Search Results for
"learning"

This bibliometric analysis investigates mobile technology integration in game-based learning (GBL) through 1,067 Scopus-indexed documents (2015–2024). Following PRISMA guidelines, we map publication trends, influential contributors, and thematic patterns in mobile GBL research. The analysis revealed a consistent annual growth rate of 1.75% in mobile GBL research, underscoring its increasing significance. Key findings highlight the pivotal role of journals such as Computers and Education and the effectiveness of mobile GBL in improving learning outcomes through interactivity, personalization, and contextual rele-vance. The study advocates for broader adoption of mobile GBL and further research to fully harness its transformative potential in education. © 2025 by the authors of this article.

As traditional degrees face increasing scrutiny from employers and learners alike, microcredentials have emerged as a flexible, transparent, and skills-oriented approach to recognizing learning. This chapter traces the evolution of digital credentialing through a dual lens: technical infrastructure and practical implementation. It explores the historical and philosophical underpinnings of credentialing, examines how microcredentials validate discrete, demonstrable competencies across diverse learning contexts, and reviews the development of digital badge standards, taxonomies, and trusted credentialing frameworks. Through a detailed institutional case study of the University of Maryland, Baltimore County (UMBC), a governance-driven, learnercentered approach that ensures quality, equity, and workforce relevance is highlighted. Ultimately, the authors argue that microcredentials, when implemented rigorously and purposefully, can support a more inclusive, responsive, and lifelong model of education that bridges formal, informal, and professional learning environments. © 2026, IGI Global Scientific Publishing. All rights reserved.

This chapter examines Project-Based learning (PBL) and Experiential learning (EL) as transformative pedagogical approaches within competency-based education. Grounded in constructivist theory, it explores how these learner-centred strategies foster deep learning, real-world relevance, and student agency-essential competencies for 21st-century success. The chapter outlines the theoretical foundations of PBL and EL, offers practical implementation strategies, and highlights innovative practices suited to diverse educational contexts. Drawing on empirical research and case studies, it identifies best practices while addressing key challenges such as teacher readiness, assessment complexities, and institutional constraints. It also considers the potential of digital tools and emerging technologies-including Artificial Intelligence (AI) and Large Language Models (LLMs)-to support the design, facilitation, and assessment of PBL and EL. The chapter concludes with actionable insights for educators, curriculum designers, and policymakers aiming to embed meaningful, future-oriented learning within education systems. © 2026, IGI Global Scientific Publishing. All rights reserved.

Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students’ daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers. © (2025), (University of Windsor). All rights reserved.

Santo Paulus Industrial Chemistry Vocational School focuses on training in the fields of Industrial Chemistry and Medical Laboratory Technology. This training is very important to reduce the gap between school learning and industry needs. This gap is evident in laboratory activities that lack innovation, especially in the areas of product development, finance, and marketing. This reduces the readiness of graduates to work or become entrepreneurs. Schools need production units to bridge this gap by creating environmentally friendly chemical products, including aromatherapy candles, shoe cleaners, and beauty soaps. Environmentally friendly raw materials are a priority as a concrete effort to reduce chemical pollution from conventional products. This community service initiative aims to educate and support partners (students and teachers) in managing production, budgeting, sustainable product development, online bookkeeping, and e-commerce promotion. Students and teachers gain practical experience through accounting and e-commerce projects. The program includes partner selection, coordination, team management, training module development, training implementation, and evaluation. The results show that production units have been registered on e-commerce sites such as Shopee. Partners create innovative environmentally friendly products with improved packaging, pricing, and aroma. The manufacture of these products emphasizes the use of biodegradable and non-toxic materials, which directly contributes to the goal of reducing chemical contamination in the environment. Comprehensive financial record-keeping training is essential for improving decision-making. One outcome of this training is income that can help in acquiring better and safer production equipment. Students now focus on creating marketable products that provide clear environmental benefits, not just fulfilling academic obligations. Eight students are involved in production, with two overseeing record-keeping and marketing. The teaching factory is now beginning to address the real industrial environment. © The Authors, published by EDP Sciences, 2025.

