Search Results for
"Students"

Purpose – This study explores the relationship between individual entrepreneurial orientation and digital entrepreneurial intention, focusing on the potential mediating role of digital competencies within the framework of social cognitive theory. Individual entrepreneurial orientation – comprising risk-taking, innovativeness and proactiveness – is examined in connection with students’ digital competencies and their digital entrepreneurial intention. Design/methodology/approach – Our sample comprised 751 Spanish university students who completed a questionnaire including questions on entrepreneurial orientation, digital competencies and digital entrepreneurial intention. The Multiple Mediator Model methodology was used to test the proposed hypotheses. Findings – The results obtained show that risk-taking and innovativeness significantly support digital entrepreneurial intention. Moreover, all dimensions of individual entrepreneurial orientation were positively related to the development of digital competencies, specifically information, communication, content development and problem-solving. Importantly, the analysis confirmed the mediating effect of the digital competencies – specifically information, digital communication and content creation – in the relationship between individual entrepreneurial orientation and digital entrepreneurial intention. Originality/value – This research contributes to the understanding of digital entrepreneurial intention through the integration of individual entrepreneurial orientation and students’ digital competencies, offering ideas for developing specific educational programmes that foster both individual entrepreneurial orientation and students’ digital competencies. © 2025 Emerald Publishing Limited

This study examines the link between thinking styles; legislative, executive, and judicial, and students perceived motivation in digital creativity education. Guided by Sternberg's Mental Self-Government Theory and Keller's ARCS model, it compares learner-paced (DVC-LS) and system-paced (DVC-SS) instructional approaches. Findings reveal that legislative thinkers show greater intrinsic motivation in learner-paced settings, while executive and judicial thinkers respond better to structured, system-paced environments. The results highlight the importance of aligning instructional design with learners' cognitive styles to enhance motivation and engagement in digital creativity education. This alignment can support more personalized, effective learning experiences and inspire sustained interest in creative digital tasks. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Main objective of the study was to investigate how artificial intelligence (AI) and STEM pedagogy influence students' cognitive performance, academic success, and attitudes. A quasi-experimental design with a pretest-posttest control group was used in the study. The study was conducted among first-to fourth-year students enrolled in the Pedagogical Education Program at Korkyt Ata Kyzylorda University. The study group consisted of 66 students. The experimental group taught the unit "History of Kazakhstan" for eight sessions using activities incorporating artificial intelligence and STEM (modeling, project-based learning) pedagogies. The control group studied the same unit using traditional expository teaching methods based on the existing curriculum. Data were collected using the "Social Sciences Course Attitude Scale" and the "Achievement Test" developed by the researchers and both were tested in terms of validity and reliability analyses. The achievement test was re-applied as a retention test one month after the implementation. Findings showed that the groups were equivalent regarding attitudes and achievement levels before the implementation. The results of the experiment revealed that the group exposed to the AI×STEM intervention demonstrated significantly improved attitudes towards social sciences, higher academic achievement, and better retention of learning compared to the control group. The AI×STEM-based teaching approach proved to be more effective in enhancing student outcomes than traditional methods. Therefore, it is suggested that the national social studies curriculum be revised to integrate these skills. Based on these findings, it is suggested that AI-and STEM-based instructional practices be systematically integrated into social studies curricula to support student engagement, academic achievement, and long-term learning outcomes. © 2025, Association for Social Studies Educa. All rights reserved.

This paper aims to refine study program designs inclusively and diversely to enhance employability skills crucial for the tourism industry. Graduates of tourism study programs completed a self-assessment survey to gauge their employability skills, complemented by an analysis of the tourism industry employers’ perspectives on the significance of these skills. An analysis comparing the opinions of tourism business leaders and university graduates in the tourism sector on employability skills reveals a significant discrepancy. Furthermore, based on in-depth interviews with educators, the study addresses the perspectives of educators, who suggest that the existing curricula design does not adequately facilitate the development of students’ employability skills. This points to the necessity for the development of a broader and more diverse study program. As a result, it is recommended to develop curricula that would integrate extra-curricular activities, thus providing opportunities for developing the required skills inclusively and diversely. © 2025 International Council on Hotel, Restaurant, and Institutional Education.

Background: In recent years, digital competencies have become progressively more valuable in the labour market, and digital skills are increasingly becoming a prerequisite for employment. Objective: Our research focuses on the digital literacy of human capital in the 27 EU Member States. Methods: Using mathematical-statistical methods, correlation graph matrix and panel regression, we searched for significant correlations that can impact the digital readiness of human resources. The Hausman test suggests that the random effects panel regression model should be used along with the two main types of multivariate panel regression. We used Eurostat databases and the first dimension (human resources) of the DESI index for 2017–2022 for our analyses. Results: Our analysis revealed several significant factors influencing digital readiness: a 10% increase in STEM student enrolment raises the DESI index by 6 percentage points; €10,000 higher real GDP per capita increases digital readiness by 4.9%; a €10 billion increase in public education spending improves the HC index by 1%. Conversely, each additional 1000 students in mobility programs decreases the HC index by 0.028 percentage points, while each decade of delayed EU accession correlates with a 2.3% lower HC index. Conclusions: Complementing descriptive statistics with our methods helps link macroeconomics and practical solutions for digital readiness. © The Author(s) 2025

