Search Results for
"Students"

Objectives: To develop and validate a questionnaire that captures Vietnamese English high school teachers’ beliefs and practices in implementing CBETC. Methods: There are 517 Vietnamese English high school teachers in this study. The factors associated with beliefs and practices measured were the nature and goals of CBETC, instructional design practice, providing personalized instruction, integrating various teaching methods, controlling mastery-based progression, evaluating student learning outcomes, and providing feedback to students on their progress. Exploratory factor analysis was used to evaluate validity and Cronbach’s alpha (α) to test reliability. Results: Teachers’ beliefs contained two factors with seven items: understanding of the nature of CBETC and beliefs about the goals of CBETC (KMO = 0.79, Bartlett’s test <0.001, Chi-square/df = 1.920, CFI = 0.987, TLI = 0.992, RMSEA =0.042, PCLOSE = 0.665, α = 0.75). Teachers’ practices included six factors with 21 items: designing instructional activities, personalizing instruction, employing various instructional strategies, managing mastery-based progression, student learning outcomes, and providing feedback to students on their progress (KMO = 0.83, Bartlett’s test =0.000, Chi-square/df = 1.216, GFI = 0.961, CFI = 0.958, RMSEA = 0.020, PCLOSE= 1.000, α = 0.84). Conclusions: The questionnaire exhibited satisfactory validity and reliability and can be recommended for studies investigating teachers’ beliefs and practices in CBETC enactment. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article employs a capability approach and a sustainable wellbeing theory to present a holistic analysis of wellbeing dimensions from students’ points of view within Finnish vocational education and training (VET). Drawing from feminist ethnographic research, the article places everyday life at vocational cooking school at the centre of the analysis and explores how students’ opportunities for wellbeing are shaped by power dynamics operating within social relations. The analysis identifies valued functionings for the students, which are further systematised into categories of sustainable wellbeing: Having, Doing, Loving and Being. The paper consolidates findings from previous studies that highlight students’ valuing VET beyond mere labour market opportunities. Additionally, it makes a novel contribution by integrating students’ perspectives on ecological elements into the study of VET and capabilities. The paper demonstrates that opportunities for flourishing are not equally accessible to all students but are embedded in values and norms of employability that operate within social relations. Acknowledging students’ appreciation for ecologically and socially sustainable wellbeing could contribute to transforming VET to better account for the needs of both students and the planet. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study investigates how cognitive flexibility, engagement, and teamwork interact to foster problem-solving and innovation within interdisciplinary project-based learning (PBL) in vocational education. Drawing on Cognitive Flexibility Theory (CFT), Social Interdependence Theory (SIT), and Transformative Learning Theory (TLT), it examines the contextual roles of project complexity and knowledge diversity, as well as the moderating effects of openness to learning and peer feedback quality. A cross-sectional survey of vocational students (N = 278) in Sichuan Province, China, was employed to test a structural model that assesses direct, mediated, and moderated relationships. Results indicate that project complexity and knowledge diversity significantly enhance cognitive flexibility, which in turn drives problem-solving and teamwork. Engagement further facilitates these outcomes, underscoring its role in collaborative and adaptive processes. Openness to learning and peer feedback quality exhibit nuanced moderating effects, highlighting that excessive openness or unstructured feedback can dilute rather than amplify innovation. The findings offer novel insights into how CFT, SIT, and TLT converge in interdisciplinary PBL, demonstrating that well-orchestrated team dynamics and contextual supports are essential for harnessing cognitive flexibility. Practically, the study provides actionable guidance for educators and policymakers seeking to design effective PBL environments, emphasizing the importance of structured peer feedback, balanced openness, and context-specific measurement of cognitive adaptability to meet the demands of contemporary workplaces. © © 2025 Xiong, Chan, Wong, Xie and Na.

