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This article introduces a novel approach to enhance competency-based learning by combining the Deming Cycle with neutrosophic statistics. Competency-based education focuses on practical skills, but uncertainty in student performance and assessment can hinder its effectiveness. Neutrosophic statistics, unlike traditional methods, explicitly models indeterminacy, providing a more complete picture of uncertainty in educational data. This approach integrates neutrosophic numbers into regression analysis to predict learning outcomes and quantify the confidence level of those predictions. These predictions, with their associated indeterminacy, then inform the Deming Cycle (Plan-Do-Check-Act), enabling educators to dynamically adjust teaching strategies based on data-driven in-sights. This leads to more informed decision-making, improved accuracy and reliability in predictions, and ultimately fosters continuous improvement in competency-based education. © 2025, University of New Mexico. All rights reserved.

This article explores the subjective experiences of transition to employment in the outsourced/offshored business service sector in Romania. Based on 138 interviews with junior and senior graduates, it maps how different 'tidal economic waves' associated with Romania's economic transition have intersected working biographies since the 1990s. The paper argues that the sector generates many middle-class employment opportunities, legitimising consensus around the idea that 'this is the best time to be young.' Yet, informed by elements of political economy, it challenges the conventional repertoires of optimism. In doing so, it tentatively questions the long-term occupational prospects of those who take up entry-level positions in (arguably) automatable, on-the-move, and standardised jobs with lesser high-end value. The paper communicates using the structure of opportunity theory by highlighting how, alongside location, the concept of time (personal, historical, and company time) is woven into the work biographies of members of an under-researched group. © The Author(s), 2025.

Developing research skills is a key aspect of university education, but doubts persist about which ones should be prioritized and how to strengthen them effectively. This article offers an epistemological reflection on nature, scope, and challenges of the topic, articulating contributions from the philosophy of science, critical pedagogy, and research paradigms. It also reviews the competencies necessary to successfully complete the professional studies completion project, analyzing assessment approaches and tools. Through a systematic review of the ERIC and Scopus databases, 24 articles were selected following the PRISMA method. The findings reveal that the research skills identified are grouped into three approaches according to the type of assessment used: most studies use summative assessments, followed by those based on empirical evidence, and to a lesser extent, those that use formative assessments. These results underline the need to strengthen the skills related to the preparation of research projects and reports, as well as to select the assessment carefully approaches and tools to ensure the effective development of research skills in professional training. © 2025, CONICET - Emiliano Aldegani. All rights reserved.

Background: In nursing education, greater emphasis should be placed on stakeholder perspectives, and these perspectives should be integrated into the educational process. Stakeholder perspectives are of great importance in determining the extent to which graduates achieve program competencies, and if necessary, in revising these competencies based on the relevant feedback. Objective: This study aimed to determine stakeholder perspectives on the acquisition of nursing program competencies by graduates of undergraduate nursing programs. Design: Exploratory qualitative research design. Participants and setting: The study was conducted in June 2024 through focus group interviews with a total of 20 internal and external stakeholders. Methods: The data were collected using Semi-Structured Focus Group Interview Forms. The data were organized according to common/similar categories by content analysis. Results: The data obtained based on the views of the participants on the acquisition of nursing program competencies by graduates of nursing education programs were divided into three categories: Competencies Acquired from Nursing Education (professional knowledge and skills, lifelong learning), Competencies That Need Improvement (critical thinking/problem-solving skills, communication skills, foreign language proficiency, professional values, and managerial skills), and Suggestions to Improve Competencies Acquired from Nursing Education (suggestions related to education, the profession, and institutional/administrative matters). Additionally, 10 subcategories associated with these categories were identified. Conclusion: Competencies expected in members of the profession of nursing are a global topic of discussion, and the findings of study provide important insights for future studies. In line with these results, it is recommended to enhance collaboration with stakeholders and conduct regular meetings involving all stakeholders. The outcomes of these meetings should guide the structuring of educational programs to ensure the acquisition of competencies, and relevant activities should be planned and implemented accordingly. © 2024 Elsevier Ltd

In this article, a new pedagogical model of the Flipped Classroom (FC) and problem-based learning (PBL) is developed for teaching hydrology to civil engineering students. The research was applied with a quasi-experimental design. The pedagogical methods were applied for a period of 10 years in a public university in Cuba (UC) and Mozambique (UM), and a private one in Peru (UP). The applied instrument proved to be reliable and valid, and the normality tests showed that there are significant differences in the new FC-PBL model compared to the traditional one. Greater satisfaction was demonstrated in the generic skills and degree of learning acquired in the students of UP, UC, UM of 89.92, 80.12 and 46.14 %, respectively. It was concluded that the new FC-PBL pedagogical model provides greater strengths for the training of civil engineers in higher education in the 21st century. © 2025 Instituto Mexicano de Tecnologia del Agua. All rights reserved.

