Search Results for
"education"

The integration of technology in science education plays a crucial role in addressing sustainability issues, particularly in the context of green energy. This study aims to develop and validate an instrument based on Technological Pedagogical Content Knowledge (TPACK) and to assess the perception and readiness of science teachers in integrating technology into green energy education. Although the TPACK framework covers various intersecting domains, this research focuses on specific dimensions of technological knowledge, namely: Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK) with the green energy focus (TPK1) and the digital learning focus (TPK2), and Technological Content Knowledge (TCK). The instrument was analyzed using the Rasch model to evaluate construct validity, reliability, item measure, person measure, item functioning, and evaluating DIF based on gender. The results showed that the instrument demonstrated excellent psychometric properties, with acceptable infit and outfit values of MNSQ (0.66–1.46), high reliability (>0.85), and a separation index above 2. The person and item distribution measure was illustrated in using Wright map. The DIF analysis confirmed that the instrument is free from gender bias, making it suitable for fair use across different respondent groups. Teachers exhibited high perception and readiness in the dimensions of TK and TPK, while TCK showed weaker logits values, indicating a pedagogical gap in integrating green energy content through technology. These findings contribute to the development of TPACK theory by contextualizing technological perception and readiness in sustainability-focused education and offer practical insights for teacher training design and curriculum reform in green energy education. © 2025 The Authors

Background: Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods: We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result: The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration. Conclusion: Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia. ©: © 2025. R et al.

The rapid adoption of Immersive Virtual Reality (IVR) distance learning in higher education necessitates cohesive frameworks to guide its effective implementation. However, existing models remain fragmented, lacking integration in pedagogy, technology, and institutions. This study addresses this gap by proposing the Immersive Learning Model for University (ILMU), a model tailored for higher education institutions adopting IVR-based distance learning, developed through the Design Research Methodology (DRM). The research systematically identifies critical success components via a scoping review of 227 studies, revealing six clusters: Learning Design, Technology, Immersion, Engagement, Interactivity, and Usability. These components were refined through Delphi verification with stakeholders (academics, developers, and users), resulting in 15 validated components. The ILMU model integrates these components into a layered structure, emphasizing institutional alignment (Standard, Policy & Curriculum), adaptive pedagogy, and immersive technological synergy. A quasi-experiment involving 80 students compared IVR-based learning (using Nusameta apps) with traditional Zoom instruction. Results demonstrated significant learning gains for the IVR group (mean post-test: 77.75 vs 72.00; p = 0.042), validated by non-parametric tests (Mann–Whitney U = 592.50). The study highlights ILMU’s capacity to increase learning effectiveness, reduce cognitive load, enhance engagement, and align with institutional policies while addressing hardware limitations and ergonomic design challenges. By bridging theoretical rigor with empirical validation, ILMU offers a scalable framework for universities transitioning to immersive, technology-enhanced education. This work contributes to the evolving discourse on IVR in academia, providing actionable insights for educators, policymakers, and developers to optimize immersive learning ecosystems. © 2025 Institute of Electrical and Electronics Engineers Inc.. All rights reserved.

The Shokunin philosophy, while relatively new and understudied in the context of constructionist project-based learning (PBL), remains unexplored in terms of how younger children perceive it. This research aims to investigate how young children interested in woodworking exhibit the Shokunin spirit within a constructionist PBL framework. Six students from Darunsikkhalai School for Innovative Learning, comprising four females and two males with an average age of 13.95 years (S D=0.33), participated in the study. All participants consented to be interviewed, with interviews lasting between 10 and 15 minutes. Thematic analysis of the data revealed six key themes: passion and persistence, skill development journey, managing perfectionist tendencies, teamwork and collaboration, embracing challenges, and connection to craftsmanship. This study offers valuable insights for educators on integrating the Shokunin spirit into their teaching practices, promoting holistic growth in both character and competency. © 2025 IEEE.

Andragogy in Practice is a timely book of case studies, which offers readers the opportunity to see andragogy in practice solving real-world challenges in a variety of adult learning contexts. It highlights the wonderful range of innovative practices that characterize adult learning today. Holton, Robinson, and Caraccioli, authors of the bestselling The Adult Learner, bring a variety of diverse and inspiring extended cases together from a range of experienced teaching and learning specialists. Showing the broad scope, power, and potential of adult learning using andragogy, case topics include Artificial Intelligence, Online Learning in Higher education, Human Resource and Leadership Development, Curriculum and Faculty Development and Art-Based Learning. The book can be used in conjunction with The Adult Learner or as a standalone text and provides a wealth of resources for educators, students, and practitioners looking to further their understanding of how andragogy is being applied in new and innovative ways. Experienced adult educators will be challenged to be more innovative in their own practices. For reflection and further dialog, each case includes a set of discussion questions to enhance engagement and understanding. Students and practitioners of human resource development and adult education will enjoy the engaging, innovative, and insightful cases in this book addressing andragogical practices in the contemporary society. © 2025 selection and editorial matter, Elwood F. Holton III, Petra A. Robinson and Corina Caraccioli.

