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Teachers frequently employ STEM-based learning in the classroom. As technology evolves, the educational sector must update its learning materials. Using voxel-based game learning media is one method. This learning medium includes games that incorporate some of the learning contained within it. This study aims to address the questions raised regarding the challenges and opportunities associated with implementing iSTEM with Roblox in education. A Systematic Literature Review (SLR) was conducted following the PRISMA methodology to explore articles indexed in Scopus from 2019 to 2023. The search returned 393 articles, which were then filtered using inclusion and exclusion criteria, such as publication year, level of education, educational class, demography, journal indexer, analytical material, insights, and reasoning abilities. According to the SLR analysis, there are six significant themes revealed including the main principles of iSTEM, iSTEM implementation, iSTEM development and improvement, the use of Roblox, the potential and benefits of Roblox, and the challenges and effects of Roblox games. © 2025 American Institute of Physics Inc.. All rights reserved.

This literature review intends to investigate how Computational Thinking (CT) is incorporated into STEM education. The analysis encompasses various scholarly articles published from 2018 to 2023 to identify key discoveries and prevailing trends concerning the integration of CT into STEM education. The research underscores exemplary methods, obstacles, the roles of educators, and considerations for the curriculum when integrating CT into STEM education. The results suggest that incorporating CT into STEM education has substantial potential for enhancing students' grasp of STEM concepts, promoting problem-solving abilities, and preparing them for upcoming challenges. The study highlights the efficacy of project-based learning, the utilization of pertinent software and educational tools, collaboration, and paired programming in facilitating the integration of CT into STEM education. The integration of CT into STEM education holds significant promise for enhancing the quality of learning, honing students' skills, and equipping them for a technology-driven future. Nonetheless, the challenges in implementing CT integration must be tackled through collaborative efforts among educators, researchers, and policymakers. When approached correctly, with well-defined teacher roles and integrated curriculum development, CT-supported STEM education can yield substantial benefits for both students and educators. © 2025 American Institute of Physics Inc.. All rights reserved.

This article analyzes the learning strategies of university graduates in Higher VET programmes in Spain. The objective is to show whether this decision obeys to an upskilling or reskilling strategy. The methodology used is quantitative, based on the latest nationwide Survey on Education-Training and Labour Market Transitions (ETEFIL-19). First, the number and profile of those involved in this transition are analyzed. Second, the relationship between the field of study and the professional family of destination is determined. Thirdly, the perceived usefulness of this choice in terms of employability is studied. The results reveal that this trajectory is mostly developed by women and that the decision is made years after completing their university studies. The relationship between the previous field of study and the family of the completed cycle is positive and statistically significant, so their decision is mainly based on an upskilling strategy rather than a career change. Likewise, they perceive that their vocational training qualification has been useful for finding employment. Finally, the implications in the field of policy and practice are considered, along with the limitations of this study and the need for future lines of research. © 2025, Ministry Education and Science. All rights reserved.

[No abstract available]

Scholars have long discussed the value of human resource management (HRM) led professional learning and development in nurturing human capital for increased competitive advantage. Recently, this has become challenging due to the emergence of increasingly volatile, uncertain, complex and ambiguous (VUCA) environments and global skills shortages. Such pressures pose new questions for HR departments regarding their recruitment and selection, training and development and retention of new talent. Organisations need employees who are work ready. Graduate work readiness (GWR) encompasses attributes that enable individuals to successfully contribute to their workplaces. Despite the relevance of graduate work readiness to HRM practice, research on this topic has been disconnected from the HRM literature. We posit that greater awareness of the concept of graduate work readiness will have important implications for HRM. We use a systematic literature review methodology to examine graduate work readiness strategically and operationally in the talent management of graduating professionals. The novelty of the article is in the development of a conceptual framework underpinned by stakeholder theory to guide HRM professionals to enhance graduate work readiness outcomes. We raise important implications for theory-led research on the integration of graduate work readiness and HRM in the Asia–Pacific region. © 2025 The Author(s). Asia Pacific Journal of Human Resources published by John Wiley & Sons Australia, Ltd.

