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A diverse classroom necessitates a review into a traditional instructor-student relationship to facilitate learning. Thus, the study aims to examine the influence of external feedback on learning in a diverse classroom. The focus is on former students who previously participated in the DevLAB, initiated by Oulu University of Applied Sciences (Oamk) in Finland during 2012 to 2019. The survey is developed to examine the interrelationship among the three components: attitude, external feedback and learning and development after their graduation while the analysis involves the use of Linear Structural Relations (LISREL) program, Path Analysis and Factor Analysis. 57 former students with diverse educational background and nationalities have participated. Their education backgrounds and nationalities are diverse. The finding shows that external feedback as well as attitude contributes positively to learning and development. Specifically, active use of external feedback significantly strengthens learning in a diverse classroom. Future research is suggested to extend the findings. © © 2025 Inderscience Enterprises Ltd.

This study developes and validates an Automation Studio-based critical thinking assessment instrument for electrical engineering students, focusing on the ladder diagram concepts in automation control systems. The multiple-choice instrument emphasises the significance of critical thinking in engineering education, particularly in the design and analysis of logic control systems. A quantitative methodology was employed with content validation conducted by experts, in addition to construct validity and reliability analysed statistically using SPSS. Out of the 45 items, 35 were deemed valid with item correlation values exceeding the significance threshold (r > 0.3). The reliability, measured using Cronbach's alpha, was 0.926, indicating excellent internal consistency. Difficulty levels and question differentiation confirmed the efficacy of the instrument in assessing critical thinking skills. This study contributes to the development of technology-based critical thinking evaluation tools that are appropriate for contemporary engineering education. Future research directions include adapting the instrument to other engineering disciplines, and refining it through broader population testing.The findings underscore the relevance of validated and reliable instruments for fostering critical thinking among engineering students. © 2025 Endryansyah Endryansyah et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.The article is published with Open Access at https://www.temjournal.com/

This study aims to examine the impact of using Programmable Logic Controller (PLC) training kits on students’ PLC programming competencies, with particular emphasis on the role these kits play in enhancing creative thinking skills. The 21st This preliminary study employed a within-subject experimental research design, specifically a factorial design, involving two groups of participants: a control group and an experimental group. The control group used simulation software, whereas the experimental group engaged with physical PLC training kits. The subjects were 238students from five universities in East Java, Indonesia, control group (116) and experimental group (124). There was a difference in students’ creative thinking between the high and low creative thinking student in PLC programming test score, on both learning media. However, there was no interaction between the kind of learning media and the level of creative thinking. Training kits did have a positive effect on outcomes of learning, and creative thinking appeared to outweigh the type of learning tools with regards to the programming ability. century is recognized as an era of continuous learning, significantly influencing the education sector, particularly in Electrical Engineering education. Graduates are now expected to become not only professional and effective vocational educators but also competent industry practitioners. The same applies here also regarding educational engineering which should address the pedagogical route to enabling creative thinking in students along with actual work tool engagements. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

The success of information system acceptance is a crucial factor in technology implementation in various organizations. This study proposes a comprehensive approach to evaluate information system acceptance using the DeLone and McLean success model as an evaluation framework to comprehensively analyze information system acceptance and contextual factors such as organizational culture, user training, and management support. This model includes six main dimensions: system quality, information quality, service quality, use, user satisfaction, and net benefits. The population of this study were active students at private universities in Banten and West Java Province. Data were obtained from questionnaires with a total of 250 respondents. Data was analyzed using the Partial Least Square (PLS)-based Structural Equation Model (SEM) approach with the aid of Smart PLS software for system users in several private universities in Banten and West Java Province. The results showed that out of 9 hypotheses, system, and service quality significantly influenced the level of use and user satisfaction, ultimately impacting the perceived net benefits. This study provides important insight for policymakers and system developers to design and implement information systems that are more responsive to user needs. © 2025 IEEE.

Technology has innovated second language teaching by offering affordances that support and enhance learning. Simultaneously it presents challenges that may affect learners’ motivation. Understanding this is essential for enhancing foreign language teaching practices. This mixed-methods study investigates the challenges and motivation of Vietnamese high-school EFL students while engaging in speaking e-portfolios on the Padlet platform over three phases of reflection. Data were collected from 50 students at an urban public school in the Mekong River region of Vietnam over a 10-week period alongside the stages of reflection. Task goal-setting sheets, interviews, and questionnaires were employed. Results indicated that time pressure, technical difficulties, and concerns about peer assessment were their challenges. However, they sustained motivation, showing a mixed pattern in which mastery orientation prevailed performance orientation, highlighting useful implications for implementing e-portfolios in EFL classrooms. © 2025 Taylor & Francis Group, LLC.

