Search Results for
"learning"

This study investigates the relationship between perceived training effectiveness and innovative work behavior within the context of work-based learning programs. Using a separate-sample pretest-posttest quasi-experimental design, the study compared Innovative Work Behavior (IWB) across three groups: (1) a pre-training/control group; (2) a post-training group that filled the survey immediately after the training completion; and (3) a follow-up group that filled the survey after 3-12 months from their training completion. Data from 461 participants (227 pre-training, 126 post-training, and 108 follow-up) were analyzed using ANOVA and correlational methods. Results revealed a statistically significant increase in IWB from pre-training to follow-up, but not pre-and post-training. Additionally, a positive correlation emerged between perceived training effectiveness and IWB at both post-training and follow-up stages. These findings contribute to the understanding of training program effectiveness in enhancing IWB, highlighting the importance of well-designed Work-based learning (WBL) programs and the potential for delayed behavioral change. © 2025, Universiti Malaysia Sarawak. All rights reserved.

Within the realm of technical and vocational education (TVET) in Central Asia, this study examines contemporary ways to designing educational programs in pedagogical domains. A comparative analysis was carried out on the curricula of three universities: Kyrgyz National University named after J. Balasagyn, Issyk-Kul State University named after K. Tynystanov, and Arabayev Kyrgyz State University. The primary focus of the analysis was on the incorporation of competence-based and modular strategies, as well as the utilisation of information and communication technologies (ICT). The research employed a qualitative methodology based on document analysis of official curriculum materials and related instructional documents. These were evaluated according to structural composition, the integration of ICT, and the application of competence-based and modular approaches. The analysis also incorporated thematic synthesis and interpretive comparison to reveal both shared and divergent trends in programme design. This work, in contrast to earlier research, presents a novel methodology for aligning educational content with the requirements of the digital literacy environment, the needs of the job market, and inclusive pedagogy techniques. In doing so, it highlights how modular architecture can promote flexibility, while competence-based learning can ensure that professionals are ready to adapt to changing circumstances. In addition, the study underscores the role that information and communication technology plays in boosting interactivity and access to resources, which contributes to student involvement and autonomous development. The findings provide support for the necessity of developing a curriculum that strikes a balance between theoretical knowledge, practical skills, and technological competencies. It is advocated that recommendations be made to stakeholders at the policy level and at the institutional level in order to improve the quality of pedagogical programs in accordance with global education trends. © 2025, Precarpathian National University. All rights reserved.

Purpose: This study aims to examine the role of internships in bridging the technical skills gap among graduates in the accounting sector, with a specific focus on Mumbai City. It evaluates how internships contribute to enhancing employability and meeting industry expectations. Methodology: The research adopts a quantitative data method. Primary data is collected through surveys and interviews with accounting graduates through a structured questionnaire, while secondary data is gathered from relevant literature and industry reports. Findings: According to the survey, internships serve as vital for offering graduates real-world experience that enhances their academic understanding. Employers view internship experience as a key consideration when making hiring decisions and graduates who have participated in internships exhibit greater self-assurance and preparedness for the workforce. Limitations: The study is based on a sample size of 100 accounting graduates, restricted to Mumbai City. these constraints may limit the generalizability of the findings to a broader population. Conclusion: Internships serve as a crucial role in bridging the gap between academic learning and professional requirements in the accounting sector. Enhancing internship programs with structured training and mentorship can further improve skill acquisition and employability. © Siddhesh Kolge, Sachin Vilas Acharekar.

The rapid advancement of artificial intelligence (AI) has presented transformative opportunities for education, particularly in addressing the limitations of traditional lecture-based teaching methods commonly employed in large-class settings. While these methods efficiently deliver content, they often fail to foster active engagement, critical thinking, and collaborative learning. Grounded in Constructivism learning Theory, this study explores the potential of AI to enhance student-centered learning and overcome the inherent challenges of large-class instruction in higher education. Conducted across three universities in China and Malaysia from 2023 to 2024, this quasi-experimental research introduces a novel AI-empowered, student-centered teaching strategy (Active learning, Situational Discussion, Inductive Teaching, Feedback). Designed to foster engagement, adaptability, and deeper learning in large-class settings, ASIF teaching strategy integrates AI to create dynamic, personalized, and interactive educational environments. Results demonstrate that the AI-empowered ASIF teaching strategy significantly enhances learning outcomes compared to traditional methods. This research demonstrates the potential of the AI-empowered ASIF teaching strategy to address the limitations of traditional teaching methods in large-class contexts, offering a scalable, student-centered solution that enhances educational outcomes. Additionally, it advances Constructivism learning Theory by expanding its practical applications in modern education, establishing new theoretical and pedagogical frontiers. © National Science and Technology Council, Taiwan 2025.

