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"Students"

Based on group dynamics theory, this study employs a mixed-methods approach to explore the cultivation mechanisms and interactive relationships between leadership emergence and team psychological cohesion in English project-based learning (PBL). The research selected 160 tenth-grade students from a provincial model senior high school, with the experimental group engaging in a 12-week English PBL program. Data were collected through questionnaire surveys, classroom observations, social network analysis, and in-depth interviews. The findings reveal that: (1) Leadership emergence exhibits three-stage characteristics—exploration, differentiation, and integration phases. Individual factors such as English proficiency and personality traits, along with contextual factors including task complexity and group size, jointly influence leadership development, with 65% of teams forming distributed leadership structures. (2) Team cohesion demonstrates a four-dimensional structure encompassing task, social, learning, and emotional dimensions. The experimental group showed significantly higher cohesion than the control group (4.20 vs. 3.33), with clarity of shared goals, collective efficacy, and group norms identified as key influencing factors. (3) A bidirectional interactive relationship exists between leadership and cohesion, with leadership exerting a total effect of 0.72 on cohesion and cohesion demonstrating a reciprocal effect of 0.55 on leadership, forming a positive spiral. (4) Project activities such as collaborative tasks, cross-cultural themes, multimodal presentations, and reflective dialogues exhibit differentiated effects on cohesion cultivation. This study unveils the unique group dynamics mechanism in English PBL, providing theoretical foundations and practical guidance for optimizing instructional design and promoting students' core competencies development. © 2025 by author(s).

Purpose – Simulations have been explored and used as effective educational tools to support active learning. However, despite the increasing adoption of simulation-based learning, there is a need for the design of comprehensive simulations that can support the acquisition of a range of competencies linked to the current construction industry demands. With an aim of determining the current situation, this study conducts a systematic literature review (SLR) on simulations for teaching construction management to undergraduate students. Design/methodology/approach – The articles were selected through a systematic literature review following the PRISMA guidelines, and utilizing Scopus and Web of Science databases. Findings – This study shows that a total of 94 simulations were identified from the literature and can be categorized in terms of their composition by virtual, real or virtual and real elements. The majority of the simulations have been designed with virtual elements. This study shows that 22 competencies and skills were developed in the 94 simulations. Also, the most frequent competencies and skills developed are not aligned with the most valued, according to construction professionals. Furthermore, most simulations currently implemented focus on development, often limited to technical aspects. In addition, this study shows that simulation evaluation should be generally improved. Practical implications – The findings from this review would help researchers, simulation developers and construction management developers identify the current situation of simulations in terms of their composition, validation and competencies linked to digitalization, sustainability and human-centered skills, particularly relevant in the emerging paradigms of Construction 4.0 and 5.0. This review also suggests that to improve simulation designs, future studies should apply more rigorous experimental designs, integrate real-time feedback mechanisms and validate simulation outcomes across different institutional and cultural contexts. Originality/value – This study undertakes a comprehensive SLR of studies about teaching construction management to undergraduate students published in the past 30 years, which indicate the latest trends. It is the first attempt internationally to provide a description of the current situation of simulations in terms of their composition, validation and competencies linked to the current construction industry demands. © 2025 Emerald Publishing Limited

This article stems from a study that aimed to identify if gender influences participation in Erasmus+ International Mobility in Vocational Education and Training (VET) in Portugal. Methodologically, quantitative data on VET attendance and Erasmus+ mobility participation for 2014-2020 were analysed, corresponding to the first period of the Erasmus+ Programme covering VET. Additionally, two directors, two mobility managers, and four teachers from two vocational schools were interviewed. Findings reveal an underrepresentation of women in VET and participation in mobility that stems from the ‘genderisation’ patterns of VET’s subject areas. However, in contrast to the choice of a VET course, Erasmus+ mobility in VET seems to attract women more than men, as in this case, the figures of female participation are higher. In conclusion, although gender does not seem to determine participation in mobility, it emerges as an influencing factor, shaping it through previous processes, namely choosing VET and the course options. © 2025 Instituto de Estudos Sociais e Politicos (IESP), UERJ. All rights reserved.

The Pythagorean theorem and the ability to abstract are two important elements in mathematics, but they actually become problems. Therefore, this study aims to determine the impact of digital learning materials based on deep learning integrated with Batak culture on students’ abstraction abilities in Pythagorean theorem learning. This study used the ADDIE model development design. The participants in the study were 32 students (16 boys and 16 girls, aged 13-14 years) from one of the junior high schools in Medan, Indonesia. The instruments in the study were digital teaching materials and student abstraction ability tests. Data were analyzed using qualitative data analysis and nonparametric statistics. The research results revealed that the integration of culture within the framework of deep learning proved essential in digital teaching materials. The implementation ran smoothly because the materials were developed based on the needs of the students and incorporated cultural elements, making them familiar to the students. The research findings also revealed that the digital teaching materials were able to optimize students’ abstraction abilities, with male students showing better abstraction skills than female students. The study recommended that future researchers examine the factors that caused male students to be more dominant in abstraction. © 2025 by Author/s and Licensed by Lectito Publications, Netherlands. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The study aims to explain the moderation of 3D simulator Shielded Metal Arc Welding (SMAW) welding animation in the relationship between concept understanding and student psychomotor learning outcomes. The correlation research method and research design used is the Spearman Correlation to measure the strength and direction of the relationship between two variables. This research data was collected by conducting a survey through filling out questionnaire instruments independently to 130 students and the data analysis technique used in this study was Moderated Regression Analysis (MRA). The results showed the sig value of the moderation variable 0.163 and the interaction variable 0.004, so it can be decided if the moderation variable has an insignificant effect, while the interaction variable has a significant effect, based on these results the type of moderation provided by the 3D SMAW welding simulator is absolute moderation. The conclusion of the research shows that the 3D simulator of SMAW welding animation moderates the relationship between concept understanding and student psychomotor learning outcomes with the type of absolute moderation. © 2025 Yunus Yunus et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