This chapter critically examines the evolving landscape of assessment in applied, study-focused educational institutions, particularly institutes of higher learning (IHLs), amid the growing integration of artificial intelligence (AI). As AI becomes more embedded in education and the workplace, traditional assessment methods must be reimagined to remain relevant and prepare graduates for a volatile, uncertain, complex, and ambiguous (VUCA) world. In polytechnics and similar institutions, where practical skills and real-world application are key, assessments should not only measure competencies accurately but also foster future-oriented learning environments. The chapter explores how assessments must go beyond evaluating knowledge retention to include higher-order thinking, adaptability, and real-world application. It highlights how AI can enhance personalisation and feedback, improving learning outcomes, while also acknowledging concerns around fairness, validity, sustainability and ethics. A balanced, well-designed approach is essential—one that leverages AI’s strengths without compromising integrity. Ultimately, rethinking assessment in this AI era is crucial for IHLs committed to equipping students with the skills and mindset to navigate an unpredictable global future. © 2026 selection and editorial matter, Asha Kumaran, Boey Chee Kin, Cleta Milagros Acebedo, Gabrielle Lai, Linda William, Teo Chee Leng, Vijayan N, and Zhang Huiyu; individual chapters, the contributors.

This study aimed to examine the influence of educational background on students' perspectives on English-language ability in Indonesia by analyzing language skills and the factors that both challenge and support their development. This study employed a qualitative method, and descriptive analysis was conducted using a questionnaire completed by 34 students from high school, vocational high school, Madrasah, and boarding school. Meanwhile, the interview data were analyzed using thematic analysis techniques. The findings showed that students from high schools and vocational high schools excelled in Writing and Reading. School curricula place greater emphasis on writing skills than on oral communication skills. Reading proficiency is relatively high, indicating that students have access to and reading habits with English-language texts, including textbooks, articles, and other media. On the other hand, listening and speaking remain significant challenges for students, likely due to limited direct or audio exposure to English conversations and, for speaking, to limited practice in academic settings. External factors, such as exposure to English-language media, improve students' English-language skills, although psychological support and English-course experiences remain limited. This study suggests the need to improve language skills and to develop an environment that supports more active English-language practice. © 2024, Int. J. Lang. Educ. All rights reserved.

This chapter examines post-compulsory education choices and their long-term economic implications. It explores the factors influencing students’ decisions between vocational training and academic education, highlighting the role of labor market conditions, individual preferences, and expected returns on education. Empirical evidence shows that economic booms can reduce education continuation rates by increasing job opportunities for low-skilled workers. The analysis shows that vocational education provides a smoother school-to-work transition, particularly in countries with strong apprenticeship systems. However, academic education might yield higher lifetime earnings. The chapter emphasizes the importance of aligning education policies with labor market demands to enhance educational and employment outcomes. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Purpose – To analyse the key factors shaping student satisfaction in VET studies and how this satisfaction influences students' intention to recommend the programme and their perception of its institutional and social reputation. Design/methodology/approach – On-site surveys through a link to students of VET higher education studies (n = 158) in Extremadura (Spain) from the professional families of administration and management and commerce and marketing. The methodology used is structural equation modelling to evaluate the causal relationships of the proposed theoretical model. Findings – students’ perception of how well their VET studies prepare them for future professional life is the most influential factor in determining satisfaction, above academic aspects, expectations or infrastructure. Additionally, satisfaction has a direct impact on both the intention to recommend the programme and the perceived reputation of VET studies. Practical implications – Educational institutions can improve the perceived value of VET studies by strengthening ties with the professional world, incorporating active methodologies focused on real-world skills and enhancing reputation through alumni involvement, outreach activities and communication strategies based on student satisfaction. Originality/value – The study contributes to the still limited body of research on satisfaction in VET by proposing and validating a model that connects satisfaction with future attitudes, such as recommendation intention and perceived reputation, offering a useful framework for understanding and enhancing the long-term positioning of VET programmes. © 2025 Emerald Publishing Limited

In the era of globalization, the educational process increasingly requires the integration of innovations driven by technological progress and socio-economic changes in the management and organization of education. The adaptation of digital technologies to educational programs has become a crucial element of this transformation. Communication skills now represent an essential component of the learning process. In the context of widespread digitalization, it is vital to develop new educational goals and objectives that enhance competence, flexibility, and adaptability among students and teachers. Consequently, the study of modern information technologies in educational management, particularly through the lens of European experience, is highly relevant for improving educational practices, increasing institutional competitiveness, and ensuring the quality of teaching in the digital age. The purpose of this study is to analyze the implementation of innovative approaches to managing the educational process based on European experience. Special attention is given to the impact of digital technologies, personalized learning programs, and collaboration skills on the overall effectiveness of education. The study employs commonly accepted methods of analysis, systematization, and generalization. The effectiveness of educational tasks was assessed using expert evaluations in two groups: teachers (n = 15) and students (n = 15). To verify the objectivity of grading, the JASP software package was used, applying the Bayes factor paired t-test, logistic analysis, and stability testing of Bayes factors. Correlation analysis revealed significant relationships between access to individual learning resources (r = 0.57, p = 0.043), success in online learning (r = −0.45, p = 0.123), and motivation to use learning methods (r = 0.43, p = 0.129). The verification of expert assessments confirms that the proper implementation of managerial functions and digital tasks effectively promotes digital skills among both teachers and students. To further enhance the educational process, it is essential to integrate digital technologies, develop personalized learning environments, and strengthen motivation and adaptability—especially under conditions of distance education. © Authour(s).