Search Results for
"learning"

This study addresses an unexplored intersection of vocational education and training (VET), motor skill learning, craftsmanship and the architecture, engineering and construction (AEC) industry as well as expertise sharing. Acquiring proficiency in craftsmanship involves not only theoretical knowledge but also a multitude of physical skills, such as chiselling, which are honed through repetition. Mastering these manual skills and combining them with knowledge of materials, such as wood, is essential for an effective executing of craftmanship. We developed an augmented reality (AR) prototype through the design case study approach to design a support for beginners, especially apprentices, in woodworking education where the connection between craftspeople and material is important for the end results. The prototype was evaluated by 28 apprentices inside and outside a woodwork shop setting. While participants praised the prototype’s 3D visualisations and interactive models, challenges in compatibility with woodwork shop environments were evident. Our findings highlight the importance of on-site evaluations in the craftsmanship context and the significance of direct interaction with real world materials. We provide a set of seven design guidelines derived from our empirical findings to inform the development of AR-based learning applications in craftsmanship. Our discussion opens up the question of the role of interactive 3D models for collaborative learning. The research extends AR’s impact in craftsmanship and AEC industry. Our study underscores the importance of expert knowledge in handling certain materials and the potential of AR to reshape work practices and visualisations, contributing to expertise sharing in this domain. © The Author(s) 2025.

Introduction: Teacher engagement (TE) is crucial since it substantially impacts students' academic achievement, personal growth, and general well-being. While extensive research has explored TE in various university settings, there is a noticeable gap in studies focusing on the context of health professions education (HPE). In HPE, TE is key in fostering/developing clinical competencies, critical thinking, communication, and teamwork skills essential for effective healthcare delivery. However, the literature on TE in HPE is fragmented and controversial, with conflicting findings regarding its relationship to student outcomes and professional satisfaction. Our scoping review aims to explore and address these gaps. Methods: This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) methodology. Seven online databases were used to identify relevant literature. Out of 249 articles, 18 were selected for analysis. Results: Studies on TE used varied dimensions and measurement tools, making it challenging to understand the concept consistently. Also, five studies employed the Utrecht Work Engagement Scale (UWES-9), two used the Engaged Teacher Scale (ETS), another two used a Chinese adaptation of the work engagement scale, and one used both the UWES-17 and a faculty engagement questionnaire. Qualitative studies highlighted key factors such as job satisfaction, feedback, autonomy, and professional development opportunities. The outcomes were categorized into personal satisfaction, teaching practices, student engagement, self-efficacy, job satisfaction, retention, and teaching performance. Conclusion: The analysis demonstrates a growing interest in TE within HPE, though there is a notable lack of consistency in how it is defined and measured. Further research is essential to deepen this understanding and to develop targeted strategies that cultivate a mutually beneficial and sustainable teaching and learning environment. © The Author(s) 2025.

The purpose of this research is to develop and implement project-based teaching materials with a STEM-ESD approach. These materials use a water theme in Science courses to strengthen the achievement of Sustainable Development Goals (SDG) 4 by improving students’ critical thinking skills and sustainability consciousness. This research uses a mixed-methods approach with an Embedded Experiment Model design. The research instrument was developed through a validation process by 10 experts and a trial on 62 science education students to ensure validity and reliability. Implementation was carried out on a sample of 28 students from one university in Indonesia. Data collection used expert validation sheets, student response questionnaires, critical thinking tests, and sustainability consciousness scales. Analysis was carried out using Fuzzy Delphi Methods, the Rasch Model, N-Gain, and t-tests. Validation results showed that the teaching materials were very feasible to use (average validity of 89%). Empirical tests showed significant increases in critical thinking skills (N-gain = 0.39, medium effect size) and sustainability consciousness (N-gain = 0.30, low effect size). These findings confirm that implementing the PjBLSTEM-ESD model effectively contextualizes science concepts with sustainable development issues. It significantly supports the achievement of SDG 4 through meaningful and transformative education. © 2025 Science Education Study Program FMIPA UNNES Semarang.

