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Magnetic hysteresis holds significant technical and physical importance in the design of electromagnetic components. Despite extensive research in this area, modeling magnetic hysteresis remains a challenging task that is yet to be fully resolved. The purpose of this paper is to study vector hysteresis play models for anisotropic ferromagnetic materials in a physical, thermodynamical approach.

In this work, hysteresis play models are implemented to interpret magnetic properties, drawing upon classical rate-independent plasticity principles derived from continuum mechanics theory. By conducting qualitative and quantitative verification and validation, various aspects of ferromagnetic vector hysteresis were thoroughly examined. By directly incorporating the hysteresis play models into the primal formulations using fixed point method, the proposed model is validated with measurements in a finite element (FE) environments.

The proposed vector hysteresis play model is verified with fundamental properties of hysteresis effects. Numerical analysis is performed in an FE environment. Measured data from a rotational single sheet tester (RSST) are validated to the simulated results.

The results of this work demonstrates that the essential properties of the hysteresis effects by electrical steel sheets can be represented by the proposed vector hysteresis play models. By incorporation of hysteresis play models into the weak formulations of the magnetostatic problem in the h-based magnetic scalar potential form, magnetic properties of electrical steel sheets can be locally analyzed and represented.

The present study aimed to develop the competencies of 21st-century learners by considering the characteristics of the education element in the curricula.

The study employed a qualitative research design and a content analysis technique. The research population consisted of 20 curriculum design professors selected via a snowball sampling method until data saturation was reached. The research instrument was semistructured interviewing. The content validity of the interview questions was determined according to 5 curriculum design experts' opinions. Four credibility, transferability, dependability and confirmability criteria were used to increase the accuracy of qualitative data. The findings were analyzed using thematic analysis (structural-interpretive) through open, axial and selective coding.

Education characteristics in competency-based curricula were categorized into knowledge, skills, attitude and educational values. Knowledge includes pedagogical knowledge, content knowledge, pedagogical content knowledge and pedagogical technological knowledge; teaching skills include organization, facilitation, care and flexibility; educational attitudes consist of educational and pedagogical attitudes; and educational values include individual and group-social values.

The present research put three critical dimensions together: the competencies of the new-age learners from the perspective of the curriculum, which is the heart of the education process and is aimed at sustainable development, which is the priority of the countries today.