I n today's world, characterized by the dominance of digital technologies, vocational education plays a pivotal role in driving economic growth and development. Nevertheless, it faces significant challenges in adapting to the rapidly evolving demands of modern industries. This study explores the role of Artificial Intelligence (AI) in reshaping vocational education curricula. A total of 73 articles were initially identified from the Web of Science database using specific queries related to AI, vocational education, and curriculum design. After applying inclusion and exclusion criteria, 27 articles published between 2020 and 2024 were selected for in-depth analysis. The systematic review employs the PRISMA methodology to analyze 73 articles, ultimately focusing on 27 relevant studies published between 2020 and 2024. The systematic review in the study follows the PRISMA methodology, ensuring a rigorous and transparent process. Key themes include the integration of AI tools for data-driven insights, personalized learning environments, curriculum design emphasizing AI and digital skills. The study underscores the importance of AI in enhancing teaching practices, promoting inclusiveness, and preparing students for AI-focused careers. It also emphasizes the necessity of AI training for educators, equitable access to technology, and the development of ethical frameworks to guide AI integration in education. The findings emphasize that personalized learning supported by AI enhances students' skill acquisition and aligns educational outcomes with workforce demands. Legal and ethical dimensions of AI, particularly in vocational education, need to be addressed to ensure responsible usage and equitable implementation. © 2025, Publishing House of the Romanian Academy. All rights reserved.

This study is based on preliminary studies that identified the problem of suboptimal learning quality. The objective of the study is to develop a digital e-module within the teaching factory (TEFA) (TEFA)-T learning model as an effort to improve the academic achievements of automotive vocational students, ensuring the module is valid, practical, and effective. The study method is research and development (R&D) using the Instructional Development Institute (IDI) model development procedure, which consists of three stages: define, develop, and evaluate. The results of this study generally produce a comprehensive digital learning e-module design consisting of a cover, preface, table of contents, learning structure, learning patterns, e-module position map in learning, glossary, learning introduction, learning activities, evaluation, and closing. The TEFA-T learning e-module is statistically validated and practical. The average Aiken’s V value obtained is 0.967, indicating that the digital e-module content is in the valid category. The TEFA-T learning e-module is considered very practical, as shown by the average practicality assessment scores of 92.20% from lecturers and 90.60% from students, both in the “Very Practical” category. In conclusion, after implementing the TEFA-T learning e-module, students can build knowledge inductively and deductively, as well as gain learning experiences through one-way interaction, personal interaction, and effective learning interaction, significantly improving student academic achievement (Sig. 2-tailed value is less than 0.05). © 2025 by the authors of this article. Publis.

Vocational high schools encounter substantial challenges in preparing graduates who can meet the demands of the 21st century. This study developed and assessed an innovative mobile learning model based on augmented reality (ARMOL) to enhance vocational students’ competencies, using both the ADDIE model for instructional design and the SEM-PLS method to evaluate effectiveness. The urgency of this research stems from the disparity between vocational graduates’ skills and industry needs, coupled with augmented reality’s (AR) potential to offer a more immersive and interactive learning experience. By employing the ADDIE model, the research successfully created a valid, practical, and effective AR-based mobile learning model. This model enhances students’ cognitive, affective, and psychomotor competencies and fosters 21st-century skills such as critical thinking, creativity, collaboration, and communication. The SEM-PLS analysis revealed significant improvements in creativity and critical thinking, while effects on communication and collaboration were less pronounced. These findings suggest that while the ARMOL model effectively enhances certain competencies, further refinement is needed to fully address all 21st-century skills. This innovative learning model offers a promising solution for elevating the quality of vocational education and preparing graduates for global competition. © 2025 by the authors of this article.

The study aimed to reveal the consideration degree of the Darsak Educational Platform (DEP) for the International Design Standards (IDS) from teachers’ perspectives in Jordan. In addition, it aimed to investigate the relationship between the consideration degree and the variables of teacher’s gender, specialization, and classes they teach. To achieve the study objectives, the analytical descriptive method was used, and the study instrument (questionnaire) was developed based on reviewing many IDS, such as QM, SCORM, INACOL, and IEEE-LOM. The questionnaire was distributed after checking its validity and reliability. The study sample con-sisted of 352 teachers from public schools of the Kasbah District in Amman during the first semester of the school year 2022/2023. The sample study was selected based on the strati-fied random method. The results showed that the consideration degree of DEP for IDS from teachers’ perspectives in Jordan was moderate. Further, findings indicated that there were no statistically significant differences in the consideration degree of DEP for IDS from teachers’ perspectives attributable to the variables of teacher’s gender, specialisation, and classes they teach. In light of these results, the researchers recommended the need for redesigning and developing DEP in accordance with IDS for the quality of international e-courses. In addition, they suggested periodically reviewing and evaluating the DEP platform every three years as a maximum, as well as conducting further research on the evaluation of the inclusivity and resource availability in DEP as one of the virtual learning environments. These findings imply the need for enhancements in the platform’s design to better align with IDS, thereby improving usability, accessibility, and overall effectiveness. Additionally, the lack of differences across demographic variables underscores the importance of adopting universally effective design practices to ensure equitable support for all educators, regardless of their backgrounds or teaching contexts. © 2025 by the authors of this article. Published under CC-BY.

This study aims to develop a digital authentic assessment (DAA) model based on competencybased learning (CBL) in the field work practice program at vocational high schools. The background of this study is the need to improve the quality of assessment in vocational education, which often still uses less effective, traditional methods. The urgency of this study lies in the need for assessments that are more relevant to the world of work so that Vocational High school graduates can be better prepared to face challenges in the industry. The methods used in this study include the development of the ADDIE model, validation by experts, and implementation of the assessment model in several vocational high schools, followed by evaluation through surveys and interviews. The evaluation showed that the model successfully increased student engagement and competency achievement, with high average scores in ease of use, material relevance, and assessment quality. The implications of this study suggest that the DAA model can contribute to innovation in vocational education assessment in Indonesia and improve the readiness of vocational high school graduates in the job market, although challenges related to technology access need to be addressed to ensure the sustainability of implementation. © 2025 by the authors of this article.