Search Results for
"Students"

This study explores oral interaction in work-related activities within adult second-language (L2) education in Sweden, specifically in the context of Swedish for Immigrants (SFI). Drawing on data from classroom instruction and placement interviews, the study investigates which speech functions and speaker roles are made available to students preparing for workplace language practice. Transcribed material from one lesson and four placement interviews were analysed using speech act theory, with a focus on speech functions, speaker roles, and opportunities for extended talk. The findings show that while interaction was often regulated by teachers and recruiters, students actively contributed through humour, storytelling, meta-talk, and expressions of preference or reservation. students assumed diverse speaker roles, including novice, knower, peer, and tension releaser, thereby engaging in pragmatically and socially relevant communication. These roles and functions are important for both general language development and workplace interaction. The study highlights the need to create space in L2 classrooms for less typical but crucial functions–such as turn-taking, declining, and expressing disagreement–often underrepresented in classroom discourse. It contributes to research on adult L2 education by demonstrating how structured interaction around work placements can support learners’ oral proficiency and pragmatic competence. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper firstly analyzes the limitations of current operations research teaching, including over-reliance on mathematical derivation, disconnection between cases and practical problems, and weak practical ability of students. On this basis, it is proposed to integrate AI optimization methods such as machine learning, genetic algorithm and deep reinforcement learning into the curriculum system, and improve students’ optimization decision-making ability and innovative thinking through intelligent computing tools, dynamic case generation and adaptive learning platforms. In the teaching practice part, two typical cases are designed: (1) Intelligent logistics path optimization, combining traditional operations research model and AI algorithm to solve the real distribution problem; (2) Deep learning-driven supply chain forecasting, which cultivates students’ interdisciplinary application ability through project-based learning. In addition, the research proposes an innovative path combining heuristic teaching and AI technology, emphasizing problem guidance and algorithm correlation to help students systematically master knowledge. The research results show that the introduction of AI technology significantly improves the practicality and cutting-edge of operations research teaching. On the one hand, the intelligent algorithm simplifies the complex calculation process, making students more focused on model construction and decision analysis; On the other hand, dynamic cases and personalized learning enhance student engagement and problem-solving skills. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This research aims to evaluate the impact of using Voice Control Recognition (VCR)-based sound technology in visual literacy learning for students. This study used a non-equivalent pre-test post-test research design with two groups: an experimental group that received intervention using a VCR-based E-Dictionary and a control group that did not. The statistical analysis results indicate that the experimental group demonstrated a significant improvement in visual literacy compared to the control group. This suggests that the use of sound technology can enhance students’ comprehension of visual information. This research has important implications for developing effective visual literacy learning methods in the digital era. Further research ought to investigate the extensive effects of VCR technology, including its influence on additional literacy competencies such as media literacy, as well as its applicability in diverse educational and cultural settings. Future initiatives should also prioritize the development of advanced VCR technologies integrated with artificial intelligence to facilitate personalized learning, explore the long-term consequences of VCR interventions across various educational tiers, and assess cost-effectiveness and scalability to promote widespread adoption, particularly in underfunded or rural educational institutions. Furthermore, interdisciplinary research that amalgamates VCR with other technologies, such as augmented reality (AR) and virtual reality (VR), has the potential to significantly enhance literacy education, thereby equipping students with the essential skills required to navigate the intricacies of the digital era. © IJASEIT is licensed under a Creative Commons Attribution-Share Alike 4.0 International Licens

This study examines the motivational changes of undergraduate students participating in a practical course designed to address the challenge of aligning academic training with industry needs. The study spanned two iterations of the course. During the first iteration, qualitative interviews were conducted to assess changes in student motivation throughout the practical course. In the second iteration, a motivation questionnaire was administered at three points: before, during, and after course completion. The results indicate a general decrease in student motivation during the course, followed by a partial recovery towards the end. This fluctuation highlights the need for continuous support and realistic feedback to maintain student engagement and motivation. This study contributes to the expanding body of research on how practical, industry-focused courses influence student motivation. By incorporating real-world contexts and challenges, this type of course can greatly enrich learning experiences and better prepare students for professional settings. However, one should carefully design these courses and implement effective mechanisms to maintain and foster student motivation throughout the course duration. © 2025 by the authors; licensee Modestum.

