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This article aims to develop a career readiness program by using augmented reality technology. This program is proposed to facilitate students in order to develop career readiness, as well as increase the interaction between students and technology, which serves to help them get used to using technology in formal activities. Career readiness aims to minimize career failures in future students by preparing them with the skills and competencies necessary to make informed career choices. This variable is the basis in the process of developing students' careers, especially in the career decision-making process. Career readiness is one of the priorities at the high school level, which includes junior high school, senior high school, and vocational high school. The research method used in this study is research and development, where researchers develop a prototype of an augmented reality world based on career readiness. It will contain a career readiness program that includes basic information and training tasks about careers, such as self-understanding, building career awareness, post-secondary aspirations, options available after high school, career opportunities in the neighborhood, how to plan academically, how to build employability skills, and financial literacy. © 2025 Author(s).

This article presents the development and enhancement of an e-module integrating Project-Based Learning (PjBL) for cosmetology in chemistry education, employing the 4D development model - define, design, develop, and disseminate. The module was meticulously refined based on feedback from students and validators, focusing on improving visual appeal, interactivity, and scientific accuracy. Revisions included enhancing the table of contents, integrating PjBL syntax (Project Introduction, Planning, Implementation, Evaluation, and Presentation), adjusting image backgrounds for better readability, and incorporating multimedia elements such as videos and illustrations. The incorporation of accurate chemical formulas and structures in accordance with IUPAC standards further ensured the module's educational value. The iterative development process addressed common challenges in traditional cosmetology education by bridging the gap between theoretical knowledge and practical application. The e-module's design aimed to enhance student engagement, support diverse learning styles, and facilitate a comprehensive understanding of cosmetic chemistry. The results indicate that integrating PjBL with interactive and visually optimized content creates a more effective learning tool. Recommendations for future implementations include ongoing user feedback integration and exploration of the module's adaptability to other chemistry education areas. As educational technology continues to evolve, this approach provides a valuable framework for developing interactive, multimedia-rich educational resources. Future research should focus on assessing the module's impact on long-term student outcomes and its potential for broader application in chemistry education. © 2025 Author(s).

The complexity of microcontroller learning that must combine theoretical concepts and real practices makes it difficult for many students to master the competencies of microcontroller control systems. In addition, it is difficult to achieve practical skills that students must master without a training kit that can interpret the application of microcontroller control systems. Thus, the purpose of this study is to examine the effectiveness of mobile robotic training kits to improve student learning achievement, practical skills, and problem-solving skills. This study used a mixed method with a sequential explanatory design, combining true-experimental research with semi-structured interviews. It involved 76 participants, divided into 38 experimental groups and 38 control groups selected at random. The results of this study show that the mobile robotic training kit is significantly effective in improving students’ learning achievement, practical skills, and problem-solving skills in the field of microcontroller control systems. This study provides empirical evidence of the importance of implementing a mobile robotics training kit in the learning process to improve students’ competencies and prepare them with competencies relevant to the needs of the world of work. © 2025 by the authors of this article.

This article proposes an instructional model based on psycho-pedagogical theories to serve as a basic structural unit for the creation of educational reinforcement platforms aimed at strengthening quantitative competences with which students enroll mathematics and statistics subjects (or other subjects that draw on this knowledge) at university. Although there are Intelligent Tutoring Systems (ITS) that are beneficial for students, the difficulty of manipulation and programming, together with their high economic cost when lacking programming skills, have prevented a widespread use of this type of interventions. Following the first steps of the ADDIE model, this article develops an instructional model that can be easily replicated by instructors lacking in programming and digital skills, designed to be applied in free and easy-to-handle interactive tutoring platforms, such as Genially.com or Canva, among others. The main foundations on which the pedagogical guideline is based are extracted through an extensive review of academic literature on psycho-pedagogical theories such as scaffolding, effective learning, metacognition, educational reinforcement, or feedback. Through it, students will be able to strengthen their quantitative conceptual foundations and reflect on their own learning process. © The Author(s) 2025.

Introduction: The school-to-work transition (STWT) represents the initial significant career milestone in young people's lives. In Italy, the Paths for Transversal Skills and Orientation (PCTOs) were introduced in upper secondary schools as an educational tool to support STWT. PCTOs aim to equip students with transversal skills that promote employability and personal development. Given limited research on PCTO effectiveness, this study examines specific PCTO characteristics in enhancing students' transversal skills and career resources. Methods: A cross-sectional study was conducted between April and May 2024. 567 students (M age = 17.30, SD age = 1.02, 72% males) from two vocational schools (grades 11–13) in central Italy completed a questionnaire assessing four PCTO indicators: orientation value, student involvement in PCTO design, number of PCTO experiences, and quality of the tutor-student relationship. Transversal skills and career motivational resources were also evaluated. Results: A path analysis model revealed positive associations between PCTO indicators and students' transversal skills, which, in turn, were related to career motivational resources. Contrary to expectations, the quality of the tutor–student relationship did not show direct associations with the outcomes. Additionally, results suggested that engaging in various PCTO activities may reduce the clarity of career orientation. Conclusions: Findings highlight that a quality PCTO planning fosters transversal skills, indirectly enhancing career resources. While different PCTO experiences support skill development, they may reduce the “orientation” value of the Paths. This study underscores the value of PCTOs in preparing young people for the labor market, emphasizing the importance of targeted, skill-oriented experiences. © 2025 The Author(s). Journal of Adolescence published by John Wiley & Sons Ltd on behalf of Foundation for Professionals in Services to Adolescents.

