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In this article the authors consider the problem of training qualified specialists to work in the digital economy at the current level of higher education development. The authors study the very concept of "competencies"and discuss the difficulties associated with the introduction of competency-based approach in the system of higher professional education. The article presents the main principles and definitions of the competency-based approach for the formation of educational outcomes within higher education. It is argued that an important aspect in the creation of educational programs is their orientation to the needs of production with regard to young specialists with certain competencies, but currently many programs of higher and secondary vocational education do not have time to adapt to the latest achievements in technological and production spheres. The article states that the development of students' competencies is a key goal of educational programs and that they should be organized in such a way as to ensure consistent and systematic mastering of the necessary skills and knowledge. Competency-based approach in the sphere of higher professional education is realized through the development of exemplary basic educational programs that form a model of training. The article analyzes published studies and presented software products devoted to curriculum design. The article sets the task to form a set of disciplines, optimal in terms of labor intensity and levels of competence formation, which allows the most effective realization of the competences of the learner in the direction of bachelor's degree, taking into account the level of formation set by the employer and the limitations of the curriculum. The mathematical model for solving the problem and the technology of designing the optimal competence model of a graduate taking into account the employer's requirements are presented. © 2024 IEEE.

The study of pedagogical internships has gained greater importance over the last decades around the world. In Chile, many researchers have been attempting to delve deeper into this reality; however, little is known about the experiences of preservice teacher mentors when tutoring pre-service teachers of English pedagogy. Following the qualitative paradigm, this exploratory descriptive study aims to investigate the perspectives and expectations of pre-service teacher mentors’ regarding their key roles as mentors in initial training. Seven English teachers with experience as mentor teachers were interviewed. One group interview and four individual interviews were conducted with English teachers working with preservice teachers in their practicums. Thematic analysis was employed to analyze the data. Issues related to the multiple roles of mentor teachers were discussed, as well as the relationship they construct with their students, the university, and the school where practicums are carried out. The main findings of this study suggest that pre-service teacher mentors expected clear guidelines from universities and the government to better guide future teachers. Moreover, they expected to be more involved in training pre-service teachers to contribute to their classrooms. Implications shed light on the need for incorporating the voices of pre-service teachers’ mentors in future research studies concerning pedagogical practicums in elt in Chile. © Universidad de Antioquia, 2024. This is an open access article, distributed in compliance with the terms of the Creative Commons license by-nc-sa 4.0 International.

