Search Results for
"learning"

Challenges in identifying the right pedagogy to teach the hospitality and tourism curriculum are ever prevalent. The adaptive learning approach is an effective learning approach, especially with the emphasis on self-regulated learning dimension. This study delves into the adaptive learning approach for the Year 1 undergraduate students from the School of Hospitality, Tourism and Events in a private university in Malaysia. The authors play the role of lecturers and have contributed extensively to the personalized learning of the students in the case study project, adopting the adaptive learning approach. The active learners in this case are the students who are required to demonstrate motivation, commitment, self-regulated learning, and digital literacy to execute their project. Flexibility in the student's execution was an added advantage where the students enjoyed the learning experience and were able to work on the case study project at the designated sustainable resort site. As part of the project, the students worked on a few projects in the marketing department and the front office department. The projects were later submitted via the University's learning Management System and individual feedback was provided to the students. Feedback from participating students in the case study project was collected through interviews and analyzed. Thematic analysis provided valuable feedback on self-regulated learning and initiatives to improve the adaptive learning pedagogy in future. The study addressed both the research objectives on the impact of adaptive learning and collaborative opportunity and the students' competence development. proves to be an effective teaching and learning approach even in the hospitality and tourism curriculum. © 2025 by Ruth Sabina Francis, Sumitha Anantharajah, Tengku Murad Tengku Mokhtar, Amrik Singh and Kalpana Das Sawdesh Ranjan. All rights reserved.

What role did Winston Churchill play in excluding comprehensive schooling from the 1944 Education Act? What was the failed promise of technical education in the post-war period? Why did Margaret Thatcher manipulate government training programmes before the 1987 General Election? And what was the fallout of Tony Blair's government over lifelong learning? In this book, Tom Bewick examines the evolution of UK skills policy from the 1881 Royal Commission on Technical Instruction to the present day, revealing how shifting political ideologies have shaped workforce development. He applies a chronological, historical-political policy analysis framework to explain the 'four training states' of skills policy and workforce development between the 1940s and the 2020s: The interventionist state (1939-1979) The laissez-faire state (1980-1988) Localism and the devolved states (1989-2010) The technocratic state (2010-present) Traversing time periods to uncover political and economic driving forces, this book challenges conventional thinking and offers insights into how future skills policies can be more effective. © Bristol University Press 2025. All rights reserved.

The convergence of blockchain and federated learning has emerged as a transformative paradigm in decentralized artificial intelligence and secure data sharing. This study presents a comprehensive bibliometric analysis of research at the intersection of these technologies from 2018 to 2024, addressing the need for a holistic understanding of this rapidly evolving field. Utilizing data from the Web of Science Core Collection, we employed advanced bibliometric tools and "Keyword Plus"analysis to identify key research clusters and highlight emerging trends. Our findings reveal an extraordinary annual growth rate of 99.48% in publications, with 556 documents from 253 sources identified. The field demonstrates high collaboration, evidenced by an average of 4.73 co-authors per document and 44.06% international co-authorship. China emerges as the dominant force, contributing 48.7% of total publications. Analysis of influential papers underscores a consistent focus on privacy preservation, security enhancement, and application in domains such as Industrial IoT and vehicular networks. Emerging trends include the integration with edge computing, optimization of resource allocation, and applications in smart transportation and healthcare. This study contributes a comprehensive bibliometric analysis on blockchain and federated learning convergence highlighting the potential synergies of these technologies in addressing critical challenges in data privacy and collaborative AI, as well as identifying key areas for future research and development. © 2025 Author(s).

This research is conducted to develop project-based learning instructional English materials for sustainable tourism industry sector. It was developing a worksheet module for students who studied in tourism department. It was conducting a limited trial among lecturers and students and reflecting on the trial of the module of English material project based learning. The research utilized the Research and Development (R&D) approach ADDIE (Analyze, Design, Development, Implementation, and Evaluation) which is presented in a descriptive manner. This research was conducted in three stages: 1) analysis of the relevant English materials based on tourism industry needs, 2) design of selecting themes relevant to students' interests, Defining tasks, and timelines guidance based on questionnaires, interviews, and Focus Group Discussions (FGDs), 3) developing content with project goals and language proficiency levels. Incorporating Authentic Materials: Using real-world texts, videos, and audio recordings. Based on the research stages, the intended research output was instructional worksheet module. The material had revised based on the expert media and content recommendation. The feasibility and design had met the standard criteria. They were above 80%. The development process had already follow the standard procedure of ADDIE paradigm. © 2025 Author(s).

