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Purpose: Education-based discrimination has not received sufficient attention within the field of human resource development (HRD), which can provide practical interventions to help solve the hardships of high school graduate employees (HSGEs). This paper aims to bring this issue to the forefront by framing the current marginalization of South Korean HSGEs as an individual-level issue that has repercussions to early career development, and also as an organizational-level issue that has implications on workplace learning and development. Design/methodology/approach: This paper used an integrative literature review method by analyzing studies that have focused on the challenges faced by HSGEs. The objective was to identify patterns of their experiences and call attention to strategies they utilize to cope with the marginality they face in the workforce. The Korea Citation Index (KCI), a database that manages Korean domestic journals, was used. In total, 187 articles were found, and 15 articles succinctly matched the research criteria. Findings: HSGEs struggled with employment unreadiness and faced discrimination based on their academic background, young age and low-rank position within organizations. In turn, they were vulnerable to poor working conditions (e.g., high work intensity, long working hours, etc.). These challenges led HSGEs to pursue a college degree and/or engage in workplace learning. Originality/value: The use of critical human resource development (CHRD) has typically been limited within a South Korean context. We deliberately applied a critical perspective to raise awareness about how contemporary forms of marginality have gone unchecked, specifically by interrogating the exclusion and disempowerment experienced by HSGEs. © 2024, Emerald Publishing Limited.

The rapidly evolving field of digital entrepreneurial education has been significantly shaped by advancements in technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI). While these technologies have opened new possibilities for entrepreneurial learning, much of the existing research is fragmented, focusing on isolated tools or specific interventions. This piecemeal approach complicates efforts to identify overarching trends, theoretical frameworks, and practical applications relevant to educators, policymakers, and researchers. To address these challenges, this study employs a Bibliometric-Systematic Literature Review (B-SLR) methodology, combining quantitative bibliometric analysis with qualitative synthesis to offer a comprehensive and balanced perspective on the field. We reviewed 261 articles published between 2005 and 2024, capturing diverse geographical regions, subject areas, and publication outlets. This approach enabled us to identify prevalent research themes, uncover emerging methodologies, and highlight areas that warrant deeper investigation. Our analysis revealed four main clusters: (1) Technology-Enhanced Entrepreneurship Education, examining how AR, VR, AI, and digital platforms foster engagement and skill-building; (2) Experiential and Project-Based Learning Approaches, highlighting gamification, simulations, and collaborative projects that stimulate practical competencies and adaptability; (3) Entrepreneurial Competencies, Mindset, and Social Dimensions, exploring cultural, generational, and gender-related factors that shape learner readiness and intentions; and (4) Future-Oriented and Transformative Approaches, emphasizing sustainability, global collaborations, and ethical considerations that guide the long-term evolution of entrepreneurial learning. The findings indicate that technological tools alone do not guarantee enhanced entrepreneurial outcomes. Instead, successful digital entrepreneurial education relies on cultural relevance, supportive policies, comprehensive educator training, and inclusive pedagogical designs. The study proposes an integrative framework that synthesizes technological, experiential, socio-cultural, and forward-looking strategies, offering actionable insights for improving educational practices and advancing theoretical understanding in the field. This research highlights critical areas for future exploration, including the development of learner-centred curricula, investments in digital infrastructure, and the promotion of international collaborations. By addressing these gaps, stakeholders can establish adaptable, inclusive, and ethically grounded ecosystems that equip learners with the skills and mindset needed to navigate the complexities of entrepreneurship in an increasingly dynamic global environment. © The Authors.

Background: To better meet the mental health training needs of Australian Diploma of Nursing students, it is essential to transition from the current competency-based teaching approach to a more holistic, integrated method using Simulated Participant simulation-based learning. Methods: An embedded mixed methods design with multiple case studies was employed. Ten students enrolled in a mental health nursing unit of a diploma of nursing course completed surveys, which included the adapted Health Communication Assessment Tool and the Lasater Clinical Judgment Rubric, both before and after a simulated participant intervention and clinical placement. Students also completed the Student Satisfaction and Self-confidence in Learning scale and participated in an individual interview following the simulation intervention. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through inductive thematic and interpretative phenomenological analysis. Results: The findings of this research revealed that Simulated Participant simulation demonstrated an increase in self-reported knowledge, skills and attributes necessary for working effectively with mental health consumers. Additionally, students felt better prepared for a mental health placement. Conclusion: Simulation-based education using Simulated Participant methodology was shown to enhance self-reported knowledge, communication skills, clinical reasoning, confidence, and empathy. This educational approach could potentially address the gaps in the current Diploma of Nursing course, resulting in more proficient and effective nursing care for mental health consumers. © 2025

