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Modern technologies are transforming occupational health and safety training by enhancing education, innovation, fire prevention, and promoting sustainability conditions in various sectors of industries. Digital tools such as virtual reality, artificial intelligence, and interactive simulations improve learning efficiency, engagement, and risk awareness. By integrating the technologies, companies can better prepare employees for hazardous situations, reduce workplace accidents, and ensure compliance with safety regulations. Fire courses on fire prevention and control are an essential element in health and safety trainings, and a crucial aspect of safety management. In any business, employees should be prepared for emergency situations, including fires by using modern tools like artificial intelligence. This article aimed to assess the implementation of modern technologies in Polish occupational health and safety training across various industrial sectors. Additionally, this research considered variations in training program development based on company size and financial capacity, highlighting the importance of integrating training, education, and innovative technologies into the company’s overall development strategy. The relationships between safety training programs, education, and innovation in 597 industrial companies were evaluated. The research findings suggest that integrating innovative technologies into training can improve working conditions in a more sustainable way and enhance the market competitiveness of enterprises. © 2025 by the authors.

Educational institutions are facing a crisis characterized by the need to address diverse learning styles and vocational aspirations, exacerbated by ongoing financial pressures. To navigate these challenges effectively, there is an urgent need to innovate educational practices and learning environments, ensuring they are adaptable and responsive to the evolving needs of students and the workforce. The adoption of the Industry 5.0 framework offers a promising solution, providing a holistic approach that emphasizes the integration of human creativity and advanced technologies to transform educational institutions into resilient, human-centric, and sustainable learning environments. In this context, this article presents a transdisciplinary methodology that integrates Asset Management (AM) with Social Innovation (SI) through Design Thinking (DT) to co-design Educational Facilities 5.0 with stakeholders. The application of the proposed approach in an AgroLab case study—a food and agricultural laboratory—demonstrates how the methodology enables the definition of an Educational Facility 5.0 and generates AM Design Knowledge to support informed decision-making in the subsequent design, implementation, and operation phases. Following DT principles—where knowledge emerges through iterative experimentation and insights from practical applications—this article also discusses the role of SI and DT in AM, the role of Large Language Models in convergent processes, and a vision for Educational Facilities 5.0. © 2025 by the authors.

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. © 2025 by the authors.

The rapid digital transformation of global education systems has made enhancing the digital competence of pre-service teachers a fundamental objective of teacher education reform in many countries. This study employs the PRISMA protocol systematically review 28 empirical research articles published between 2021 and 2025. The literature was retrieved from three databases (Scopus, Web of Science, and ERIC), encompassing both developed and developing nations. This review aims to identify (1) the factors that affect pre-service teachers’ digital competence, (2) similarities and differences in the digital competence of pre-service teachers in different national contexts, and (3) the frameworks and instruments used in the selected articles. The findings reveal five major influencing dimensions: (1) training and curriculum practice support, (2) psychological and environmental support, (3) policy systems and resource environments, (4) legal ethics and digital literacy, and (5) individual characteristics. Although pre-service teachers in many countries often possess fundamental digital competencies, significant disparities are observed in ethical awareness, pedagogical integration, and critical thinking. DigCompEdu, TPACK, and several other frameworks are commonly employed for evaluation, each offering context-specific benefits. This study consolidates essential trends and regional variations in global research, identifies deficiencies in cross-cultural adaptability and the advancement of advanced digital competence, and offers valuable recommendations for enhancing teacher training programs and informing policy decisions. © Authors.

This study proposes and evaluates a tri-dimensional model for online learning in response to disruptions caused by a global health crisis. It examines learners’ attitudes, student and community stakeholder satisfaction, and differences in academic performance between STEM and non-STEM students. A total of 288 undergraduate students enrolled in business and technology programs participated in the study. Utilizing a mixed-methods approach, the study explores three core dimensions: (1) learners’ attitudes toward online learning, assessed using the uses and gratifications theory (UGT), focusing on cognitive, affective, and social needs, and analyzed using structural equation modeling (SEM); (2) student satisfaction and community feedback on online marketing deliverables, measured using descriptive statistics; and (3) comparative academic performance across disciplines, evaluated using inferential statistical tests. The findings reveal that all UGT variables significantly influence learners’ attitudes. Students expressed high satisfaction with the model’s real-world relevance, and community stakeholders reported similar satisfaction with the student-generated outputs. Furthermore, STEM students achieved significantly higher academic performance than their non-STEM peers. © 2025 by the authors of this article.

Examining how well a TRIZ-based Project-Based Learning (PBL) module fosters creative problem-solving abilities in secondary school students enrolled in Design and Technology (RBT) courses is the goal of this study. The combination of PBL with structured creative problem-solving techniques like TRIZ, particularly in the context of RBT topics, is still largely unexplored, even though PBL has been widely used in Malaysian education. In this quasi-experimental study, 118 Form 2 students were split into two groups: a control group (n = 58) that received traditional instruction and a treatment group (n = 60) that received the PBL intervention. The 12-week TRIZ methodology-based module was presented to the treatment group. The treatment group’s mean scores increased by 34% (from 50.72% to 67.93%) compared to the control group’s 16% improvement, according to pre- and post-test data. Significantly, the treatment group showed a stronger change in mastery levels and high order thinking abilities in every aspect of problem-solving. The results imply that the TRIZ-based PBL module fosters structured and innovative problem-solving skills more successfully than conventional methods. By giving a scalable methodology for developing 21st-century skills, the study offers new insights by presenting a verified pedagogical framework that incorporates TRIZ into project-based learning for secondary education. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

