Search Results for
"education"

The research of teacher training in vocational environments is aimed at the development of abilities and knowledge using collaborative methods like enterprise-school collaboration. This research delves into how such collaborations influence vocational teacher readiness and professional growth. It looks at the existing vocational teacher education and determines the role that school-enterprise collaborations play in teachers’ industry knowledge and teaching effectiveness. The evidence demonstrates that teachers’ active engagement in such collaborations is positively related to a better grasp of industry trends, higher student motivation, and better academic performance. The novelty of this study derives from determining and examining the particular factors that enhance vocational education through school-enterprise integration. © 2025 International Professional Development Association (IPDA).

Vocational education and training (VET) is crucial for labour market integration and ensuring a skilled workforce. However, VET systems, particularly in countries like Germany and Switzerland, offer heterogeneous training occupations with different labour market returns. This study examines occupational segmentation within VET, applying labour market segmentation theories to identify structural differences in skill profiles, training commitment, gratification and social access based on school-leaving certificates. Utilising the German VET system as a case study, we analyse data from 338 dual and school-based training occupations. We employ latent profile analysis to classify training occupations into skill profiles according to their firm-specific and occupation-specific skills, as well as their cognitive requirement level. The analyses reveal four distinct skill profiles that are systematically associated with training commitment, gratifications and social access based on school-leaving certificates. The results suggest that VET is stratified into occupational training segments, offering training at varying skill levels. These segments exhibit unequal training conditions, with some providing significantly higher commitment or higher gratifications. This research provides a more nuanced understanding of VET segmentation than the distinction into dual and school-based trainings, offering valuable insights for political actors and institutions involved in VET, as well as training firms and vocational schools. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

With the rapid development of information technology, the application of augmented reality technology in the field of education has attracted more and more attention. As a technology-intensive industry, refrigeration and air-conditioning industry requires more and more professional skills of employees. Traditional skills training methods are often limited to theoretical learning and basic operation, lacking interactive experience of real scenes, which is difficult to meet the teaching needs of modern apprenticeship. This paper first outlines the basic concepts of augmented reality and modern apprenticeship, and then analyzes several advantages of AR technology in teaching, including improving students' learning motivation and creating immersive learning environment. The article also discusses the application mode of AR technology in refrigeration and air conditioning skills training in detail, such as 2. 5 + 0. 5 training mode and curriculum system design, in order to improve the training effect through these methods and meet the needs of the industry for highly skilled personnel. © 2025 IEEE.

This study examined the relationships between work volition, career adaptability, future expectations about work and education, and life satisfaction, with decent work as a mediator, based on the Psychology of Working Theory. Study 1 validated the Work Volition Scale-Student Version with 545 Turkish vocational high school students. Study 2, conducted with 557 students, found that all relationships among predictor, mediator, and outcome variables were significant, except for the direct link between work volition and life satisfaction. Mediation analysis showed that future decent work perceptions partially mediated the relationship between work volition and future expectations about work and education, as well as between career adaptability and these expectations and life satisfaction. Additionally, future decent work perceptions fully mediated the link between work volition and life satisfaction. These findings highlight the importance of psychological factors in shaping vocational students’ perceptions of future decent work, particularly in socio-economically disadvantaged regions of Türkiye. The study underscores the role of future decent work perceptions in linking psychological factors to decent work outcomes. Enhancing students’ work volition and career adaptability can strengthen their perceptions of securing decent work, improve their future expectations, and ultimately facilitate a smoother transition from school to work. © The Author(s) 2025

This study examines the challenges and strategies for managing learning resources, materials, and media in elementary schools in the context of the Independent Curriculum. Using a mixed approach, data were collected from 120 educators in 50 elementary schools that have implemented the Independent Curriculum. The results show significant gaps between schools in urban and rural areas, especially in access to and use of digital media. Regression analysis shows that media management has a strong influence on the success of curriculum implementation. Despite the limitations, teachers show high creativity in contextual learning based on local potential. This study emphasizes the need for systemic support, ongoing training, and equal distribution of educational infrastructure. © 2025, Adam Marszalek Publishing House. All rights reserved.

As artificial intelligence (AI) technologies advance, their potential to transform education is promising. From personalized learning to intelligent tutoring systems, AI offers tools that enhance student engagement and streamline administrative tasks. However, implementing AI in the classroom comes with challenges. Educators, administrators, and policymakers must navigate barriers, including limited technical infrastructure, data privacy concerns, lack of teacher training, and equity access across schools. Understanding and addressing these obstacles ensures that AI enhances educational equity rather than increasing existing divides. Further exploration may reveal key challenges and identify strategies for integrating AI into classroom practice. Navigating Barriers to AI Implementation in the Classroom investigates the ways in which AI alters education by streamlining administrative tasks, introducing new individualized learning opportunities, and transforming instructional strategies. It examines the capabilities of AI in education, including intelligent instruction, automated assessments, data-driven insights, adaptive learning systems, and ethical issues related to its employment in classrooms. This book covers topics such as classroom management, policymaking, and student engagement, and is a useful resource for educators, computer engineers, policymakers, academicians, researchers, and scientists. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Background/purpose. The vocational education course in the basic school stage is an important course. Thus, this study aimed to identify the impact of vocational education (VE) classes on students' attitudes towards vocational and technical learning paths in Jordanian public schools from the perspective of the VE teachers in those schools. Materials/methods. The descriptive, analytical, and quantitative approaches were adopted. The researcher visited several basic schools in Irbid, Ajloun, and Jerash. He passed the questionnaire forms to 150 vocational education teachers by hand. Thus, the sampling method is the purposive sampling method. Those teachers include male and female teachers. All the forms were retrieved and deemed valid for analysis. Results. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. In addition, it was found that there is no statistically significant difference between the respondents’ attitudes, which can be attributed to gender. However, there is a statistically significant difference between the respondents’ attitudes, which can be attributed to experience. The latter difference is in favor of the teachers who have less than five years of experience. Conclusion. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. © The Author(s), 2025.