This study aims to evaluate the efficacy of the Mini Clinical Evaluation Exercise (Mini-CEX) in conjunction with Case-Based Learning (CBL) and mind mapping methodologies in fostering the clinical competencies of ultrasound residents. Methods A cohort of forty-two general practitioners who underwent standardized training at the Department of Ultrasound Medicine at Tianyou Hospital, affiliated with Wuhan University of Science and Technology, from December 1, 2022 to December 1, 2024, were selected for this research. These practitioners were randomly assigned to either an experimental group or a control group using a random number table. The experimental group engaged in training utilizing the Mini-CEX combined with CBL and mind mapping approach, whereas the control group adhered to a traditional training regimen. Subsequently, comparative analyses were conducted on theoretical and practical test scores as well as clinical teaching satisfaction ratings between the two groups. Additionally, variations in Mini-CEX evaluation scores for the experimental group were assessed at admission, after two weeks, and after four weeks of training. Results The training approach that integrated Mini-CEX with CBL and mind mapping demonstrated significantly superior outcomes compared to the traditional training method regarding theoretical and practical performance, as well as teaching satisfaction, with statistically significant differences noted (p < 0.05). A comparison of Mini-CEX scores among 21 general practitioners at two and four weeks post-training versus admission yielded statistically significant results (p < 0.05). Conclusion The amalgamation of Mini-CEX with CBL and mind mapping methodologies markedly enhances the instructional effectiveness of standardized resident training. © 2025 Liu 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.

Background: This article shares details of a pilot research project that explored stakeholder perceptions and experiences of the academic and work-based elements involved in one university's innovative speech and language therapy (SLT) degree apprenticeship. Aims: To share findings about SLT apprentice learner and mentor expectations and experiences since this knowledge, including of barriers and facilitators, will enable the university concerned, and others already providing or developing their SLT degree apprenticeship, to enhance their offer and so apprentice learning experience and outcomes. Methods and Procedures: Following ethical approval, a mixed-methods research design was applied. In phase one, 18 apprentice and mentor participants involved in the programme completed online questionnaires. Themes identified from inductive thematic analysis of the questionnaire data were probed further in nine online semi-structured interviews, with transcripts also being analysed using inductive thematic analysis. Outcomes and Results: Findings offer new knowledge about the apprenticeship route into the profession and provide valuable insight for HEIs and employers considering or developing an SLT or wider allied health profession (AHP) apprenticeship offer. This includes detail about the strengths and challenges related to four key themes: internal factors; time and support; structure and organisation; and apprenticeship processes. Conclusions and Implications: The apprenticeship provides an economically sustainable and practical progression opportunity for learners, including SLTAs, and may provide SLT training that is better embedded in clinical practice than traditional routes. Collaboration between the key stakeholders (apprentice learner, workplace mentor, and HEI) is central to this, though challenges in terms of time and resources exist. Developing and sustaining SLT apprenticeships therefore has implications for future workforce development and the profession. WHAT THIS PAPER ADDS: What is already known on this subject Degree apprenticeships, as a route into the speech and language therapy profession, are in their infancy; thus, research and information about them are emergent. What this study adds to the existing knowledge The university where the study took place had been involved in the RCSLT apprenticeship trailblazer group since its inception in 2017 and offered the first full-time SLT Degree Apprenticeship (DA). Findings about what is different about SLT DA education and learners as compared to traditional routes are presented. The study provides new information about who chose to study SLT via the DA and why, and what components should be considered, including how, when and where DAs might be delivered. What are the clinical implications of this study? Whilst the DA SLT appears to have distinct advantages over more traditional routes in terms of continual integration of theoretical and work-based learning and experience, challenges around workload exist. This study was conducted at an early stage of the DA delivery, so knowledge about threats and whether the route will fulfil workforce development hopes remains to be seen. © 2025 The Author(s). International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.