Foreign language acquisition significantly hinges on competencies that inform both teaching and learning. Despite the multiple language policies and frameworks like the CEFR (Common European Framework of Reference for Languages), there exists a gap in empirical research on the implementation of language policies by local education authorities in rural areas, where trainers’ needs and trainees’ circumstances are often different. Therefore, this study contributes to bridging this gap by analyzing how competency-based policies are implemented in rural areas via teacher training workshops organized by the local education board and schools. In total, 196 junior and senior high school teachers of English as a foreign language (EFL) in the rural areas surrounding Hengyang City in China were recruited to participate in the study. A mixed-method approach, consisting of analyzing quantitative and qualitative data gathered from a questionnaire, semi-structured interviews, a corpus comprising seven years of education policies, and workshop content, is analyzed in the study. The findings indicate that national language policies did not adequately align with teachers’ needs, and EFL teachers attended relatively few competency-based training workshops, which they perceived to be moderately useful in improving core competencies outlined in the policies. Furthermore, there were discrepancies in the needs of junior and senior high school TOE. The implications of the findings inform our reflection on adjusting the policy implementation structure at the rural level to customize the policies and reinforce competency-based training to reflect the realities of rural area-based parents, students, and TOE. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study aimed to develop and examine the validity and effectiveness of a Project-based Teaching Factory (PbTF) model within the context of the chemical cleaning industry to enhance students' soft skills and entrepreneurial intention. The model was designed by integrating project-based learning and teaching factory practices and was developed through three main stages: planning, conceptual validation, and empirical testing. Validation involved six experts assessing content and construct validity, with results indicating a very high level of validity across all evaluated aspects. Empirical testing employed a one-group pretest-posttest design involving 24 students, using structured soft skills observation and the Entrepreneurial Intention Questionnaire (EIQ), both of which had undergone validity and reliability testing. Descriptive and inferential analyses revealed significant improvements across all aspects of soft skills and entrepreneurial intention following the model's implementation. An effect size of η2 > 0.80 in all aspects indicated a very strong impact of the intervention. These findings suggest that the PbTF model in the chemical cleaning industry is an effective and innovative pedagogical approach in academic education, with high potential for adoption in other higher education contexts to equip students with 21st-century competencies aligned with industry and business demands. © 2025 The Authors.

This study addresses three central research questions (1) How do autonomy and related contextual factors—specifically social relatedness and competence recognition from Self-Determination Theory (SDT), and self-regulation capacity from ego-depletion theory—relate to educational outcomes, particularly given the conflicting predictions from these frameworks? (2) Do these associations differ between the two key educational outcomes: vocational competence and persistence (Outcome-Specificity)? (3) Do these associations vary depending on the domain-specific (company-level) versus domain-general (occupational-level) nature of the educational outcomes (Domain-Specificity)? The sample included 458 vocational education and training (VET) students in Germany (36 % male, 64 % female; Mage = 19.66 years), followed throughout their training programs. Four longitudinal regression models were estimated—based on two types of educational outcomes (competence and persistence) across two domain scopes (company-specific and occupation-wide). Models controlled for time effects and the nested structure of the data (students within classes and schools). Findings indicate that autonomy and related contextual factors—such as social relatedness and competence recognition— show significant positive associations with persistence, but not with vocational competence. Outcome-specific patterns were observed, while domain-specific versus domain-general distinctions were less clear. Despite the dual structure of VET, integration between company-based and school-based learning may blur the boundaries between company-specific and occupational wide learning effects. While the longitudinal design supports temporal analysis, reliance on self-report measures and the absence of experimental manipulation limit causal interpretations. © 2025 The Author(s).

