Search Results for
"Higher education"

The transition from a brown to a green economy creates a demand for workers equipped with green competencies. Understanding what these competencies entail and how to develop them is crucial. higher education institutions should play a pivotal role in educating society, incorporating green practices into university management, and disseminating research findings. This article presents the results of a bibliometric analysis of academic research on green competencies within the context of higher education. Specifically, the study seeks to examine the presence and frequency of publications on this subject, identify the dominant authors, and explore the primary areas of interest among researchers. This objective was achieved through a review of domestic and international literature and a bibliometric analysis conducted using VOSviewer software. The research indicates that this topic is not yet widely represented in the academic literature. However, there has been a noticeable increase in the number of publications in recent years, suggesting growing interest in this area. Furthermore, there is a clear shift from a focus on environmental education towards environmental management and sustainable development issues within higher education institutions. © 2025, Wydawnictwo Ekonomia i Srodowisko. All rights reserved.

Purpose: The low standing of higher vocational education (HVE) in terms of its class origins and occupational destinations has been widely recognised, yet the empirical evidence regarding HVE graduates’ transition to work is still sparse. This paper aims to investigate HVE graduates’ perceptions and experiences of exclusion in the transition to work in China. Design/methodology/approach: Following a Bourdieusian typology (direct exclusion, self-elimination, relegation and over-selection), we conducted 40 interviews with Chinese HVE graduates from two vocational colleges in this phenomenological study to interpret their understanding of diplomas and jobs. Findings: Combined with a newly identified form of exclusion, stigmatisation, this study presents an expanded typology of exclusion and identifies HVE graduates’ acceptance of being excluded from sought-after jobs and channelling into low-level positions roughly commensurate with their diploma status and class origins. Their subordinated positions and submissive habitus are caused by restricted access to desirable jobs, limited employability capital and stigmatised diplomas. Originality/value: This study identifies the fifth form of exclusion, stigmatisation and highlights the social- and self-imposition of negative stereotypes on HVE graduates. We also provide a framework for revealing HVE graduates’ experiences of diploma-mediated and class-based exclusion in a stratified graduate labour market. © 2025, Emerald Publishing Limited.

Aim. The aim of this study is to assess secondary school students’ transversal skills in mathematics at the optimal and highest level to determine whether education reforms have been implemented successfully. Methods. In total 512 students from grades 11 and 12 participated in the research. Data was gathered by survey. Students transversal skill assessments from optimal and highest level was compared. The data was analysed with descriptive statistics to summarise and describe collected data (Vetter, 2016). Correlation between each transversal skill was made and Mann–Whitney U tests were conducted to determine whether there is a statistically significant difference between the self-assessments of students learning at the optimal and highest levels. Results. The analysis shows that students have adequate transversal skills. However, students self-directed learning skills and civic skills are evaluated lower compared to other transversal skills. Students who learn mathematics at the highest level have assessed their transversal skills higher compared to students who learn mathematics at optimal level. Conclusions. Even though results indicate that students have well developed critical thinking and problem-solving skills, digital skills and collaboration skills, there are some gaps in students’ transversal skills such as self-directed learning and civic participation. Transversal skills more connected to mathematical content or learning methods that promote subject learning are better developed, while other transversal skills that were not included in the previous curriculum should be promoted. This indicates that the recently implemented education reform has not yet been fully implemented into practice. © 2025, Pro Scientia Publica Foundation. All rights reserved.

This study investigates competency gaps in the Aircraft Maintenance Technology (AMT) program of the Philippine State College of Aeronautics (PhilSCA), assessing how well the curriculum aligns with international aviation standards, including the International Civil Aviation Organization’s (ICAO) Annex 1 on personnel licensing, the European Union Aviation Safety Agency’s (EASA) Part 66 on aircraft maintenance licensing, and the Philippine Civil Aviation Regulations (PCAR) Part 3 governing approved training organizations. Employing a convergent mixed-methods design, the study collected data from 85 purposively selected participants, including graduates, industry professionals, and educators, between January and March 2024. Data collection involved surveys, semi-structured interviews, and curriculum document analysis to evaluate training effectiveness and graduate readiness. Results show strong curriculum alignment in foundational topics such as propulsion systems and safety documentation. However, significant gaps were identified in advanced diagnostics, avionics systems, composite materials, and essential soft skills such as communication and teamwork. Graduates who completed On-the-Job Training (OJT) in airline environments demonstrated higher job readiness than those trained in more minor Maintenance, Repair, and Overhaul (MRO) facilities. The study underscores the need to adopt competency-based education (CBE), standardize OJT placements, and deepen industry-academic partnerships. Recommendations include integrating certification pathways, expanding practical training, and establishing continuous curriculum review processes. By analyzing the Philippine experience, this study offers actionable insights for developing countries. These findings inform scalable reforms toward a globally aligned aviation workforce. © 2025, Penerbit UTHM. All rights reserved.

