Search Results for
"Article"

This study aims to establish a “Tourism Professional Skills Evaluation System in Application-Oriented Universities” to bridge the gap between industry requirements and traditional curricula. In response to the tourism sector’s rapid growth and shifting market demands, this study employ the Modified Delphi Method (MDM) and Analytic Hierarchy Process (AHP) to identify and weight five core competency domains: basic professional knowledge and skills, professional related knowledge and skills, interpersonal and self-development skills, physical fitness, as well as cultural and ethical rule of ethics qualities. Through expert panels and group discussions, this study develops a comprehensive set of indicators covering all essential competencies. The system has been piloted at a case university and received strong endorsement from both industry and academic stakeholders. By quantitatively defining indicator hierarchies and weights, this framework delivers a scientifically grounded, objective tool for educators, administrators, and policymakers to design and refine tourism talent development programs. © 2025 Lin 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.

Implementing scientific inquiry as a learning approach has accounted for most discussion topics and research areas in science education. Numerous studies have been conducted for decades; therefore, synthesizing the updated results will be worthwhile. Diverse needs require effective implementation of the vision of scientific inquiry for scientists, and various forms of learning output pose a challenge for scholars to provide a systematic summary of evidence regarding its role in science teaching and learning. Therefore, the random effect model was suitable for this paper to capture the impact of scientific inquiry on science learning comprehensively. A meta-analysis study using a random-effects model was chosen to systematically synthesize 22 academic articles gathered from the Scopus and Web of Science indexing databases. An individual paper was first extracted for its sample size, mean, and corresponding standard deviation, which were then calculated to measure the effect size of each piece of evidence using the JASP program. In summary, we highlight the positive and moderate impact of scientific investigation on student learning outcomes as a promising approach to enhancing science learning. This study fills the gap in the previous literature by providing a cross-cultural systematic synthesis of Indonesian and non-Indonesian literature, as well as comprehensively measuring the effects of scientific inquiry interventions. These findings support scientific inquiry as a promising approach to learning and encourage the sustainability of efforts to enhance the quality of science learning in various educational contexts. © 2025 by the author(s).

This research article investigates the influence of classroom multicultural and monocultural milieu on discipline dynamics and the implementation of Project-Based Learning (PjBL) in primary schools. The primary objective is to examine how cultural context shapes students’ disciplined behaviour and the strategies teachers use within PjBL frameworks. A quantitative, comparative method was employed, involving 76 students from four schools in West Sulawesi, Indonesia. Data were collected using the Discipline Self-Assessment and a PjBL performance test. Results revealed significant differences in Discipline (t = 10.386, p < 0.001) and PjBL (t = 6.947, p < 0.001) between the milieus. Regression analysis indicated that Discipline and PjBL collectively explain 76.7% of the variance in Milieu Types (R² = 0.767, F = 120.164, p < 0.001). In monocultural milieus, Discipline emerged as a stronger predictor, while in multicultural settings, PjBL was more impactful. These results highlight the need for contextspecific strategies, with discipline supporting structure in monocultural classrooms and PjBL enhancing engagement in multicultural ones. The research results underscore the importance of adapting teaching methods in the classroom, providing valuable insights for educators and policymakers. Future research should explore additional variables and longitudinal follow-ups to gain a deeper understanding of student discipline dynamics. © 2025, University of Zadar. All rights reserved.

This paper focuses on students receiving vertically integrated vocational education and evaluates the impacts of long-duration vocational education (LDVE) on individuals’ vocational identity, self-efficacy, and job satisfaction. Based on 1878 survey data, a logit model was used to analyze the influencing factors of students’ participation in the vertically integrated vocational education (VIVE) program, and the propensity score matching (PSM) method was used to measure the effects. Moreover, the comparison was made in different VIVE models to find the heterogeneity of effects. The results showed that family background and major significantly negatively affected the odds of an individual receiving VIVE. Merely extending the duration of vocational education does not significantly improve vocational identity, self-efficacy, and job satisfaction. Furthermore, the results of the between-group difference analysis indicated that neither the secondary-to-higher VIVE model nor the higher-to-undergraduate VIVE model had a significant impact on individuals’ vocational identity, self-efficacy, and job satisfaction. This research finding expands on the research achievements regarding the effects of LDVE. It can provide data references for the government and relevant institutions to pay attention to the quality and potential influence factors of LDVE. © 2025 by the author.