Pre-professional internships are an essential mechanism for consolidating academic training and facilitating students’ transition into the labor market. The objective of this study was to evaluate pre-professional internships in the development of professional skills and the perception of employability among accounting students. A cross-sectional, non-experimental quantitative design was used. The study employed a structured questionnaire composed of seven dimensions, complemented with open-ended questions whose responses were examined through basic descriptive content exploration. The sample consisted of 60 participants, including interns and graduates entering the labor market. The results show that more than 70% of respondents value internships as a key space for strengthening accounting competencies, soft skills, and integration into organizational environments. It was also evident that internships increase perceptions of employability and academic motivation, although limitations persist in access to technological resources, academic planning, and innovative teaching methodologies. The comparative analysis did not reveal statistically significant differences between classes, although gaps were identified in the perceived preparation to face professional challenges. It is concluded that pre-professional internships represent a determining factor in building professional identity and strengthening sustainable employability, underscoring the need for curriculum redesign, stronger academic support, and greater collaboration with industry. © © 2025 Carranza Guevara, Cruz Caro, Tarrillo Perez, Reina Marín, Portocarrero Ramos, Contreras Portocarrero, Sánchez Bardales, Campos Trigoso and Chávez Santos.

On-the-job training plays a key role in developing the professional skills and practical experience of students in engineering education programs. In this regard, the aim of this study was to create a toolkit for analyzing the factors that influence the development of these skills and the integration of students into the professional environment. The methodology included surveying three target groups—students, teachers, and employees of companies involved in the implementation of practice-oriented training at universities—as well as testing three updated training modules integrated with practical training. Based on the collected data, regression models were constructed reflecting the influence of four blocks of factors (organization of practice, digital and production resources, educational support, project activity) on the development of skills in the application of engineering equipment and technologies. The most significant predictor was the block of digital and production resources (standardized regression coefficient β = 1.666, p < 0.001, R2 = 0.684 for the experimental group of students), which emphasizes the importance of the technological content of the learning environment. As a result of training using the updated modules, an increase in the level of proficiency in the application of engineering tools and technologies was recorded. The average score for this criterion was 4.52 in the control group and 4.74 in the experimental group. Progress was also noted in key skills such as basic economic and legal knowledge (F6), self-analysis (F9), and planning (F7). This confirms the effectiveness of a structured approach to combining theoretical and practical training. The proposed structured toolkit for analyzing influencing factors, tested through a multilateral survey and pilot implementation, is a key innovation of the study and can be used by universities and companies to modernize workplace training programs. © © 2025 Karstina, Tussupbekova and Mussenova.

In today's hypercompetitive global marketplace, marked by tech and trade tensions and the rapid rise of artificial intelligence, students must develop not only technical expertise but also entrepreneurial skills to navigate complexity and seize new opportunities. Hence, this chapter examines the integration of entrepreneurial education (EPE) into technical and vocational education and training (TVET), focusing on how skills development can be combined with entrepreneurial skills and venture creations to meet the demands of modern knowledge-based economies. This chapter offers a comprehensive analysis of the challenges, reforms, and solutions related to the integration of entrepreneurship education into TVET. This paper also discusses implications for policymakers, educators, and practitioners, and outlines directions for future research to gain an in-depth understanding from multiple perspectives and contextual issues. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Purpose – The purpose of this conceptual paper is to reflect on the value and influence experiential learning as a pedagogical approach had on me as a PR educator at a university in South Africa to ensure inclusivity and relevance of PR qualifications. The value of reflective practice, as one of the phases in the experiential learning cycle, is highlighted in developing critical thinkers. My role to support, mentoring and develop engaging networks that will benefit students, is discussed against the complex and diverse higher education context. Design/methodology/approach – The approach included a review of latest PR education reports, literature on experiential learning, its role as a transformational pedagogy and the results experiential learning has on students and educators. Findings – The findings indicate that experiential learning is a transformational pedagogy, capable of influencing both PR student and educator to be capable PR professionals. Through external benchmarking such as participation in industry award opportunities students can demonstrate their learning. Originality/value – The original contribution of this conceptual paper is the reflective practice applied to experiential learning as a teaching pedagogy, by a PR educator in a polycontextual environment. © 2025 Dalien René Benecke