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Purpose: This article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system. Design/methodology/approach: The study involves interviews with various professionals in the education and employment sectors and two discussion groups. Findings: Results reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals. Originality/value: The study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain. © 2024, Laura Guerrero Puerta and Rocío Lorente García.

Background: Electronic learning (e-learning) is a broader approach to learning that opens up new avenues for studying and teaching in many sectors of education outside of the standard classroom setting. This paper might enhance cultural competence among nursing students and the perspective of the lecturer. Methods: Literature databases of Cinahl “Ebsco”, Pubmed, and Science Direct were searched, and 326 potentially relevant nursing research articles were reviewed between 2017 and 2022. Fourteen papers were found to meet the inclusion criteria. Results: Fourteen articles were included for scoping review, themes include blended E-learning, nursing students’ e-learning readiness, and The challenges with the E-learning system. First: Blended learning may be a beneficial educational strategy in nursing education but it also requires a cautious and carefully planned approach with sufficient time for each student. Second: E-readiness is an important component of academic success, and prospective e-learning users’ capacity to use a new learning environment, as well as alternative technologies, is referred to as e-learning readiness. In addition, continuous readiness assessment is required to ensure the successful deployment of e-learning. Thirdly, Accessibility is the most significant challenge students experience; many other issues also challenge e-learning, such as Infrastructure, Ineffective Time Management, and a lack of Instant Communication. Conclusion: E-learning, on the other hand, can provide an alternate mode of education, blended learning Proven to be effective as a modern learning method, students’ e-learning readiness was a significant predictor of their satisfaction and motivation in the classroom, there are still concerns about the instructional veracity of e-Learning, as well as how to analyze and overcome hurdles and fears in e-Learning. Implications: Specialized implications for practical ramifications include strategic management planning, curriculum enhancement, and raising standards at the lecturer level in several specific areas. Plain language summary: ● Blended learning has a significant impact on enhancing the learning process by combining instructional strategies to boost student outcomes and motivation. ● Success requires strategic planning, faculty development, and embracing digital resources. Access to the Internet, hardware, and regular training facilitate effective e-learning. ● The study emphasizes the significance of taking learning styles and student requirements into account during the course development process. Future research should investigate the cost-effectiveness of integrated nursing courses and broaden their application to all levels of nursing education. ● This review will contribute to the incorporation of blended learning, which facilitates the transition of nursing students to competency-based education and continuous learning, while technological proficiency becomes essential for maximizing the benefits of e-learning. © 2024 Marawa’a. This work is published and licensed by Dove Medical Press Limited.

Purpose: The purpose of this study is to investigate the conceptualization of skillset development, particularly in the context of higher education, with a focus on its impact on employability. Given the challenges faced by graduates in meeting the expectations of employers due to perceived deficiencies in their skills and abilities, this research aims to explore the varied skills, personal traits, and knowledge bases necessary for successful employability. By conducting a review of existing literature and meta-analysis of research investigations, the study seeks to elucidate the theoretical underpinnings of skillset development, particularly in the context of the COVID-19 pandemic. Methods: This study employs a systematic approach, involving a review of existing literature and a meta-analysis of research investigations on skillset development. Special attention is given to employability skills, task-related skills, self-management, and technical knowledge required by employers. The researchers analyze scholarly articles and empirical studies to identify conceptual frameworks and key themes related to skillset development in higher education. Through rigorous examination and synthesis of this literature, the study aims to contribute to a deeper understanding of skillset development processes and their implications for employability. Results and discussion: The review and meta-analysis of research investigations reveal insights into the multifaceted nature of skillset development in higher education. Employability skills, task-related skills, self-management, and technical knowledge emerge as critical components influencing graduates' success in the job market. The study discusses how these skills and attributes are conceptualized and cultivated within the educational context, considering factors such as pedagogical approaches, curriculum design, and industry relevance. Furthermore, the impact of the COVID-19 pandemic on skillset development and employability is examined, highlighting both challenges and opportunities for higher education institutions and graduates. Implications of the research: The findings of this research have significant implications for higher education institutions, policymakers, employers, and graduates. By providing insights into the conceptualization and development of employability skills, the study informs strategies for curriculum design, teaching methodologies, and career counseling services. Additionally, the research underscores the importance of addressing the diverse skill needs of industries and adapting educational practices to meet evolving demands. For graduates, the study offers guidance on enhancing their skillset and improving their employability in a competitive job market, particularly in the context of post-pandemic recovery and economic transformation. Originality/value: This study contributes to the literature by offering a comprehensive analysis of skillset development in higher education and its implications for employability. By synthesizing existing research and identifying key themes, the study provides a theoretical framework for understanding skill acquisition and enhancement processes. Moreover, the examination of skillset development during the COVID-19 pandemic adds a novel perspective to the literature, shedding light on the challenges and opportunities presented by this unprecedented global event. Overall, this research offers valuable insights for stakeholders involved in education, workforce development, and career advancement. © 2024 ANPAD - Associacao Nacional de Pos-Graduacao e Pesquisa em Administracao. All rights reserved.

