Search Results for
"learning"

The proliferation of internet services has profoundly reshaped the landscape of modern education, presenting both unprecedented opportunities and new challenges in preparing future professionals. This article investigates the multifaceted impact of these digital advancements, specifically focusing on how innovative learning technologies, delivered via internet services, contribute to equipping learners with the competencies required in the 21st-century workforce. The study aims to critically analyze the role of diverse internet-based platforms (e.g., cloud computing, collaborative environments, MOOCs, AI-driven educational tools) and associated learning technologies in enhancing pedagogical approaches and fostering skills crucial for professional success. It explores the essential information security considerations inherent in the widespread adoption of these digital tools in educational settings, including data privacy, secure access, and system integrity. This research employs a comprehensive review of current literature, analysis of technological trends, and examination of case studies to identify best practices and potential pitfalls. Key findings indicate that while internet services and innovative technologies significantly boost learning accessibility, personalization, and collaborative skill development, challenges related to the digital divide, the necessity for evolving pedagogical models, and ensuring robust information security for educational data and platforms persist. The article concludes that the strategic and secure integration of internet services and learning technologies is paramount for effectively preparing future professionals, emphasizing that a foundation of information security and digital literacy is critical for harnessing the full potential of these transformative tools. © The Research Publication.

Authentic assessment is widely recognized as a valuable method that reflects real-world contexts, allowing students to apply their knowledge to practical challenges and prepare for their futures. Despite the pervasive influence of digital technologies in modern work and life, their role in authentic assessment—an approach centered on real-world relevance—remains poorly understood. Key questions persist regarding how digital technologies are integrated into authentic assessment practices. This review examines the nature and extent of technology integration in authentic assessment within higher education literature. Through a systematic search, identification, analysis, and synthesis, we identified 52 relevant studies. Our findings reveal significant variation in technology use across the four steps of authentic assessment. While digital tools are commonly employed in assessment task design (Step 2), there is limited consideration of broader digital contexts (Step 1) or integration into evaluative judgments and feedback mechanisms (Steps 3 and 4). We also identify diverse approaches to incorporating technology within the design phase. These differences in technology use reflect varying conceptualizations of authentic assessment, influencing its design, implementation, and learning outcomes. To provide educators with practical guidance, we build on a widely adopted stepwise model by introducing a structured framework for integrating digital technologies into authentic assessment. Finally, we highlight areas for future research and practice that may enhance authentic assessment through technology. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

The rapid advancement of information and communication technology enhances the global outsourcing semiconductor assembly and testing industry to transform into intelligent factories, in which outstanding technicians can take adaptive behaviours in the manufacturing process. However, the vocational education nowadays encounters several challenges including “learning-application gap” and “impact of low fertility rate,” and thus fails to provide sufficient manpower for intelligent manufacturing. To tackle the issue of manpower shortage, this research presented and adopted segmentation and targeting methods, especially in combination with the subsequent peer experiences model with the learning process of “intelligent simulation training system.” Parametric studies have been conducted on the “Industrial-Academic Cooperation Plan” featuring work-integrated learning to solve the predicaments mentioned above. The research demonstrated that the model of taking the learning process of intelligent simulation training system as variable for subsequent peer experiences could be used to conquer the problem of “learning-application gap.” Moreover, the research results showed the electronics department using this model in case study enjoyed an enrolment rate 24% higher than that of other electronics departments of private university in the same period. Obviously, this “Industrial-Academic Cooperation Plan” which adopts the marketing management methods “segmentation” and “targeting” is different from “offering education for everyone”; instead, it is the research results that implement “the enrolment mode with adaptive guidance” that provides the outsourcing semiconductor assembly and testing industry with quality and steady workforce required to introduce intelligent manufacturing into factories. © The Author(s) 2018

Purpose: This paper describes the development of a digital role play game (RPG) designed to help construction apprentices to better communicate with their supervisors about issues with the potential to impact on their physical and psychological health and safety. Design/methodology/approach: A participatory approach was adopted to utilise the knowledge and insights of the target users to inform the digital RPG development. Apprentices and supervisors were interviewed to identify characteristics of effective supervisor-apprentice communication, which became the RPG’s learning objectives. The scenarios constructed in the RPG were drawn from lived experiences shared by the apprentices in the interviews. During the development process, consultations were conducted with an advisory committee comprising of apprentices and supervisors to improve the realism of the RPG scenarios. Findings: Three scenarios were developed for the RPG. In each scenario, players are asked to make decisions at various interaction points about how the characters should respond to the unfolding and challenging situations. Scripts were developed for the game, which were acted out and motion captured to animate digital MetaHuman characters embedded in a virtual construction site. Two example situations are introduced in this paper to illustrate the development process. Originality/value: To our knowledge, the RPG introduced is one of the first applications of digital game-based training in the construction industry. The adoption of a participatory design approach ensures that the game content relates to real-world experiences. The digital RPG is highly interactive and engaging in nature and presents a novel approach to developing “soft” skills in construction. © 2024, Emerald Publishing Limited.