This paper explores the digital transformation of the basic geology experimental teaching system in response to the call for digital transformation in education, aiming to enhance the quality and efficiency of geology teaching. The current status of geology experimental teaching is analyzed, and the necessity and path for digital transformation are proposed. By constructing a modular experimental teaching material library, an intelligent platform, and a multi-modal self-learning model library, the digitization, intelligence, and sharing of experimental teaching resources have been realized. This transformation not only enriches teaching methods but also improves students' learning interest and effectiveness. Meanwhile, the paper also discusses the problems encountered during the digital transformation process, such as hardware support, teaching mode reform, and assessment standard reshaping, and proposes corresponding solutions. The research results indicate that the digital transformation of the basic geology experimental teaching system is an inevitable trend in discipline development and new technology application, with broad application prospects. © 2025 Copyright held by the owner/author(s).

With computer networks as the foundation, the new generation of information technologies is accelerating the empowerment of various sectors of society. Industries and enterprises urgently require talents equipped with data-oriented thinking skills, which raises higher demands for computer network education. To address the challenges in teaching-such as students' difficulties in constructing a systematic knowledge framework, insufficient practical abilities, and inadequate professional competencies-this study is based on the positioning of an application-oriented undergraduate institution. Guided by the philosophy of Outcome-Based Education (OBE) and constructivist learning theory, and considering the data-oriented thinking characteristics of the course, this study proposes the teaching concept of “making learning proactive.” It clarifies teaching objectives oriented toward professional competencies and leverages ChatGPT, knowledge graphs, and intelligent agents to reconstruct course content and optimize teaching methods. In addition, online platform resources are established, an evaluation system is constructed, and flipped classroom teaching is implemented. Practical results demonstrate that the flipped classroom approach significantly enhances teaching efficiency. Empowered by digitally and intelligent technologies, students engage in deep learning of computer networks through task-driven and data-oriented thinking teaching strategies, thereby improving their data-oriented thinking ability, practical skills, and application capabilities. © 2025 Copyright held by the owner/author(s).

The current education accreditation process poses a significant risk globally to the quality of education due to the increased falsification of academic certificates. Although previous studies have highlighted the potential benefits of blockchain technology in this context, there remains an opportunity towards a thorough investigation into the governance factors that influence the implementation of blockchain technology within the education sector. The accreditation system becomes increasingly important as a result of the emergence of a new learning ecosystem that enables the propagation of academic credits. It fosters an integrative learning approach by facilitating the accumulation of academic credits from a variety of higher education institutions, thereby promoting a learning ecosystem. The fundamental concept is to recognize the existence of a variety of learning pathways and to democratize educationTo this end, we conducted a comprehensive review of existing studies on the governance mechanisms for accreditation in the education sector using Blockchain technology. We identified 63 journal articles using four academic databases (EBScohost, Emerald, insight, Sage Journals, Scopus, Science direct) from 2018 to 2023. The literature appears devoid of proposals for a governance framework even though in the conventional paradigm such a framework is crucial in ensuring authenticity of credentials. © The Author(s) 2025.

Both supervisors and students play an active role in facilitating workplace learning in healthcare placements. In workplace learning, affordances, referring to the opportunities for learning in the workplace, and agency, referring to the willingness and ability to engage with affordances, are central concepts. To fully utilize the potential of workplace learning, crucial is the extent to which supervisors and students interactively and intentionally engage with affordances for learning in placements. In current literature, the concepts of supervisor agency and student agency are studied individually, but limited understanding exists of how supervisors and students interactively manifest agency in workplace learning. This single case study characterizes agency in supervisors’ and students’ interacting strategies throughout a twenty-week placement. The study focuses on interacting strategies of two supervisors and one student in a revalidation centre, in the context of a student-physiotherapist’s bachelor program in Dutch University of Applied Sciences. Data were collected through observations and interviews. Three strategies of supervisors were identified to elucidate agency in workplace learning: (1) demonstration, (2) stimulated participation and (3) entrustment. Correspondingly, students used three interacting strategies: (1) learner stance, (2) negotiated participation and (3) independency. Agency in workplace learning is manifested as continuous alternations in these supervisors’ and students’ interacting strategies, highlighting the interactive nature of agency in workplace learning. The study contributes by providing insight into the real-life mechanisms of facilitating workplace learning, where interacting strategies of supervisors and students reveal the full learning potential of workplace learning. © The Author(s) 2025.