Search Results for
"learning"

With the growing awareness of the value of earning postsecondary degrees to increase an individual’s chances of attaining better workforce outcomes and a higher chance of gaining a quality life, school administrators have embraced a college and career readiness agenda. The adoption of career academies as a model for high schools across the nation is one strategy designed to provide the learning contexts students need to fulfill their quests to successfully transition from secondary schools to college and/or into the labor market, thus preparing them to be college and career ready. Using data from the National Student Clearinghouse, we examined the college enrollment likelihood and matriculation rates of 15,851 U.S. high school graduates who participated in NAF (formerly known as the National Academy Foundation) academies in 2019. We analyzed how these rates differ by NAF student characteristics, school programmatic quality measures, and student participation in dual enrollment courses. Multilevel modeling revealed that NAF academy students who completed NAF courses, internships, and participated in dual enrollment were significantly more likely than their NAF academy peers—who did not experience those components of the NAF academy model—to matriculate into college. © The Author(s) 2025.

Technology integration in technical and vocational education has gained attention as educators seek innovative methods to enhance learning effectiveness. This study investigates the effectiveness of integrating Mobile Simulation-Based learning (MSBL) with traditional hands-on laboratory instruction in enhancing students' learning performance in basic electronics. A quasi-experimental mixed-methods approach with a pretest-posttest control group design was employed, involving 40 higher education students. learning performance was assessed using researcher-developed multiple-choice tests, while semi-structured interviews captured students’ perceptions. Results indicated significant improvement in learning outcomes for both groups; however, the experimental group showed a notably greater increase in scores (mean gain = 9.10) compared to the control group (mean gain = 6.85). This suggests that MSBL uniquely facilitates deeper conceptual understanding and practical skill acquisition due to its accessibility, interactive nature, and seamless integration with physical laboratory experiences. Students reported increased flexibility, enhanced metacognitive awareness, and a smoother transition between theoretical and practical learning environments. Practically, this study underscores the scalability and effectiveness of MSBL compared to traditional digital tools, offering institutions a more adaptable and cost-effective approach to delivering technical education. The findings recommend systematic MSBL integration into TVET curricula and specialized instructor training for optimal implementation, ultimately improving students' competency and industry readiness. © 2025, Penerbit UTHM. All rights reserved.

The Fourth Industrial Revolution (IR4.0) era of artificial intelligence, characterised by the digitization of technology, has revolutionised organisations worldwide, including corporate organizations. This shift has resulted in the emergence of a workforce with enhanced skills and competencies. This study aims to pinpoint the essential elements of IR4.0 talent domains that students from top technical and Vocational Education and Training (TVET) providers require for their Work-Based learning (WBL) programmes. Consistent with the IR4.0 National Policy of Malaysia, this study contributes to the current workforce preparedness that could handle the challenges and opportunities of the revolution, consistent with Malaysia's IR4.0 National Policy. Qualitative data was collected through semi-structured interviews with 6 academic and 5 industry experts. The data were analysed through theme analysis and reliability analysis using Fleiss’s Kappa analysis. The study identified 21 key components across four domains: cognitive skills (6 components), operational work skills (5 components), individual skills (7 components), and professionalism (3 components). All of this simply emphasises the importance of acquiring IR4.0 competencies in TVET programmes, particularly through work-based learning, for TVET graduates to have the competencies needed in practice and the mindset towards success within the current context of industry, as well as to contribute to future talent readiness. © 2025, Penerbit UTHM. All rights reserved.

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Vocational education is designed with learning that is relevant to the industrial sector. In learning activities, teaching materials are essential to support learning goals. The study aimed to identify the effectiveness of the E-module and learning style on application learning to increase the occupational safety and health knowledge for vocational education. This research is quantitative on variables bound between variables. The population of the study are all students of the education machine engineering faculty that have taken the Health and Safety course in the academic year 2023/2024. The methods used to collect the data needed in the research are R and D, which include developing instruments; lesson plans, practice questions, and quizzes; pre-test and post-test questions, learning style questionnaires, and E-module. The research results show that the E-module increases the effective health and safety work learning achievements, and with that, the style of learning lacking learning effectiveness in improving health and safety work depends on methods and the use of the E-module. Simultaneously, E-module and learning-style learning achievements effectively increase health and safety, especially for the visual learning style; the effectiveness of the E-module has a good outcome. Furthermore, the use of E-module and learning style development is needed. © 2025, Penerbit UTHM. All rights reserved.