The article considers the issue of the application of collaborative learning techniques in the process of professional training of IT specialists at higher education institutions. Based on the analysis of scientific publications, it is shown that the theoretical and applied aspects of collaborative learning are thoroughly developed. Therefore, it is necessary to adapt them to solve partial tasks of the educational process. For this purpose, we have designed a collaborative learning framework for Computer Science students training in the field of database design. The framework contains a description of stages of educational interaction between students and the teacher. The main stages of the collaborative learning framework for training in the field of database design: (1) obtaining of theoretical knowledge and formation of primary practical skills; (2) selection of the subject area; (3) conceptual database design; (4) logical database design; (5) physical database design; (6) presentation of results; (7) evaluation of results. The framework was implemented in the teaching of the bachelor course "Databases and Information Systems"at Bogdan Khmelnitsky Melitopol State Pedagogical University. 30 second-year students of the specialties Computer Science and Vocational Education (Digital Technologies) took part in the study. There were no statistically significant differences between the studied groups. At the same time, students who worked in teams gained experience in teamwork, awareness of its advantages and difficulties, and skills in peer learning, self-assessment, and peer assessment. The conducted empirical research has shown that the application of collaborative learning techniques has significant educational potential for developing IT students' abilities to teamwork. © Published under licence by IOP Publishing Ltd.

To better apply information technology in vocational education and enhance the quality of skilled talent training, the article constructs a dual-coding analysis framework for higher vocational classroom teaching behavior. It conducts S-T analysis and classroom interaction matrix analysis on nine high-quality higher vocational classrooms characterized by information technology empowerment, refining the teaching models of high-quality higher vocational classrooms under different course types. Then, using lag sequence analysis, it identifies typical teaching behaviors and the characteristics of teaching behavior sequences. Finally, the article proposes strategies to optimize information technology-enabled higher vocational classrooms from three aspects: the creation of teaching environments, the construction of teaching strategies, and the development of teaching resources, with the aim of optimizing teaching efficiency and improving the quality of talent training. © 2025 IGI Global. All rights reserved.

This study investigates the impact of student engagement practices on skill enhancement in community-centric higher education, with motivation examined as a mediating variable. Engagement is conceptualized as a multidimensional construct, including behavioural, emotional, cognitive, and experiential components, along with faculty support and peer collaboration. Data were collected from 500 students across five cities in Uttar Pradesh, India, using a structured questionnaire. Structural Equation Modeling (SEM) was employed to analyze the proposed relationships. The analysis revealed that all engagement dimensions significantly influence motivation, which in turn strongly predicts skill enhancement in students. Experiential learning and peer collaboration showed the highest direct and indirect effects on engagement. Motivation emerged as a key mediator, linking engagement to outcomes such as improved communication, leadership, and critical thinking skills. The model demonstrated strong reliability, validity, and predictive accuracy. The study offers practical implications for curriculum development, faculty training, and institutional policy by emphasizing the value of active, collaborative, and community-based learning practices. Limitations include the regional sample and cross-sectional design, indicating the need for future research using longitudinal and mixed-method approaches across broader contexts. © 2025 Econjournals. All rights reserved.

The challenges of computer science university education in terms of the students' unsufficent awareness of the value of mathematical knowledge and algorithmic thinking for their professional development are discussed in the paper. It is pointed out that significant cognitive facilities of mathematics as a science and as a powerful tool for explorations are applied insufficiently and too abstractly in university training, which does not allow the students to appreciate its great potential for them as future computer scientists. In this connection, exploration activity in the field of polygonal numbers is offered as a sample of integration of algebra, geometry and computation that brightly demonstrates cognitive power of mathematics and its application to real-life problems. The said exploration activity is based on the investigation of various properties of polygonal numbers along with elaboration of proper didactic and computer tools to make students involved in their own investigations of these numbers' characteristics. In accordance with its goals, the paper highlights author's obtained relations among flat polygonal numbers and explorations of their properties as algebraic systems which makes a theoretical framework for the work. Based on this framework, the proper computer models are developed and necessary didactic support for the students' engagement into computational and algorithmic explorations are elaborated and presented. Finally, there were investigated the benefits of the developed tools for the pre-service IT-specialists in terms of their awareness of math and algorithms value in their future professional activity. The levels of formation of the IT-specialists' awareness of mathematical knowledge value for their future career are determined. The survey and monitoring program were prepared and held which showed the changes in the distribution of the computer science students by the levels of the said awareness. The prospects of further research are outlined in terms of doing the empirical research for the verification of the impact of polygonal numbers explorational activity on the students' motivation to learn mathematics and algorithmization. © Published under licence by IOP Publishing Ltd.

The article considers implementing a competency-based approach in teaching astronomy and astrophysics in general and specialised educational institutions. competency-based learning facilitates not only knowledge acquisition but also the development of key skills, including critical thinking, research and digital competencies, analytical abilities, communication skills, and teamwork. Special attention is given to the use of interactive technologies, particularly virtual laboratories, simulations, and digital tools, which enable students to observe and analyse astronomical phenomena even remotely. Programmes such as Stellarium, Universe Sandbox 2, and others open up opportunities for a deeper understanding of complex astronomical processes and contribute to the formation of students' scientific worldviews. The article also examines methods of organising laboratory work and research projects aimed at modelling cosmic phenomena, analysing the physical characteristics of stars, and calculating planetary orbits. The use of modern technologies in teaching allows for high-quality material assimilation, increased student motivation, and the integration of interdisciplinary knowledge. The research results confirm the effectiveness of the competency-based approach, which ensures the development of necessary skills for successful student adaptation to modern technological society and their preparation for further scientific or professional activities. © Published under licence by IOP Publishing Ltd.