Search Results for
"learning"

This study examined the effectiveness of a STEM service-learning intervention in enhancing students’ digital skills, problem-solving confidence, STEM career interest, and awareness of the Sustainable Development Goals (SDGs 4 and 5), with attention to gender-related differences. The research addressed three questions: (1) Does participation in STEM service-learning improve students’ digital and problem-solving competencies? (2) Does it influence students’ STEM career interest and awareness of sustainability and gender equity? and (3) Do outcomes differ by gender? A mixed-methods design was employed, combining quantitative pre- and post-tests with qualitative interviews and reflective journals. Participants (N = 60, secondary students from Bucharest) completed validated scales measuring the five target constructs. Paired-samples t-tests showed significant gains across all domains: digital skills (d = 1.20), problem-solving confidence (d = 1.10), STEM career interest (d = 0.52), SDG awareness (d = 1.44), and gender equity beliefs (d = 0.89). MANOVA results confirmed a significant multivariate effect of time, F(3, 56) = 15.30, p < 0.001, η2p = 0.45, and a Time × Gender interaction indicating that female students experienced greater improvement in digital skills. Correlation and regression analyses revealed strong associations between digital skills, problem-solving confidence, and SDG awareness, with service-learning participation emerging as a significant predictor of post-intervention confidence (β = 0.28, p = 0.008). Qualitative analysis highlighted themes of empowerment, collaboration, identity development, and social engagement, underscoring the transformative impact of linking STEM learning to community service. Overall, findings suggest that service-learning provides an effective, gender-inclusive model for developing digital and problem-solving competencies in STEM education. © 2025 by the author.

The workforce development field faces profound impacts due to rapid changes in the job landscape, necessitating new skill requirements driven by technological advancements. However, there remains a gap in studying and understanding the interaction between government support, employers/union support, and the learner themselves to influence a positive outcome for employment and employability. Therefore, this study will utilise semi-structured interviews where participants will be divided into two main groups: workforce leaders, and workforce members (comprises workers, employees and job seekers). The actor-oriented approach reveals the roles of the various identified players in the employment and skill-upgrading landscape. The interviews were designed with open-ended questions to encourage discussion and elicit participants' descriptions and understandings, providing a more in-depth exploration of the topics. We use thematic analysis (Braun & Clark, 2006) to interpret our data and develop our themes. These themes include employment, employability, lifelong learning, and workforce development perspectives. We discovered the dynamic interplay among stakeholders—each contributing to cultivating a skilled and adaptable workforce. This approach underscores the importance of government support, collaborative efforts, and individual empowerment in fostering lifelong learning and industry-specific skill development, aligning with workforce leaders' and members' priorities and expectations, ultimately enhancing employment and employability outcomes. © 2025 Peace and Conflict Studies. All rights reserved.

In this paper, the authors present the implementation of Project-Based learning (PBL) in the vocational subject of Scripting Languages at a vocational high school of Information Technology. The research aimed to validate the effectiveness of the three-stage project-based model within the Science, Technology, Engineering, Arts, Mathematics (STEAM) approach. The research sample consisted of 15 students, three of whom had Special Educational Needs (SEND). A combination of quantitative and qualitative methods was used to monitor changes in pupils’ performance, independence, and active engagement in the learning process. The results showed a slight improvement in average scores for pupils with SEND, increased independence, and more active participation in learning. Task differentiation strengthened team cohesion and promoted teamwork. The integration of PBL within the STEAM approach contributed to a deeper understanding of the technical curriculum and promoted complex thinking. Based on the findings and the comparison of results, we conclude that the systematic introduction of PBL within the STEAM approach in vocational education is a suitable tool for effective and creative programming instruction. © 2025 by the authors.

