Search Results for
"learning"

Reflection is a soul-searching process. It is an innate ability to delve down the memory lane to judge a reaction to a particular situation as right or wrong as a response. The positive reactions are reinforced and the ineffective negative ones are relinquished. Developing reflective skills among preservice teachers include regular reflective practice sessions. They have to painstakingly record all their reflections after the delivery of each lesson as part of their curriculum along with other reflective practice opportunities. This effort should lead to evolution of professional practitioner in the long run. Although, there are factors affecting its development, preservice teachers seem to do it more monotonously without much reflective learning. Their reflective writing skills are way behind the expected level. This study adopts the research design outline advocated by Arksey and O’Malley. The study appraised the research studies conducted from 2015 to 2024 as a part of scoping review. The study throws light on the various aspects related to the teacher-trainees’ reflective writing skills. Future studies may focus on empirical validation of the reflective writing skills among preservice teachers. © 2025 Institute of Advanced Engineering and Science. All rights reserved.

Informal workplace learning is considered the most widespread form of work-related learning. This form of learning is not institutionally organized, integrated into everyday work processes, or triggered by work-related challenges and problems. Typical informal learning activities include experimenting with one's own solutions, exchanging experiences and obtaining feedback, and work-related reflection. This article provides an overview of research on informal workplace learning. It presents different theoretical perspectives on informal learning. Furthermore, it distinguishes informal learning from formal, nonformal, and self-regulated learning and discusses the possibilities and challenges of operationalization. Further, it looks at the previous findings on antecedents and outcomes of informal learning, which serve as a basis for outlining practical implications for employees, leaders, and HR professionals. Finally, it introduces theoretical, methodological, and empirical research desiderata that form a future research agenda. © 2024 The Author(s).

This study develops and empirically tests a dual-path mediation model within Pakistan's Technical Vocational Education and Training (TVET) context, drawing on Human Capital Theory and the Capability Approach to examine how Training Quality (TQ) and Institutional Policies (PIP) shape outcomes. Using structured survey data from 396 TVET graduates and applying structural equation modelling, the analysis identifies two distinct pathways. TQ improves Livelihood Outcomes mainly through Skill Acquisition, confirming that the quality of instruction directly strengthens learning gains. In contrast, PIP shape outcomes through the creation of Support Networks such as mentoring and peer guidance systems, and close to one-third of their overall effect flows through these supports. This highlights their often-neglected role in linking training with employment. The findings move beyond standard input–output models by showing that technical instruction alone is not sufficient, and that career advice, social support, and institutional backing are equally vital. Theoretically, the study contributes to TVET literature by bringing individual learning processes and systemic enablers into a single framework. Practically, it offers clear policy directions aligned with Sustainable Development Goal (SDG) 4 and 8, stressing the need to institutionalise mentorship structures within TEVTAs while modernising training delivery and design. © 2025

Introduction Foundations of youth and young adults’ (YYAs) lives were shaken by the prolonged COVID-19 pandemic. This study explores how over a year of pandemic, with several periods of stay-at-home orders, impacted Ontario YYAs and important foundations that influence their development and future wellbeing. Methods Semi-structured interviews were conducted April – June 2021 during stay-at-home orders. Nineteen Ontario YYAs, age 16–21, were asked how relationships, education, work, and important events had been impacted by the pandemic and public health responses, and how they had coped. Reflexive thematic analysis was used to iteratively engage with data to distill themes. Respondents included: eight high school students, ten post-secondary students, one full time employed. Results Three main themes were identified. First, disruptions to individual agency and life course (theme), included (subthemes): drastic shift to increased time and isolation at home; feeling responsible for others’ health and safety; learning and professional development suffered; precarious employment; and lost beginnings and endings to important transitions. Second, relationships and connectedness changed (theme), included (subthemes): Friendships were altered; family dynamics changed; and international students faced unique challenges. Third, wellbeing and coping (theme), included (sub-themes): stress was high; coping methods were diverse; and connecting digitally was suboptimal. Some friendships were lost; some grew closer. Those in their last year of high school/university in spring 2020 or 2021 lost important transitional endings (graduation, etc.). Those starting post-secondary in fall 2020 also lost transitional beginnings (e.g., leaving home, on-campus experience, meeting new friends). Conclusions There is need for further research to assess long-term impacts, especially among YYAs who had family members at severe risk and those who graduated high school during the pandemic. Public health practitioners should work with high schools and post-secondary schools to develop approaches to limit the severity of altered schooling and important transitions in future upheavals. © 2025 Austin 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.