It is well-established that GP trainees do not feel confident when transitioning to independent practice. In 2019, the Nottinghamshire GP Phoenix Programme Trainee Transition Scheme (TTS) was established to improve this transition and encourage local retention of newly qualified GPs. The TTS has been evaluated by surveying a total of 344 trainees from August 2022 to August 2023 using an electronic Google Form. Two-thirds of the trainees surveyed felt the mix of TTS-led non-clinical topics and trainee-led clinical topics taught during their locality time were useful for their learning. 72% felt that the TTS would influence their decision to remain working locally after qualification. Based on these positive findings, it is proposed that the TTS should be adopted in other areas to improve both transition and retention of newly qualified GPs. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

Despite the growing attention on the use of online scaffolding to enhance argumentation skills, there has not been a comprehensive review conducted in this specific area. There is a lack of understanding of both the current state of online scaffolding for acquiring argumentation skills and the specific research gaps that exist. This article presents a scoping review of 32 empirical studies, published between 2000 and 2023, that addressed online scaffolding in the context of argumentation skills. Overall, the review indicates that online scaffolding is generally associated with positive results in developing argumentation skills. Surprisingly, customisation of scaffolding was often neglected in online scaffolding designs. When it is applied, limited consideration was paid to contingency, fading and transfer of responsibility aspects in online scaffolding customisation designs. The authors discuss the implications of their findings in terms of the design for online scaffolding and share recommendations for further research. © 2024 Technology, Pedagogy and Education Association.

Background: In response to the demands for improvement in teacher education, professional practices have emerged as a fundamental component for integrating theory with practice in the preparation of future teachers. However, it is crucial to understand the orientations and functions inherent to these practices in physical education teacher education. Objective: To identify the orienta-tions and functions of professional practices in physical education teacher education. Method: A scoping review of articles published between 2003 and 2023 in relevant databases such as Wos, Scopus, Scielo, Sportdiscus, ERIC and Dialnet was conducted. The review followed the PRISMA-ScR statement. Results: 33 relevant papers were identified and categorized into six main themes: teaching com-petencies, teacher self-efficacy and confidence, reflection and critical thinking, integration of theory and practice, impact on profes-sional identity, and mentoring and supervision in internships. Conclusions: Professional internships stand out as fundamental spaces for the development of competencies in future physical education teachers. Specifically, it was observed that these internships facilitate the comprehensive development of students by providing them with opportunities to apply theory in real teaching contexts. In addition, influential administrative aspects related to the planning and monitoring of internships were identified. © 2024 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