This research aims to integrate the Science, Technology, Engineering, and Mathematics-Problem Based learning (STEM-PBL) model through a solar energy project in physics learning as the learning competencies in the 21st-century learning. This research aims to develop students' critical thinking skills by using a mixed method of an explanatory sequential model. Most students achieved the "Very Good"category in almost all SDG 4 (science, technology, and engineering) and SDG 7 (mathematics) indicators. Students demonstrated higher-order thinking skills by analyzing, evaluating, and creating a solar energy project. The quantitative data results in an N-Gain of 0.7299, which is usually and homogenously distributed, as indicated by the Independent Samples-T Test of Sig. 2-tailed = 0.000 indicates a significant difference between post-test and pre-test results. Meanwhile, the qualitative data represent students' experiences during the STEM-PBL model, resulting in most students "Strongly Agree"with STEM-PBL implementation in the solar energy project to foster critical thinking skills. This research explores the SDG 4 and SDG 7 indicators, which are elaborated with STEM-based indicators within a Problem-Based learning (PBL) model that emphasizes the students′ critical thinking skills achievements. © Published under licence by IOP Publishing Ltd.

Entrepreneurial leadership is an emerging paradigm of enquiry that has gained increased attention in research and practice in recent times. However, due to lack of conceptual clarity and theoretical foundations, various dimensions of entrepreneurial leadership competencies and their development specifically in group contexts lack theoretical and conceptual underpinning. This research seeks to narrow this gap by outlining a conceptual framework for team-based entrepreneurial leadership learning and development. According to the proposed model, developing entrepreneurial leadership skills is a dynamic and complex social process. Entrepreneurial leaders can gain knowledge and skills by participating in a variety of team-based learning activities, including peer observations, group-based experiential learning, self-regulated learning and team learning. © The Author(s) 2022. 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).

This research focuses on use of Polypad-based educational media to improve the competence of mathematics teachers using the Structural Equation Modelling (SEM) approach. The background to this research includes the challenges in mathematics education in Indonesia, especially in terms of the lack of interactive and relevant educational media, resulting in students' low literacy and numeracy abilities. The problem statement identified is the limitations of media that can affect the effectiveness of mathematics teaching. The main aim of this research is to evaluate the effectiveness of Polypad-based educational media in the context of mathematics learning on the competence of mathematics teachers. The research method used is a quasi-experimental method. Data collection was carried out through questionnaires to measure the effectiveness of Polypad-based educational media in the context of mathematics learning on the competence of mathematics teachers. The quantitative data was analysed using structural equation modelling (SEM) to identify relationships between the variables studied. The research results show that Polypad-based educational media has a significant influence in improving teachers' mathematical competence. SEM analysis revealed a positive relationship between the use of this media and increased competence of mathematics teachers. In conclusion, Polypad-based educational media can increase the effectiveness of mathematics learning and is recommended for application in mathematics education to improve the quality of learning in the future. © 2025, Semarak Ilmu Publishing. All rights reserved.

This study was conducted to analyse log data generated by e-learning platforms such as Moodle or similar platforms. The main objective of this research is to identify patterns and insights that can help improve the student learning experience and the efficiency of platform management. This study identifies the most effective clustering algorithms for grouping students based on their behaviour and achievements in the e-learning environment, namely K-means and K-Medoids. The methods used to determine the optimal number of clusters are the Silhouette Coefficient method and the Elbow method, utilizing both methods to determine the best clustering algorithm results. Based on the analysis using K-means and K-Medoids clustering methods on the log data of the programming algorithm course, the total number of action logs over a one-month period is 95,461, with an average of 892 action logs per participant. The distribution of action logs based on class (A, B, and C) shows variation in the number and average of action logs per class. Types of activities such as assignments, forums, video views, and course views have different average frequencies, with video views being the most frequently visited activity. Pearson correlations between activity types show strong relationships between activities, with the highest correlation between visits and course views. The optimal number of clusters based on the Elbow and K-Medoids methods is three clusters. Cluster 3 in K-Means has the best performance with the smallest DBI value (0.424) and the smallest centroid distance (21,168.534). © 2025, Semarak Ilmu Publishing. All rights reserved.