The low science literacy and problem-solving skills of students in physics learning underscore the need for a more innovative contextual approach relevant to everyday life. This study investigates the impact of problem-based learning integrated with ethnophysics in improving students’ thinking skills and science literacy. The method used was a quantitative approach, Partial Least Squares Structural Equation Modeling (PLS-SEM), applied to 100 junior high school students participating in ethnophysics learning. Four main variables were measured, namely: (i) problem-based learning tools (PBLT) integrated with ethnophysics, (ii) student engagement (SE), (iii) problem-solving skills (PSS), and (iv) scientific literacy skills (SLS). Results from the measurement model showed strong construct validity and reliability, with most indicators showing outer loadings above 0.7. The R-square values indicated that the model explained 56.9% of the variance in problem-solving skills, 41.1% in student engagement, and 47.7% in science literacy skills. Discriminant validity analysis confirmed that each construct measured different aspects of student learning. The findings in this study showed that ethnophysics integrated with PBLT significantly improved problem-solving ability and science literacy. Student feedback also indicated an increased appreciation of the cultural significance of physics concepts and confidence in applying scientific principles in everyday life. The model fit index indicated a satisfactory fit between the theoretical constructs and empirical data, although some areas for improvement were identified. This research shows how ethnophysics integrated with PBLT can enhance physics learning, offering a culturally relevant pedagogical approach and improving students’ science literacy and problem-solving. This study implies that it can provide valuable insights for educators and researchers interested in applying and teaching physics concepts through integrating local wisdom in science-physics learning. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Despite the increasing use of digital tools in education, limited research has explored their combined impact on both cognitive and affective learning outcomes in mathematics. This study aims to address this gap by investigating the effect of integrating GeoGebra technology through Augmented Reality (AR) and microgames on students’ motivation, confidence, and the application of effective problem-solving strategies in mathematics education. A quantitative methodology with a cross-sectional design was employed, involving 1,148 university students from various regions of Indonesia. The proposed model was validated using PLS-SEM, which confirmed both the measurement and structural models. The evaluation of the measurement model established the instrument’s validity and reliability. The structural model analysis confirmed that AR technology and microgames, when integrated with GeoGebra, significantly enhanced problem-solving abilities. Motivation and confidence were identified as key mediators in this process. Motivation and confidence were found to mediate the relationship between digital tool integration and the development of effective problem-solving strategies. The model explained 62.2% of the variance in student motivation and confidence and 39.2% of the variance in problem-solving strategies, confirming the model’s effectiveness and robustness in capturing the relationships among the constructs under investigation. This study provides new insights into the complex role of technology in mathematics education and emphasizes the importance of adopting advanced digital tools to enhance both cognitive and affective learning outcomes. The findings suggest that educators and policymakers should consider implementing these technologies to create more engaging, effective, and motivationally supportive learning environments. Future research should explore the long-term impact of these technologies and their effectiveness across diverse educational settings. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

This article proposes an instructional model based on psycho-pedagogical theories to serve as a basic structural unit for the creation of educational reinforcement platforms aimed at strengthening quantitative competences with which students enroll mathematics and statistics subjects (or other subjects that draw on this knowledge) at university. Although there are Intelligent Tutoring Systems (ITS) that are beneficial for students, the difficulty of manipulation and programming, together with their high economic cost when lacking programming skills, have prevented a widespread use of this type of interventions. Following the first steps of the ADDIE model, this article develops an instructional model that can be easily replicated by instructors lacking in programming and digital skills, designed to be applied in free and easy-to-handle interactive tutoring platforms, such as Genially.com or Canva, among others. The main foundations on which the pedagogical guideline is based are extracted through an extensive review of academic literature on psycho-pedagogical theories such as scaffolding, effective learning, metacognition, educational reinforcement, or feedback. Through it, students will be able to strengthen their quantitative conceptual foundations and reflect on their own learning process. © The Author(s) 2025.