Using virtual laboratories for practical learning in vocational education has significantly increased in recent years. This study aims to analyse virtual laboratory research trends for practical learning in vocational education through bibliometric analysis by taking data from Scopus (intro/issue). The method used in this bibliometric journal article is the bibliometric method. This research step consists of (i) determining search keywords, (ii) collection of publication data, (iii) bibliometric data processing, (iv) bibliometric data mapping, and (v) data analysis. The search keywords used to collect data were "Virtual laboratory," "Vocational," and "Education." There are 31 articles indexed by Scopus from 2002 to 2023. From 2019 to 2023, research on virtual laboratories in vocational education has increased. This is because access to computer technology, the internet, and mobile devices is increasingly widespread, and a surge in technology use occurred during the COVID-19 pandemic. The results of the bibliometric mapping analysis show there are 24 terms grouped into 3 clusters. The terms virtual laboratory and vocational education are related in research. Virtual laboratories help overcome problems in vocational education, especially for productive vocational subjects such as working on dangerous equipment. © 2025, Semarak Ilmu Publishing. All rights reserved.

NoSQL databases are essential for managing modern data-intensive applications. While SQL education is a crucial part of the software engineering and computer science curriculum, it is insufficient in addressing the rise of big data and cloud infrastructures. Despite extensive research on SQL education, there is limited exploration of NoSQL education, particularly in teaching methods and data models. This study addresses this gap by conducting a systematic literature review on NoSQL database education, aiming to assess current research, teaching practices, models, tools, scalability, and security mechanisms while offering a framework for integrating NoSQL into academic curricula. Out of 386 articles, 28 were selected for detailed analysis, focusing on NoSQL teaching methods, models, and curriculum development. Findings revealed that document-oriented and graph databases, especially MongoDB, Cassandra, and Neo4j, are the most taught. The project-based learning approach was the most common teaching method. Challenges identified include adapting to technological advancements, addressing diverse student needs, and the shift to online learning. This review contributes valuable insights into NoSQL education and offers recommendations for improving teaching practices in software engineering curricula. © 2025 The Author

Education, science and technology, and talent are the cornerstones of modern national development, with universities serving as the core frontlines for innovation and talent cultivation. In recent years, many universities have encouraged students to engage in research activities during their undergraduate years, and existing research has shown that undergraduate participation in research significantly enhances academic engagement and success. However, most existing studies focus on curriculum-based undergraduate research, with relatively few studies on project-based research. Moreover, many of these studies lack long-term tracking data and quantitative analysis. Based on the project-based research experience in Chinese universities, this study uses a decade-long tracking dataset. It employs multiple linear regression and Logit models to explore the impact of project-based research experience on undergraduates' research careers. The results show that project-based research experience positively influences undergraduates' research careers in three key areas: level of participation, peer effects, and external evaluations. The higher the level of participation, the better the external evaluation, and the stronger the peer effect, the more significant the project's impact on the undergraduates' research careers. Compared to regular members, project leaders perform more prominently in terms of academic paper publications and obtain higher final degrees. The study also reveals that these impacts vary across different disciplines. To maximize the role of these projects in identifying and cultivating research talent, improvements in management models, incentive mechanisms, and evaluation systems are urgently needed. © 2025 Elsevier Ltd

The low logical mathematical intelligence of students with mild intellectual disabilities is caused by several factors: the learning process is still classical with the lecture method; the less than optimal use of learning media and teaching materials based on the surrounding cultural environment; the unavailability of concrete and interactive teaching materials that are adjusted to the cognitive needs of students with mild intellectual disabilities; and the unavailability of Android-based applications that help students learn the material anytime and anywhere, so that they can facilitate their ability to remember and understand the material. This research was conducted at the Sunan Kudus Special Elementary School located on JL Mayor Kusmanto RT 4 RW 3 Pedawang, Bae District, Kudus Regency, Central Java Province, Indonesia. This school was chosen because of the low level of students' logical mathematical intelligence and the lack of use of Android-based learning media. The main objective of this study was to analyze the effectiveness of the Realistic Mathematics Education (RME) model assisted by the Digital Mathematics Science Module With Voice Recording (DIMSMOVE), based on local advantages on the North Coast of Java, Indonesia, in improving the logical mathematical intelligence of students with mild intellectual disabilities. The results of the study showed that the average logical mathematical intelligence score of students using the RME model supported by interactive digital modules based on local excellence exceeded the Minimum Completion Criteria (KKM), and there was a significant increase in their logical mathematical intelligence. The level of effectiveness was categorized as moderate based on the N-Gain test, which showed that the RME model and the digital media developed were effective in supporting the learning and memory of students with mild intellectual disabilities. This study contributes to the field of inclusive education by introducing an innovative learning model that integrates RME with a culturally relevant and voice-supported digital module (DIMSMOVE). The combination of local cultural content and interactive technology offers a contextual, inclusive, and adaptive learning solution for improving cognitive competence in students with intellectual disabilities. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).