Integrating the STEM method within the Education 5.0 framework can markedly improve 21st-century skills in high school pupils by unifying science, technology, engineering, and mathematics into a comprehensive learning plan. This study systematically reviews how STEM education within Education 5.0 frameworks specifically improves digital literacy, creativity, and collaboration skills in high school students. The novelty of this research lies in the integration of three crucial concepts that have never been comprehensively researched: STEM, Education 5.0, and 21st-century skills. The research employs a systematic review methodology, analyzing existing literature to identify effective practices and outcomes associated with STEM education. The findings will demonstrate how STEM education enhances academic performance but also fosters creativity and innovation among students. By engaging in project-based learning and collaborative activities, students are better equipped to tackle real-world challenges, thus preparing them for future careers in a technology-driven environment. The conclusion reinforces the transformative potential of STEM education in preparing students for the demands of the 21st century while addressing the challenges and disparities that exist within educational systems. Future research should focus on developing innovative assessment tools that measure transdisciplinary learning and critical thinking skills, moving beyond traditional standardized testing methods. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

This book offers a groundbreaking resource designed to transform how experiential learning is integrated into educational settings across various disciplines. It offers a comprehensive resource for educators and practitioners who are committed to enhancing student engagement and learning outcomes through innovative, practical approaches. The book's distinctiveness lies in its interdisciplinary breadth, practical applicability, and strong focus on the development of both educators and students. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Dual vocational education and training (VET) is said to have positive economic effects. However, recent contributions suggest that the rise of the knowledge economy may undermine these positive effects because university-educated workers are better suited for the new knowledge-intensive jobs. This paper provides the first evidence on the relationship between dual VET and wage inequality in mature knowledge economies. Using a new dataset on 37 advanced economies from 1996 to 2020, we find that dual VET is associated with lower levels of wage inequality. This negative association is particularly strong in the lower half of the wage distribution, which suggests that academically weaker students are the main beneficiaries of dual VET. Using three different indicators of the knowledge economy, we find, contrary to the fears often espoused in the literature, no clear evidence that the knowledge economy erodes this negative association between dual VET and wage inequality. © 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 page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This book showcases the successful integration of multisensory learning and computer-assisted language learning (CALL) in under-resourced schools and universities in Indonesia, aimed at addressing the learning crisis as indicated by the sharp decline of English Proficiency Index and PISA in the last two decades. Multisensory learning provides a well-rounded learning experience that helps students to accelerate their learning. The authors describe how brain-informed learning tools, such as the Verbotonal Approach, Reading for Emotions, and Aesthetics, can facilitate rich and engaging learning practices, and argues that adopting these practices can allow students to take a more active role in their learning, resulting in improved outcomes. This book will be of interest to readers in the Indonesian and other similar contexts, particularly those with an interest in language education, applied linguistics, CALL and TESOL. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG.

Purpose – This study aims to explore whether intrinsic motivation mediates the relationship between students’ acceptance of a blended research-based learning (RBL) environment and their self-perceived acquisition of cognitive knowledge and research-related skills in business education. Design/methodology/approach – A cross-sectional posttest design was implemented with 69 first-year business education students enrolled in a research methods course at a German university. Validated instruments assessed acceptance of the blended RBL environment, intrinsic motivation and self-perceived learning outcomes. Findings – Results revealed a simple mediation: acceptance of the blended RBL environment positively predicted intrinsic motivation, which, in turn, predicted self-perceived acquisition of knowledge and skills. The direct effect of acceptance on learning outcomes became nonsignificant when intrinsic motivation was included. Bootstrapped confidence intervals confirmed the significance of the indirect path. Research limitations/implications – The cross-sectional design restricts causal inference and generalizability. Future research should use longitudinal designs, objective learning outcomes and diverse student populations across institutions. Practical implications – The findings suggest that blended RBL environments should be intentionally designed to satisfy students’ needs for autonomy, competence and relatedness. Aligning digital tools with authentic, inquiry-driven tasks may enhance motivational relevance and improve learning outcomes. Originality/value – Grounded in self-determination theory, this study highlights intrinsic motivation as a central psychological mechanism through which acceptance of blended RBL environments translates into self-perceived acquisition of cognitive knowledge and research-related skills. To the best of the author’s knowledge, it is among the first to test this mediation model in the context of business education. © 2025 Emerald Publishing Limited

