Search Results for
"learning"

The objective of economic education is to address economic issues within the students' community. Nonetheless, the actual situation remains significantly divergent from the anticipated objectives of economic education. Contemporary economic education remains conventional and theoretical, leading it to diverge from its primary objective of resolving the economic challenges faced by the local community. On the contrary, the community possesses cultural variety that ought to be used to enhance economic education through established local knowledge. A resolution is required to tackle the prevailing issues. An economic learning model grounded in local wisdom is a viable solution to address these challenges. Unfortunately, the locally derived wisdom-based economic learning model is constrained by insufficient knowledge. This study seeks to develop the learning model, simultaneously introducing a fresh aspect to the research. The theoretical frameworks of learning articulated by Lev Vygotsky and John Dewey support this conceptual investigation. The economic learning model built in local wisdom comprises five stages: reasoning, exploration, networking, discussion, and implementation. This learning method aims to enhance students' economic knowledge and abilities through relevant, meaningful learning that encourages social interaction, cultivates experiential learning, and incorporates local wisdom. The study suggests that this educational approach possesses significant potential for application in economic education. To guarantee the efficacy of this learning model, more measures are required, including field experiments and further development. © The Author(s) 2025.

Generative Artificial Intelligence (Gen AI), particularly through advanced models such as ChatGPT developed on the foundation of sophisticated Large Language Models (LLMs), has shown the potential to revolutionize management education. Nevertheless, a comprehensive framework for employing Gen AI in this context remains to be developed. This study proposes a theoretical framework utilizing Gen AI, with a specific focus on ChatGPT, based on Kolb's learning cycle theory and the knowledge type perspective to facilitate systematic integration into management learning. Analyzing data from 348 business students through structural equation modeling, the study demonstrates that the Gen AI -assisted learning process enhances the acquisition of diverse knowledge types. The findings also highlight that teacher support partially strengthens the effectiveness of the Gen AI -assisted learning process in knowledge acquisition. The study contributes to the academic discourse by developing an integrated framework and practical guidelines for integrating Gen AI into management learning, thereby addressing an existing gap in current research. © 2025 Elsevier Ltd

Enhancing English language skills in Vocational High Schools (SMK) is crucial for preparing students to meet the demands of globalization and the workforce. This study aims to evaluate the effectiveness of communication-based learning methods in comparison to lecture, project, and game-based methods in improving students' scores on the English Proficiency Test (EPT). The research employs a quasi-experimental design with a post-test only approach, involving 53 students divided into four groups according to the learning methods applied. Data were collected through the EPT, and data analysis was conducted using One-Way ANOVA and Tukey's Post Hoc test. The findings indicate that the communication-based learning method is significantly more effective in enhancing EPT scores than the other methods, achieving the highest average score of 389.29. Additionally, both project-based and game-based methods also demonstrated significant improvements compared to the lecture method. The conclusion of this study underscores the importance of innovation in education, advocating for the integration of methods that combine communication, play, and technology. A technology-assisted edutainment Co-Trainers program is recommended as an innovative solution to create an interactive and effective learning environment, equipping students to face an increasingly competitive job market. © 2025 Sciedu Press. All rights reserved.

Work Integrated learning (WIL) experiences are part of many university programs, taking various forms including internships and professional experiences. WIL provides students with valuable capital for future employment; however, not all students have capacity to participate in extended, unpaid placements. This may lead to financial and other stressors including financial difficulties. WIL often requires different locations and hours than regular courses, so may be problematic for students with other commitments. Inability to undertake WIL may exclude some students, reinforcing inequity or causing attrition. This study examined student perspectives of WIL, to determine the anticipated and experienced issues arising, supports utilised or desired for managing WIL, and considerations for making WIL more accessible. A survey with students across a range of disciplines at one Australian university compared perspectives of students who had yet to complete WIL with those who had already done so. Participants without WIL experience underestimated the challenges presented and overestimated the university support accessed by students. Finances were a major concern for both groups and issues often compounded, negatively affecting wellbeing. Students desired greater flexibility in WIL, along with further institutional support. Findings provide considerations for university policies and practices to improve student experiences and provide more equitable distribution of capital for students. © The Author(s) 2025.

Developing a sufficiently skilled and large workforce in the skilled trades constitutes a crucial bottleneck for implementing low-carbon transitions globally. However, research on strategies to increase apprentice numbers in vocational education and training (VET) in these Climate Crafts remains limited. Here, we examine the appeal of Climate Crafts among German adolescents. Grounded in the Social Cognitive Career Theory, the ordinal logistic regression results of a survey experiment (N = 1280) reveal that low degrees of practical self-efficacy, perceived approval from parents and peers, and limited knowledge about the skilled trades deter adolescents from apprenticeships in the Climate Crafts. Additionally, the sector remains an unattractive field for women and adolescents with or aspiring to A-levels. The latter regard Climate Crafts as generally attractive but personally ill-fitted occupations indicating that strategies targeting the perceived personal job fit for high-school students could be effective in increasing application numbers from this group. Moreover, highlighting earning opportunities was associated with an increase in attractiveness in this sample. Our results indicate a disconnection from manual labour in academised societies and signpost a priority agenda for practice and policymaking. Increasing practical learning in schools, facilitating social mixing between academics and tradespeople, and raising awareness about the Climate Crafts could foster re-connection. Trusted ‘influencers’ could increase the social prestige of these professions through public communication. Craft actors need to adapt VET to the preferences of the young generations and policymakers need to equip VET with similar resources as academic education. © 2025 The Authors