From vocational education to the labour-market: the impact of schoolbased or work-based practical training In vocational education (mbo), job-specific skills are (partly) taught in practice at a training company, known as vocational practical training (Beroepspraktijkvorming, BPV). The mbo system offers two learning pathways, which differ in terms of the scope of BPV. In the work-based learning pathway (bbl), the scope of BPV is much larger than in the school-based learning pathway (bol). Mbo graduates who have been trained via bbl are also more likely to stay at the training company after completing their studies. This article examines to what extent a successful transition from education to the labor market is related to BPV through bol or bbl and the opportunity to work at the training company after graduation. The study focuses on mbo graduates from the 2014/2015 academic year. Information is available on their labor market position one year and five years after graduation. We find that bbl graduates are in a better labor market position shortly after graduation than bol graduates. Five years after graduation, their position is still better, but the gap has decreased. We found no evidence that the better position of bbl graduates is due to them receiving more offers from their training companies to stay on after graduation. However, the relationship between an offer from the training company and early career outcomes differs between graduates of bbl and bol. For bbl graduates, an offer from the training company, especially if accepted, is associated with a better short-term labor market position. For bol graduates, an offer is associated with a better labor market position in the longer term. © Centraal Bureau voor de Statistiek & Vrije Universiteit Amsterdam

This article aims to investigate the vision of ideal education held by Ecuadorian university students, through artistic reflections posted on the hashtag #LaEducaciónSoñada on the social network X. To this end, ad-vertising information on art was collected during the pandemic, between 2020 and 2021. A mixed methodology was used, with sampling strategies and Visual Thinking techniques, where previous educational experiences in traditional environments were explored, and then dreamed pedagogical areas were applied. To this end, three key axes were identified: active methodologies centered on the student, inclusive educational environments, and the integration of art as a didactic-pedagogical tool. The results emphasize the need for free, creative, and respect-based education, with committed teachers and spaces that foster freedom and diversity. It is concluded that educational transformation requires interdisciplinary dialogue, teacher training in emotional and methodological competencies, and policies that prioritize creativity in equitable environ-ments. The study highlights the potential of art to humanize education and promote critical thinking. © 2025, Universidad Nacional Experimental Rafael Maria Baralt. All rights reserved.

The decision to pursue a career in sports often has far-reaching consequences in the professional career planning of high-performance athletes. Therefore, it is highly relevant to examine how the high-performance sports career is perceived as a signal in terms of the signaling theory (Spence, 1973) during a job application. To this end, an experiment was conducted to investigate how recruiters evaluate job applications from former high-performance athletes (both single and team sports), considering social, motivational, and cognitive competencies. In total, 303 subjects participated in this study. It is shown that the same person as a team athlete was considered significantly more capable for a professional entry than as an individual athlete or someone without a high-performance sports background. Although careers in high-performance sports can be considered a risky way to earn a living, our findings indicate that this is not necessarily the case: athletes who manage to complete an apprenticeship alongside their sport reduce their risk enormously, as their high-performance sports career is interpreted as a positive signal when applying. © The Author(s) 2024.

This article sets out the case for providing regular philosophy sessions in prisons by focusing on its role in improving metacognition. We start by drawing attention to an important body of research on metacognition that is relevant to supporting prisoners in transitioning towards more prosocial lifestyles, as well as navigating the complexities of life both during and post-incarceration. We then make the case for offering philosophy programmes in prisons in order to help nurture and develop metacognitive skills in this population. © 2025 The Author(s). The Howard Journal of Crime and Justice published by Howard League and John Wiley & Sons Ltd.

Purpose This study aims to explore the bibliometric indicators of the previous research on education for sustainable development (ESD) and to synthesise the critical outcomes of the most cited publications in the context of the further education (FE) and skills sector. Design/methodology/approach A mixed-method approach is adopted involving both quantitative and qualitative methodology through a bibliometric analysis including performance, collaboration and network analyses on 768 articles on ESD and thematic content analysis using inductive coding on the most influential publications on ESD. Findings Descriptive results indicate the current state of previous ESD research globally in terms of journals, authorship and citations. The collaboration trends in ESD research reveal a Western dominant relationship spread across five continents. The intellectual structure of ESD research dominantly consists of decision-making patterns, problem-based learning, future-oriented education, ESD-based culture, student perspectives in ESD, the role of universities in ESD, ecopedagogy and ecophilosophy. Finally, the conceptual dynamics of the most influential articles are grouped as policy-based, curriculum-based and teacher training implications. Originality/value This study contributes to the improvement of ESD in the FE and skills sector by exploring the current state of the previous research on ESD, clarifying the collaboration trends in the studies on ESD, the intellectual structure of ESD research and the conceptual dynamics of the most influential research on ESD. The results of this research depict a picture of both existing and missing approaches in the previous ESD studies with respect to the FE and skills sector. © 2025 Emerald Publishing Limited

The study aims to explore the impact of artificial intelligence (AI)-powered chatbots in mobile teacher training, specifically in enhancing interactive learning. To achieve the objective, the researcher employed an experimental approach using a single-group (pre-post) design. The study sample consisted of 50 male and female secondary school teachers who received training based on chatbot applications over a four-week period. Following the training, the research instrumenta teaching skills scale was administered. This scale measured three key skills: interactive planning, the integration of technology in teaching, and interactive evaluation. The results revealed statistically significant differences between the participants scores on the teaching skills scale in the pre-and post-tests across all dimensions and the overall score. These differences favored the post-test results, indicating an improvement after exposure to the chatbot-based training program. Considering these findings, the study recom mends the development of ongoing professional training programs for teachers, particularly those incorporating innovative models such as chatbot applications. © 2025 by the authors of this article.