Search Results for
"learning"

Problem-based digital learning (PBDL) has become a popular method in mathematics education. Many researchers have measured its effectiveness in mathematics. However, few studies have rigorously assessed PBDL’s effectiveness in vocational high school mathematics courses, and those that have done so have paid limited attention to its impact on students’ mathematics proficiency and creative problem solving. Moreover, the measurement approaches used in this existing research make it difficult to monitor the dynamic mastery process of students’ abilities. Hence, this study conducted a quasi-experiment on PBDL and used the Multigroup Transition Diagnostic Model (MTDCM) and the Wald test to explore the effectiveness of PBDL in vocational high school mathematics over time, especially its impact on students’ mathematics proficiency and creative problem solving. The findings indicate that: (1) PBDL greatly improves vocational high school students’ mathematics proficiency and creative problem solving; (2) While a teacher-centered classroom enhances vocational high school students’ mathematics proficiency, it is less effective in fostering their creative problem solving compared to PBDL; (3) As time lapses, mathematics proficiency can be quickly acquired and forgotten, while creative problem solving is harder to acquire and lose. This study confirms the effectiveness of the PBDL in vocational mathematics education, introduces longitudinal assessment to assess pedagogical effectiveness, and provides detailed information on students’ ability mastery, which may aid educational stakeholders in refining teaching strategies for vocational education. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

This study presents a bibliometric review analysis of science, technology, engineering, and mathematics (STEM) integrated project-based learning (PjBL) used in promoting meaningful physics learning at the secondary education level. It aims to provide in-depth information about the research landscape of STEM-integrated PjBL models in physics learning outcomes in senior high schools and its contribution to implementing the Merdeka Curriculum in Indonesia. For this purpose, 72 articles published between 2013 and 2023 from the Scopus database were selected based on predetermined criteria. The selected articles were analyzed regarding publication trends, key research themes, citation analysis, and keywords. The findings of this study highlight a network of actively participating authors, institutions, and research groups in this field. In addition, this comprehensive review offers an understanding of the current state and opportunities in this research field and identifies further exploration areas and gap analysis. The implication of the results of this literature review is to critically know the existence of a gap analysis so that one of the next studies is to be able to develop a STEM integrated PjBL model with a contextual, cultural and multidisciplinary approach to promote sustainable development. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Considering the pressing need for effective health education in primary schools, this systematic review rigorously evaluates various strategies designed to enhance students’ health knowledge, attitudes, and behaviours. The primary objective of this study is to assess the efficacy, challenges, and outcomes of health education programmes that utilise interactive and participatory methods, such as project-based learning and peer education. The study methodology adheres to the preferred reporting items for systematic reviews and meta-analyses or PRISMA framework. Utilising advanced search techniques across Scopus and Web of Science (WoS) databases, a total of (n=35) relevant studies between 2020 to 2024 were identified and subjected to thorough analysis. This article synthesizes findings from the final articles into three main themes: Integrative approach in health education, digital and distance learning strategies (DDLS), and ethical and cultural challenges in health education. This review underscores the critical importance of integrating health education within the broader school curriculum, actively involving parents and the community, and implementing culturally tailored approaches. The review shows positive outcomes but also highlights the need for better teacher training and resource allocation, requiring collaboration from educators and policymakers. It emphasizes the potential of these strategies to foster lifelong healthy behaviors and calls for more research to address challenges and assess long-term effects. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Professional development in classroom assessment techniques plays a crucial role in enhancing student learning outcomes. The preferred reporting items for systematic review and meta-analysis (PRISMA)-guided systematic review of the research literature assesses these programs to identify effective methodologies, research limitations, and trends in development, providing evidence-based recommendations for education leaders and policymakers. A structured search of Scopus and Web of Science databases, using keywords “classroom,” “professional development,” and “assessment,” yielded a final set of 43 studies. The analysis revealed four major themes: i) student-centered education; ii) classroom practices and teacher development; iii) specialized education and teacher training; and iv) assessment in education. The review demonstrates the impact of professional development programs (PDP) on teachers and addresses challenges in improving student achievement. By adhering to recognized standards for systematic reviews, this study provides a comprehensive analysis of professional development in classroom assessment, highlighting various strategies, obstacles, and successes. The findings emphasize the significance of efficient assessment for student learning outcomes and offer insights into enhancing PDP in this critical area of education. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Reflective learning is crucial in programming education, fostering critical thinking and problem-solving skills. However, traditional guided reflection often falls short in addressing individual challenges and providing personalized feedback. Recent studies exploring large language models like ChatGPT for personalized feedback have primarily focused on immediate solutions, potentially hindering the development of higher-order thinking skills (HOTS). This study investigates the efficacy of ChatGPT-generated personalized feedback reflective reports on undergraduate programming students’ self-efficacy, HOTS, and project implementation skills. Using a quasi-experimental design, 79 students in a Python programming course were divided into experimental and control groups over two semesters. The experimental group received ChatGPT-generated reports based on their error codes, while the control group engaged in traditional guided reflection. Results showed that the ChatGPT-facilitated approach significantly enhanced students’ self-efficacy in logical thinking, algorithm design, and debugging. Moreover, students demonstrated improved critical thinking and problem-solving skills. The experimental group also produced more logical, useful, and well-crafted projects, as evaluated using the Creative Product Analysis Matrix (CPAM). This research underscores the potential of AI-supported personalized feedback in enhancing reflective learning practices and HOTS development in undergraduate programming education. It offers valuable insights for educators and researchers in higher education contexts, potentially transforming how universities prepare students for the challenges of the digital age and contributing to the development of a more skilled and adaptable workforce. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