Purpose – While vocational education develops technical skills, it often neglects critical thinking and adaptability in solving real-world problems. Using a web-based constructivist’s learning environment model (Web-Based CLEM), this study aimed at enhancing 60 Thai vocational students’ ill-structured problem-solving and psychomotor skills. Design/methodology/approach – Using a Design and Development approach, the study followed three phases: (Phase 1) Model Development, involving a literature review, surveys and theoretical synthesis; (Phase 2) Model Validation, where experts assessed content, media and instructional design, and pre- and post-tests were conducted on 30 first-year students from Khon Kaen Business Administration Technology College and (Phase 3) Model Implementation and Assessment, where another 30 students from Nakhon Khon Kaen Technology College participated in model testing, along with a survey to evaluate consistency. Findings – The study resulted in a comprehensive model comprising seven interconnected components: Problem Situation, Learning Center, Cognitive Tool Center, Collaborative Learning Center, Ill-Structured Problem-Solving Enhancement Center, Scaffolding Center and Coaching Center. Experts validated its effectiveness in fostering knowledge construction and problem-solving. Post-test results showed significant academic improvement, with students demonstrating higher cognitive engagement. Furthermore, the participant assessments confirmed the model’s consistency across three dimensions: content, media and design, reinforcing its role in developing problem-solving skills. Originality/value – This study contributes to vocational education by addressing gaps in traditional training and demonstrating how Web-Based CLEM equips students with essential problem-solving and industrial skills for modern industries. © 2025 Emerald Publishing Limited

Purpose – This study investigates the mediating role of virtual experience in the relationship between UTAUT2 constructs and perceived employability among vocational high school students. While previous research has examined students’ behavioral intentions toward augmented reality (AR) and virtual reality (VR) using UTAUT2, their impact on job market readiness remains underexplored. This study aims to bridge this gap by integrating UTAUT2 with virtual experience to assess how immersive learning influences perceived employability. Design/methodology/approach – A quantitative, non-experimental research design was employed, using cross-sectional data collected from 402 vocational high school students across five regencies in Indonesia. Participants were introduced to AR and VR learning materials before completing an electronic questionnaire. Data were analyzed using structural equation modeling (PLS-SEM) to examine the relationships between UTAUT2 variables, virtual experience and perceived employability. Findings – Effort expectancy was the only UTAUT2 variable with a significant direct effect on perceived employability, indicating that ease of use enhances students’ confidence in their job readiness. However, virtual experience significantly mediated the effects of performance expectancy, hedonic motivation, social influence, price value and facilitating conditions. This suggests that immersive AR/VR engagement is essential for translating these factors into employability perceptions. students benefit most when they actively experience AR/VR rather than relying solely on expectations or external influences. These findings highlight the need for well-designed virtual training programs that enhance engagement, realism and practical application in vocational education. Practical implications – The study highlights the importance of aligning immersive virtual experiences with students’ perceptions of usability to enhance employability outcomes. Rather than relying solely on industry-specific simulations, educators and vocational institutions should prioritize ease-of-use and pedagogical relevance to ensure that immersive technologies translate into perceived job readiness. This implies the need for instructional design that emphasizes guided interaction, clarity of task expectations and meaningful linkage between virtual tools and real-world competencies. Originality/value – This study extends UTAUT2 by incorporating virtual experience as a mediating factor in vocational education. Unlike previous studies that primarily focused on technology adoption, this research provides a novel perspective on how immersive virtual experiences enhance job readiness. By integrating experiential learning with technology acceptance theories, this study contributes to the growing body of literature on vocational training and employability. © 2025 Emerald Publishing Limited