 2,000 educators across a diverse range of schools in India. The findings highlight a mixed current landscape with significant room for expansion in VR utilization. Both students and educators express optimism regarding the benefits of VR, recognizing its capacity to enhance engagement, comprehension, and motivation in the learning process. However, challenges, including budget constraints, the need for training and support, and concerns about student safety, must be addressed to effectively integrate VR into education. Expectations for the future emphasize inclusivity, accessibility, and customized learning experiences. The research underscores the transformative potential of VR in Indian education while emphasizing the necessity of addressing practical challenges for its successful implementation.

University-Business partnership for collaborative curriculum design, development and delivery is possibly the less explored dimension of University Business Collaboration (UBC). Even if some models for curricular design and development might be available, scarce information exists on how the partnership is constructed, the new curricula are designed, developed and how they are implemented. This article intends to present and discuss the experience obtained during a three-year European funded Project, namely Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates' employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project's success was attributed to key practices, including defining a common conceptualization of CT, employing participatory co-design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.

As education continues to evolve in response to technological advancements, the concept of Education 5.0 has gained prominence. However, it is crucial to critically analyze the limitations and challenges of this model. This article presents a comprehensive examination of Education 5.0, identifies its drawbacks, and proposes a vision for Education 6.0. Through insightful case studies and discussions, this article aims to provide a nuanced perspective on the future of education.

This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.