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"Students"

This study aims to explore the challenges faced by special education teachers in implementing the Transition-to-Career Programme (TCP). A case study involving districts from the states of Perak and Selangor was applied as part of the Integrated Special Education Programme (ISEP). The data collected were interviews with seven special education teachers using purposive sampling techniques. The data were analysed thematically and four themes were identified: (1) teacher knowledge and skills; (2) teachers’ attitudes and motivation; (3) provision of infrastructure and learning environment; and (4) support from schools, parents, and community. The roles of teachers, students, parents, schools, socioeconomic status, and forms of support are found to be the main challenges in implementing the programme. These factors play a crucial role in determining the success of the Career Transition Programme (CTP) in special education at the school. The main findings of this study indicate that the readiness in terms of knowledge, skills, and attitudes that teachers, students, and family members require are key aspects that support the school, along with cooperation from various parties to provide support aligned with the students’ needs. This study also shows that the ecological system influences the development and readiness of special education needs students (SENS), including their future careers. © Penerbit Universiti Sains Malaysia, 2025.

This chapter presents a case study research project conducted in a vocational college in Northwest China, focusing on work-integrated learning (WIL) and its impact on adult learners’ soft skill development. Using experiential learning theory, the study provides an in-depth analysis of the learners’ perspectives on their work-integrated experiences. These experiences, which included hands-on tasks and reflective observations, were closely examined to understand their role in fostering deeper learning and personal growth. The participants in their second and third years of the business courses taught in English engaged in various WIL activities, such as mentorship, business field trips, and internships. WIL is highly valued for its ability to provide students with practical industry experience and better prepare them for the workforce. However, the literature lacks sufficient evidence on how WIL contributes to developing soft skills concerning student agency and how these programs are assessed in terms of student efficacy. The findings of the study, based on three focus group interviews, highlight the positive impact, especially in business and finance areas. The exploration of vocational college students’ experiences and perceptions of soft skill development through WIL showed that many students felt better prepared for their future careers due to these experiences and expressed a desire for longer program durations. This chapter contributes to the existing literature on WIL, assessment, and its role in enhancing soft skills among adult learners. It provides valuable insights for institutions aiming to integrate soft skills effectively into WIL, thereby shaping adult learners’ professional acumen. As institutions grapple with the imperative to equip adult learners with essential soft skills, this study’s insights can contribute to the design of future WIL programs. The study also emphasizes the significance of continuous improvement and innovation in assessment methods for accurately measuring adult learners’ soft skill development. By implementing these enhanced assessment methods, institutions could optimize the integration of soft skills into WIL, shaping effective adult learning strategies in an evolving professional landscape. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

In response to the contemporary workforce’s demand for dynamic skills like critical thinking and effective communication, work-integrated learning (WIL) has emerged as a vital strategy. Washington State’s Integrated Basic Education and Skills Training (I-BEST) program pioneers integrated education and skills training, particularly for adult basic education and immigrant English language learners. It aims to expedite their progression into college-level occupational programs. This chapter synthesizes I-BEST’s key features, aligning them with andrological principles in twenty-first-century WIL. By examining various I-BEST programs across colleges and incorporating case studies and student narratives, the chapter incorporates a renewed understanding of WIL for adult learners, valuing many of these learners’ prior experiences and skills developed in their country of origin and how these translate into their new context in North America through I-BEST programs. The goal is to demonstrate the significance of lifelong learning and continuing education for experienced workers seeking to upgrade their skills and gain credentials. The chapter emphasizes integrating learners’ prior experiences and skills into program development to bridge academic learning with practical application for workplace success. It also discusses strategies to overcome challenges and tailoring I-BEST to different educational contexts. The chapter explores the potential evolution and enhancements of I-BEST modules and offers valuable insights into WIL’s current and future landscape of WIL. By addressing the dynamic needs of the global workforce, this chapter contributes to the ongoing discourse on adult education and WIL. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

