Search Results for
"learning"

The university is a space for academic learning, as well as a key environment for developing professional, social and emotional competencies. The aim of this study is to determine the relationship between emotional intelligence and social skills as predictor variables of generic professional competencies of university students, influencing their well-being and academic performance. A non-experimental ex post facto, quantitative, descriptive and causal cross-sectional design was used. The sample, selected by stratified sampling, reached 423 students (78.90% female, 21.10% male). Social skills were measured with the Social Skills Scale by Gismero (2002), emotional intelligence with the TMMS-24 by Fernández-Berrocal et al. (2004), and competencies with the CECGEU by Solanes-Puchol et al. (2008). SPSS and AMOS 26.0 programs were used for data analysis, performing a descriptive analysis to analyze the relationship between variables and a structural equation model was developed to deepen the causal relationships of the variables. Significantly positive correlations were identified between social skills and generic professional competencies. Conversely, negative correlations were observed between emotional intelligence and both variables. The results indicated a negative effect of emotional intelligence on competencies, while social skills had a positive influence. A significant negative relationship was also observed between emotional intelligence and social skills. The study confirms the importance of social skills as a predictor of competence development. However, emotional intelligence showed a negative relationship with competencies, which contradicts previous studies. This suggests that greater emotional intelligence does not always translate into greater professional competencies, opening new lines of research on this interaction. © 2025, Universidad Nacional de Educacion a Distancia (UNED). All rights reserved.

This chapter examines higher education (HE) in Jamaica, a Caribbean nation. After providing an overview of the nation's HE system, it reviews instructional approaches used to guide students through learning transitions, focusing on professional programs. The central argument is that education, particularly higher education, must equip students with both technical and interpersonal skills necessary for the contemporary workplace. The chapter explores the role of problem-based/project-based learning (PBL) in preparing students for the 21st-century workforce. It delves into PBL's theoretical underpinnings, benefits, strategies, assessment methods, and practical application within Jamaica's HE system. Additionally, it emphasizes the importance of cultivating creativity, innovation, critical thinking, problem-solving, collaboration, teamwork, and communication skills during the PBL process. To illustrate PBL implementation, the chapter showcases activities from three courses at Jamaica's School of Technical and Vocational Education. These examples demonstrate how students acquire both discipline-specific and 21stcentury skills. The chapter concludes by emphasizing the potential of PBL to foster lifelong learning required in the contemporary workplace and society. © 2025 by Emerald Publishing Limited.

This paper investigates the prospects for artisan development in South Africa's Architecture, Engineering, and Construction (AEC) industry. Despite the vital economic contributions of this industry, attracting new entrants, aiding their transition into the workforce, and retaining skilled artisans remain significant challenges. The research focuses on strategies for addressing these issues, specifically within the context of South Africa's Institute for National Development of Learnerships, Employment Skills, and Labour Assessments. A critical literature review and qualitative interviews with key stakeholders revealed insights into existing policy implementation, the quality and relevance of training programmes, and the recognition of artisans' prior learning. The research findings underscore the urgent need for robust and inclusive skills development strategies, recognizing prior learning as a key intervention and improved advocacy for artisan professions. Establishing clear targets, enhancing digitization processes, and strengthening institutional roles are vital steps towards addressing artisans' skill shortages in South Africa's AEC industry. © 2025 Emerald Publishing Limited: All rights reserved.

Teenagers today face an expanding and unpredictable role of Artificial Intelligence (AI) in society, yet educational interventions are still catching up. AI literacy is crucial for teenagers (and others) to help them make informed decisions about their futures. We present our work on Artificial Intelligence / Machine learning (AI/ML) literacy with 43 Japanese and 20 Finnish high school students, exploring their pre-existing perceptions of AI/ML and how those perceptions evolved after they trained image classification models. Our findings indicate that while a substantial number of teenagers still have limited or contradictory understanding of the topic, even short-term workshops can be effective in demystifying core AI/ML concepts when the activities are tailored to their interests. Furthermore, we find that cultural background and language may factor into how teenagers perceive AI. Our study contributes to growing research on AI/ML literacy by focusing on teenagers and including cross-cultural perspectives. © 2025 Copyright held by the owner/author(s).

