Search Results for
"learning"

The low levels of decision-making skills (DMS) and design thinking skills (DTS) among Industrial Design Engineering students in Bali hinder their readiness to meet industry demands. This problem is compounded by students’ low self-efficacy in making career decisions and their limited exposure to authentic, collaborative, and interdisciplinary training. This study aims to address these gaps by implementing and evaluating a transformative multicultural education model as an innovative strategy to enhance DMS and DTS. Employing an experimental research design, the study involved 64 vocational schools (SMK) across Bali, selected to represent diverse cultural and socio-economic contexts. Data were collected through validated structured questionnaires measuring DMS and DTS, followed by quantitative analysis using descriptive statistics and MANOVA. The findings reveal that the transformative multicultural learning model produced a statistically significant improvement in both skill domains, fostering not only technical creativity but also culturally responsive decision-making. The novelty of this research lies in its integration of multicultural perspectives directly into the design thinking framework— positioning cultural diversity as an active driver of creative problem-solving rather than a passive background element. Furthermore, the approach embeds real-world project simulations grounded in local cultural values, bridging the gap between academic preparation and industry expectations. This combination of cultural adaptation, critical thinking, and collaborative design creates a robust foundation for inclusive, future-ready learning environments. The results suggest that transformative multicultural education can serve as a scalable, culturally relevant model for preparing students to navigate complex, globalized work environments while retaining local identity. © 2025 by the author(s).

From vocational education to the labour-market: the impact of schoolbased or work-based practical training In vocational education (mbo), job-specific skills are (partly) taught in practice at a training company, known as vocational practical training (Beroepspraktijkvorming, BPV). The mbo system offers two learning pathways, which differ in terms of the scope of BPV. In the work-based learning pathway (bbl), the scope of BPV is much larger than in the school-based learning pathway (bol). Mbo graduates who have been trained via bbl are also more likely to stay at the training company after completing their studies. This article examines to what extent a successful transition from education to the labor market is related to BPV through bol or bbl and the opportunity to work at the training company after graduation. The study focuses on mbo graduates from the 2014/2015 academic year. Information is available on their labor market position one year and five years after graduation. We find that bbl graduates are in a better labor market position shortly after graduation than bol graduates. Five years after graduation, their position is still better, but the gap has decreased. We found no evidence that the better position of bbl graduates is due to them receiving more offers from their training companies to stay on after graduation. However, the relationship between an offer from the training company and early career outcomes differs between graduates of bbl and bol. For bbl graduates, an offer from the training company, especially if accepted, is associated with a better short-term labor market position. For bol graduates, an offer is associated with a better labor market position in the longer term. © Centraal Bureau voor de Statistiek & Vrije Universiteit Amsterdam

E-learning in education faces challenges in improving students' engagement, specifically regarding character education effectiveness. Gamification is among the strategies that can be applied to increase student engagement in the project-based learning process. Therefore, this study aimed to develop a Gamification Framework for Project-Based E-learning in Character Education (GaPolCE) as an innovative solution to improve engagement and character education at the senior high school level. A quantitative study was carried out using a quasi-experimental method, where data collection was carried out through a pre-post test and log data analysis to measure the effectiveness of gamification in achieving character education and student engagement. The results showed that the implementation of GaPolCE improved aspects of character education measured using the N-Gain score, where moral knowledge was in the high category (0.70) while moral feeling (0.49) and moral action (0.51) were in the moderate category. Student engagement increased significantly by 67%, 8%, and 25% for behavioral, emotional, and cognitive engagement. However, the effectiveness of in-depth character formation requires long-term evaluation. In addition, the assessment of the application of gamification in project learning for character education is still done manually, thus increasing teachers' workload. In this regard, further research is needed with a longitudinal approach to ensure the sustainability of its influence. In addition, it is necessary to develop an automatic assessment system based on artificial intelligence to increase the efficiency of character education evaluation. © 2025, Politeknik Negeri Padang. All rights reserved.