Erroneous and malpractice claim cases reflect knowledge gaps and complex contextual factors. Incorporating such cases into clinical reasoning education (CRE) may enhance learning and diagnostic skills. However, they may also elicit anxiety among learners, potentially impacting learning. As a result, the optimal utilization of such cases in CRE remains uncertain. This study aims to investigate the effect of erroneous and malpractice claim case vignettes on anxiety and future diagnostic performance in CRE and explores possible underlying factors that may influence learning, including self-reported confidence in the final diagnosis, learners’ satisfaction, and retrospective impact of the cases. In this three-phase experiment, GP residents and supervisors were randomly assigned to one of three experimental conditions: neutral (without reference to an error), erroneous (involving a diagnostic error), or malpractice claim (involving a diagnostic error along with a malpractice claim description). During the first session, participants reviewed six cases exclusively in the version of their assigned condition, with anxiety levels measured before and after. In the second session, participants solved six neutral clinical cases featuring the same diagnoses as those in the learning phase but presented in different scenarios, along with four filler cases. Diagnostic performance and self-reported confidence in the diagnosis were assessed. The third session measured learners’ satisfaction and longer-term impact on the participants. Case vignettes featuring diagnostic errors or malpractice claims did not lead to increased anxiety and resulted in similar future diagnostic performance compared to neutral vignettes. Additionally, self-reported confidence, learners’ satisfaction and long-term impact scores did not differ significantly between conditions. This suggests these cases can be integrated into CRE programs, offering a valuable source of diverse, context-rich examples that broaden case libraries without interfering with diagnostic performance or causing anxiety in learners. © The Author(s) 2025.

The insufficient capabilities of high school students in Historical thinking skills (HTS) and Higher order thinking skills (HOTS) present a significant issue, primarily attributed to traditional teaching methods that prioritize memorization over critical analysis, particularly in history education. Consequently, this study aims to evaluate how well digital teaching materials that use Inquiry-Based learning by Primary Sources (IbLPS) can improve high school students' Historical thinking skills (HTS) and Higher order thinking skills (HOTS). A quasi-experimental research design featuring pre-tests and post-tests was employed, involving 300 students from six high schools in Surakarta, Indonesia, selected through stratified random sampling. Data were collected using validated instruments for HTS and HOTS, with analysis conducted via multiple linear regression. The analyzed data show that students' thinking skills improved significantly, with 72% of the differences in HOTS explained by how often they used primary sources, participated in discussions, and used digital teaching materials. The study concludes that the integration of digital resources with an inquiry-based approach substantially enhances students' critical and historical thinking abilities. It is expected that using primary sources in digital learning will encourage students to think more deeply and critically about history, making it important to include this approach in history teaching programs. © 2025, OpenED Network. All rights reserved.

Aim/Purpose The purpose of this study is to investigate the effectiveness of online problem-based learning (PBL) in enhancing critical thinking among novice programmers with varying levels of self-regulated learning (SRL). While PBL has been widely studied in traditional settings, this study uniquely examines the integration of online PBL with SRL to enhance critical thinking. This area remains underex-plored in the field of programming education. Background Problem-based learning (PBL) emphasizes learning behaviors that lead to criti-cal thinking, problem-solving, communication, and collaborative skills, prepar-ing students for professional academic skills. Methodology A quasi-experimental design involving pre-test and post-test on the experi-mental and control groups was used in this study. The experimental group used online PBL, while the control group followed direct instruction. The sample comprised 120 second-year Bachelor of Computer Science students from two different higher education institutions. The participants were evenly divided be-tween the experimental group (n = 60) and the control group (n = 60). Critical thinking was measured using Yoon’s Critical Thinking Disposition instrument, which evaluates students’ critical thinking. Contribution This study contributes to the growing body of knowledge by highlighting the ef-fectiveness of online PBL in learning and its potential to enhance the critical thinking of students with diverse SRL levels. Findings The results revealed that students in the experimental group scored significantly better on the critical thinking test compared to the control group (F = 5.87, p <.05), with mean scores of 101.98 and 97.85, respectively. These findings re-vealed that the integration of online PBL with SRL fostered positive improve-ments in students’ critical thinking. Recommendations for Practitioners Provide professional development for practitioners to effectively design, imple-ment, and facilitate online PBL experiences. Recommendations for Researchers The findings may encourage other researchers to apply the online problem-based learning approach in different courses and provide evidence that online PBL can serve as a viable alternative to traditional direct instruction. Impact on Society Our study emphasized the importance of encouraging interdisciplinary collabo-ration to create PBL tasks that mirror real-world challenges and prepare stu-dents for professional practice. Future Research Future work can experiment with online PBL to explore its potential in other disciplines and educational contexts. © (2025), (Informing Science Institute). All Rights Reserved.