Purpose: Drawing on the digital educational context (DEC) (Bazine and Fréour, 2024) and the protean career framework (Hall et al., 2018), this study aimed to analyze how protean career orientation (PCO) influences career behaviors through the DEC and learning behaviors with technologies (LBT). Design/methodology/approach: We used time-lagged structural equation modeling among young students making the transition from school to work (N = 204). Findings: Results showed that PCO improved career behaviors through digital education and LBT. Originality/value: Given the scant attention paid to the impact of context in the school-to-work transition (STWT), this study highlights the critical role of educational context and reveals that individual orientation can shape perceptions of the DEC. The study therefore builds on the literature on decent education, protean careers and technological context and provides insights for the STWT of university students in the digital age. © 2025, Emerald Publishing Limited.

learning theories that are based on practice and experience are enriched by new forms of virtuality, which open up a range of pedagogical possibilities in digital environments mediated by artificial intelligence. These theories highlight the importance of an effective understanding of phenomena through learning evidence, where assessment plays an essential role. In this context, the representation and simulation of processes become highly valuable pedagogical resources, integrated as key elements in classroom exercises. This article describes the development and application of a set of practices focused on electronic circuits using the CoSpaces metaverse educational platform. The proposal is presented as an alternative for practical assessment that explores the potential of virtual environments to promote experiential learning and the acquisition of electronics skills, allowing students to interact with simulated circuits in an immersive way. Finally, various theoretical and practical implications derived from this work are offered. © 2025, Universidad Pablo de Olavide. All rights reserved.

AI- driven educational networks affect workforce development and sustained economic growth, according to this study. Conventional schooling often fails to meet labor market demands, resulting in skills gaps that hinder productivity and creativity. Educational institutions can provide industry- specific, personalized learning experiences by using artificial intelligence-machine learning, predictive analytics, and natural language processing. Effective case studies, curriculum development methods, and collaborative frameworks for educators, industry stakeholders, and policymakers are shown in the document. It addresses important issues including data privacy, equity, and accessibility. For inclusive and scalable execution, continual education, interdisciplinary collaboration, and policy endorsement are prioritized. AI- driven educational networks foster a resilient, skilled workforce that can adapt to a rapidly changing global economy. © 2026, IGI Global Scientific Publishing. All rights reserved.

The advent of the era of intelligence, digitalization, and intelligence is of great practical significance to the upgrading and transformation of education and teaching informatization in modern industrial colleges and universities. However, there are widespread problems such as fuzzy evaluation results, lack of digital characteristics, lack of informatization, lack of virtual simulation, and non-standard construction standards. In order to improve and optimize the construction effectiveness of modern industrial colleges and universities, Adapt to the changing needs of information technology to solve the current problems. Yaahp12 software is used to conduct an analytic hierarchy process to construct an evaluation index system, which is easy to cluster calculation according to expert opinions. Through the establishment of the evaluation index system, AHP is applied and Yaahp12 software is used to cluster the expert opinions to determine the weight of the index, and it is found that the talent training mode, management system mechanism, and professional construction quality have a greater weight. Through the fuzzy comprehensive evaluation results obtained by questionnaire survey, it is concluded that the effective evaluation results of course quality, teacher qualification, practice base, and industry-university-research information platform exist in modern industrial colleges and universities are low. Some measures such as upgrading a full simulation digital laboratory, leveraging enterprise intelligence technology and resources, and innovating classroom teaching based on real scenes are put forward to try to upgrade and transform modern industrial colleges. It is suggested that teachers should enhance the digital literacy of industry, teaching, and education, further highlight the role of the industry-university-research information service platform, and improve the construction of industrial colleges and universities. © 2025 Copyright held by the owner/author(s).

Purpose: To assess the relevance and comprehensiveness of the proposed curriculum, examine stakeholder perspectives on curriculum effectiveness, and validate it using a developmental model framework. Design/Methodology/Approach: A qualitative research design was employed to explore the perspectives of stakeholders in Ghana’s hospitality sector. A focus group discussion with 30 participants, including faculty, industry experts, and students, was conducted to analyse the data. Thematic analysis identified key patterns and insights, guiding amendments through member checking to ensure validation and accuracy. Research Limitation: The focus group format had limited participants' ability to share sensitive or critical feedback about existing curriculum structures, potentially affecting the comprehensiveness of validation insights. Findings: Stakeholder perspectives highlight the curriculum’s effectiveness in integrating technology, sustainability, and experiential learning, while striking a balance between theory and practice. These validate the curriculum using a developmental model framework, demonstrating its potential to enhance career readiness and industry adaptability while identifying areas for further improvement. Practical Implication: These insights guide educators and industry stakeholders in enhancing hospitality education, fostering a skilled workforce, and sustaining Ghana’s hospitality sector as a key economic driver. Social Implication: This creates a generation of hospitality professionals committed to environmental stewardship, cultural sensitivity, and social impact, contributing to Ghana's broader sustainable development goals. Originality/Value: This study employs a developmental model framework to validate the curriculum, emphasising comprehensive skill development, instructor proficiency, and hands-on learning experiences. © African Journal of Applied Research Arca Academic Publisher.

This chapter explores how artificial intelligence (AI) and immersive technologies are reshaping education while reaffirming the essential role of educators. AI supports adaptive learning, gamification, and workforce readiness, yet cannot replace human traits like empathy and ethical judgment (Papert, 1980; Johnson, 2022). Grounded in critical posthumanism (Bayne, 2015) and digital ethics (Selwyn, 2019), the chapter shows how AI-through tools like digital twins, XAI, and educational games-can personalize learning, support equity, and enhance CTE programs (Holmes et al., 2022; Stone et al., 2021). Educators remain central to interpreting AI feedback, fostering reflection, and ensuring student well- being (UNESCO, 2021). The chapter emphasizes that responsible implementation requires teacher agency, data transparency, and strategic policy. Ultimately, it argues for a collaborative model where AI enhances, not replaces, human- centered education. © 2026, IGI Global Scientific Publishing.