Search Results for
"learning"

Background: When using ePortfolios in healthcare education, the collection and processing of personal data from various stakeholders, also known as data subjects (e.g., students, mentors, supervisors) is inevitable. This is why it is crucial to identify the stakeholders who need to comply with legal obligations imposed by data protection law, and to assess the legal grounds for processing personal (health) data. Research on the legal aspects of such ePortfolios is lacking. Therefore, the aim of this study was to identify and document the data protection requirements for ePortfolios in clinical healthcare education that apply in the EU. Methods: Desk research based on a traditional legal analysis of legislation, policy documents, guidelines, case law, and legal doctrine was performed during a multidisciplinary ePortfolio research project. Results: The analysis resulted in a description of the relevant EU data protection requirements covering the Charter of Fundamental Rights and the General Data Protection Regulation, a translation of these legal requirements into the context of ePortfolios in clinical healthcare education and the formulation of recommendations for data protection compliance based on these insights: (1) the duties and responsibilities of educational institutions and the healthcare student must be clarified in an agreement before the start of an internship, (2) ‘(substantial) public interest’ is the most appropriate legal basis for the processing of health data in ePortfolios, and (3) adequate and appropriate measures to protect the fundamental rights and interests of the data subjects must be provided. Conclusion: This study contributes to the limited literature on the legal aspects of the use of digital technologies, such as ePortfolios, in healthcare education. There is a need for rigorous evidence on how to design legally compliant ePortfolios for healthcare education. © The Author(s) 2025.

Graduate employability remains a critical challenge in higher education in fields with diverse career pathways like physical education and sports science (PESS). Despite efforts to enhance employability through curriculum improvements and institutional support, gaps persist in workforce integration, particularly for non-teaching graduates. This study investigates the relationship between higher education experiences and employment outcomes among PESS graduates. Using data from 274 alumni of a state university in the Philippines, the study employed binary logistic regression to assess the influence of specialization, postgraduate education, and institutional support on employability. Results indicate that graduates in the teaching track were significantly more likely to secure employment as professional educators, while non-teaching graduates faced challenges aligning their careers with their academic background. Enrollment in postgraduate education emerged as a strong predictor of employment, however, curriculum evaluation and overall university experience were not immediate predictors of employability, though long-term employment outcomes were positively associated with graduates’ perceptions of their academic training. These findings reinforce the need for higher education institutions (HEIs) to strengthen career development initiatives for non-teaching graduates and enhance work-integrated learning (WIL) opportunities. © 2025 Institute of Advanced Engineering and Science. All rights reserved.

Research on technology integration has been fruitful. For the past two decades, several studies have been conducted to identify factors that are associated with teachers’ perceived technology use in classrooms. Despite the valuable contributions of this line of inquiry, there is limited understanding of the process in which teachers actively participate in learning how to use technology in classrooms (i.e., regulation of learning) and how that process is related to their perceptions of external factors, internal factors, and perceived technology use in classrooms. The goal of the present study was to investigate the antecedents and outcomes of two dimensions of regulation of learning: peer learning and professional learning. Leveraging a nationally representative sample of in-service teachers in the USA (n = 3197), the present study found that perceived school support and teacher beliefs predicted both dimensions of regulation of learning. Peer learning significantly predicted both the quantity and quality of perceived technology use, while professional learning significantly predicted the quality of perceived technology use over and beyond the effects of teacher beliefs. These findings demonstrate that apart from teacher beliefs, regulation of learning serves as a critical component and process of technology integration. © Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2025.

The integration of digital technology into Technical and Vocational Education and Training (TVET) institutions is critical for developing workforce preparation and matching educational outcomes with changing industry needs. This study, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Activity Theory, examines the factors and barriers of technology adoption at five TVET institutions in Sheger City, Ethiopia. Quantitative data was gathered from 413 participants to examine fundamental UTAUT variables, including performance expectancy related to the perceived advantages of technology for learning results, such as the Certificate of Competence (COC) test. Effort expectancy was assessed in terms of how easy respondents find it to use digital technologies. Social influence was considered from the perspective of teachers’ readiness to incorporate technology into their teaching. Lastly, facilitating conditions, including support from management, were analyzed to understand how they impact the acceptance and use of technology within these institutions. Activity Theory contextualizes the findings by examining the dynamic interaction of students and instructors, tools (digital technologies), communities (TVET institutions), and rules (curriculum and policy frameworks), revealing systemic tensions that impede effective integration. Adoption percentages vary greatly, ranging from 81% at Sebeta TVET College to 61% at Sululta TVET College, reflecting differences in institutional preparation. Challenges include poor infrastructure (identified by 67.8% of respondents), limited access to industry-standard software, and a lack of digital literacy, all of which have a direct influence on the mediating tools and community support structures. Logistic regression reveals that institutional affiliation and field of study have a substantial impact on student performance in the COC test, although gender and internet access had little influence. Technical disciplines, such as automotive and construction technology, have significant integration issues, indicating deeper conflicts within the activity system and a lack of alignment between curriculum and technological instruments. The study underlines the value of institutional (management) support, focused instructor training, and curriculum-industry alignment in improving enabling conditions and resolving systemic inconsistencies in technology integration. Recommendations include strategic infrastructure investments, extensive digital literacy campaigns, and regulatory and policy reforms to harmonize the activity system’s components to best suit these TVETs toward technology integration. These findings add to the wider discussion of digital transformation in TVETs, providing a theoretically supported framework for policymakers and educators looking to maximize technology-mediated vocational trainings. © The Author(s) 2025.