This study investigates how geographical factors influence the digital skills of educational administrators in Thailand's Pathum Thani province. A digital skills assessment framework, comprising three components: competency, knowledge, and experience, was developed and validated using confirmatory factor analysis. Data from 346 educational staff and 219 school teachers across seven districts were analyzed. The findings revealed significant district-level variation in digital skills, influenced by factors such as student population, student density, and budget support. The assessment framework demonstrated strong reliability and validity, with all model fit indices meeting accepted thresholds. This research contributes by providing a validated tool to assess digital proficiency in educational leadership and by identifying key geographical factors that shape digital skills development. It underscores the need for targeted digital training programs and equitable resource allocation to enhance digital proficiency among school administrators. These insights can inform national policies and guide the design of district-level digital literacy initiatives. © 2025 Elsevier Ltd

Introduction: The career aspirations of undergraduate radiography students have previously been surveyed but there is little in the literature exploring nuclear medicine as a career specialism. This study aimed to explore the relationship between clinical placement and career choice within third and fourth year diagnostic radiography undergraduates in Scotland. Methods: University ethical approval was obtained; gatekeepers were appointed from each university and distributed the survey. The online survey was conducted consisting of 22 questions including 4 open ended. Descriptive results were summarised using tables and graphs, whilst inferential statistics were collated using R. Results: The survey response rate was 30.3 % (n = 64/211). Students were predominantly female (89 %). The preferred modality for specialising was general radiography (weighted average = 98.99) whilst nuclear medicine was the least favored career choice (weighted average = 18.69). Clinical placement was the most influential factor in career planning for radiography students, and students expressed a desire to learn more about nuclear medicine. There was a statistical difference in length of time spent in nuclear medicine between the three universities (p = .021). Conclusion: The study helped to establish the link between career planning and clinical placement. Students were more likely to choose a modality based on a positive clinical experience. Notably students spent the least amount of clinical time within NM and also favour this modality the least for their future career. Implications for practice: Students have demonstrated a need to learn more about the modality and experience it within a clinical placement setting. It is recommended that the radiography curriculum is modified to incorporate learning objectives with a minimum of one week within NM. © 2025 The Authors

Technical and Vocational Education and Training (TVET) programs are increasingly recognized as equipping women with essential skills to navigate the dynamic labor market. However, there is limited research on the specific impact of TVET on women's self-employability. This study explores the relationship between TVET participation and self-employability among women in Balochistan, addressing a critical gap in the literature. A mixed-methods approach was utilized, combining quantitative data from 368 current and former female TVET students in Quetta with qualitative insights from in-person interviews and focus groups involving 27 participants, including female graduates, skilled female entrepreneurs, and subject matter experts. Thematic analysis highlighted the opportunities and challenges women entrepreneurs face during and after TVET engagement. Key findings revealed that while TVET contributes positively to entrepreneurial development, many women continue to struggle with work-life balance issues. Traditional gender roles and societal expectations impose significant time and energy constraints on individuals. Moreover, limited access to credit, inadequate funding, and complex loan procedures hinder the success of female-led micro and small enterprises. Social constraints, family obligations, and interpersonal skills influence entrepreneurial outcomes. This study advocates that governments and local bodies provide family support services to help ease the burden on women who balance business and family commitments. Enhancing TVET's role in equipping women with critical skills while simultaneously addressing systemic challenges can help Balochistan foster a more inclusive and equitable economic future for female entrepreneurs. © 2025 The Authors

Positive psychology has been increasingly recognized in EFL learning. However, empirical research on how well-being constructs such as PERMA influence learner outcomes in online MOOC environments remains limited. This study aimed to investigate whether positive emotions predict English performance test scores through the mediating effects of engagement, relationships, and meaning. A quantitative cross-sectional design was adopted in this study. Data were collected from 350 participants through a self-reported questionnaire and standardized English test scores. Structural equation modeling was employed to test the hypothesized relationships. The results revealed that positive emotions significantly predicted learners' English performance test scores (β = 0.623, p < 0.001). Engagement (β = 0.094, p < 0.001) and relationships (β = 0.160, p < 0.001) served as significant mediators, whereas meaning (β = 0.077) did not. A significant direct effect (β = 0.297, p < 0.05) also emerged, indicating partial mediation. These findings highlight the role of positive emotions in shaping academic performance through psychological engagement and social connection. The study provides practical implications for developing emotionally supportive MOOC environments to enhance EFL learning outcomes. © 2025 The Authors

Virtual reality (VR) technology has been widely adopted in education field for a period and its application keeps developing continuously. The bibliometric analysis was conducted to provide a comprehensive understanding of VR technology application about research strengths, research theme, scope, hot topics and evolution to enrich further study on VR technology adoption in English education in vocational colleges. The search of literature over the past decade in the Web of Science (WoS) database and 930 articles remained based on inclusion and exclusion criteria. Subsequently, VOSviewer used to analyze data from selected articles. The study finds out that research on VR technology shows an upward trend. The influential country is China, while most research institutions and authors are also from China. Research topics were identified using keyword co-occurrence analysis and four thematic clusters emerged: i) positive impact of VR on English education; ii) VR used in English education for special purpose; iii) VR is used in actual situation with the consideration of its’ features and positive effect; and iv) users’ acceptance of VR. The findings highlight current developments and offer guidance for promoting VR technology utilization in English education. Furthermore, educators could use the findings to design more effective VR-integrated curricula. © 2025 Institute of Advanced Engineering and Science. All rights reserved.