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Qualitative approaches to pedagogical engineering offer a nuanced understanding of educational design by focusing on the dynamics of teaching and learning processes. Qualitative approaches explore the lived experiences, perceptions, and interactions of educators and learners, examining how educational technologies, instructional strategies, and curriculum designs impact real-world classroom environments. By exploring factors such as teacher-student relationships, classroom culture, and the application of pedagogical theories, qualitative research in pedagogical engineering helps enhance educational practices. Further exploration into pedagogical engineering may help create meaningful responses to the needs of diverse learning communities. Qualitative Approaches to Pedagogical Engineering explores perspectives in pedagogical engineering, emphasizing qualitative approaches. It examines how qualitative research methods can enhance the design and implementation of educational technologies at the intersection of education and technology. This book covers topics such as blended learning, iterative design, and higher education, and is a useful resource for education professionals, teachers, academicians, administrators, scientists, and researchers. © 2025 by IGI Global. All rights reserved.

Empowering early education with computational thinking, artificial intelligence (AI), and science, technology, engineering, and mathematics (STEM) is transforming the way students engage with the learning process. As the educational field develops, the integration of these fields in early childhood curricula enhances critical thinking and problem-solving skills while fostering creativity and collaboration among students. By introducing foundational concepts of computational thinking and AI at a young age, educators can cultivate a generation of innovators who are equipped to navigate complex challenges and contribute to society. Further research into effective integration may prepare children for future academic pursuits while instilling a personal interest in learning, ensuring students can thrive in a technological world. Empowering Early Education With Computational Thinking, AI, and STEM explores the integration of computational thinking, AI, and STEM into early education environments. It provides comprehensive guidance on effectively introducing computational thinking, coding skills, and STEM concepts to young learners, offering practical strategies and resources for educators. This book covers topics such as curriculum development, educational technologies, and gamification, and is a useful resource for educators, teachers, administrators, scientists, computer engineers, academicians, and researchers. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Dual education, a hybrid model combining classroom learning with practical on-site training, is critical to vocational and technical education (TVET). Despite its widespread implementation, there are significant gaps in understanding how dual education influences student satisfaction. The primary objective of this study is to investigate the key factors influencing student satisfaction in Kazakhstan’s dual education system, focusing on the impact of practical and theoretical training. This study adopted a quantitative approach, and data were collected from students enrolled in dual education programs across various educational institutions using a structured survey. The survey measured overall satisfaction and professional experience on a Likert scale. The analysis revealed that the practical component of dual education significantly increases student satisfaction by 42.3%, followed by theoretical training (35.1%) and professional experience (16.6%). The model explains 46.3% of the variance in overall student satisfaction. This suggests that practical and theoretical components are critical to enhancing student experiences in dual education programs. The findings highlight the need for further development in both practical and theoretical aspects of dual education to meet student and labor market needs. The study’s implications are essential for improving vocational training programs, particularly aligning education with market expectations. The implications of our study can be instrumental in refining educational programs and aligning them with the needs of students and the labor market. Further research is necessary to explore the specific challenges different specializations face in dual education. © 2024, Institute of Economics Committee of Science MSHE RK. All rights reserved.

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Artificial Intelligence (AI) has revolutionized teaching and learning methods in higher education, especially in English language teaching and learning. This chapter contributes to the existing knowledge by exploring how AI has developed within the framework of teaching and learning of English, highlighting the challenges, dangers, and moral issues associated with its application. The typical classroom environment has significantly changed because of the integration of AI-powered tools and platforms in English instruction. Chatbots, automated grading systems, and language learning apps driven by AI have streamlined language education, increasing its effectiveness and accessibility. But these benefits accompany a variety of challenges and worries. Ethical concerns about data privacy, algorithmic biases, and the depersonalization of education arise as AI becomes more deeply ingrained in educational methods. Reliance on AI may inadvertently exacerbate educational disparities as long as learners’ access to technology and its advantages remain unequal. In addition, significant thought must be given to the ethical ramifications of AI-generated content as well as the possible loss of human connection in language learning settings. This chapter examines these dangers and challenges and makes the case for a well-rounded strategy that maximizes AI’s benefits while minimizing any potential downsides. Together, educators and legislators need to create moral guidelines that balance the potential of AI with human-centered learning experiences. To ensure responsible and fair AI integration and promote an inclusive learning environment that prioritizes students’ holistic development while exploiting technology breakthroughs, comprehensive assessment of the associated obstacles, risks, and ethical issues is necessary. © 2025 Fareeha Javed.