This study examines the effectiveness of an applied master's program in tourism business planning at the State Polytechnic of Bali (Matrappar-PNB) through a mixed methods approach. The research investigates the interplay between industry demands, government policy, and program management in shaping vocational higher education outcomes in Indonesia's tourism sector. Quantitative data were collected from 79 alumni and 79 employers using structured surveys, while qualitative insights were gathered through in-depth interviews with key stakeholders. Findings revealed strong alignment between the program's curriculum and industry needs, with alumni demonstrating high competency levels in problem-solving and leadership skills. Government policies were identified as crucial enablers of industry-based learning processes, although implementation challenges remain. The program's success was further attributed to effective organizational culture, strategic external partnerships, and targeted communication strategies. The study contributes to the understanding of applied higher education in tourism by proposing a conceptual framework that integrates industry requirements, policy frameworks, and institutional readiness. Recommendations include strengthening entrepreneurship education, enhancing industry immersion experiences, and developing more robust assessment mechanisms for applied learning outcomes. © 2025, Southeast Asian Association for Institutional Research. All rights reserved.

This study investigates the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) and PBL (Project-based learning) into pedagogical practice and investigates their impact on students' creative thinking. This research examines how a single case school integrates diverse educational objectives and technologies within a Tri-Phase STEAM PBL (TPSP) course. Using a quasi-experimental methodology, an 18-week TPSP course was implemented in an experimental group of 27 sixth-grade students. This group was contrasted with a control group of 56 students who received standard lecture-based education. To ensure consistency in education delivery, the experimental and control groups were taught by the same cohort of teachers. The PISA-based (Program for International Student Assessment) Creative Thinking Test was used as the research instrument to evaluate the differences in creative thinking between the experimental and comparison groups. Evidence indicated that students in the experimental group with STEAM PBL outperformed their peers in the comparison group in both overall social and scientific creative thinking. Specifically, the experimental group students' ability to generate diverse ideas (GD), generate creative ideas (GC), and evaluate and improve others' ideas (EI) were significantly improved. The experimental group students can think faster and divergently (GD) and develop unique and original ideas for problem-solving (GC). The student's ability to understand, evaluate, and improve others' ideas or products was also enhanced (EI). Evidence indicated that a well-structured TPSP can be used as a feasible and practical approach to improving students' creative thinking. © National Science and Technology Council, Taiwan 2024.

This paper develops a Problem-Based learning as a Service-Based Skills Development (PBL-SBSD) model that aims to meet student curriculum needs by providing them with lifelong skills while solving an identified real-life problem in their community. The paper introduces a six-stage cyclical model combining project-based learning (PBL) and service-based skills development (SBSD) to help promote student curriculum engagement in Design and Technology (D&T). The model enables students to extend their design knowledge in a collaborative problem-solving process involving investigation, planning, construction and knowledge evaluation. The teacher serves as expert practitioner, facilitator and guide while providing students with a leading role in the process. Key to this investigation is how the PBL-SBSD model helps to improve student curriculum engagement, self-efficacy, self-esteem and sense a of community and citizenship. A qualitative case study approach is employed to investigate the impact of the PBL-SBSD model on a chosen cohort of disengaged Year 13 students enrolled in a Building Construction and Allied Trade Skills (BCATS) course as part of their New Zealand Certificate in Education. Data were obtained from student reflections of tasks and captured in daily logbooks including images of artifacts, running journals, annotated sketches, photographs, videos and models. Results showed positive learning outcomes for students participating in the PBL-SBSD project with spill over benefits to service recipients and sponsors. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.

Pre-Professional Identity (PPI) forms by internalizing professional skills, knowledge, and values of the intended future profession into one’s identity. This process enables individuals to act, think, and feel like professionals. Upon graduation, the majority of students in exercise science pursue careers in various health professions, and their undergraduate experiences significantly influence the formation of PPI. Future health professionals who develop a strong PPI are better equipped to navigate their professional careers with purpose and meaning, contributing to both stability and longevity in their profession. This study explores the impact of an experiential learning course on PPI formation among exercise science major students. Eleven students participated in this study and the data were collected through semi-structured individual interviews and reflection papers. Four key themes were identified in this study: Experiencing and Reflecting, Acting and Thinking Like a Professional, Feeling Like a Professional, and Constructing a Pre-Professional Identity as a Health Professional. Through experiential learning, followed by guided reflection, exercise science students were able to apply their knowledge and skills in real-world situations and embody professional values, influencing the development of PPI as future health professionals. This study provides insights into how experiential learning can shape the PPI of future health professionals. Also, this study highlights the importance of intentionally integrating various strategies that contribute to the formation of PPI among exercise science students. © 2025 Society for Public Health Education

