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In order to illustrate how online educational services are offered, this article makes use of service blueprint technology. This diagram displays the online learning platform's internal service process, the customer contact point, and the service's user-facing components. Using this top-down approach when defining services helps to minimize difficulties connected with transience. We suggested combining NLP with WORDNET to do sentiment analysis on educational tweets. The dataset was normalized using Natural Language Processing (NLP) and WORDNET POS tagging. In addition, the Principal Component Analysis approach was used for Feature Reduction. During Ensemble Feature Selection, elastic net, recursive feature, and hybrid machine learning (decision tree (DT) and random forest (RF)) were used. Finally, as ML classification algorithms, Linear Support Vector Machine (SVM), Gaussian Naive Bayes (GNB), and Linear Regression (LR) were used. The experimental findings with various performance indicators have been shown. © 2024, Ismail Saritas. All rights reserved.

Technical and Vocational Education and Training (TVET) is an education sector that prepares individuals with the skills required by the industry to improve the individuals’ employability and competitiveness as workforce at national and international levels. The use of information technology as education technology in TVET supports the integration of technological advancement with TVET components in order to assure the compatibility between the graduates’ skills and the industrial needs. E-Portfolio as one fruit of the advancement of knowledge and technology offers a new solution to improve the absorption of TVET graduates as the workforce into the industry. The usability of E-Portfolio is determined by the design of E-Portfolio development that should describe the skills and competences of the graduates more precisely to the industry with an expectation to increase the absorption of the graduates into the employment world. E-Portfolio in this article is designed using website-based technology that is supported with four features, namely Portfolio Insight, Portfolios, Portfolio Journey, and My Library. Navigation support system is included in the design of E-Portfolio and becoming innovative in portfolio development stages. The navigation support system takes a form as the textual guidance in the media users choose to exhibit their learning evidence. © 2024 University of Bahrain. All rights reserved.

The fourth industrial revolution has led to a tremendous increase in the demand for IT specialists. Until recently, this sector had traditionally recruited university graduates, but given the shortage of candidates, it has turned to individuals with vocational training, finding that they are capable of performing the same work with a similar level of efficiency. This article examines the role of IT technicians linked to VET, the objective being to obtain evidence that can help adapt the training system to the new economic model. This analysis is carried out as part of an action research process in Bilbao involving digital firms, VET institutions, policymakers, and the authors of the paper as researchers. Twenty-eight semi-structured interviews were conducted with managers of digital firms to determine the role and related skills (technical, transversal, and work-related organisation) of IT technicians. The findings demonstrate that IT technicians play a critical role in digital firms’ business model and that their profile is currently on a par with those of university students. Also apparent is the necessity of establishing a shared language between firms, educational centres, and other agents in order to facilitate the adjustment of the training system in the fourth industrial revolution. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

Objective. The purpose of this study was to describe common perspectives important to achieving excellence and success in physical therapist residency education programs. Methods. Individuals with direct responsibility for creating and revising physical therapist residency program goals participated in a mixed-methods study using Q-methodology. They sorted 31 goal topics based on the level of importance for achieving excellence and success in physical therapist residency education. By-participant factor analysis identified dominant perspectives, which were interpreted based on emergent themes from the topics identified as the most important. Participants' rationale for selecting goal topics as the most important were extracted from the post-survey. Results. Seventy-three individuals responded, representing 9 of the 11 clinical residency areas of practice. Three main perspectives emerged: resident behaviors, resident achievements, and program attributes. One shared perspective emerged across all 3 factors that emphasized the residents' ability to become self-regulated, lifelong learners who integrate learning into practice: preparation for future learning. Conclusions. Variability in weighting the importance of program goals associated with each perspective may include a program's organization and mission, individual beliefs and experiences related to program leadership, and resource availability. Although respondent emphasis placed importance of some items over others, the findings do not suggest that items ranked lower were unnecessary or unimportant in achieving program excellence. The relative importance of items was weighted differently based on the perspective of program leadership and the individual completing the sorting activity. Impact. The results of this study suggest that physical therapist residency programs should have at least 1 or 2 goals in each of the 3 distinct perspectives, as well as the 1 shared perspective identified in our findings. Some consistency in program goals based on the perspectives identified here may enable further research exploring excellence, value, and outcomes in physical therapist residency education. © 2024 Oxford University Press. All rights reserved.