Rapid technological advancements, innovation, shifting job market demands, and organizational change have made continuous learning and skill development essential for leadership success. Higher education institutions (HEIs) are expected to play a critical role in preparing future leaders; however, many HEIs lack structured pathways for leadership upskilling within their curricula. Leadership education often remains largely theoretical, leaving graduates underprepared for real-world leadership challenges. This qualitative study explores how leadership upskilling is structured in U.S. HEIs by conducting interviews with 18 directors of leadership programs. The findings underscore the key strategies employed by HEIs, including adaptability training, real-world experiential learning, mentorship initiatives, and partnerships with external organizations. Despite increasing awareness of the need for leadership upskilling, empirical research on its implementation in HEIs remains limited. This study addresses that gap and offers targeted recommendations for faculty, administrators, and policymakers on embedding structured skill development into leadership education. By integrating more applied and collaborative upskilling approaches, HEIs can better equip students to navigate complex, rapidly changing professional environments and assume leadership roles in the 21st-century workforce. © 2025 The Authors

Background: To better meet the mental health training needs of Australian Diploma of Nursing students, it is essential to transition from the current competency-based teaching approach to a more holistic, integrated method using Simulated Participant simulation-based learning. Methods: An embedded mixed methods design with multiple case studies was employed. Ten students enrolled in a mental health nursing unit of a diploma of nursing course completed surveys, which included the adapted Health Communication Assessment Tool and the Lasater Clinical Judgment Rubric, both before and after a simulated participant intervention and clinical placement. Students also completed the Student Satisfaction and Self-confidence in learning scale and participated in an individual interview following the simulation intervention. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through inductive thematic and interpretative phenomenological analysis. Results: The findings of this research revealed that Simulated Participant simulation demonstrated an increase in self-reported knowledge, skills and attributes necessary for working effectively with mental health consumers. Additionally, students felt better prepared for a mental health placement. Conclusion: Simulation-based education using Simulated Participant methodology was shown to enhance self-reported knowledge, communication skills, clinical reasoning, confidence, and empathy. This educational approach could potentially address the gaps in the current Diploma of Nursing course, resulting in more proficient and effective nursing care for mental health consumers. © 2025

Understanding one's family of origin is essential for students in the helping professions, as it fosters self-awareness and illuminates personal strengths and vulnerabilities. This qualitative study examines the family experiences of Taiwanese undergraduate social work students, focusing on cultural influences on self-development and the effectiveness of reading and reflective writing in deepening family exploration. Content analysis of 34 student assignments identified two main themes: (1) key issues emerging during family exploration, and (2) the role of reading and reflective writing in facilitating this process. Subthemes of the first theme included individuation and differentiation, the need for parental affirmation, parent–child conflict, and the influence of parents' marital relationships. Findings highlight the enduring impact of Chinese cultural values on students’ development and family dynamics. Engaging with culturally relevant case literature and reflective writing promoted deeper insights and self-awareness, underscoring the importance of integrating family exploration into culturally responsive professional education. © 2025 American Association for Marriage and Family Therapy.

This study aims to evaluate the efficacy of the Mini Clinical Evaluation Exercise (Mini-CEX) in conjunction with Case-Based learning (CBL) and mind mapping methodologies in fostering the clinical competencies of ultrasound residents. Methods A cohort of forty-two general practitioners who underwent standardized training at the Department of Ultrasound Medicine at Tianyou Hospital, affiliated with Wuhan University of Science and Technology, from December 1, 2022 to December 1, 2024, were selected for this research. These practitioners were randomly assigned to either an experimental group or a control group using a random number table. The experimental group engaged in training utilizing the Mini-CEX combined with CBL and mind mapping approach, whereas the control group adhered to a traditional training regimen. Subsequently, comparative analyses were conducted on theoretical and practical test scores as well as clinical teaching satisfaction ratings between the two groups. Additionally, variations in Mini-CEX evaluation scores for the experimental group were assessed at admission, after two weeks, and after four weeks of training. Results The training approach that integrated Mini-CEX with CBL and mind mapping demonstrated significantly superior outcomes compared to the traditional training method regarding theoretical and practical performance, as well as teaching satisfaction, with statistically significant differences noted (p < 0.05). A comparison of Mini-CEX scores among 21 general practitioners at two and four weeks post-training versus admission yielded statistically significant results (p < 0.05). Conclusion The amalgamation of Mini-CEX with CBL and mind mapping methodologies markedly enhances the instructional effectiveness of standardized resident training. © 2025 Liu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

The student experience in higher education is a crucial factor influencing learning quality and academic success. This study employs hierarchical clustering analysis to group students based on their perceptions of various aspects of their educational experience in Colombia and Latin America. Data were collected using a validated instrument that measures key dimensions such as student-centred service, inclusion and diversity, active learning participation, teacher dependence, academic accountability, and comprehensive development. With a sample of 484 students from various higher education institutions, three clusters were identified, revealing differentiated profiles in terms of perceptions and satisfaction with the educational experience. The findings help identify patterns that provide a solid basis for developing strategies to promote student retention, academic well-being, and the enhancement of educational service quality. This analysis highlights the importance of segmenting students to design policies and programmes tailored to their specific needs, thus fostering a more inclusive and practical educational experience. © 2025 Marelby Amado Mateus and Alfredo Guzman Rincon.