This paper investigates the labor market returns to adult digital learning. We find that digital learning generates a 6.9% increase in labor income, with sustained positive dynamic effects. Building on a theoretical model that incorporates online training, we empirically demonstrate that digital learning both accumulates human capital and reduces learning costs through flexible, fragmented learning. Unlike traditional offline education, digital learning can overcome implicit gender and age barriers, particularly boosting earnings in nonphysical occupations. Our findings offer important policy insights for on-the-job training and human capital development in developing countries and aging societies. © 2025 International Association for Research in Income and Wealth.

Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning. © 2025 Elsevier Ltd

Since the 2015 National Academies of Sciences, Engineering, and Medicine report on Improving Diagnosis in Health Care, global awareness of diagnostic safety has grown substantially. Progress has been most visible in high-income countries, with emerging international research networks, conferences, and educational programs. Australia and New Zealand have advanced incident reporting systems, specialty-specific diagnostic safety tools, and educational resources. European initiatives have expanded research on clinical reasoning, bias, and safety-netting, developed competency-based curricula, and investigated digital innovations including decision support systems. Japan has built on a strong tradition of clinical reasoning mastery, advancing theoretical frameworks, cultural analysis, and AI-based diagnostic support, and hosting major regional conferences. Despite these gains, engagement remains uneven, with limited data from low- and middle-income countries (LMICs). Barriers include resource constraints, underdeveloped infrastructure, and differing disease burdens that challenge the transferability of AI and other innovations. Future progress requires clear, measurable objectives across five domains: research, education, practice improvement, patient engagement, and policy. Recommendations include establishing national diagnostic error databases, promoting multicenter research in underrepresented settings, expanding standardized curricula, implementing structured audit-and-feedback systems, integrating patient perspectives, and embedding diagnostic safety indicators in policy and reimbursement frameworks. International collaboration, context-sensitive methodologies, and robust governance for emerging technologies are critical to ensure equitable improvements. By leveraging shared learning, strengthening capacity in LMICs, and aligning efforts with global policy frameworks, the diagnostic safety movement can evolve from fragmented initiatives to a cohesive, sustainable worldwide strategy, aiming for safer, more reliable diagnosis by 2035. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

The Work-Oriented Training Path (WOTP) in Quebec, Canada, is a dual vocational training program that offers students with learning difficulties supervised traineeships. Teachers play a pivotal role in managing students' occupational health and safety (OHS), yet must do so under tight time constraints, limited institutional guidance and highly diverse student profiles. Building on an activity-centered ergonomics and capabilities framework, this multiple-case study explores how gender, disabilities, and work determinants shape OHS management within the WOTP, emphasizing their implications for social sustainability. Twenty-seven semi-structured interviews were conducted with 15 WOTP teachers; 497 narrated anecdotes, which are units of speech when teachers' talk about students, were thematically analyzed to capture everyday mechanisms that expand or restrict safe participation in traineeship. The findings highlight challenges stemming from power dynamics between teachers, parents, and employers, which influence the operational leeway available for teachers to implement OHS prevention. Their work organization, conditions and tools also expand or restrict their capability to have an equitable approach. Additionally, the analysis reveals disparities in traineeship placement opportunities and OHS prevention, particularly concerning students’ gender identity and disabilities. Key factors influencing traineeship placements and OHS practices included students' communication skills, perceived autonomy, and suitability of behavior compared to social norms. Students with disabilities are frequently assigned repetitive tasks, increasing exposure to hazards that remain under-recognized. These results underscore the critical need for inclusive OHS prevention, fostering a more socially sustainable approach within vocational training programs. © 2025 The Authors

This study investigates the influence of lecturer behavior on student self-motivation, soft skill development, and the integration of these factors into learning quality and hard skill competency within the context of vocational education. Drawing on Self-Determination Theory (SDT) and Social learning Theory (SLT), the research emphasizes the importance of motivation-driven instruction in preparing students for Industry 4.0. Data were collected from 229 final-year students at four Indonesian aviation polytechnic institutions. Using Structural Equation Modeling (SEM), the findings reveal that lecturer behavior significantly enhances student self-motivation (β = 0.911, p = 0.000) and soft skill competency (β = 0.124, p = 0.044). Student self-motivation also positively affects the quality of learning (β = 0.925, p = 0.000), which in turn contributes to hard skill competency (β = 0.449, p = 0.000). However, soft skill competency does not significantly influence learning quality (β = 0.004, p = 0.464), suggesting its greater impact lies in workplace adaptability rather than academic performance. These findings accentuate the need for vocational curricula that integrate motivational teaching practices with industry-relevant skill development to optimize student readiness for professional challenges. © 2025 The Authors