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The ongoing evolution of technology in education has highlighted the need for modernized instructional methods. This study explores the development of the Go Electronic game, designed to enhance teaching and learning in digital electronics through gamification. Students often face difficulties in understanding digital electronics, a complex subject that is difficult to learn through traditional teaching methods. This gap highlights the need for teaching aids that simplify concepts and maintain student focus through interactive learning approaches. Using the Waterfall model, a systematic development methodology that progresses through sequential phases: requirements analysis, system design, implementation, integration, testing, and maintenance. This approach ensures that each stage is thoroughly completed before moving to the next, allowing for a structured and efficient development process. Go Electronic was developed to address the confusion often faced by university students in this subject area. The research focuses on the integration of new media resources to make the learning process more interactive and engaging. Data collected from interviews with educators at Universiti Pendidikan Sultan Idris (UPSI) confirmed the tool’s effectiveness, emphasizing its potential to improve student focus and engagement. The research findings indicate that the Go Electronic game, developed using this model, effectively enhances student engagement and focus on digital electronics topics. Feedback from educators highlights that the gamified approach not only captures student interest but also supports a more interactive and productive learning experience. The study suggests that expanding the game’s question bank could further improve students’ comprehension, thus advancing the integration of gamification in higher education course delivery. © 2025 by the authors of this article.

This article looks at the drop-out rate among volunteer firefighters during their initial training. It is based on data collected in France. It uses a mixed approach to identify profiles likely to leave their commitment quickly during initial training. Profile data from 330 individuals still in employment and 42 dropouts were used. The results show that women, individuals with prior knowledge of the environment, and city dwellers are more likely to drop out, while individuals from advantaged socioeconomic backgrounds will continue their involvement. Adjustments in communication, environmental management and mission specialisation could help retain volunteers and limit the risk of early drop-out. This study addresses a particularly important issue at a time when the recruitment of volunteer firefighters is posing significant challenges around the world. © 2024 The authors.

Background: Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis. Methods: Literature databases were searched from their inception to February 28, 2024 for eligible trials. Educational backgrounds included 3 majors (pharmacy, medicine, and nursing) and 3 degrees (junior college, undergraduate, and graduate). Academic performance, comprehensive competency, and satisfaction were analyzed using Stata (version 17), Review Manager 5.3 software (RevMan 5.3), and R software (version 4.3.1). Results: A total of 46 studies involving 6447 students were included. The surface under the cumulative ranking curve (SUCRA) indicated that compared to other majors, new media teaching among nursing students was the most effective in improving theoretical scores (88.63%), experimental scores (93.28%), learning interest (88.27%), self-learning ability (91.17%), mastery of knowledge (96.81%), and the proportion of satisfaction (97.30%) in pharmacology education. As for degrees, new media teaching among junior college students had the best effect on enhancing theoretical scores (75.60%), experimental scores (86.23%), pass rates (88.33%), self-learning ability (90.36%), mastery of knowledge (97.73%), and the proportion of satisfaction (85.28%) in pharmacology learning. Conclusion: Overall, new media teaching among nursing students or junior college students appears to be more effective in pharmacology education. Thus pedagogues can better implement new media teaching strategies among these students and incorporate more web-based tools. © 2025 Elsevier B.V.

STEM education is a learning approach developed to equip students with integrated knowledge in Science, Technology, Engineering, and Mathematics. This teaching method has many positive impacts on both students and teachers. Therefore, Indonesia, which has adopted a curriculum "Merdeka" emphasizing educational freedom, has begun to embrace this teaching method in its schools. This study proposes understanding the development of STEM research in Indonesia over the past five years, from 2018 to 2022. The systematic literature review approach was used as the methodology for this study and focused on Scopus-indexed articles. The research findings are based on the following: the number of studies over the five years has been fluctuating; the majority of articles were published in international conferences; Malaysia dominates as the collaborating country; the level of education where research implementation is dominant in high school; and the active STEM learning activities are primarily related to physics. From this study, it can be concluded that further development of STEM education research in Indonesia is possible and a high opportunity. © 2025 American Institute of Physics Inc.. All rights reserved.

The report of the 19th National Congress of the Communist Party of China made a significant and far-reaching strategic plan for rural revitalization and clarified the core position and key role of rural revitalization in building a well-off society in an all-round way and building a strong socialist modern country. As the country’s reserve talent training base and the source of technological innovation, higher vocational colleges bear the historical responsibility of national progress and social development and shoulder the important mission of promoting rural revitalization and helping the country prosper. How to cultivate college students’ sense of responsibility and social mission and stimulate their innovative and entrepreneurial thinking is a key issue for higher vocational colleges to think about. Drawing upon the present landscape of innovation and entrepreneurship education within higher vocational institutions, this article delves into the strategic positioning of such education within the broader context of rural revitalization endeavors, explores the interplay between innovative entrepreneurship education within higher vocational institutions and the revitalization strategy of rural areas, grounded in theoretical foundations. It establishes a conceptual framework for analyzing this connection, aimed at bolstering the cultivation of rural revitalization talents through innovative and entrepreneurial education in vocational colleges. Furthermore, this investigation proposes practical approaches for implementing such education, with the ultimate aim of fostering the premium development of vocational education, thereby enhancing the overall quality of higher vocational educational institutions. © 2025 The Authors.