Purpose of the study: This study aims to assess the analytical thinking skills of second-year pre-service teachers in the Concepts of Science course using a Moodle-based online assessment, emphasizing higher-order cognitive skills in Bloom’s taxonomy. Methodology: A descriptive quantitative design was employed involving 58 students from the Primary School Teacher Education (PGSD) program. Data were collected through a Moodle-based online test consisting of 20 items measuring analytical thinking at the analyzing level (C4), focusing on differentiating, organizing, and attributing in fundamental science topics. Descriptive statistics were used to analyze students’ performance levels. Main Findings: The findings show that approximately 62% of students achieved a moderate level of analytical thinking. Students performed better in identifying relationships between variables and interpreting experimental results, while difficulties were observed in organizing and evaluating scientific information. This indicates that Moodle-based assessments are effective in measuring analytical thinking but require instructional reinforcement to strengthen higher-order cognitive processes.. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of Moodle-based assessments in evaluating analytical thinking skills aligned with Bloom’s taxonomy in science teacher education. It highlights the potential of digital assessment platforms to support valid, efficient, and scalable measurement of pre-service teachers’ analytical competencies. © 2025, Cahaya Ilmu Cendekia Publisher. All rights reserved.

Background and objective: This study was conducted to examine changes in perceptions, job competency improvements, program preferences, and satisfaction among middle-aged women following their participation in National Competency Standards (NCS)-based flower design programs, who faced the dual challenges of re-employment and the recovery of self-identity amid the constraints of career interruption. Methods: An online survey was administered to middle-aged women (aged 40-65) who had participated in NCS-based floristry programs offered by lifelong education and vocational training institutions in the Seoul metropolitan area between June 30 and July 27, 2025. The questionnaire comprised 30 items rated on a five-point Likert scale and covered awareness of the NCS, job performance competency, program perception, component preferences, and satisfaction. Additionally, in-depth interviews were conducted with three selected participants to provide qualitative insights that complemented the quantitative data. Results: Survey results indicated that although overall awareness of the NCS reached 52.2%, understanding of specific elements—such as learning modules (42.6%), competency units (39.8%), and the level system (37.5%)—remained relatively low. Job performance competencies were highest in material preparation (89.2%) but comparatively lower in creative design areas (70-79%). Perceptions of NCS-based floristry programs were strongly positive, with high agreement regarding job suitability for middle-aged women (94.0%), enhancement of professional competency (94.0%), increased employment opportunities (93.6%), and psychological stability (97.0%). Participants who held relevant certificates reported significantly more positive responses across all items (p < .001). Preferences for program components were also notably high, particularly for practice-oriented training (97.2%), instructor expertise (97.0%), individualized guidance (97.0%), and a comfortable learning environment (98.8%). Overall satisfaction exceeded 90%, and both recommendation intention (96.0%) and intention to re-enroll (96.0%) received highly favorable evaluations. Conclusion: The findings of this study suggest that NCS-based floristry programs contribute not only to the development of technical skills but also to psychological recovery and enhanced social participation among middle-aged women. Furthermore, improvements to future programs are expected to enhance participants’ understanding of the NCS framework, expand training in advanced creative competencies, reinforce industry-practice linkages and further improve the learning environment and instructor expertise. Ⓒ 2025 by the Society for People, Plants, and Environment.

Technical and Vocational Secondary Education (TVET) in Chile plays a strategic role in youth employability and regional economic development. In this context, the objective of the study was to analyze graduation rates in TVET programs in the Los Lagos Region, comparing the pre-pandemic period (2019–2020) with the pandemic period (2021–2022), with particular attention to variations across economic sectors. A quantitative, cross-sectional, and descriptive design was employed, analyzing graduation rates of 14,693 students enrolled in 25 technical specializations grouped into 11 economic sectors. The findings reveal an overall 18.2% increase in graduation rates during the pandemic, with sectors such as Administration and Commerce (+26.2%) and Programming (+57.1%) showing significant adaptability to hybrid and digital learning modalities. In contrast, the Agricultural sector (−7.8%) experienced a decline in graduation rates, underscoring the vulnerability of fields highly dependent on face-to-face instruction. Overall, the pandemic acted as a disruptive factor, generating differentiated impacts across TVET economic sectors. Although graduation rates increased, it remains essential to assess the quality and relevance of the competencies acquired. © 2025, Interciencia Association. All rights reserved.