Work readiness is a crucial competency for Vocational Education (VE) students in both schools and madrasahs to be competitive in the job market. Although VE institutions are expected to provide a balanced mix of theoretical and practical training, many graduates still fall short of industry expectations, both during internships and after graduation. A lack of curriculum alignment with industry needs and the suboptimal use of production units as practical learning media causes this gap. This study examines teachers' efforts to enhance students' work readiness through a Work-Integrated learning (WIL) approach. A mixed-methods design with a sequential exploratory strategy was employed. In the quantitative phase, questionnaires were distributed to 120 respondents (students, teachers, and industry workers) to measure work readiness indicators such as technical skills, communication, work ethic, and problem-solving. The qualitative phase included classroom observations, in-depth interviews, and literature reviews to enrich the analysis. The results show that WIL significantly improves work readiness: technical skills increased by 23%, communication by 18%, and problem-solving by 15%, with statistical significance (p-value = 0.000) based on the Wilcoxon test. The consistency of these improvements across regions indicates that WIL has practical relevance and high scalability potential. The novelty of this research lies in its dual focus on vocational schools and madrasahs, which are still rarely explored in previous literature. By combining quantitative and qualitative approaches, this study confirms that WIL can be systematically integrated into the VE curriculum to enhance graduates' competitiveness in a dynamic labor market. © 2025, Institut Pesantren KH Abdul Chalim. All rights reserved.

The principal issues in this take a look at are restrained studying resources, low human resources, low critical thinking skills and mastery of digital technology of students and weak character possessed by students. This examines targets to decide the validity, practicality and effectiveness and experiments of the integrated with Character-Based Debate, Analysis and Findings (C-DAF) learning model integrated with Digital Life Skill Technology (DLST) developed. This study is a development research or Research and Development (R&D). The populace of this has a look at have been basic college college students in Bungo Regency, Jambi Province, Indonesia as many as 124 students. The sampling technique used changed into easy random sampling. The sample in this observe amounted to 50 college students. information series techniques are model validation sheets, observations, interviews, questionnaires, and tests. The validity instrument used in this study is content validity by consulting with experts. This experimental study aims to compare critical thinking skills, science skills, students' analytical skills and learning outcomes between the two groups, namely the pre-test and post-test control groups. The reliability test in this study used a Likert scale. The calculation results show that the reliability of the instrument is 74 with a percentage of 92.5% (good) by learning model design experts. 63 with a percentage of 78.75% (good) by language experts. 76 with a percentage of 95% (good) by material experts and 2880 with a percentage of 89.51% (strongly agree) by students. The data analysis technique uses the t-test. The results of the t-test calculation show that the t-count score is greater than the t table (th: 4.276 > tt: 1.994). This shows that (1) The C-DAF learning model integrated with DLST students' thinking skills, trains students' skills and is able to help students analyze learning in depth. 2) Through the (C-DAF) model, teachers are helped in the classroom so that learning takes place more systematically implemented and is significant in improving student understanding, and (3) learning with the C-DAF learning model integrated with DFLST can make learning more effective. Researchers who are interested in continuing the development of the C-DAF learning model integrated with DLST, should pay attention to the limitations of the research, so that they can further refine the model that has been developed. © 2025, Qubahan. All rights reserved.

Even while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the introduction of ChatGPT, a Chat Generative Pre-Trained Transformer, since its launch in November 2022. The focus of this study is to investigate the potential of ChatGPT to assess student-teacher learning, which looks at its use for online assessments in South Africa. It emphasizes South African lecturers’ views of ChatGPT, an AI technology used for designing online assessments. The expansion of online assessments has brought about various adaptable tools and techniques, and ChatGPT provides benefits, including real-time interaction and personalized responses. Nevertheless, problems such as prejudices and circumstantial limitations still exist. Notwithstanding this, ChatGPT does well at assessing critical thinking by examining evidence-based reasoning and logical reliability. When integrating ChatGPT, ethical deliberations such as algorithmic transparency, data security, and privacy are crucial. Ten participants participated in a qualitative study that examined ChatGPT's effects on online assessment and student-teacher relationships using the Community of Inquiry (CoI) model. By presenting lecturers with AI-driven techniques and promoting innovation and technology integration, participants highlight their impact in promoting professional development. As a cooperative tool, ChatGPT offers tailored feedback, detailed instructions, and culturally appropriate rubrics that encourage critical thinking and introspection. It is essential, however, to contextualize its application to combat biases and cultural twists within the African educational environment. This ensures that rather than replacing student-teachers' knowledge, AI supports them using inclusive and valuable assessments. © (2025), (University of Windsor). All Rights Reserved.

The knowledge sciences field has long recognized the importance of communities of practice to the flow of knowledge and situational learning. However, the literature and research has focused mainly on communities in formal organizational contexts. This constraint has limited research and exploration and exposed only a small portion of the knowledge of communities of practice. Focusing only on organizational communities of practice further restricts what we have learned about the full range of knowledge capabilities. The Knowledge of Communities provides an inclusive and comprehensive conceptual framework for understanding the spectrum of communities of practice and their relationship to the development of knowledge capital. Presenting a core standpoint that incorporates the variant perspectives of community processes from social sciences, psychology, behavioral sciences, communication and economics, the authors review existing research, identifying areas where additional work is needed, and present the results as a practical field guide for managers that can be utilized for analyzing any community of practice. © 2025 Nancy Meyer, Leni Oman, John S. Edwards, Alexeis Garcia-Perez, Denise Bedford and Pat Kerrigan. All rights reserved.