The successful implementation of the German-originated dual learning system in various national settings inspired Kazakhstan to introduce this approach to address the shortage of specialists. The self-employed status of professionals in the agri-food industry raises concerns about the intentions of young individuals to remain in the industry. This study aims to identify factors influencing the intentions of students and graduates to remain with the same employer in the agri-food industry, change employers in the same industry or leave the industry altogether. The study evaluated 651 learners undertaking dual learning (hence dual) and 217 learners undertaking traditional education (hence non-dual). Kirkpatrick's training evaluation model provided the theoretical framework for designing satisfaction dimensions potentially influencing the career intentions of students and graduates. Multinomial Logistic Regression was used to examine the career intentions of both dual and non-dual groups. The dual learners demonstrated a stronger association between tested factors (satisfaction and motivation) and intention to remain with the company/industry than the non-dual learners. Despite positive outcomes in retaining skilled professionals, concerns remain regarding the career intentions of young people in the agri-food industry. Stakeholders should provide career development opportunities and incentives to attract and retain young individuals within the agri-food sector. © 2025 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Purpose This research aims to gain insight into the stereotypes surrounding vocational education and its groups from the students’ perspective. Building upon this basis, it seeks to explore the content, characteristics and solution strategies for stereotypes associated with vocational education and its groups. Design/methodology/approach It utilized interviews and the stereotypic explanatory bias (SEB) questionnaire to gain insight into and analyze the stereotypes associated with vocational education and its groups. A total of 40 vocational students participated in the interviews; 87 vocational students completed the SEB questionnaires about stereotypes about employment opportunities and professional development in vocational education, whereas 215 vocational students finished the SEB questionnaires regarding stereotypes about their academic learning ability. Findings The results of the SEB questionnaires show that vocational students commonly have negative preconceptions about their employment opportunities and professional development, which align with society’s negative stereotypes about vocational education. However, they do not hold significant stereotypes about their academic learning abilities, which shows that vocational students do not engage in self-deprecation or internalize the belief that their academic learning abilities are inferior to others. Research limitations/implications This research is beneficial for broadening and enriching the understanding of stereotypes about vocational education and its groups. Due to the limitations of the data, future research could provide a deeper understanding of stereotypes about vocational education by collecting more data, integrating self-reported methods and analyzing from more diverse perspectives. Practical implications The research findings provide valuable insights into the content and characteristics of stereotypes related to vocational education and its groups. These findings offer strategic guidance and ideas for reducing negative stereotypes, challenging the prevailing “degree supremacy” mindset and enhancing the societal recognition of vocational education. Originality/value This study distinguishes itself from prior research on gender, race and occupation stereotypes by investigating stereotypes about education. It expands and enhances the existing body of research on stereotypes and vocational education. © 2025 Emerald Publishing Limited

Purpose This study aims to explore the bibliometric indicators of the previous research on education for sustainable development (ESD) and to synthesise the critical outcomes of the most cited publications in the context of the further education (FE) and skills sector. Design/methodology/approach A mixed-method approach is adopted involving both quantitative and qualitative methodology through a bibliometric analysis including performance, collaboration and network analyses on 768 articles on ESD and thematic content analysis using inductive coding on the most influential publications on ESD. Findings Descriptive results indicate the current state of previous ESD research globally in terms of journals, authorship and citations. The collaboration trends in ESD research reveal a Western dominant relationship spread across five continents. The intellectual structure of ESD research dominantly consists of decision-making patterns, problem-based learning, future-oriented education, ESD-based culture, student perspectives in ESD, the role of universities in ESD, ecopedagogy and ecophilosophy. Finally, the conceptual dynamics of the most influential articles are grouped as policy-based, curriculum-based and teacher training implications. Originality/value This study contributes to the improvement of ESD in the FE and skills sector by exploring the current state of the previous research on ESD, clarifying the collaboration trends in the studies on ESD, the intellectual structure of ESD research and the conceptual dynamics of the most influential research on ESD. The results of this research depict a picture of both existing and missing approaches in the previous ESD studies with respect to the FE and skills sector. © 2025 Emerald Publishing Limited