Student employability is a significant focus for universities, industry and national governments. Work-integrated Learning (WIL) represents an authentic educational approach that bridges theoretical knowledge with practical experience. It has been widely used as an effective and efficient measure to enhance graduates’ employability. Nonetheless, empirical evidence shows that few students enrol in this type of course when it is not part of the required curriculum. This study investigated 29 WIL courses at Griffith University (Australia) to gain deeper insights into this issue. The objective was to identify trends and gaps across disciplines, understand WIL’s structural elements, such as WIL types, learning outcomes, and graduate attributes, and gather feedback from key stakeholders, including course convenors, industry partners, and students. The findings demonstrate that while there is no doubt about the positive impact of WIL on employability, there is a pressing need to foster a genuine WIL culture and refine certain aspects of the current WIL framework. These steps are crucial to facilitate, enhance, and promote more meaningful WIL experiences in the future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter presents a case study investigating the student experience with AI-assisted situational analysis using the SWOT approach in construction management education. The study focuses on third-year Bachelor of Construction and Graduate Diploma in Construction Management students enrolled in a “Complex Construction” course. The aim is to enhance students’ situational analysis skills by integrating ChatGPT for SWOT analysis tasks. The spiral of inquiry facilitated the data collection process by providing opportunities to gather data generated through demonstrations, presentations, group discussions, questionnaire surveys and evaluation of student work where relevant based on the nature of a given stage and its objectives. Findings suggest that AI-assisted SWOT analysis enables a broader understanding of a given topic relevant to the construction management domain and encourages critical thinking among students in collaborative settings. This study has implications for promoting technology-enabled teaching and learning in construction management education and industry readiness. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Work Integrated Learning (WIL) programs provide a platform for adult learners who can be empowered to engage in lifelong learning. These programs develop multidisciplinary skills and enhance employability in real-world settings, thereby integrating diversity consciousness into their lives. However, the challenges of organizing these programs not only call for meticulous planning and sufficient resources but also demand collaboration of multiple stakeholders. Therefore, this study addresses the implicit issue of WIL implementation in the undergraduate curriculum, specifically in the English and Education disciplines. Qualitative semi-structured interviews were conducted with 20 participants, including academics, employers, administrators, and students from two public universities in Pakistan to identify the challenges related to WIL implementation. Thematic analysis was executed with the online ‘Delve tool’ and seven themes were identified: upgradation of the curriculum; logistic and ethical concerns; untrained faculty members; deficit of resources; time constraints during the semester; lack of professional skills in students; and lack of collaboration between industry and higher education. Recommendations based on the findings are given to overcome the challenges of developing WIL programs in future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

This chapter explores the transition from the progressive to the modular system in Intensive English Programs (IEPs) within Turkish state universities. Both systems are examined through their theoretical foundations, practical implementations, and alignment with global English as a Foreign Language (EFL) practices. The progressive approach, rooted in static placement and fixed progression, has long dominated Turkish EFL settings but often falls short in addressing learner diversity and adaptability. Conversely, the modular system introduces a dynamic, learner-centered structure, enabling flexible movement between proficiency levels based on individualized assessments. Drawing on international comparisons, research findings, and practical experiences, the chapter highlights the modular system’s potential to enhance learner motivation, tailor instruction to individual needs, and provide more responsive feedback. However, it also addresses challenges such as increased instructor workload and student resistance to frequent transitions. By critically analyzing these approaches, the chapter underscores the need for a balanced, context-sensitive model that incorporates sociocultural factors and pragmatic considerations in EFL instruction in Türkiye. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

This study investigated the integration of andragogical and pedagogical strategies in critical thinking training to enhance analytical and ethical decision-making skills among business students at Makerere University Business School (MUBS). While critical thinking is globally recognized as essential in higher education, limited research has explored structured instruction tailored to the Ugandan business education or broader African context. This study addresses this gap by examining the deficiency in current training, particularly in fostering both analytical reasoning and ethical awareness among learners. The study explored four questions: (1) To what extent does critical thinking training improve analytical abilities? (2) How does it impact message crafting skills? (3) What is its effect on ethical decision-making? and (4) How does critical thinking proficiency relate to the effectiveness of business communication in professional contexts? Using a convergent parallel mixed methods design, the study combined quantitative assessments through quasi-experimental pre-test/post-test evaluations with qualitative insights from semi-structured interviews and focus group discussions to deepen interpretation. Statistical analysis using SPSS and thematic analysis via NVivo showed significant improvements in the trained groups (p < 0.001) including gains in analytical reasoning (26.3%), persuasive communication (21.7%), and ethical decision-making (26.6%). These findings provide practical implications for curriculum reform aimed at equipping graduates with essential 21st-century competencies for the modern workplace. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

In this chapter, as a way of introduction to the midwifery context in Belgium, we provide a brief overview of midwifery in Belgium. The chapter is then divided into two sections. The first section discusses Belgium as a country and the organisation of midwifery care. In this section, we outline the education pathways to becoming a midwife, followed by information about learning to be a midwife in the clinical environment and the roles of those supporting students. Given the book's title, we dedicate the second section of the chapter to mentorship, including a discussion about an evidence-based mentorship model developed to facilitate competency-based learning, assessment, and supervision of undergraduate midwifery students at Artevelde University of Applied Sciences in Ghent (Flanders, Belgium). We conclude the chapter with a discussion on current regulations on continuous professional development (CPD) and mentoring to support CPD and the future midwifery workforce. © 2026 selection and editorial matter, Elaine Jefford and Lyn Ebert; individual chapters, the contributors.

This study aimed to examine the effectiveness of digital textbooks incorporating local indigenous content in enhancing academic writing skills among students in Indonesian Language Education. Employing a quasi-experimental method with a non-equivalent control group design, the research involved pretests and posttests with 71 participants from two institutions. The findings revealed a statistically significant improvement in the experimental group using indigenous-based digital books compared to the control group. This improvement occurred because the materials integrated local values, enabling students to write contextually by linking cultural relevance to their academic tasks. While overall performance increased, the aspect of sentence accuracy showed no significant gain, indicating areas for improvement. These results highlight the potential of culturally contextualized digital materials to support Sustainable Development Goals (SDGs) by promoting inclusive, quality education through localized pedagogy. Further refinement of digital textbooks is recommended, particularly to enhance linguistic accuracy and broaden language competencies in higher education contexts. © 2025, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.