Purpose of the study: This study aims to develop and empirically evaluate a technology-enhanced, coaching-based learning model to strengthen psychology students’ competencies in providing motivational support, addressing gaps in experiential training and improving graduates’ professional readiness. Methodology: The research employed a quasi-experimental design with one hundred twenty psychology students. The experimental group participated in a structured pedagogical intervention that integrated interactive coaching workshops, video-recorded role-playing simulations of client sessions, etc. Professional readiness was assessed using validated scales measuring professional self-identity, professional competence, client motivation support skills, and coaching self-efficacy. Statistical analysis included descriptive statistics, Student t-test, analysis of variance, correlation and regression analyses, and mediation analysis using Hayes' PROCESS macro. Main Findings: Participants in the experimental condition demonstrated statistically significant and substantial improvements in professional self-identity, coaching self-efficacy, and competence in providing motivational support compared to the control group. The effect sizes were large. Mediation analysis confirmed that enhanced professional competence fully mediated the positive effect of the training on motivational support skills. Novelty/Originality of this study: This research contributes to the fields of educational technology and instructional design by introducing an evidence-based, scalable pedagogical model. It positions coaching not as a supplementary activity but as a core instructional methodology, systematically supported by accessible digital tools to enhance reflective learning and feedback. The proposed model offers a practical framework for competency-oriented curriculum redesign in higher education, readily adaptable to hybrid and fully online learning environments, with applicability extending beyond psychology to other professions requiring motivational support skills. © 2025, Cahaya Ilmu Cendekia Publisher. All rights reserved.

The National Priorities and Industry Linkage Fund (NPILF) policy is an important national policy initiative designed to enhance Australian university graduates’ job readiness. Using Bacchi’s What’s the Problem Represented to be? (WPR) methodology, this study critically analyses the NPILF policy. We find that the ‘problem’ of inadequate employment preparation among graduates in the NPILF policy is characterized by a lack of connection between universities and industry, a significant gap between curriculum provision and workplaces, and an insufficient number of graduates with STEM skills. This represents a shift in discourse and reflects the widespread influence of neoliberalism and New Public Management on the university sector, where market logics become the dominant approach to address the issue of graduate underemployment, with subsequent effects on student identity. However, while efficient- and benefit-oriented allocation of funds may incentivize market participation, it can also hinder effective engagement of small- and medium-sized enterprises and their collaboration with universities, limit the opportunities for economically disadvantaged students to participate in work-integrated learning, and overlook the impact of holistic knowledge development on students’ employability. Reevaluating the relationship between the government, the market, and universities, and focusing on the transformation of knowledge production/development, can assist policymakers in seeking comprehensive labor market development plans. © International Association of Universities 2024.

The International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) provides a foundational framework for maritime education and training (MET). However, variations in its interpretation across different nations and institutions lead to diverse teaching practices and strategies. This diversity stems from differences in national regulations, resources, cultures, and the perspectives of institutions and instructors. This study introduces a concept map to scaffold the key concepts influencing maritime simulator-based education. By examining both the education system and student factors, the concept map offers insights into these various factors through observations from simulator-based teaching sessions and discussions with maritime educators and students. This tool can help identify differences and highlight good practices. It is a valuable resource for stakeholders, promoting a novel approach to developing an effective, comprehensive, coherent maritime simulator-based education. © The Author(s) 2024.

The collaboration between higher education (HE) and education technology (EdTech) companies plays a vital role in developing digitallyembedded learning in the contemporary digital era. The partnership between HE and industry is widely recognized as a means to promote innovation. Moreover, it provides advantages to companies striving to fulfill client requirements. The HE-industry collaboration has garnered increasing attention in academic research. However, there is a lack of studies on the actors’ perspectives and on the required processes and other elements for conducting effective HE-EdTech collaboration in developing learning and teaching in HE. This study addresses this research gap by examining the interprofessional collaborative development process involved in the creation of video-supported collaborative learning. The qualitative research examines the factors of successful collaboration between HE and EdTech companies within the knowledge-building ecosystem framework, using ethnographic data. The findings indicate that the establishment of a knowledge-building ecosystem for the development of digitally-embedded learning in based on collaboration between key actors: teachers, teacher educators, EdTech companies, HE institutions, and students, the end-users and ultimate beneficiaries. The collaboration is manifested in open innovation, practice-based research, and research-based service development processes, and relies on goal setting, continuous dialogue, reflective assessment, commitment, and trust as key elements. © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any 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).