The transformation of higher education in the Industry 4.0 and Society 5.0 eras demands an intelligent learning model capable of dynamically aligning student competencies with the needs of the digital industry. This research develops EduLinkMatch, a web-based intelligent e-learning model integrated with a virtual laboratory using Cisco Packet Tracer in physicalmode. The core technical innovation lies in the learning Analytics Engine, whichcontinuously collects and processes performance logs from virtual laboratory activities(e.g., configuration errors, task completion status, average completion time, and topologyvalidation results). This data is analyzed through a rule-based diagnostic mechanism andthreshold-based performance indicators, which drive an adaptive feedback module thatrecommends remedial tasks, additional simulations, or targeted resources through acompetency dashboard. This research adopts a Research and Development (R&D) approachusing the ADDIE framework, focusing on the Analysis, Design, and Development phases.System trials with 150 students in the Computer Networks course and validation by 10experts have been conducted. The results showed that all modules functioned correctlybased on Black Box Testing, the success rate of student assignments reached 92%, theaverage completion time was 24 minutes, and student satisfaction scores ranged from 4.3to 4.5 (Likert 1–5). Expert validation yielded an average Aiken V = 0.875 and Fleiss κ =0.91, indicating high interrater validity and reliability. The main contribution of this studyis the presentation of an integrated intelligent e-learning model that combines virtuallaboratories, learning analytics, and adaptive feedback in a single system, which provides atechnical blueprint for competency-based vocational learning systems in developingcountries. © 2025 The authors. This article is published by IIETA and is licensed under the CC BY 4.0 license (http://creativecommons.org/licenses/by/4.0/).

The transition from being a medical student to working as a doctor is a pivotal phase, often marked by challenges in balancing learning with the demands of clinical practice. Despite extensive research on the struggles faced by junior doctors, there remains a gap in understanding how other key stakeholders perceive this transition and how it can be viewed as more than just a struggle. In this phenomenographic study, we used the Swedish medical internship as a proxy for the transition and explored internship programme directors’ (PDs) perceptions of the medical internship from a developmental point of view. A phenomenographic approach was chosen to capture the variation in how PDs conceptualise the meaning of the internship, offering a more nuanced understanding of the transition and its implications for educational practice. Interviews with twelve PDs gave rise to three perceptions: the internship as an education, as working as a doctor, and as a space for learning through work. These views highlighted the transition not merely as a preparatory phase but as a dynamic process in which learning and clinical work were intertwined. Our findings suggest that instead of focusing solely on better preparing students for work, empowering junior doctors to learn through work—supported by structured guidance—can turn this challenging period into an opportunity for professional and personal growth. This study offers a novel contribution by shedding light on the role of PDs in shaping the transition to clinical work and emphasising the need to view it as a learning-centred, reflective experience. © The Author(s) 2025.

The acquisition of 3D modeling competencies is becoming increasingly critical within the domain of design education. Nonetheless, conventional teaching methodologies frequently fall short in cultivating the advanced cognitive capabilities demanded in the current AI landscape. This research examines the effects of employing the 6E instructional model—comprising Engage, Explore, Explain, Elaborate, Engineer, and Evaluate—on metacognitive behaviors within a 3D modeling curriculum. Employing a quasi-experimental design, the study engaged 40 university students from both IT and non-IT backgrounds in a 9-h instructional course utilizing Rhino software for 3D modeling. Metacognitive behaviors were evaluated through lag sequential analysis, coding procedures, and semi-structured interviews. The results indicated that metacognitive knowledge behaviors were most frequently observed, with notable progression identified between knowledge and skill-related behaviors. Students with IT backgrounds exhibited superior competency in integrating theoretical knowledge with practical application, whereas those from non-IT backgrounds more frequently utilized collaborative problem-solving strategies. The role of teacher guidance was found to be instrumental in augmenting students’ comprehension and application of modeling concepts. The study advocates for the integration of metacognitive prompts within instructional design to enhance learning outcomes and promote autonomous problem-solving capabilities. This research contributes empirical evidence aimed at advancing 3D modeling education and offers valuable insights for educators striving to formulate effective instructional strategies amid the swift advancements in technology. © The Author(s), under exclusive licence to Springer Nature B.V. 2025.