Industrial engineering is a dynamically developing field, integrating practices from several engineering disciplines. In this article, we analysed the development of science and research in industrial engineering by examining publication trends in indexed databases. Based on published studies, we identified key competencies required by industrial engineers to effectively manage corporate resources. Along with multidisciplinary knowledge, industrial engineers must be able to implement practical solutions considering environmental and safety aspects. The education is essential for future industrial engineers to have the opportunity to develop necessary skills. The article also explores the education of industrial engineers, and the development of the number of graduates in Slovakia. The results indicate that the content of industrial engineering education only partially meets current requirements. Additionally, our findings show a stable trend in industrial engineering publications in indexed databases, and after a decline, a slightly increasing trend in the number of industrial engineering graduates. © 2025, MM publishing Ltd.. All rights reserved.

As vocational undergraduate students in China face increasing challenges in the job market, understanding the factors that shape their employment expectations is crucial. Psychological capital is considered a key factor influencing students’ career outlooks. This study aims to examine the relationship between psychological capital (PC) and employment expectations (EE), while exploring the mediating roles of educational flow experience (EFE) and active coping style (ACS) in this relationship. Based on positive psychology and career development theories, a theoretical model was constructed to understand how psychological capital affects employment expectations through the chain mediation of educational flow experience and active coping style. A sample of 693 vocational undergraduate students (316 males and 377 females) from a university in Guangdong Province participated in the study. Participants completed the Psychological Capital Scale (PCS), the Career Expectation Scale (CES), the Educational Flow Experience Scale (EduFlow-2), and the Coping Style Scale (CSS). Results indicate that higher levels of psychological capital significantly predict stronger employment expectations. Moreover, educational flow experience and active coping style both serve as significant mediators in the relationship between psychological capital and employment expectations, with a chain mediation effect also observed. These findings provide valuable insights into the psychological processes that influence career expectations among vocational undergraduates, highlighting the importance of fostering psychological capital and creating supportive learning environments to improve students’ employability. The results offer practical implications for educators and policymakers, suggesting that vocational institutions should integrate strategies to enhance psychological capital, promote educational flow experiences, and support active coping styles to better prepare students for the labor market. © 2025 Huang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

This article analyses the coordination between professionals, students and technology in the communication and appropriation of know-how in healthcare simulations. To be successful, simulations require continuous interventions by professionals (in this case, operators and facilitators), who analyse, assess and reflect on the actions participants take as the simulation evolves. This study builds on interaction analysis of 30 video-documented (15 h) conversations between operators and facilitators in post-simulation discussions of outcomes. The specific focus of the analysis is the nature of work done by operators/facilitators as they analyse and evaluate simulations. The results show the multilayered nature of these analyses. The operators and facilitators show three prominent types of consideration. They (a) calibrate what they have observed, (b) monitor the progress of the scenario as an instructional event, and (c) comment on their own contributions as instructors/participants. All these considerations have evaluative elements, and the agentic nature of technologies, students and professionals is addressed. One general observation of interest is the ways in which simulations provide access to student learning, and how these activities become accessible for professional scrutiny and judgement. © 2025 by the authors.

Gang-involved children dream of becoming respected members of society through professional careers, educational degrees or credentials, and socioeconomic mobility. This qualitative study used hoped-for selves as the theoretical grounding for exploring the career and college-going aspirations of 28 middle-and high-school gang-involved Latino boys attending three urban alternative schools. Findings centered on the career and college-going aspirations of the two—and four-year institution educational credentials needed for social mobility. This article aims to help K-12 and higher education faculty, practitioners, researchers, and administrators considering working with ganginvolved youth to understand better how to support this marginalized group’s educational needs and improve pathways into careers and postsecondary education systems. © 2025 Association for the Study of Higher Education All Rights Reserved.

Vocational education in India has been gaining recognition and quality to bridge the wage gap between skills and employability. The relationship between vocational education and the wages in the Indian economy is complex and multifaceted. Skills mismatch, sectoral nuances, gender imbalances, and geographical factors contribute to the wage gap. This paper seeks to measure and quantify skills in the Indian economy by taking vocational education as a loose proxy of skills. The article tries to explain the current status of technical and vocational education in India critically analysing current skilling policy ecosystem. The paper also deals with wage gap analysis and locating wage inequality across sectors and occupations trying to find the extent of wage inequality in the Indian economy. Mincer regression analysis is conducted in the paper with two model analyses, that is Ordinary Least Square (OLS) and Heckman Sample Selection Model, to check whether vocational education positively and significantly affects the wages of individuals in India. This paper reveals three conclusions, that is the duration of courses taught through vocational education is decreasing, the extent of wage inequality across occupations and across sectors over time is increasing in the Indian economy. Positive relationship between vocational education and wages existed in Indian economy from 2011–12 to 2017–18 and now relation shows insignificant results in 2023–24 which plausibly maybe due to influx of short-term courses. Skill development policies path taken by policymakers may prove problematic in the long run as the duration of skill development courses is decreasing, relationship with wages has become insignificant which would have a detrimental effect on the quality of the training offered in the case of India. © The Author(s), under exclusive licence to Indian Society of Labour Economics 2025.