Aim/Purpose This study explores the subject structure, social networks, research trends, and issues in the domain that have the potential to derive an overview of the devel-opment of virtual reality-based learning media in vocational education. Background Notwithstanding the increasingly growing interest in the application of virtual reality in vocational learning, the existing research literature may still leave out some issues necessary for a comprehensive understanding. This study will point out such areas that need more exploration and a more comprehensive synthesis of the literature by conducting a bibliometric analysis. It will be interesting to keep track of the changing concepts and methodologies applied in the development of VR-based learning media in vocational education research. Methodology This review was carried out using bibliometric methodology, which can high-light patterns of publication and research activity in this hitherto little-studied area. The results of the study have the potential to lead to evidence-based priority in VR development, which will tailor work for vocational contexts and set the compass against the growing worldwide interest in this area. The study pro-vides a descriptive analysis of publications, citations, and keyword data for 100 documents published between the years 2013 and 2022 from the Scopus data-base, which is conducted to illustrate the trends in the field. Contribution This study also counts as a contribution to understanding the research hotspots of VR-based learning media in vocational education. Through bibliometric analysis, this study thoroughly summarized the relevant research and literature laying a knowledge foundation for researchers and policy makers. Additionally, this analysis identified knowledge gaps, recent trends, and directions for future research. Findings The bibliometric analysis revealed the following key findings: 1. A growing publication trajectory, with output increasing from 7 articles in 2013 to 25 articles in 2022. 2. The United States led the contributions, followed by China, and Germany. 3. The most prominent authors are affiliated with American medical institutions. 4. Lecture proceedings include familiar sources that reflect this nascent do-main. 5. Citation analysis identified highly influential work and researchers. 6. Keyword analysis exposed technology-oriented topics rather than learning-oriented terms. These findings present an emerging landscape with opportunities to address geographic and pedagogical research gaps. Recommendations for Practitioners This study will be beneficial for designers and developers of VR-based learning programs because it aligns with the most discussed and influential VR technologies within the literature. Such an alignment of an approach with relevant re-search trends and focus can indeed be very useful for the effective application and use of VR-based learning media for quality improvements in vocational students’ learning. Recommendations for Researchers In fact, in this bibliometric review of VR integration within vocational class-rooms, a future call for focused research is presented, especially on teaching methods, course design, and learning impact. This is a framework that seeks to establish its full potential with effective and integrated use of VR in the various vocational curricula and settings of learners. Impact on Society From the findings of the bibliometric analysis, it is evident that virtual reality technologies (VR) have significantly led to transformation within educational media. There is no denying that the growing interest and investment in the integration of virtual reality into vocational education has been well manifested in the substantive increase in publications in the last decade. This shows what the innovation driving factor is in the United States. At the same time the rapid contributions from China signal worldwide recognition of the potential of VR to improve technical skills training. This study points the way for more research to bridge critical gaps, specifically how VR tools can be used in vocational high school classrooms. Furthermore, research should be aligned to meet specific needs of vocational learners and even promote international cross-border partnerships, pointing out the potential of virtual reality to be a universally beneficial tool in vocational education. The examination of highly cited articles provides evidence of the potential of VR to be an impactful pedagogical tool in vocational education. The findings suggest that researchers need to move forward looking at the trajectory of VR in vocational education and how promising it is in defining the future for innovative and effective learning methodologies. Future Research This study is an exceptionally valuable contribution, a true landmark in the field of dynamic development, and one that denotes very meaningful implications for the future course of research in the dynamically developing field of bibliometric analysis of VR-based learning media for vocational education. The increase in the number of publications emanates from growing interests in the application of virtual reality (VR) technologies in vocational education. The high concentration of authorship from the USA, along with the ever-increasing contributions from China, spotlights the increasing worldwide recognition of the impact of immersive technologies in the enhancement of training in technical skills. These are emerging trends that call for research to exemplify the diverse views and global teamwork opportunities presented by VR technologies. The study also highlights critical areas that need focused attention in future re-search endeavors. The fact that the embedding of VR tools into classrooms in vocational high schools has been poorly researched points to the major gap in pedagogical research within authentic educational settings. Therefore, further investigations should evaluate teaching methods in VR, lesson designs, and the impacts of VR in specific vocational trades. This supports the need for learner-centered frameworks that are tailor-made to the needs of vocational learners. This calls for more direct and focused investigations into identified research gaps noting a growing dominance in the field of health-related research with the most cited articles in this field, to integrate virtual reality into additional vocational education contexts. In this way, the gaps present an opportunity for re-searchers to make significant contributions to the development of interventions responsive to the unique needs of vocational learners; this will contribute to strengthening the evidence base for the worldwide implementation of VR within vocational education systems. This was recommended as the intention of such a bibliometric analysis: supporting the potential of VR as a pedagogical tool in vocational contexts and providing grounding for a strong and focused future research agenda within this burgeoning area of educational technology. (CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not permit you to use this material for commercial purposes. All Rights Reserved.

In South Africa, diverse policy measures are continuously being taken by stakeholders to transform the education system into one with a greater focus on entrepreneurship. Despite these efforts, it was unclear what factors prevent the anticipated results from being attained. Thus, this study examined issues revolving around entrepreneurial leadership in South Africa's basic education sector. It followed a PRISMA protocol, through a systematic literature review, the authors meticulously identified and filtered 94 pertinent studies within the Web of Science (WoS) database, ultimately refining their focus to 42 articles that directly contribute to the central theme of the study. Based on the study's findings, several identified weak links need to be remedied for entrepreneurial leadership to become ingrained as a core ideology for the enhancement of education sustainability. The study illuminates how incorrect assumptions about entrepreneurial leadership may impede innovative and creative practices in schools. Additionally, the results of this review provide the authors with an opportunity to make a vital contribution to the ongoing discourse regarding the incisiveness of definitions and perspectives relating to entrepreneurial leadership in the school setting. Furthermore, the authors contend that the quality of schooling and education sustainability can be improved through the coordinated efforts of stakeholders to enhance school leaders' entrepreneurial skills, therefore, collaboration between rural and urban school principals is proposed to harness mutual benefits and cross-institutional learning. Moreover, the study elucidates leadership-driven innovative thoughts and actions within the framework of entrepreneurship-focused educational institutions. © 2024 The Authors