This article addresses the need for a comprehensive understanding of the rapidly evolving field of Artificial Intelligence (AI) in education, given its potential to transform teaching and learning practices. The study analyzed 1,234 articles from the Web of Science database, using bibliometric techniques and topic modeling. Quantitative analyses of publication trends, citation impacts, and collaboration patterns were conducted using the R programming language, and Latent Dirichlet Allocation (LDA) was employed to uncover latent themes and potential research gaps. The study reveals a dramatic growth in research output, with an annual growth rate of 47.9%. China and the United States emerge as dominant contributors, collectively accounting for 38% of publications. Key research themes include AI in language learning, AI ethics and policy, and AI literacy. The findings highlight the need for more inclusive and diverse research efforts to address the unique challenges and opportunities of AI in education in across socioeconomic contexts. © 2025, Modern Education and Computer Science Press. All rights reserved.

This article investigates the process of re-enrolling young people who have dropped out of school. Drawing on an analytical framework that integrates perspectives on resilience and belonging, the study explores the potential of at-risk youth to overcome challenges and complete their upper secondary education. A crucial aspect of facilitating their reintegration is establishing a sense of belonging. The data comprise in-depth interviews and observations involving 41 young participants in a flexible learning arena over a period of three years. The analytical design is based on a thematic analysis, where questions mainly initiated the narratives from the participants themselves. The findings show that dropouts can be reintegrated into a flexible learning arena within the school system. Furthermore, this re-enrolment initiative acts as a catalyst, reigniting participants’ sense of mastery. However, the pivotal factor lies in creating an environment that fosters a renewed sense of belonging to peers and the school. © 2024 The Author(s).

This study highlights the significance of understanding how diversity experiences and innovative learning environments contribute to the personal development of international students in Higher Education Institutions (HEIs) in Shaanxi, China. Despite existing studies, there remains a notable gap in exploring their combined effects specifically within Chinese HEIs. This research aims to address this gap by analyzing the relationships among diversity experiences, language proficiency, and personal development, thereby offering valuable insights for educators and policymakers to enhance institutional support for international students. To achieve this, we conducted a quantitative survey involving 364 international students, utilizing a structured questionnaire and employing Structural Equation Modeling (SEM) for data analysis. The results reveal a positive relationship between diversity experiences and personal development. However, no direct relationship was found between innovative learning environments and personal development. Furthermore, language proficiency mediates the relationship between diversity experiences and personal development. Moreover, innovative learning environments were positively associated with both acculturation stress and language proficiency, which in turn were related to personal development. The findings underscore the vital role of institutional support in enhancing international students' personal development through improved diversity experiences and language proficiency. To achieve this, educators and policymakers should integrate diversity initiatives and create adaptable learning environments that specifically address the needs of international students. © 2025 Azram 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.

In recent years, virtual reality (VR) has emerged as a pivotal technology in the field of education, offering immersive and interactive experiences that have the potential to significantly enhance teaching and learning processes. However, for educational designers, teachers, and lecturers who lack advanced information technology skills, identifying and evaluating suitable VR applications can be a complex and labour-intensive endeavour. This article provides a non-technical, action-oriented overview of commercially available VR solutions designed for social skills training in education. To identify relevant providers, we conducted a four-phase snowball search from April to October 2024, combining academic literature reviews, expert interviews, web searches, and demo testing. This process led to the identification of ten VR providers suitable for social and communication skills development. The selected applications were analyzed across ten key criteria, including communication style, avatar design and customization, technological requirements, language support, and the availability of content libraries and authoring tools. The results reveal significant variation among providers in terms of pedagogical flexibility, technical accessibility, and degrees of user customization. By mapping these differences, the article offers a practical starting point for educational stakeholders seeking VR solutions that align with their instructional goals. Rather than offering an exhaustive review, the study presents a structured orientation to facilitate informed decision-making in selecting and implementing VR tools for social skills training. © 2025 by the authors.

This paper will explore whether teachers’ multicultural ideology, soft skills (transversal capacities), national pride and identity, and intergroup contact, controlled by other variables, are related to their multicultural attitudes. This objective is developed and estimated from correlation analysis and using the method of ordinary least squares, to verify how multicultural ideology, national pride and identity, soft skills, and intergroup contact, controlled for some sociodemographic variables, generate effects on the multicultural attitudes of teaching in a Colombian higher education institution with high-quality accreditation. The findings revealed that soft skills and multicultural ideology positively influenced teachers’ multicultural attitudes, while intergroup contact with different ethnic groups showed a negative correlation. The analysis used primary data collected from 199 professors at the institution, which operates in a culturally diverse, multi-campus context within an emerging country characterized by very low national pride. © 2025 Barrios Aguirre 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.