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The primary task of education is to realize the goal of “establishing morality and educating people”, and to give full play to the role of the course ideology and politics Education, however, the degree of integration of the course ideology and politics Education in the current tourism management profession is not deep enough. In this paper, we start from the perspective of evaluation of the course ideology and politics Politics in the curriculum, use random search algorithm to optimize the hyperparameters of NN-Stacking algorithm, obtain the optimal hyperparameter configuration value based on the Leaky ReLU activation function to initialize the weights of the method, and construct the teaching evaluation methods of RG-UNNS and RG-CNNS, and at the same time, we use the coefficient of determination, the average absolute error, and the average error as the evaluation indexes to evaluate the effectiveness of the constructed methods. Evaluation indexes are used to assess the effectiveness of the constructed methods. In this paper, using the constructed teaching evaluation methods to evaluate the teaching effect of the course ideology and politics in the course of Tourism Management, 84.6% of the students were affected by the course ideology and politics education in the classroom of Tourism Management, and 42.35% of the students strongly agreed that this classroom improved their ability to link the theory to the practice, teamwork ability, independent learning ability, and professional literacy level. © 2023 Xiaohong Jin, published by Sciendo.

Entrepreneurial mindset and motivation are essential for launching a successful business venture. Recognising this, the study investigates how Entrepreneurial Development Programmes (EDPs) offered by RUDSETIs (Rural Development and Self-employment Training Institutes) influence trainees in developing this mindset and motivation. Structured questionnaires were used to collect feedback from 386 unemployed trainees from three different training centres as part of a comprehensive method involving 386 unemployed trainees from three different training centres. The study has used quantitative research techniques such as the Chi-square test, Wilcoxon signed rank test, and Kruskal Wallis test to analyse the data. The findings show that EDPs have a significant positive impact on most trainees’ entrepreneurial mindset, motivation, and subsequent follow-up quality. This, in turn, contributes to business success. However, a subset of trainees are unaffected by these programmes. The study raises an alarm for RUDSETIs, recommending that they increase their efforts for this specific group. Finally, the paper suggests that RUDSETI policymakers rethink and possibly reframe their current strategies. The goal should be to instill an entrepreneurial spirit, boost motivation, and improve the quality of follow-up mechanisms in order to ensure that every trainee, current or potential, benefits optimally. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Several studies have stressed the necessity of fostering students' creativity in the twenty-first -century learning process, particularly at the higher educational level. This study synthesized the characteristics (country, study population, and field of education/subject), methods, and theoretical ground used to foster students' creativity in higher education research. Using the PRISMA 2020 as a guideline for writing a systematic literature review, two databases (ProQuest and Scopus) were searched for peerreviewed, primary, and empirical research published in English between January 1, 2018, and October 15, 2022. A final selection of 28 studies that met the eligibility criteria were examined. The result showed that most of the studies reviewed were conducted on undergraduate students in developed industrialized East Asian countries and used surveys as the primary data collection method. Moreover, the grounding theories used in fostering creativity in higher education research were still scarce. This study showed that further research is needed to examine the mechanism for developing student creativity in higher education with more diverse samples, rigorous methods, and theoretical grounding. © 2024 Walter de Gruyter GmbH. All rights reserved.

In innovation and entrepreneurship education, personalized Education is achieved through specialized creative integration and project-based learning to cultivate college students’ abilities in innovation, creation, and entrepreneurship. However, besides providing a wide range of course options and resources on the supply side, it is crucial to emphasize enhancing learners’ intrinsic motivation on the demand side of project-based learning. We conducted an educational practice to enhance students’ personalized learning inherent motivation in the medical school. Through assigning one project per student, we aimed to stimulate students’ curiosity, empathy, and sense of responsibility by focusing on the authenticity of project topics. Furthermore, the uniqueness of projects in innovation and creation was used to enhance students’ understanding of identification and ownership. Additionally, we promoted students’ courage to transform old habits, products, and services through a sense of belonging and conformity fostered within the student community. The timely supervision and rewards in competitions also contributed to students’ understanding of rhythm, fulfillment, and respect. After a project-based Practice, significant progress and improvements were observed in students’ professional abilities, multiple intelligences, creativity, and competition results. © 2023 Jingliang Zhang, Wenqian Chen, Jingjing Wang and Ying Wang, published by Sciendo.