Purpose: This study aimed to explore the relationship between self-efficacy and resilience in Chinese secondary vocational students and examine the mediating effect of emotional intelligence. Methods: In September 2023, a cross-sectional survey was conducted in 282 Chinese students from three secondary vocational schools by using a voluntary and anonymous structured questionnaire, which included a general self-efficacy scale (GSES), emotional intelligence scale (EIS), and resilience scale (RS). The data were analyzed using SPSS 26.0 software and macro PROCESS. Results: The scores of self-efficacy, emotional intelligence, and resilience of Chinese secondary vocational students were above the average level. Correlations among the self-efficacy, emotional intelligence, and resilience levels of students were significant. The analyses of mediating effect showed that emotional intelligence partially mediated the influence of self-efficacy on resilience of secondary vocational students. Conclusion: Self-efficacy was positively associated with resilience. Self-efficacy not only has a direct effect on the resilience of secondary vocational students but it also indirectly affects the resilience through the mediating role of emotional intelligence. These findings valuable for designing the secondary vocational school programs aimed at improving students’ psychological resilience. © © 2024 Jiang.

This paper presents the results of a systematic literature review (SLR) of academic research related to service quality attributes in higher education institutions. The literature review is organised around two main objectives: identifying trends of studied topics and significant attributes in implementing service quality. A comprehensive search of relevant databases of published research from 2012 to 2022 was conducted to identify peer-reviewed articles that meet the criteria for inclusion in the review. The search yielded a total of 28 relevant studies, which were evaluated to address the study objectives. The SLR identified four clusters of topics within service quality: The importance of quality services, quality evaluation, the role of digital technology, and stakeholders’ retention. Finally, the derived attributes in this paper are expected to assist higher education institutions (HEIs) in developing countries, particularly in developing countries, in identifying areas of improvement in their service quality and making targeted adjustments to improve the overall experience of their stakeholders. © 2024, FACTEACHEREDUCATION. All rights reserved.

Introduction. The problem of formation of creative person skills in the process of artistic activity is currently topical and thus actively investigated in modern pedagogical science. The relevance of the research is due to the active development of modern rapidly changing reality, contributing to the making of an information technology developing society, which imposes new requirements on the formation of a creative personality. The purpose of the study is to determine the psychological and pedagogical conditions for the formation of creative skills of schoolchildren in the process of artistic activity and to assess the degree of readiness of schoolchildren for creative activity based on results of professional entrance tests. Materials and Methods. The important basis of the ongoing pedagogical research is the methodology of the personal-activity approach, in which creative activity is defined as one of the leading types of activity. This study was conducted from 2021 through 2023 in the logic of pedagogical experiment on the basis of the Children's Academy of Artistic Creativity and Design. The sample consisted of 155 schoolchildren studying in different areas of artistic and creative activity. Results. The authors show that the processes of education of creative personality are currently undergoing changes in the new conditions of information development and the need to form appropriate thinking. The authors substantiate that it is important to purposefully develop the creative activity of personality and it is necessary to start training from school years. The main and additional psychological and pedagogical conditions of formation schoolchildren creative abilities in the process of artistic activity are defined. The specificity of training of senior schoolchildren in the Children's Academy of Artistic Creativity and Design in special artistic disciplines is shown. The results of evaluation based on the generalization of the data of the professional entrance test in drawing, painting are presented. Discussion and Conclusion. This research contributes to the development of pedagogical knowledge in the field of pedagogical conditions formation for the development of a person's readiness for creative activity. The article will be useful to anyone interested in the study of theoretical and practical aspects of the formation of creative skills of schoolchildren in the process of artistic activity. © 2024 National Research Ogarev Mordovia State University. All rights reserved.