Students in Vocational and Technical education (VTE) often struggle to connect theoretical knowledge with practical applications, leading to low academic motivation. Academic motivation is essential in shaping students’ future careers. Students’ passion and motivation while pursuing their studies may fade over time. Therefore, a strategy is needed to cultivate academic motivation and hone their passion for learning. Relating theory to practice in construction course is crucial to prepare students to meet industry needs. One of the strategies is implementing a Project-Based Learning (PBL) model such as Design-Build-Test (DBT) activities in this study involving a purposive sampling of higher National Technical education Certificate students from the Institute of Brunei Technical education. This action research is aimed to evaluate the impact of implementing DBT projects on the students’ academic motivation. A mixed-method data collection technique was employed to examine students’ motivation levels and learning experiences before and after intervention: Academic Motivation Scale, field observations, semi-structured interviews, and lesson video recordings. Quantitative and qualitative data analyses of changes in academic motivation, common patterns of actions and behaviour via field observation checklists, and thematic analysis of students’ perceptions towards the implemented DBT project were carried out. Results from the analyses showed substantial improvements in students’ academic motivation through students’ collaboration in the DBT project, experiential learning, and opportunities it offered to students in relating theory and practice in construction field. The DBT projects strengthen connection between theoretical knowledge and practical applications, link gaps between conceptual understanding and competency skills in the students’ learning. The implication of this research findings showed the relevance of DBT projects in fostering experiential learning, and also provided evidence-based strategies for enhancing academic motivation, and useful contribution for improving curriculum design in construction programme, and career preparation to meet industry needs. © 2025, Penerbit UTHM. All rights reserved.

This study examines the integration of action research and humanistic management principles in undergraduate business education, supporting UN Sustainable Development Goals 4 (Quality education) and 8 (Decent Work). Through a case study of Applied Corporate Management students at De La Salle University, Philippines, the research documents how these teaching methods build management competencies and connect theory with practice. The specific pedagogical innovation combines action research methodology with humanistic management principles, creating an environment where students tackle actual organizational challenges. The study analyzes 36 student group action research projects over two years using qualitative thematic analysis, grounded in humanistic management theory. Results show that doing action research helps students create practical solutions to organizational and community problems, contributing to SDG 17 (Partnerships for Goals). Students reported enhanced well-being, better feedback processes, higher productivity, participant empowerment, and stronger community connections. Students appreciated that this approach develops critical skills needed for responsible management: systems thinking, stakeholder engagement, ethical decision-making, and reflective practice—preparing students to address both business and societal issues. The combined methods advance responsible management and sustainability by encouraging leadership that values human dignity, ethical behavior, and collaborative problem-solving while meeting organizational needs. The research adds to humanistic management education literature by showing how these principles encourage inclusive organizational practices even at the undergraduate level. An unexpected finding was some student groups independently incorporated AI tools in their action research projects, which is an area for future study. The paper discusses implications for educators preparing students for global challenges and suggests future research on creative teaching in business education. © 2025 Elsevier Ltd

Work Integrated Learning (WIL) experiences are part of many university programs, taking various forms including internships and professional experiences. WIL provides students with valuable capital for future employment; however, not all students have capacity to participate in extended, unpaid placements. This may lead to financial and other stressors including financial difficulties. WIL often requires different locations and hours than regular courses, so may be problematic for students with other commitments. Inability to undertake WIL may exclude some students, reinforcing inequity or causing attrition. This study examined student perspectives of WIL, to determine the anticipated and experienced issues arising, supports utilised or desired for managing WIL, and considerations for making WIL more accessible. A survey with students across a range of disciplines at one Australian university compared perspectives of students who had yet to complete WIL with those who had already done so. Participants without WIL experience underestimated the challenges presented and overestimated the university support accessed by students. Finances were a major concern for both groups and issues often compounded, negatively affecting wellbeing. Students desired greater flexibility in WIL, along with further institutional support. Findings provide considerations for university policies and practices to improve student experiences and provide more equitable distribution of capital for students. © The Author(s) 2025.