This study aims to assess the level of teacher leadership (TL) and its influence on student leadership skills (SLS) in Malaysian Fully Residential Schools (FRS). A total of 355 FRS teachers participated as study respondents. The findings indicate that both TL and SLS are at a very high level, with mean values of x̄ = 6.22 and x̄ = 5.99, respectively. Using the Structural Equation Modeling (SEM) approach, the study confirms that TL behavior positively influences SLS in FRS (β = 0.971). These results highlight the significant role of teachers in shaping students' leadership capabilities. FRS teachers not only exhibit strong leadership qualities but also actively nurture student leadership through various mechanisms. They foster teamwork, build positive relationships, communicate effectively, and encourage innovation, all of which contribute to a holistic learning environment. However, while teamwork is particularly strong under the Exhibiting Leadership Character component, the Competence in Building Trust component appears to be relatively lower than other aspects of TL. This suggests the need for principals to cultivate a deeper culture of trust within schools, ensuring that teachers feel empowered to lead with confidence and autonomy. In terms of SLS, despite the overall high level, emotional intelligence especially in conflict management emerges as a weaker area compared to other components. This finding is significant because deficiencies in conflict resolution skills may serve as an early indicator of bullying, which remains a persistent issue within the national education system. Therefore, greater emphasis on conflict resolution training is necessary. Future research should explore conflict management as a potential mediating variable that links teacher leadership to student success, providing deeper insights into the mechanisms that drive leadership development in FRS. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Neoliberalism is more than a bundle of economic policies; it is a hegemonic ideology that permeates institutions and relationships, creating isolation and inequality (Brown, Undoing the demos: Neoliberalism’s stealth revolution, Zone Books, 2017; Han, Psychopolitics: Neoliberalism and new technologies of power, Verso, 2017). Neoliberal hegemony in urban schools limits student learning and propagates the purpose of education as the creation of human capital, not a socially aware citizenry (Brown, Undoing the demos: Neoliberalism’s stealth revolution, Zone Books, 2017); this creates a depoliticized labor force that strives for self-optimization rather than solidarity (Han, Psychopolitics: Neoliberalism and new technologies of power, Verso, 2017). Compounding this problem, urban schools track under-resourced students into Career Technical Educational (CTE) pathways that neglect critical thinking/dialogue around social/environmental justice issues, which perpetuates present inequities by limiting workers’ ability to name and confront oppression (Darder, Reinventing Paulo Freire: A pedagogy of love, Routledge, 2017; Oakes and Saunders, Multiple perspectives on multiple pathways: Preparing California’s youth for college, career, and civic responsibilities, University of California Los Angeles, 2011; Shor and Freire in A Pedag Lib 97–119, 1987). Using a qualitative research design that employs ethnographic elements, this study found that integrating constructivism and critical pedagogy (Critical CTE) positively impacted the experience and participation of students in a building and construction pathway by fostering a transformative solidarity that worked to dismantle neoliberal notions of human capital; however, more research is required to fully understand how these pedagogical shifts can be more effectively integrated into diverse CTE career clusters. © The Author(s) 2025.

Examining disaster cases offers an opportunity to learn from past failures, without individuals and companies having to experience these themselves. However, to be confident in such professional learning experiences, we need to evaluate their value beyond the learning moment. In this paper, we examine what participants could recall from a series of workshops that used case based methods to cultivate knowledge of non-technical capabilities in the service of public safety among engineers. The workshops included discussion cases, role plays, and serious game learning methods constructed from real and imagined disaster scenarios. As part of a suite of methods evaluating the workshop's effectiveness, we conducted semi-structured interviews with participants three months after the workshops. Our findings suggest that source material from within a participant's sector supports recall of technical details from a technical specialist position in the sector. We observed source material from another hazardous industry sector as linked to more general safety lessons and often from the perspectives of non-engineering professionals and the public. Workshops involving a role play element (role play cases and the serious game) facilitated lessons about the social nature of engineering, where with discussion cases participants took lessons principally related to management of particular hazards. Participants typically could not name the non-technical capabilities, but in their discussion of the cases in interview they showed a knowledge of these non-technical capabilities, i.e., the generic lesson is bound to the narrative, rather than recalled abstractly indicating deep learning outcomes. © 2025 The Author(s)