The Australian government sees student mobility to the Indo-Pacific region beyond the institutional remit as an important tool to boost young Australians’ Indo-Pacific capability and the nation's multilateral relations with the region. Accordingly, the past decade has witnessed a fast-growing number of Australian students undertaking study and/or internships in the Indo-Pacific. Although an emerging body of research has started to examine the outcomes of Australian students’ study in the region, more nuanced understandings of their international experience and its societal impacts are needed. This article advances our thinking by conceptualising student mobility as becoming, as connecting and as contributing. It draws on 37 interviews with Australian students who are scholars engaged in learning abroad in the Indo-Pacific through the New Colombo Plan, a signature outbound mobility initiative of the Australian government. The findings of this study underscore the individual and societal changes driven by student mobility from a ‘Western’ country like Australia to Indo-Pacific countries. Through theorising student mobility to the Indo-Pacific as a process of becoming, connecting and contributing, the study demonstrates how these previously ignored Indo-Pacific destinations can offer transformative potential for learning abroad students and the communities they are engaged in. The research findings show how learning abroad in the Indo-Pacific can be a powerful vehicle to tackle ignorance, misconceptions and stereotypes. Using the concepts of mobility as becoming, connecting and contributing in combination, the article provides unique insights into not only self-formation or changes within the students themselves but also changes and transformations in relation to the host and home communities and broader society, allowing their learning abroad experiences to be viewed more holistically. © 2024 The Author(s)

The article explores the teaching of applied art in Lithuania during the 1920s and 1930s, with a primary focus on the training of specialists in craft schools and courses. Specialized education held a crucial role in Lithuanian education policies, emphasizing the need for applied art and design experts to enhance the aesthetic quality of the living environment and meet local market demands with regionally crafted products. Shaping a modern environment rested on specific decisions made by individuals who realized its importance. However, the practical implementation of these goals faced delays due to post-war economic challenges, uneven budget allocation, and the relatively modest status of designers. Despite the slow execution of reform plans, the training of fine craft specialists found its home in craft schools and courses. The development of applied art education during the interwar period is delineated into two distinct phases: the organizational period (1920s), marked by the establishment of the Kaunas School of Art, the creation of a network of state craft schools, and improvements in the legal educational framework; and the reform period (1930s), characterized by the expansion of crafts schools and courses, along with internships for specialists abroad. The article delves into the noteworthy centres of fine arts education, including the private Kaunas Women’s Handiwork School (founded in 1927), the Kaunas Evening Courses of Painters-Decorators (established in 1931), and the Kaunas First School of Crafts (established in 1935). It also examines lesser-known craft schools and courses. These institutions, regardless of their educational levels, are viewed as components of a unified system, in which lower-tier schools compensated for the absence of higher education institutions. In conclusion, the focus of artistic education during this period was not solely on the elite but rather on enhancing the environment of middle-income citizens. Educators working in teaching institutions and government representatives shared a common goal – the improvement of the specialized education system. Those involved in applied art education played a crucial role in implementing state policy tasks, compiling and refining academic programs, and nurturing the next generation of specialists. The latter half of the 1930s witnessed significant phenomena in applied arts and crafts education. Thus, the history of interwar applied art, design, and fine arts education serves not only as a record of advancements in specialized artistic education but also offers a glimpse into future possibilities – detailing both accomplishments and unrealized potential. © 2024 Vilniaus dailes akademijos leidykla. All rights reserved.

The benefits of growth in university enrolments are contingent on the articulation of university expansion with changes in other areas, particularly the economy. The costs of a mismatch are felt at the societal level, but especially by individual graduates. This article describes problems faced by professionals in one country that has experienced very rapid expansion of higher education in a highly privatised market economy. While not uniformly generalisable to other countries, the results are illustrative of what can occur. The study is based on subjective information provided by Chilean university graduates who have recently sought employment. The graduates’ narratives can be aligned along three major dimensions of dissatisfaction: labour force entry; earnings; and working conditions. The themes are linked and combine to describe a difficult transition from university to work in a context of low salaries and unstable and uncertain employment. Among factors contributing to unfulfilment of aspirations are the graduates’ social capital and socioeconomic status, the geographic location of the job, the university from which they graduated, and activities while a student. Unsynchronised expansion of different social institutions can reduce social equity and cohesion. © 2024 Informa UK Limited, trading as Taylor & Francis Group.