Tracer studies are research investigations that are designed to track the outcomes and experiences of participants in learning programs. In the case of work-integrated learning (WIL) programmes, tracer studies can be used to probe the perception of learners who have completed the programs (Dela Cruz, 2022; Winborg & Hägg, 2023). Following a qualitative research design using a questionnaire as a data collection method, a cohort of learners (n = 179) who have completed Energy and Water Sector Education and Training Authority (EWSETA) WIL programmes were used to gauge the perceived strengths and weaknesses of these programs, including the skills and knowledge they gained, the quality of the training, and the overall impact of the programs on their career development. It was established that WIL programmes generally lead to benefits such as increased employability, gaining of work-related skills, greater job retention, career advancement, continuous learning, and improved self-esteem. WIL programs are, however, hampered by employer-related factors such as limited mentorship and career guidance, financial limitations, and poor working conditions. © 2024 The Authors.

Background: People with intellectual disabilities may find difficulties in their school-to-work transition. The current study aimed to determine which factors have been investigated and which are relevant to this transition process. Method: A systematic review was undertaken using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included studies published between 2011 and 2023 on initiatives that facilitate the school-to-work transition. Results: Four broad types of interventions were encountered: career and vocational guidance, training for the development of key competencies, school-based transition programs, and work-based learning. Most studies were quantitative and included key competencies in training activities that focus on specific skills that facilitate the school-to-work transition process. Conclusions: In order to enable the continuity of processes related to school-to-work transition and to improve inclusive employment and social skills for people with intellectual disabilities, there is a clear need to collect initiatives across countries. © 2024 Australasian Society for Intellectual Disability, Inc.

Purpose: This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment. Design/methodology/approach: This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni. Findings: Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship. Research limitations/implications: One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence. Practical implications: At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice. Originality/value: So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships. © 2024, Daniele Morselli.

The management of modern industrial colleges is the deepening and developing the fusion of industry-teaching-creation and school-enterprise cooperation talent cultivation mode, which has strategic height and practical significance. This paper establishes the evaluation index system of the implementation mechanism of industrial colleges based on BSC theory. It creates the implementation mechanism model of mixed teaching and learning in industrial colleges. Combining qualitative and quantitative analysis, the hierarchical and fuzzy hierarchical analysis methods are used to construct the hybrid teaching quality evaluation model of industry-teaching-creation. Then the weights of the evaluation indexes of the implementation mechanism of industrial colleges are calculated. The industrial colleges of college A and college B are selected as the research objects to comprehensively evaluate the implementation effect of their mixed industry-teaching-creation teaching. The optimal model is determined by calculating the comprehensive scores of the five industry-education-creation hybrid teaching implementation mechanisms. The study shows that the highest weight of finance is 0.333. The total scores of college A and B are 80.56 and 83.33, and college B has a higher level of industry-teaching-creation hybrid teaching implementation mechanism. The composite score of the co-constructed science and technology park model is 0.233, the optimal mixed teaching implementation mechanism of Industry, education and creativity. © 2023 Li Li, published by Sciendo.

The development of Augmented Reality (AR) technology has proliferated in the educational arena. The results of subjective observations of engineering mechanics learning show the decline in student interest and understanding caused by conventional teaching methods, which are the biggest obstacles in the learning process, thus impacting students’ cognitive abilities. This study develops AR as an instructional media for engineering mechanics using the Analyse, State, Select, Utilise, Require, and Evaluate (ASSURE) instructional design model with an R&D approach. This study used performance assessment instruments, questionnaires, and interviews with students and lecturers as the primary data. The subjects of this study were 103 students of Mechanical Engineering Vocational Education at Universitas Negeri Padang in the 2020–2021 academic year. The results showed that the use of AR-based learning media had a positive impact on students’ understanding of basic concepts and skills. In addition, AR media support independent learning and provide direct feedback to students. The acquisition of validation results from material experts is 88.48% (very valid), media experts of 89.26% (very valid), and linguists of 87.41% (very valid). The average practicality test results from the lecturer’s responses were 89.70% (very practical) and 81.63% (practical) student responses. In conclusion, the results of developing mobile AR applications that are declared valid and practical can provide a more interactive and exciting learning experience for students to increase their interest and understanding of learning. Therefore, mobile AR is an exciting option for further integrating engineering education into higher education. © 2024 by the authors.

With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two approaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Paired-sample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to cultivate talents in higher vocational education. © (2023), (Universiti Utara Malaysia Press). All Rights Reserved.