Introduction: Scenario-based training (SBT) is a modern, innovative teaching approach that facilitates structured discussions among nurse interns. Well-crafted scenarios are vital for educators to effectively incorporate learning objectives into the training experiences of nurse interns. Objective: This study examined the impact of scenario-based training on nurse interns’ critical thinking dispositions. Methods: A true experimental design, including the study & control groups, was utilized. The study included 120 nurse interns who were selected randomly and classified into two groups: a study group (60 NIs) and a control group (60 NIs). Data were collected using three instruments: a scenario-based knowledge instrument, a critical thinking dispositions scale, and a satisfaction tool. Results: The study results showed that there was statistically significant improvement among the study group, as 13.3% of them had a satisfactory knowledge level at preprogram (χ² = 0.323, p = .389; Cramér's V = 0.052, negligible effect). However, a very strong and statistically significant association was found both immediately after the program at 100% (χ² = 101.538, p < .001; Cramér's V = 0.920) and at the follow-up program at 98.3% (χ² = 97.634, p < .001; Cramér's V = 0.902), reflecting a large intervention effect on knowledge level. There was significant improvement postprogram in enhancing critical thinking dispositions, ranging from medium to large (Cramér's V: 0.321–0.527), as well as higher satisfaction with a percentage of 93.3%, whereas the control group did not exhibit similar increases. These gains were evident immediately after the training and were sustained at follow up, highlighting the effectiveness of SBT. Conclusion: The study determined that there was a positive correlation between SBT and the development of critical thinking dispositions in the study group postprogram implementation. The study recommended continuous assessment of teaching strategies to increase the effectiveness and efficiency of nursing education. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Experiential learning is used extensively in agriculturally related colleges and courses. There is a need to examine how to best structure meaningful learning experiences in order to best prepare the agriculture, food, and natural resources workforce. This study aimed to investigate how different modes of reflection and levels of transfer affect the development of students’ transfer skills over time in an undergraduate animal science course. A 2 × 3 factorial, quasi-experimental design, examined with linear mixed modeling, was used to examine how the two treatment variables (reflection mode and transfer level) impacted students’ transfer skills (the dependent variable) over time. Time (in weeks) had a positive, significant effect on participants’ (N = 123) transfer skill quiz scores. The fixed effect of near transfer had a negative, significant effect on participants’ transfer skills scores as compared to the fixed effect of far transfer. All remaining fixed effects had no significant effect on students’ transfer skills scores. As students spend more time practicing transfer skills, especially to distal contexts (i.e., far transfer), their ability to transfer abstract concepts increases. We recommend that educators who seek to teach for transfer implement intentional scaffolding in which learners progress across multiple levels of transfer context. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial 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 transition toward sustainable production requires engineering and science education to adopt active, interdisciplinary, and practice-oriented teaching strategies. This article presents a comparative analysis of two educational initiatives implemented in Panama aimed at fostering sustainability competencies at the university and secondary school levels. The first initiative, developed at the Technological University of Panama, integrates project-based learning and circular economy principles into an extracurricular module focused on production planning, sustainable design, and quality management. Students created prototypes using recycled HDPE and additive manufacturing technologies within a simulated startup environment. The second initiative, carried out in two public secondary schools, applied project- and challenge-based learning through the Design Thinking framework, supporting teachers and students in addressing real-world sustainability challenges. Both programs emphasize hands-on learning, creativity, and iterative development, embedding environmental awareness and innovation in both formal and informal educational settings. The article identifies key opportunities and challenges in implementing active methodologies for sustainability education. Challenges such as limited infrastructure and rigid schedules were identified, along with lessons learned for future implementation. Students connected local issues to global goals like the SDGs and saw themselves as agents of change. These initiatives offer practical models for advancing sustainability education through innovation and interdisciplinary collaboration. © 2025 by the authors.