This study explores the integration of the educational philosophy of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with deep learning technologies for the development of high school English course resources. By introducing deep learning models, particularly the Transformer architecture, the study enables automatic generation and personalized delivery of instructional content, thereby enhancing the intelligence and relevance of course resources. An innovative Transformer-based framework incorporating STEAM-related semantic features is designed and implemented. The framework is trained on a large-scale, preprocessed English text dataset collected from 300 high school students participating in STEAM-integrated English learning tasks, with data from 150 students forming the core corpus for model training. The model employs an encoder-decoder architecture and is optimized using the Adam optimizer to support the generation of high-quality content tailored to diverse teaching objectives. Through on-site teaching experiments conducted with the 300 high school students, the results demonstrate that, the model’s performance is rigorously evaluated through metrics such as Bilingual Evaluation Understudy score (0.78), innovation index (0.75), and content diversity (0.70). Results reveal that the proposed model outperforms comparative models (Model A and Model B) in language generation accuracy, innovation, and content diversity, highlighting its superior capability in producing high-quality English teaching resources. Although the model demonstrates promising results, its implementation in resource-limited environments presents challenges, highlighting the need for further refinements. Nonetheless, these findings demonstrate the model’s potential to revolutionize English teaching by enhancing resource quality and offering a more efficient, innovative approach to course development. © The Author(s) 2025.

Although it is believed that letting learners explore mathematics within their cultural contexts is an effective way to teach and learn the subject and helps them understand its relevance in daily life, there is a limited understanding of the opportunities and challenges associated with using the ethnomathematics program as a pedagogical tool for mathematics education. Consequently, the purpose of this review was to provide evidence-based insights into the opportunities that learners have when utilizing the ethnomathematics program as a learning tool, as well as the challenges that mathematics teachers encounter when using it as a pedagogical tool. This review included 38 articles from Scopus, JSTOR, EBSCOhost, and ProQuest. Upon analysis, the articles revealed that the opportunities of using the ethnomathematics program as a learning tool include, among others, augmenting conceptual understanding, enhancing mathematics achievement, inculcating sustainable development skills, supporting income generation and poverty alleviation, instilling cultural values, and reinforcing change and transformation. Meanwhile, the challenges that mathematics teachers face include, among others, the scarcity of local instructional materials, unclear curriculum guidelines and teacher policies, their perceptions and knowledge, cultural authenticity and appropriation, and assessment and evaluation using cultural knowledge. The findings emphasize the need to incorporate the ethnomathematics program into mathematics education curricula and train mathematics teachers accordingly to utilize it as a pedagogical approach. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2025.

The study investigated students’ prior knowledge of problem-solving in STEM through a solar cell project. A quantitative descriptive approach was used with an essay-based instrument aligned to Osborne’s problem-solving indicators, and students’ responses were scored and compared between groups using an independent t-test. Results showed that prior knowledge was generally low across all indicators and that performance did not differ significantly between the comparison groups. Students struggled to link physics principles with technological design, to plan feasible solutions, and to justify choices with quantitative reasoning. They also had difficulty interpreting current–voltage and power–voltage relationships. These findings suggest that learners enter project work with fragile conceptual frameworks because foundational ideas about energy, efficiency, and system constraints have not been integrated with real contexts. Integrating a solar cell project within STEM is recommended, as it provides authentic tasks that connect concepts to practice, strengthen scientific reasoning, and support the development of problem-solving competencies. This study supports sustainable development goals (SDGs). © School of Engineering, Taylor’s University.

This study aimed to improve students’ scientific literacy on static fluid concepts by developing a contextual digital module that integrates project-based learning with the science-environment-technology-society approach and kayuh baimbai values. A quasi-experimental posttest-only control design compared a class using the module with a class taught conventionally, using a validated learning outcome test and appropriate parametric or non-parametric analyses. Learners in the experimental class outperformed the control and achieved a large practical impact on literacy competencies. The module elevates understanding because projects require learners to connect pressure, buoyancy, and hydraulic principles with local flood realities, collaborate in culturally grounded teams, and justify designs with evidence. The work provides an implementable resource for physics teachers, advances culturally responsive science pedagogy, and supports disaster resilience by guiding students to design feasible floating and hydraulic solutions for riverine communities. It strengthens communication, creativity, and reflective evaluation during project presentations. This study supports current issues in sustainable development goals (SDGs). © School of Engineering, Taylor’s University.