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"Students"

This study aims to examine the effectiveness of a collaborative learning model integrated with a mobile learning-based Learning Management System (LMS) in improving science competence among Biology Education students. A quasi-experimental design with a nonequivalent control group was employed, involving 108 students from the Biology Education Program at ISC Dili, Timor-Leste, divided equally into experimental and control groups. The experimental group received treatment using a mobile LMS-based collaborative learning approach, while the control group was taught using conventional methods. Data were collected through pretest and posttest instruments and analyzed using normality, homogeneity, independent t-tests, and N-gain analysis. The findings indicate a statistically significant improvement in the experimental group’s posttest scores (M = 81.69) compared to the control group (M = 68.13), with a significance level of p = 0.001. The N-gain score of 1.14 further confirms the higher effectiveness of the experimental intervention. This study concludes that collaborative learning supported by mobile LMS is significantly more effective than traditional methods in enhancing science competence. Practical implications suggest that educators and institutions should consider adopting mobile LMS-based collaborative learning to foster deeper engagement, critical thinking, and science mastery, particularly in digitally evolving educational environments. © 2025 by the authors; licensee Learning Gate.

Innovator competencies are crucial for preparing learners to thrive in today’s rapidly evolving world by fostering creativity, openness, and the ability to connect ideas for innovation. This study developed an instructional design model integrating Open Educational Resources (OER) with Design Thinking (DT) to enhance these competencies, focusing on the post-COVID-19 context. The research followed three phases: developing the model, creating the OER-Innovator System, and implementing the model experimentally. The study involved 312 lower secondary students from five pilot schools in the Central Lower Region of Thailand, selected through purposive sampling. The model consists of seven components, including instructor’s role, learner’s role, learning content, teaching methods, learning activities, learning resources and assessment and evaluation, organized into an eight-step instructional process. Results showed a statistically significant improvement in students’ knowledge of DT and innovation (p < 0.01). Furthermore, students’ innovation projects and innovator competencies were rated at good levels, demonstrating significant achievement. The analysis also revealed a positive relationship between students’ innovation project outcomes and their innovator competencies, indicating that stronger competencies contribute to better project performance. Expert validation confirmed the model’s appropriateness and effectiveness in promoting student-centered learning and innovation. These findings highlight the potential of this integrated approach to bridge educational gaps, foster lifelong learning, and support educational innovation in the post-pandemic landscape. © 2025 by the authors.

The study explores concerns from employers about graduates’ limited theoretical and practical skills, despite the inclusion of experiential learning (EL) in hospitality and tourism curricula aimed at enhancing industry readiness. Focusing on Malaysia’s community colleges through interviews with lecturers (n = 13) and industry players (n = 13). Thematic analysis of transcribed data revealed seven key themes. Lecturers cited issues such as inadequate training and qualifications, deficiencies in program structure, excessive workload, and students’ unfavorable attitudes. Industry players expressed concerns about students’ inadequate practical skills, limited understanding of Technical and Vocational Education and Training (TVET) and EL, and poor program management. The findings underscore the need to strengthen EL in community colleges by improving program design and adopting more effective, innovative EL strategies. The study offers insights for better aligning academic delivery with industry needs, ultimately helping to ensure that graduates are well-prepared for the evolving demands of the hospitality and tourism sector. © 2025 ICHRIE.

Work-integrated learning (WIL) forms an important part of the student learning experience, effectively bridging the gap between the university curriculum and work and society. Thus, it is key that students gain the most from this learning experience, even where conditions are less than ideal. However, WIL literature is largely silent on the development of student voice to address challenging conditions which may impede their learning. This study aims to investigate and explain how students can develop their voice to become more equal and agentic participants in WIL. The study elaborates on how students are able to advance from voicing individual negative learning experiences to developing a collective understanding of improved communication as a potential solution to address learning barriers. This initial germ cell is then collectively concretised in subsequent workshops into the formulation of a more advanced WIL system driven by the object of teamwork between WIL students and their supervisors. These practical developments, it is argued, are supported through the CL’s methodology of double stimulation which promotes the emergence of students’ ‘transformative agency’. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

As artificial intelligence [AI] increasingly permeates various sectors—including education, economics, healthcare, and government—a comprehensive understanding of this technology becomes essential. This analysis aims to identify four dimensions of AI literacy—awareness, usage, evaluation, and ethics—among Indonesian higher education students and examine the factors influencing AI literacy, including gender, age, and ownership of technological devices, through a descriptive-quantitative approach. A survey methodology was employed, utilizing an Artificial Intelligence Literacy questionnaire. The findings indicate that the level of AI literacy among higher education students remains relatively low, with many individuals demonstrating a limited understanding of the subject. These results underscore the necessity for intensified efforts to enhance students' comprehension and skills related to AI technology, enabling them to compete effectively in an increasingly digital job market. Recommendations include developing educational programs to elevate awareness and utilization of AI technology. © 2025, Duzce University, Faculty of Education. All rights reserved.