The influence of technology on education continues to grow, fundamentally changing how students develop problem-solving skills in the digital age. Emerging technologies provide new ways to enhance critical thinking, creativity, and real-world problem-solving abilities. By creating dynamic, interactive learning environments, educators can equip students with the tools they need to face the complexities of the modern world, making technology a vital component of effective teaching and learning strategies. Integrating Technology in Problem-Solving Educational Practices offers educators, instructional designers, researchers, and scholars the skills and resources to integrate technology into their instruction to improve problem-solving abilities. Through a blend of theoretical frameworks and real-world examples, it provides practical insights on creating engaging educational experiences that prepare students for success. It is also a valuable resource for students studying education, technology, or related fields who are interested in exploring how technology and learning intersect. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Mathematics, specifically in the field of Algebra, becomes complicated for students to understand and this is reflected in their low academic grades. Additionally, in the results of reports of the international program for the evaluation of students in which Colombia is located with a lower score than the OECD average. This problem generates stress and anxiety, which can affect their ability to concentrate and retain information. The social and affective environment can also be an important factor in the learning of algebra. The methodology used for the selection of documents was systematic mapping. A total of 138 documents were found and, applying inclusion and exclusion criteria, 40 of these were selected. The most relevant current trends were found, which are the use of educational software and strategies such as gamification. It is important to find effective didactic tools that have the capacity to teach algebra in an effective way to students. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Industry 4.0 enabling technologies are impacting several sectors of the economy by automating organizational processes. As a result, the demand for professionals with the necessary skills to face the challenges imposed by the new industrial trends has increased. This represents a challenge for technological and university institutions as they are at the forefront of the training and educational transformation processes. While there are various governmental strategies to provide training in technological topics, the most active stakeholders in implementing such strategies are higher education institutions, where the shortage of students in the foundational careers that support I4.0 technologies is particularly noticeable. For this reason, universities, as well as elementary and high schools, are consolidating strategies that could enhance the motivation of young people to choose technology-based careers. This paper presents an educational experience in Education 4.0 focused on enabling technologies for I4.0 oriented to high school students and led by The University of Medellín. Implementing this educational experience enabled the participants to devise solutions to problems real-world challenges using the Internet of Things. Among the benefits of this strategy, it does not require prior training in computational thinking or electronics fundamentals. Additionally, it integrates didactic strategies such as co-creation, gamification, and project-based learning, while allowing students to build a basic prototype within a relatively short period. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Construction managers must broaden their knowledge beyond standard subjects to stay updated with today's technical advancements and practices. Among specific needs of construction managers in various areas, the environmental impact of earthquakes and mining for construction managers is one of the important topics that requires investigation. However, there are two main challenges in addressing these needs. The first challenge involves enhancing specialized training and making the construction sector more appealing, especially for blue-collar workers, technical colleges, and universities. The second challenge is fostering innovation and promoting the adoption of new technologies. To tackle these challenges, the education sector and the construction industry, involving technical universities, professional associations, and construction companies from five different countries, namely Germany, Italy, Iceland, Poland, and Turkiye, have collaborated under the European Union project called Common learning Outcomes for European Managers in Construction VI (CLOEMCVI). This project aims to support the development of high-quality vocational education and training (VET) with a strong emphasis on work-based learning. By combining the best approaches to education and training with the specific needs of the European market, the project aims to modernize and strengthen the education and training systems for construction managers in the EU, addressing the key challenges of employment, economic stability, growth, and active participation in democratic life and the labor market. As an outcome of the project, a set of seven intellectual outputs will be produced and made available to all interested parties, utilizing innovative methods that are suitable for the modern digital era. This paper primarily focuses on the environmental impacts of earthquakes with special emphasis on the resilience against earthquakes along with the management operations in seismic regions. It also addresses crucial aspects such as landslides, surface faulting, liquefaction, tsunamis, and ground shaking, all of which are significant concerns for construction managers. Within this perspective, this paper contributes to the body of knowledge in terms of proposing novel content for construction managers' education and training. © 2024, International Association for Earthquake Engineering. All rights reserved.

The challenge faced by newly graduated nurses from undergraduate study to practice is a persistent theme in nursing practice literatures. However, there is a lack of understanding about how this transition happens. This focused ethnographic study explored how newly graduated nurses (novices) interacted with experienced nurses and learnt in a hospital ward in Singapore. Using the ‘Trajectory of identification framework’ developed from Wenger’s Community of Practice theory, data was collected through observation and focused group discussions. This research revealed the participating rules as the sociocultural characteristics of the nursing community, and how these characteristics are ongoingly negotiated among the nurses. The nurses’ changing performative competence and identity in different situations are conceptualised as the ‘Participation Space’. This study also showed how concepts of Community of Practice theory can be analytically applied and further developed in empirical study. Specifically, a conceptual ‘Participation Matrix’ is theorised which adds an additional tool to understand the nurses’ dynamic participation and negotiation of membership in a Community of Practice. Novices’ transition should be viewed as an ongoing dynamic workplace learning, through which negotiation of performative competence and identity among members take place. The soon to be novices and workplaces should be prepared with this understanding. © 2021 The Vocational Aspect of Education Ltd.