This book chapter explores the profound impact of machine learning and robo-advisors on the insurance industry, ushering in a transformative era characterized by heightened efficiency and innovation. Through an in-depth analysis of their ascendance, we delve into how these technologies are revolutionizing traditional practices within the insurance sector. The utilization of machine learning algorithms is examined across various facets of the industry, including fraud detection, underwriting automation, claims processing optimization, and risk management through predictive analytics. Additionally, the integration of IoT, telematics, and other emerging technologies further amplifies the potential for enhanced customer experiences and streamlined operations. Ethical considerations, regulatory compliance, and the imperative need for explainable AI in decision-making processes are also addressed. The study underscores the collaborative efforts between insurers and InsurTech startups, illustrating how such partnerships leverage the power of machine learning to navigate and thrive in an evolving landscape. As the insurance industry undergoes this significant metamorphosis, the book chapter concludes by highlighting key trends and implications for the future trajectory of the sector. © 2025 Bentham Science Publishers. All rights reservwd.

Purpose: Education-based discrimination has not received sufficient attention within the field of human resource development (HRD), which can provide practical interventions to help solve the hardships of high school graduate employees (HSGEs). This paper aims to bring this issue to the forefront by framing the current marginalization of South Korean HSGEs as an individual-level issue that has repercussions to early career development, and also as an organizational-level issue that has implications on workplace learning and development. Design/methodology/approach: This paper used an integrative literature review method by analyzing studies that have focused on the challenges faced by HSGEs. The objective was to identify patterns of their experiences and call attention to strategies they utilize to cope with the marginality they face in the workforce. The Korea Citation Index (KCI), a database that manages Korean domestic journals, was used. In total, 187 articles were found, and 15 articles succinctly matched the research criteria. Findings: HSGEs struggled with employment unreadiness and faced discrimination based on their academic background, young age and low-rank position within organizations. In turn, they were vulnerable to poor working conditions (e.g., high work intensity, long working hours, etc.). These challenges led HSGEs to pursue a college degree and/or engage in workplace learning. Originality/value: The use of critical human resource development (CHRD) has typically been limited within a South Korean context. We deliberately applied a critical perspective to raise awareness about how contemporary forms of marginality have gone unchecked, specifically by interrogating the exclusion and disempowerment experienced by HSGEs. © 2024, Emerald Publishing Limited.

The rapidly evolving field of digital entrepreneurial education has been significantly shaped by advancements in technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI). While these technologies have opened new possibilities for entrepreneurial learning, much of the existing research is fragmented, focusing on isolated tools or specific interventions. This piecemeal approach complicates efforts to identify overarching trends, theoretical frameworks, and practical applications relevant to educators, policymakers, and researchers. To address these challenges, this study employs a Bibliometric-Systematic Literature Review (B-SLR) methodology, combining quantitative bibliometric analysis with qualitative synthesis to offer a comprehensive and balanced perspective on the field. We reviewed 261 articles published between 2005 and 2024, capturing diverse geographical regions, subject areas, and publication outlets. This approach enabled us to identify prevalent research themes, uncover emerging methodologies, and highlight areas that warrant deeper investigation. Our analysis revealed four main clusters: (1) Technology-Enhanced Entrepreneurship Education, examining how AR, VR, AI, and digital platforms foster engagement and skill-building; (2) Experiential and Project-Based learning Approaches, highlighting gamification, simulations, and collaborative projects that stimulate practical competencies and adaptability; (3) Entrepreneurial Competencies, Mindset, and Social Dimensions, exploring cultural, generational, and gender-related factors that shape learner readiness and intentions; and (4) Future-Oriented and Transformative Approaches, emphasizing sustainability, global collaborations, and ethical considerations that guide the long-term evolution of entrepreneurial learning. The findings indicate that technological tools alone do not guarantee enhanced entrepreneurial outcomes. Instead, successful digital entrepreneurial education relies on cultural relevance, supportive policies, comprehensive educator training, and inclusive pedagogical designs. The study proposes an integrative framework that synthesizes technological, experiential, socio-cultural, and forward-looking strategies, offering actionable insights for improving educational practices and advancing theoretical understanding in the field. This research highlights critical areas for future exploration, including the development of learner-centred curricula, investments in digital infrastructure, and the promotion of international collaborations. By addressing these gaps, stakeholders can establish adaptable, inclusive, and ethically grounded ecosystems that equip learners with the skills and mindset needed to navigate the complexities of entrepreneurship in an increasingly dynamic global environment. © The Authors.