Although the usage of case studies is very common in teaching worldwide, there has been inadequate discussion concerning the quality with respect to teaching and learning. The focus of this article is to assess the pedagogic aspect of business case studies in academic teaching. On the basis of a specific tool to detect the pedagogical quality of business cases and related teaching notes, a total of nine award-winning case studies delivered by a well-known publishing house were analysed. The findings indicate that the pedagogical quality varies from case to case. There are deficits concerning the focus on problem orientation and the complexity of the cases. Further weaknesses have been identified in some case studies regarding the learner’s autonomy and prior knowledge, while with respect to real-life orientation, most case studies have a high level of accordance with a pedagogic optimum. © 2023 by the authors.

While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sample but not to explore its effect on learning transfer. This article explores the effect of previous work experience—in health—on the learning transfer factors model among new nurses during their first year of work. A total of 196 nurses with six months to one year of experience, representing various healthcare services in Catalonia, participated in this study. We administered a 53-item questionnaire based on the Model to Evaluate Transfer in Nursing Professionals. Using cluster analysis, we identified three distinct groups: Cluster #1 (Academically unprepared with low self-competence), Cluster #2 (Academically unprepared but moderately self-competent), and Cluster #3 (Highly academically prepared and highly self-competent). Nurses in Cluster #3 exhibited a higher degree of learning transfer. However, we also found an interaction between previous work experience and learning transfer. To analyse these interactions, we applied non-traditional analysis techniques, including network analysis, which revealed significant differences between the models with and without work experience. This study highlights the importance of exploring transfer beyond the traditional in-company training context and identifies previous work experiences as one of the key variables that needs to be carefully examined. © 2023 by the authors.

Globally, higher education policy is typically framed in terms of the technical employability capabilities to advance the economic productivity of nations, and as such, can be myopic to the wider sustainable development challenge of ‘Decent Work’ (a form of employment with good working conditions). This form of myopia can fail to materially change the sociocultural conditions in local contexts of learning and work and ultimately perpetuate structural disadvantage. This article draws from policy participation conducted over 4 years which included (i) longitudinal focus group dialogue involving educational policy makers, implementers and students (n = 102) and (ii) document analysis of formal policy and evaluation reports. The study is conducted in one of the fastest growing economies which is rapidly developing its policy frameworks (Vietnam) to enhance the employability of ethnic minority students. Findings highlight the need for (i) a meta-perspective which encompasses the multiple stakeholders involved in enabling students to access and engage in decent work, (ii) building the capacity of students to actively change and improve their situations and (iii) awareness of the ways in which governments, educational institutions and employers can value the diversity of students and their circumstances. In contrast to the dominant institutional perspective, this article conceptualises the counter-active effects across education-work ecosystems which mediate policy efficacy and advances an alternative conceptual framework that integrates ecosystems, empowerment and recognition theory to inform policy formulation and assessment. This article advocates expansive rather than myopic policy to drive participation in Decent Work. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills. Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology. Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions. Results: The Unisa training helped develop teachers’ knowledge and skills in the use of TEAMS, Emails, WhatsApp, you tube and the electronic content- material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp. Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach. Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology. © The Author(s) 2024.

This study aims to assess the incorporation of virtual reality (VR) photography into the web-based immersive application “virtual interactive campus tour (VICT).” This application offers users an immersive experience, allowing them to virtually explore university campuses and access information about the facilities and services available. The VICT application offers a cost-effective, attractive, and sustainable alternative for universities to display their resources and interact with potential students. Through black box testing, we conducted user acceptance testing (UAT) and functionality testing, confirming the application’s readiness for deployment and its capability to meet institutional and end-user requirements. This study also examined the potential for universities to use VR to meet the expectations of prospective students. The application is compatible with both desktop and mobile devices. The results indicated that the overall average validity score was 0.88, suggesting that the measure is valid. The validation results were thoroughly tested and reliable. This study emphasizes the potential of immersive web-based tours in higher education and aims to bridge the divide between virtual exploration and physical visits. By offering an immersive virtual campus experience, this innovative tool has the potential to revolutionize university marketing strategies, increase student engagement, and transform campus visit approaches. © 2024 by the authors of this article. Published under CC-BY. All Rights Reserved.

This study examines how vocational school principals in Israel perceive their role. A qualitative methodology was applied, with data derived from semi-structured interviews of 22 vocational school principals. We adopted a thematic analysis approach to analyze the interview transcripts, revealing three major themes: (1) the principals’ professional paths and motivations; (2) the principals’ perceptions of vocational school as a space of marginality and its ramifications; (3) the impact of the vocational students’ marginality on the principal’s role. The article discusses the principals’ descriptions of their role in the context of the ‘coalition of despair’, highlighting how education and welfare professionals’ experiences parallel those of the marginalized populations they serve. Moreover, the impact of the principals’ perception of their role in social inequality is addressed. © 2024 Informa UK Limited, trading as Taylor & Francis Group.