Objective: The Houston Conference Guidelines (Hannay et al., 1998) provided an initial framework for North American neuropsychology training that served the specialty well for several decades. Subsequent advances in technology, increased diversity of the U.S. and Canadian populations, and the adoption of competency-based training models within Health Service Psychology have created a need to update neuropsychology training guidelines. Therefore, in 2022, the Minnesota Conference to Update education and Training Guidelines in Clinical Neuropsychology began a two-year drafting process leading to the currently proposed update. Method: A Steering Committee worked with content experts, consultants, and delegates representing North American neuropsychological organizations and specialists. The final version of the guidelines was developed after reviewing neuropsychological training literature, gathering feedback from specialists, and making iterative revisions of earlier drafts to reach consensus. Conclusion: The resulting “Minnesota Guidelines” include five foundational (Neuroscience and Brain Behavior Relationships; Integration of Science and Practice; Ethics, Standards, Laws, and Policies; Diversity; and Professional Relationships) and eight functional (Assessment; Intervention; Interdisciplinary Systems and Consultation; Research and Scholarship; Technology and Innovation; Teaching, Supervision, and Mentoring; Health and Professional Advocacy; and Administration, Management, and Business) areas of competency required for entry level specialty practice. While consensus was not achieved, a majority of voting delegates recommended the Guidelines for adoption and the Guidelines have been endorsed by six neuropsychology education and board certification organizations. The American Academy of Clinical Neuropsychology has not endorsed the Minnesota Guidelines and will not make an endorsement decision until three months after online publication. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Work-based learning is a core element of vocational education and training in Sweden, designed to support students’ transition from school to the workplace. This study explores how vocational teachers prepare students in need of support for WBL within upper secondary education. Drawing on Biesta’s (2020) three educational domains qualification, socialisation, and subjectification. The research analyses how teachers develop students’ vocational skills, facilitate adaptation to workplace norms, and encourage personal autonomy. Based on semi-structured interviews with fifteen vocational teachers across nine schools and programmes, the study reveals that teachers play a crucial mediating role between school and workplace demands. Findings indicate that preparation involves a blend of vocational instruction, behavioural guidance, and scaffolding towards independence. While teachers actively address qualification and socialisation, efforts to promote subjectification especially among students in need of support are often constrained by institutional and contextual limitations. The study highlights the need for inclusive, integrative pedagogies that align educational and vocational expectations while fostering student agency and belonging. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: With an increasing focus on social accountability in program design in response to a shortage of rural healthcare professionals, emerging approaches in pre-registration health professional education (HPE) offer ‘place-based’ solutions. This review assesses the adoption of these approaches by the international HPE community and describes how programs are designed to recruit and train students ‘in place’. Methods: Utilizing a global scoping review, a search strategy of relevant HPE databases was developed based on the review’s eligibility criteria and key search terms. Titles and abstracts of all articles were screened against the review’s inclusion criteria, followed by full text review of articles retained. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping reviews (PRISMA-ScR) checklist. Results: Database searches identified 4,215 articles (1,526 duplicates). Title and abstract screening were completed, with 319 retained for full text review. Of these, 138 met the inclusion criteria, with 50 unique HPE programs from 12 countries identified, predominantly from medicine or nursing and midwifery. Programs often had a dual purpose to provide a rural workforce and increase access to HPE for under-represented groups. Recruitment strategies included preferential admission of local students, identifying students with rural or primary care intentions, community involvement in selection, and pre-entry programs. A typology of four training models was identified: short-term rural placements, extended rural placements, rural campuses, and distributed blended learning. Distributed blended learning occurred primarily in nursing and midwifery programs, enabling students to train in their home rural communities. Outcomes evaluated by programs focussed on graduates’ work locations, the effectiveness of widening access measures, and academic results. Discussion: Despite heterogeneity of design and context, place-based programs were characterized by three common features closely aligned with social accountability: widening access to HPE, comprehensive program design and a community-engaged approach. Key considerations for place-based HPE program design are the geographical scale of the program, strategies for student recruitment from the target region, provision of continuity with rural communities through longitudinal training experiences, engaging communities in the design and delivery of the program, and alignment of evaluation with the goals of the program and the communities served. © © 2025 Fuller, Beattie, McGrail, Versace and Rogers.