Systems Thinking is a necessary subject for engineering students to develop their logical and systematic mindset. At Ho Chi Minh City University of Technology and Education, Vietnam, the Systems Thinking subject is implemented with many teaching methods including STEM approach. Through carrying out STEM-oriented project-based assignments (SPAs), students develop their technical/ professional competence and soft skills including communication skill, presentation skill and team work skill. Besides, their learning motivation/ learning interest is also improved. According to the survey results with 150 students who underwent the Systems Thinking subject in the school years from 2021 to 2023, the STEM skills as well as systems thinking of engineering students at Ho Chi Minh City University of Technology and Education have been better after the educational experiments. The paper also proposes some solutions for lecturers to overcome the challenges in implementing SPAs related to course time management, difficulty in choosing SPA topics, money cost and material costs for learning products, conflicts of students in teamwork. Recommendations are that lecturers should design SPA topics that are relevant to learning objectives linked with the socio-technical/professional context, limit the number of SPAs (no more than two or three projects for each subject per semester), use both large and small projects instead of only large projects, encourage the use of recycled materials. Lecturers should give fair support for different groups of students and restructure learning groups when necessary to create a favorable learning atmosphere. The STEM-oriented project-based assignments can be one of the forms of teaching organization, that brings benefits for implementing many other subjects in engineering education. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Advanced technological innovations and problem-solving across various domains demand proficient programming skills. Thus, developing and measuring computational competencies are critical in this modern digital era. Despite their significance, assessing these competencies is challenging, especially when catering to personalized learning needs. Several assessment methods are available, yet there is a lack of fast, adaptable and validated evaluation tools. This study addresses this gap by developing and validating adaptable rubrics for assessing computational competencies and fostering improved learning outcomes in the computer programming domain. The preliminary rubric was developed per the JAVA programming curricula, educational frameworks, and experts' opinions. A sample of 300 students studying the JAVA programming language were assessed via a multiple-response objective assessment based on the initial rubric. The rubric-based evaluation results were subjected to rigorous statistical analyses, including exploratory and confirmatory factor analyses, correlation, and regression analyses. The findings yielded a four-factor validated adapted rubric structure emphasizing the required computational competencies in the programming domain. Further, moderate associations between rubric scores and Java academic evaluations were revealed, highlighting the predictive validity of rubric-based objective assessments. This research work contributes to the refinement of rubric and assessment practices in programming education, offering insights into the role of adaptable rubrics in promoting student learning and suggesting pedagogical approaches. The findings of this study hold practical implications for educators, curriculum designers, and policymakers. The targeted interventions, adapting rubric-based assessment criteria, improving pedagogical strategies, and enriching curriculum design ensure that the learning experiences of programming learners are tailored to their individual needs and aspirations. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Two critical research problems emerge in creative education quality management: the framework misalignment problem, where business-oriented performance metrics inadequately assess design creativity and innovation, and the sustainability integration gap, reflecting limited incorporation of environmental and social sustainability dimensions into excellence models. This review article addresses these problems by developing an initial framework that adapts the Baldrige framework for urban design, architecture, art, and design education with integrated sustainability principles. Drawing on literature review and theoretical synthesis, the article proposes a framework that introduces three key epistemological shifts: prioritizing process over product, supporting non-linear and reflective learning pathways, and recognizing tacit, embodied, and experiential knowledge as central to creative education. The framework incorporates the United Nations Sustainable Development Goals (SDGs) as core design challenges and introduces innovative evaluation tools, including portfolios with iterative review processes, community feedback loops, and SDG mapping rubrics. This research contributes to the educational quality management literature by offering a systematic framework that bridges business excellence models with creative education paradigms while positioning sustainability as a core educational objective rather than a peripheral concern. © 2025 by the authors.