This study aims to present effective teaching strategies for speaking and reading skills among EFL learners at Al-Zaytoonah University in Jordan. In order to achieve this study, a quasi-experimental research design was employed focusing on the development and evaluation of active learning strategies for instructional lessons for first-year EFL students. Deeply, it aims to involve the creation of active learning strategies for these EFL learners by implementing an intervention to incorporate interactive activities and real-world problem-solving tasks to engage students actively in the learning process. It is designed to align with the common curriculum standards and learning objectives for reading and speaking EFL skills among these students. Then, an interview and a questionnaire were conducted among participants. The study revealed teaching reading and speaking skills with active and digital approaches improves English learning. According to the post-test findings, questionnaires, and interviews, digital learning tools like TED Talks and online courses like Perfectly Spoken help students improve their language skills, especially when combined with active classroom teaching. The results showed that EFL students value instructor input for developing speaking and reading. Setting personal learning goals and picking instructional materials boosts motivation and skill development. Grouping and achieving academic objectives assist students in building speaking and reading skills by allowing them to communicate with peers. The interviews showed that choosing the right time and place to study improves learning, and the test results showed that the experimental group that used active/innovative teaching methods made more progress than the control group. in regard to the development of new teaching strategies of speaking and reading skills among EFL learners in Jordan, it is important to improve EFL learners' reading and speaking skills, internet courses and educational video sites should be used alongside traditional teaching techniques. Such findings may help academic institutions e.g., universities and schools in Jordanian context. Policy-makers and EFL learners and teachers can combine technology, self-paced learning, and collaborative learning to improve student performance and enable real-world language use. They emphasise supporting learners in developing personal goals and creating a collaborative and participatory atmosphere. © 2025 Sciedu Press. All rights reserved.

Background: Teacher praise is a powerful tool for enhancing student learning and managing behavioral challenges. However, existing methods for assessing teacher praise are overly simplistic, typically only relying on the frequency of behavioral special praise (BSP) to judge its effectiveness. Teacher praise serves as a means of conveying emotion, we categorized it according to emotional intensity. This approach seeks to examine how enhancing the intensity of praise influences student learning. Aimed: The core research objectives are: (1) to explore the classification of praise intensity; (2) to investigate whether the GPT tool can effectively influence teachers' praise intensity; and (3) to examine the direct and indirect effects of changes in praise intensity on student academic performance. Method: This study developed a praise intensity recognition assistant using GPT-3.5. A praise dataset was constructed and fine-tuned, achieving an accuracy of 95 %, demonstrating effective recognition. However, detecting and enhancing praise intensity remains a challenge. Sample: 20 teachers and 523 students participated in an intervention experiment focusing on praise intensity. Over a three-month period, we used this tool to observe whether improvements in teacher praise intensity affected student academic performance and learning behavior. Result: Findings revealed that while student academic performance showed no significant improvement, student engagement notably increased. Conclusion: Student engagement acted as a mediator, indicating an indirect link between teacher praise intensity and academic performance. This study underscores the indirect influence of enhanced praise intensity facilitated by GPT, highlighting the crucial role of student engagement in this process. © 2025 Elsevier Ltd

Volunteering can be a catalyst for career development, yet little is known about the specific skills event volunteers acquire or the personal and situational factors that shape these outcomes. This research assessed skill development in 545 volunteers at a major sporting event in North America. Using a mixed-methods approach, we analyzed qualitative and quantitative survey data. Qualitative analyses identified 12 skill themes divided equally into ‘soft skills’ (adaptability, communication, thinking, relationship building, work ethic/professionalism, and work management) and ‘hard skills’ (professional expertise, specific language and communication proficiency, knowledge of sport, management and operations, innovation and technology, and manual labor). Quantitative analyses revealed the total number of skills developed depended on volunteers' motives and levels of supervisor support. High supervisor support offset the effects of low motives on volunteer skill development. © International Society for Third-Sector Research 2025.