High rates of attrition in secondary transition research present a persistent challenge to sustaining research-to-practice partnerships (RPPs) in special education. Districts and schools often face structural, leadership, and personnel barriers that hinder their ability to participate fully in research, particularly in initiatives focused on improving postschool outcomes for students with disabilities. Similarly, higher education and research institutions contend with systemic challenges, including rigid timelines, funding constraints, and top-down research agendas, which can limit their ability to engage in RPPs. This conceptual paper introduces the School/District Readiness Rubric for Secondary Transition Research, a tool designed to assess readiness across five domains: institutional capacity, infrastructure and resources, administrative commitment, sustainability potential, and collaborative community partnerships. Informed by implementation science, RPP literature, and feedback from high schools that withdrew from a federally funded efficacy study, the rubric aims to minimize attrition, strengthen school-researcher collaboration, and enhance the long-term feasibility of transition research efforts. Practical guidance is offered for using the rubric to (a) align research initiatives with district and institutional priorities, (b) support grant development, and (c) co-design studies that are both methodologically rigorous and grounded in the realities of practice and policy contexts. © Hammill Institute on Disabilities 2025

This systematic review examines the effectiveness of information and communication technologies (ICTs) in project-based learning (PBL) to develop entrepreneurial competencies among secondary education students. A total of two hundred studies identified across three databases (Scopus, Web of Science, and SciELO) and published between 2000 and 2024 were analyzed, six of which met the established inclusion criteria. The findings reveal that integrating ICT in PBL significantly enhances the development of entrepreneurial competencies, cross-disciplinary skills, and student motivation. Studies indicate that this integration facilitates the creation of more interactive and applied learning environments, enabling students to develop skills such as creativity, collaboration, and problem-solving within entrepreneurial contexts. However, limitations were identified, including methodological heterogeneity and an uneven geographic distribution of studies. This review provides robust evidence on the effectiveness of integrating ICT and PBL in entrepreneurship education while highlighting the need for further longitudinal research in diverse socioeconomic and cultural settings. © 2025 Common Ground Research Networks. All rights reserved.

Journal clubs are active learning approaches routinely used within academic research institutes and allied health professions to boost critical thinking, data analysis, and disseminate knowledge of novel research concepts. These group-based discussions regarding scientific literature aim to develop knowledge and facilitate the sharing of expertise. Many of these outcomes align with those highly desired for post-graduation employability. However, they are usually constrained to small defined student groups, with limited reported attempts to deliver journal clubs at scale within the undergraduate curriculum. Therefore, this study sought to compare the pedagogical efficacy of delivering journal clubs as both extracurricular and curriculum-embedded activities and determine if they are translatable into undergraduate curricula. Student feedback was assessed through anonymous surveys upon completion of both the extracurricular and curriculum-embedded journal club sessions. Pre- and post-session surveys were also provided to assess academic literacy knowledge acquisition. Both extracurricular and curriculum-embedded journal clubs had a positive impact on student experience, knowledge acquisition and transferable skill development. Most students stated they learnt a lot from the session (86.5%) with 78.8% stating that they preferred this learning experience to didactic lectures. students also stated the session enhanced their confidence (76.9%) and teamwork skills (78.8%) and critical appraisal of scientific research (84.6%). Further pre and post-analysis revealed journal clubs significantly increased students’ knowledge of academic literacy. students who participated in the extracurricular journal clubs scored their enjoyment and enhancement of their employability skills higher than in the curriculum-embedded session. No significant differences were observed when responses were stratified based on socioeconomic parameters. These data show that journal clubs are a valuable pedagogical tool for developing academic literacy and key transferable skills. We also for the first time showcase how journal clubs can be designed and delivered to be an appropriate and scalable pedagogical tool for large taught modules. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).