An extreme shortage of initial teacher education (ITE) qualified VET schoolteachers impacts the equitable opportunity for young people to become well-educated, vocationally prepared school graduates. This article reports on an international applied research Fellowship designed to discover how Norway and Finland upskill mid-career industry experts to become VET schoolteachers. These countries produce a sustainable VET schoolteacher workforce with approximately half of all upper-secondary students studying VET. In contrast, approximately one-quarter of Australian school students choose VET pathways, at a time when the nation is experiencing a significant skills shortage. We present research findings that illustrate how Norway and Finland produce a sustainable supply of VET secondary schoolteachers. As Australia has yet to develop suitable ITE programs to prepare qualified VET teachers for schools, we argue that Australia would do well to heed Finnish and Norwegian practices that improve the quality of VET in schools, support mid-career industry experts to become VET schoolteachers, and enhance the status of VET in education and society. © 2025, Western Australian Institute for Educational Research Inc.. All rights reserved.

In this article, we analyse changes in the language use to describe the content of higher education in Denmark between 2014 and 2021. Based on text analysis of course descriptions of every university course in Denmark, we show steady growth in the use of applied, practical and vocationally oriented terminology. This trend is not only driven by a transformation towards more applied fields within higher education, but also directly affects courses offered within the arts and humanities, for example, which have been under strong political pressure to adapt to market needs during the period in question. Within the humanities, languages have largely followed this path, while fields such as philosophy and theology have resisted the trend and only implemented minor changes. Overall, our findings demonstrate a shift towards highlighting the application of knowledge and competences within Danish higher education. This is in line with the broader international discourse in recent years, including conclusions of several qualitative studies and theoretical contributions. © 2025 The Author(s). Higher Education Quarterly published by John Wiley & Sons Ltd.

This article reflects on a capacity-building project co-designed with two universities in northern Mozambique to strengthen partnerships in the educational sector in addressing local issues of youth unemployment and food insecurity. The project focused on building communities of practice (CoPs) around the three secondary-level schools delivering agricultural education and training with the participation of universities’ lecturers from agricultural universities as well as students and rural communities. These three CoPs became collaborative networks foregrounded in participatory action research that allowed for a joint production of knowledge. Because of this, we propose to frame these CoPs as microcosms of an expanded skills ecosystem that exists on a territorial level and encompasses diverse forms of knowledge. Despite the impacts of the COVID-19 pandemic, CoPs created opportunities for students to do practical work that is often lacking in training and, especially, to encounter entrepreneurship possibilities that can facilitate education–work transitions. With this experience in mind, we ask ourselves, how can CoPs harness skills development towards the education–work transition for youth in agriculture? Our insights into this question are based on three years of project implementation (2021–2023) and, hopefully, will contribute to better understand the role of vocationally trained youth for Mozambique’s agricultural development. © 2025 by the authors.

The lack of innovative implementation of digital learning media presents obstacles to accessing course materials, leading to unequal learning opportunities among students and, subsequently, lower graduate competencies. This study aimed to review the research studies on the effects of implementing digital learning media in various formats and its contribution to students’ learning outcomes. This study employed a scoping review by analysing articles from reputable databases, including Scopus and Google Scholar, and using relevant keywords. The selected studies were examined through descriptive mapping and narrative synthesis to identify patterns in digital media usage and their impact on learning outcomes. The analysis recognised 29 pertinent investigations, revealing the prevailing pattern in research on digital learning media centres and on Mobile Applications and their influence on students’ educational achievements. Nevertheless, there is also a demand for other forms of digital learning media to be utilised in educational endeavours. Additionally, the findings of the research illustrate that the utilisation of digital learning media substantially improves students’ proficiency in both technical and interpersonal abilities. Consequently, this study serves as a valuable asset for educators, and urges them to adopt the incorporation of digital learning media. © 2025, Commonwealth of Learning. All rights reserved.

Purpose: In recent years, there has been a substantial gush in the number of published articles, indicating that researchers in the field of careers are enthusiastically embracing the notion of career adaptability. Despite the volume of studies, there has been a significant gap in an in-depth understanding of career adaptability in terms of theoretical frameworks, measures, application in various contexts, and understanding of career adaptability as an antecedent and consequent factor, mediator, and moderator. Methodology: In order to comprehend the nomological network of career adaptability, this article reviews the literature on the subject. 43 papers covering the years 2015–2024 were reviewed using the PRISMA approach and two databases. Finding: This study offers a thorough analysis of the literature and current trends, emphasizing the need for additional research career adaptability by identifying gaps in the current literature. The current study provides various contextual factors that can impact career adaptability which was not explored previously in the research. Originality/Value: To the best of the author's knowledge, no study has explored career adaptability in such detail before. The current research provides value by providing direction to future researchers and contributes by advancing the theoretical framework of career construction. © Australian Council for Educational Research 2025