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Vocational High Schools (VHS) aim to produce graduates who are prepared for the workforce, however in practice, the unemployment rate among VHS graduates remains high. Psychomotor skills are important for VHS students. This study's objective was to analyze the psychomotor skills needed by VHS students and their influence on work readiness. This research is quantitative research with an ex post facto approach. Final-year VHS Building Information Modeling and Design Program students in the "Gerbangkertosusila" region (Gresik, Bangkalan, Mojokerto, Surabaya, Sidoarjo, and Lamongan) in East Java, Indonesia, served as the study's subjects. Questionnaires and observation sheets were used as data collection techniques. Data analysis using descriptive and path analysis. The study's findings support the notion that in order to improve students' work preparedness, psychomotor skills must be developed through instruction that aligns with industry demands. © 2025 Wahyu Dwi Mulyono et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

Proficiency in mathematical discourse constitutes a critical vector in catalyzing cognitive development and epistemic consolidation among secondary-level learners. These skills extend beyond problem-solving and comprehension to formally explicate mathematical constructs with clarity and logic, using appropriate mathematical symbols and language. Despite its importance, a systematic review of existing research on high school students' mathematical communication skills has not yet been conducted, presenting challenges for researchers in keeping pace with the latest developments. This paper seeks to provide an in-depth review of the current practices, key factors, obstacles, and future directions related to these skills. Employing the PRISMA methodology, the study reviews 50 publications between 2017 and 2024 from various data sources. The publications are analyzed to uncover major findings, publication trends, geographical distribution of research, common topics, and research methodologies. The review also identifies challenges and gaps, concurrently isolating prospective research vectors through a meta-analytic interrogation of the surveyed corpus. © 2025 Hang Thi My Nguyen et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

Previous research has demonstrated that project-based learning (PjBL) and flipped classroom models can enhance student engagement and academic outcomes, but their combined use in creative writing instruction remains underexplored. This study investigates the effectiveness of a flipped PjBL model in improving creative writing skills in higher education. The research seeks to answer: (1) Does the flipped PjBL model significantly affect creative writing learning outcomes? (2) What is the relationship between student perception, motivation, and learning outcomes? It is hypothesized that the flipped PjBL model positively influences learning outcomes and that student perception and motivation are positively associated with those outcomes. A quantitative quasi-experimental design was used, involving 62 university students aged 19–21, divided into an experimental group (n = 33) and a control group (n = 29) through purposive sampling. Questionnaires measured student perception and motivation. The results indicate that the flipped PjBL model contributed to improved creative writing outcomes and revealed positive relationships among the measured variables. © 2025 Lira Hayu Afdetis Mana et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

The study analyzed the development of transversal competencies in university students from various professional programs at a Peruvian university, with an emphasis on the differences according to the academic program. Using a non-experimental comparative descriptive design, the Graduate Transversal Competencies Assessment Questionnaire (CECTGRA) was applied to a sample of 242 students distributed across six programs: Accounting, Nursing, Hospitality and Tourism, Engineering, International Business, and Psychology. The results highlight that systemic competencies are the most valued by students in terms of importance, followed by interpersonal and instrumental competencies, evidencing the relevance of critical thinking and problem-solving in professional performance. However, the Kruskal-Wallis test revealed significant differences in instrumental competencies according to the professional career (p < 0.05), with Nursing and International Business showing better results in this dimension. On the other hand, no significant differences were found in interpersonal and systemic competencies between careers, highlighting their universal importance in professional training. These findings underscore the need to adjust university curricula to strengthen instrumental competencies in specific disciplines and ensure comprehensive training that prepares students for the demands of the globalized and competitive job market. © 2025 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.

Objective: To explore the development trajectory of humanistic care and occupational calling of college nursing students and the predictive relationship between them, so as to provide a theoretical basis for improving the occupational calling of nursing students. Methods: From April 1, 2023 to May 30, 2024, a total of 366 nursing students from 10 colleges and universities in China were selected as the research objects in a longitudinal survey. T1: the early stage of internship (1 to 2 months of internship), T2: the middle stage of internship (4 to 5 months of internship), T3: At the end of internship (8 to 10 months of internship), the humanistic care and occupational calling of nursing students were tracked and investigated, and the cross-lag model and latent growth model were used for data analysis. Results: 342 valid questionnaires were collected (effective recovery rate 93.44%). The cross-lag model showed that: The level of humanistic care at the previous time node significantly positively predicted the occupational calling at the next node (β = 0.431, p < 0.01, β = 0.408, p < 0.001), and the occupational calling at the previous time node on average significantly positively predicted the humanistic care at the next node (β = 0.426, p < 0.001, β = 0.414, p < 0.001). The latent variable growth model showed that the humanistic care of college nursing students in the internship stage showed an upward trend (S = 1.025, p < 0.001), and the occupational calling showed an upward trend (S = 1.155, p < 0.001). At the initial level, humanistic care could predict occupational calling (β = 0.458, p = 0.002), and both the initial level (β = 0.417, p = 0.008) and the development speed (β = 0.439, p < 0.001) of humanistic care could positively predict the development speed of occupational calling. The initial level of occupational calling could positively predict the development speed of occupational calling (β = 0.297, p = 0.020). Conclusion: Humanistic care and occupational calling of nursing students are on the rise. College teachers and clinical teachers should pay attention to the evaluation of humanistic care of nursing students, and rationally use the interaction between humanistic care and occupational calling, which has a positive effect on improving nursing students’ occupational calling. © © 2025 Su, Deng, Hu and Chen.