This study investigates the impact of real-world learning experiences, specifically employer engagement and problem-based learning, on the employability of private university students in Oyo State, Nigeria. Given the persistent challenge of graduate unemployability, attributed to factors such as skills mismatch and outdated curricula, this research focuses on integrating academic theory with practical experience to better prepare students for the workforce. Real-world learning, which includes activities such as internships, employer collaboration, and problem-solving exercises, has been shown to enhance students’ workplace readiness and professional networks. This study, guided by Human Capital and Experiential Learning Theories, utilizes a descriptive survey research design, involving 1,000 final-year students across six private universities, with a response rate of 76.2%. Data were gathered through a four-point Likert scale questionnaire (reliability: r = 0.914) and analyzed using both descriptive and inferential statistics, including multiple regression at a 0.05 significance level. Findings indicate a significant positive relationship between real-world learning and employability (R2 = 0.777, F(2, 759) = 2644.42, p < 0.000), with employer engagement having a more substantial influence on employability (β = 0.561) than problem-based learning (β = 0.471). This research underscores the importance of real-world learning in bridging the employability gap, providing actionable recommendations for universities, policymakers, and industry leaders to enhance student employability through practical curriculum integration. Additionally, it suggests increased collaboration with employers for feedback, advisory roles, and involvement in curriculum development. The study’s insights contribute to the body of knowledge on employability, with implications for refining educational practices to meet market demands. Future research could broaden this scope by incorporating other forms of experiential learning, such as entrepreneurship education, and expanding to public universities for comparative analysis. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. All Rights Reserved.

There is a need to examine how doctoral students in Arts and Humanities (A&H) can bolster their psychological capital in seeking employment that can potentially impact future career trajectories. This article reports a study on soft skills and self-perceived employability of A& H doctoral students from universities in select South Asian cities who participated in online mindfulness training (OMT) sessions vis-à-vis a waitlist control group. A&H doctoral students who participated in the OMT sessions reported higher posttest scores on soft skills (self-determination, resilience, empathy, assertiveness, social support, and team work) and self-perceived employability measures. Female A&H doctoral students, ever-singles, and those with higher OMT compliance in terms of attendance and homework completion, gained more on outcomes. With some refinements for male and gender non-disclosing students, those currently married or having experienced marital disruptions, mindfulness programmes could add to competence employability models focusing on strategic self-enhancement to address graduate labour market volatility. © The Author(s), under exclusive licence to Springer Nature B.V. 2025.

Transversal competences, such as flexibility, collaboration or critical thinking, are proving to be key not only in academic performance but also in professional and personal performance. In response to a growing demand for research and training in these competences, this study originates from a teaching innovation project at the University of Granada (Spain) with the aim of designing the base structure of a psycho-educational intervention aimed at undergraduate students at the Spanish public university. For this purpose, the European framework for Personal, Social and Learning to Learn Key Competence, LifeComp, is used as the base line. This work proposes a coherent, pedagogically sound, general competence-based programme that blends with the official, more-specific competence-based curriculum, to deepen learning and proactively respond to the complex challenges our society is currently facing. In order to do so, different levels of proficiency for each of the nine LifeComp competences are suggested, as well as an outline for the design of the training action. This work has served as the basis for the creation of a psycho-educational training programme whose parallel study has been registered on www.clinicaltrials.gov under NCT05598944 and NCT NCT05775978 registries. The resulting programme is currently being taught to all undergraduate students at the University of Granada (Spain). © © 2025 Khaled Gijón, Ávalos Ruiz, de Rueda Villén and García de Quesada.

Thus, the chapter aims to unravel the role of AI in skill enhancement with reference to critical thinking ability, problem- solving skills, and digital skills. With AI technologies gradually progressing to redefine employment situations in different parts of the world today, it has become essential to train the learners for the arising complex employment scenario. The first part of the chapter explores how critical thinking and problem solving can be improved by AI, such as using adaptive learning systems, simulation, and data analysis. It then goes further to illustrate how the use of AI tools in the teaching of digital literacy is conducted, with a focus on how the use of AI in learning makes it possible for a learner to be taught based on his/her specific needs and the acquisition of the fundamental skills needed in the digital competency. The last part looks at the ways of teaching education to prepare students for jobs with artificial intelligence, balancing between technical and humanities, ethics, and retraining. © 2025 by IGI Global Scientific Publishing.

This chapter focuses on the pedagogical approaches that underpin the philosophy and methods proposed for student ambassadors’ work with young people in schools as well as the methods of training student ambassadors, following similar principles. The pedagogies stem from the theoretical background and research evidence outlined in the first chapter of this handbook. © 2025 selection and editorial matter, Ruxandra Folos‚tina˘, Clare Gartland, Albina Khasanzyanova and Ümit Çelen; individual chapters, the contributors.