The article explores job preferences among business students through the lens of the Big Five personality traits, which have implications for students’ attitudes. This investigation is conducted within the contexts of Norway and Poland, facilitating a comparative analysis of students from these two nations. Empirical evidence comprises responses to questionnaires gathered from 178 Polish students and 147 Norwegian students. By juxtaposing mean values and employing regression models, we scrutinized the link between personality traits and job preferences in both countries. The findings revealed that personality traits exhibit correlations with students’ job preferences, with a particularly notable impact observed in the domain of agreeableness. This trait demonstrates a positive association with job security, work-life balance, teamwork and societal contribution. Moreover, the effect varies between Norwegian and Polish students, with discernible gender discrepancies. Through this comparative examination, the study highlights the mediating influence of society on the relationship between personality traits and job preferences among business students. It emphasizes the imperative for future investigations to integrate cultural and societal factors into their analyses when exploring the impact of personality traits on job preferences. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The economic value of education is widely known. However, policymakers, despite recognising its economic benefits in theory, in practice treat education spending and school funding as a cost. In the English context, this has led to a shortfall in investment in education, training and skills. The prevailing characterisation of education as a cost obscures its genuine societal and economic value, and there is a particular need for better measurement of its social benefits, including human capital, in terms of health, civic participation, and well-being. This article explores the consequences of downplaying the investment role of education, which include cuts in real-terms education spending despite trying to pursue an economic growth agenda, and increases in educational and income inequality. The current (burdensome) accountability system then adds to the problem of underinvestment, measuring as it does only a narrow range of academic outcomes. Its high-stakes approach also appears to be undermining the desirability of teaching as a profession, which will be detrimental to education quality. This article discusses potential solutions, advocating for a comprehensive and long-term approach to education planning and measuring outcomes beyond traditional academic metrics. It urges a paradigm shift in perceiving education as a sustained, lifelong investment, necessitating strategic systemwide planning, cross-party consensus and, above all, a commitment to valuing the education system and its workforce. The article arises from a British Academy Lecture delivered in November 2022. © The author(s) 2024.

This study explored the impact of an active project-based, aquaculture constructivist-learning program, as perceived by high school students. The purpose of this case study was to discover if participation in the program influenced students’ interest, engagement, and future educational and career aspirations in science, technology, engineering, and mathematics (STEM) when integrating aquaculture in and outside the classroom. Likewise, the study also wanted to explore students’ knowledge about aquaculture and skill development after their participation in the program. The study employed a qualitative methods approach to explore students’ attitudes and experiences. Qualitative data were collected from post-student focus groups at three different public, rural high schools in Kentucky. Other qualitative data included teacher journal reflections (e.g., personal documents) and public newspaper articles (e.g., public documents). Four emergent themes were found: (1) Students show excitement and enthusiasm in the hands-on, aquaculture program; (2) students show attention to detail in the hands-on, aquaculture tasks, it sticks, and are more responsible; (3) students are collaboratively engaged with their peers; and (4) greater interest and confidence in STEM through practical application. Results demonstrated that the program engaged learners in real-world problem-solving and decision-making situations while working collaboratively in small works. It also appears that students gained an important life skill, responsibility, as well as self-confidence in STEM, after participating in the program. © 2024 International Council of Associations for Science Education (ICASE). All rights reserved.

Relevance. In today's society, there is a rapidly growing demand for specialists with a high level of theoretical knowledge that they can apply in practice. The article discusses the features and importance of developing a comprehensive course of basic and applied sciences for bachelor's degrees in secondary and vocational education. This course combines theoretical principles and practical application. Purpose. The purpose of this study is to investigate the characteristics of integrating basic and applied sciences into a bachelor of secondary and vocational education course. Methodology. To achieve this goal, the methods used were scientific literature analysis and empirical research. In addition, surveys of specialists, modelling of the pilot course, its implementation, evaluation, and supplementation. The study involved 58 teachers of fundamental and applied sciences and 157 first-year students. Results. Based on the educators' survey results, a sequenced model of integrated learning was chosen. On this basis, a pilot program for first-year students was developed and implemented. Using an interdisciplinary approach, practical experience, and problem-based learning, this course highlights the key role of integrating basic and applied sciences to improve student's critical thinking, improve problem-solving skills, and prepare them for a successful career and practical skills. Conclusions. A survey of students shows a positive attitude towards the integrated learning course. The study results are applicable to familiarising and developing integrated courses for students of different specialties by educators and administrators of higher education institutions. © © The Author(s).