Background and Aim: There have been significant higher education curriculum reform initiatives over the past 30 years across different global regions in response to a range of drivers such as employability, global citizenship, and sustainability. In professions such as engineering, a key focus has been on holistic graduate attribute development for scarce skills needs in increasingly complex socio-technical sectors. This paper sets out to explore the drivers of engineering curriculum reform in higher education institutions (HEIs) in a Global South context. Design/Method: Drawing on semi-structured, recorded focus group interviews with 28 program coordinators and academics across 15 of the 16 HEIs offering engineering qualifications in South Africa, the research team set out to determine what kinds of curriculum reform initiatives were being undertaken, who was responsible for initiating, implementing, and supporting these initiatives, and what were perceived to be challenges and successes. The emergent drivers were framed in relation to curriculum responsiveness theory analyzed using an overarching “critical realist” framework with structure, culture, and agency dimensions that systemically influence how curriculum reform is constrained or enabled. Results: The findings reveal both internal and external drivers that align with economic, institutional, and pedagogical responsiveness. The dominance of some levers over others is influenced by the underlying structural and cultural dimensions that affect agency. While some institutions show agency in curriculum reform, the dominant structure–culture dynamic often constrains innovation and maintains the status quo. Conclusion: The structure–culture–agency relationships that are presented highlight factors that constrain or enable curriculum reform, which has implications for practice and policy. To drive meaningful and sustainable reform, policymakers must develop frameworks that incentivize not only compliance with accreditation standards but also pedagogical innovation and social responsiveness, ensuring that curriculum transformation aligns with both economic demands and societal needs. © 2025 The Author(s). Journal of Engineering education published by Wiley Periodicals LLC on behalf of American Society for Engineering education.

Rapid technological advancements, innovation, shifting job market demands, and organizational change have made continuous learning and skill development essential for leadership success. higher education institutions (HEIs) are expected to play a critical role in preparing future leaders; however, many HEIs lack structured pathways for leadership upskilling within their curricula. Leadership education often remains largely theoretical, leaving graduates underprepared for real-world leadership challenges. This qualitative study explores how leadership upskilling is structured in U.S. HEIs by conducting interviews with 18 directors of leadership programs. The findings underscore the key strategies employed by HEIs, including adaptability training, real-world experiential learning, mentorship initiatives, and partnerships with external organizations. Despite increasing awareness of the need for leadership upskilling, empirical research on its implementation in HEIs remains limited. This study addresses that gap and offers targeted recommendations for faculty, administrators, and policymakers on embedding structured skill development into leadership education. By integrating more applied and collaborative upskilling approaches, HEIs can better equip students to navigate complex, rapidly changing professional environments and assume leadership roles in the 21st-century workforce. © 2025 The Authors

The student experience in higher education is a crucial factor influencing learning quality and academic success. This study employs hierarchical clustering analysis to group students based on their perceptions of various aspects of their educational experience in Colombia and Latin America. Data were collected using a validated instrument that measures key dimensions such as student-centred service, inclusion and diversity, active learning participation, teacher dependence, academic accountability, and comprehensive development. With a sample of 484 students from various higher education institutions, three clusters were identified, revealing differentiated profiles in terms of perceptions and satisfaction with the educational experience. The findings help identify patterns that provide a solid basis for developing strategies to promote student retention, academic well-being, and the enhancement of educational service quality. This analysis highlights the importance of segmenting students to design policies and programmes tailored to their specific needs, thus fostering a more inclusive and practical educational experience. © 2025 Marelby Amado Mateus and Alfredo Guzman Rincon.