In today's high-tech generative artificial intelligence-driven context, the employment patterns and prospective employability of translation graduates merit careful consideration. This chapter discusses the emerging notion of “employability”, not as a static snapshot of employment but as a whole set of knowledge and literacies that enable one to secure and sustain gainful employment throughout their professional life. It begins with the debates in higher education about this concept and then surveys the various approaches translation programmes worldwide have used to cultivate skill sets that are discipline-specific, transferable, and pertinent to job-seeking, with an aim of augmenting employability. However, note that programmatic change should be contextualised and aligned with the evolving demands each curriculum should address. To this end, this chapter proposes a multi-stakeholder framework that incorporates input on prospective employability from various groups of stakeholders who are involved in and expect value from translator education. Programmes should facilitate dynamic exchange of information on a regular basis to identify and prioritise the newly emerged consensual or conflicting demands both internally and externally. © 2026 selection and editorial matter, Callum Walker and Joseph Lambert; individual chapters, the contributors. All rights reserved.

Engineering education faces challenges in meeting industrial demands and accreditation requirements, particularly in Bangladesh, where hands-on practice is essential for knowledge and skill acquisition. Project-Based Learning (PBL) has emerged as an effective pedagogical strategy to bridge this gap by engaging students in real-world problem-solving and to foster both technical and professional competencies. How PBL could be used as a pedagogical approach in engineering education, is crucial to meet these demands. This study adopts a phenomenographic approach to examine students' experiences on project-based learning (PBL) in engineering education in Bangladesh. Ten engineering students from two Bangladeshi universities were engaged in semi-structured in-depth interviews, discussing their experiences on PBL, specifically how they experienced it in their classroom setting. The seven steps of phenomenographic data analysis technique was applied to analyze the ten interviews. The outcomes revealed that, PBL in engineering education is perceived in four qualitatively different ways: understanding engineering concept; enhancing networked learning; changing conceptual development; and linking knowledge to the real practices. The study provides valuable insights and pedagogical approaches that could be used in Bangladeshi's engineering education to improve learning outcomes and to prepare better graduates for the evolving demands of the industry. © 2025 IEEE.

Choosing suitable internship placements is a complex decision-making task influenced by various criteria that are often underemphasized in academic planning. This study applies the Best-Worst Method (BWM) to systematically identify and prioritize the most significant factors affecting engineering students' internship site preferences. Key considerations-including motivation, support systems, learning opportunities, and future career prospects-are gathered and quantitatively assessed using BWM. This approach enables a structured evaluation of students' priorities, providing insights that can inform more effective and studentaligned internship planning. A case study conducted at a Thai university demonstrates how BWM can enhance strategic decision-making in engineering education and support student engagement and career development in STEM disciplines. © 2025 IEEE.

Although the FILA (Facts, Ideas, Learning Issues, and Action Plan) strategy is widely used in Project-Based Learning, little is known about students' experiences with it in the classroom. This study explores insights gained from upper school students working with FILA. The participants consisted of 10 students, six females (60%) and four males (40%), with an average age of 14.5 years. The interviews were conducted and lasted between 10 and 25 minutes each. Thematic analysis revealed seven themes: (1) Structured Planning and Project Management, (2) Research and Knowledge Building, (3) Problem Solving and Adaptability, (4) Communication and Team Collaboration, (5) Creativity and Innovation, (6) Challenges and Areas for Improvement, and (7) Practical Applications and Academic Benefits. The results advance the understanding of students' engagement with FILA in practice, its function in PBL, and offer recommendations for curriculum design. © 2025 IEEE.

Software engineering and service computing education play a vital role in service economy. To address the increasing demand for innovative and application-oriented pro-fessionals, it is crucial to overcome challenges such as compressed course hours, an overabundance of theoretical courses with limited practical training, and insufficient cultivation of scientific thinking. This paper explores effective approaches to talent cultivation by integrating curriculum design, project-based practice, competitions, and laboratory research. It highlights key contributions, including the optimization of the curriculum system, the combination of project-based learning with practical training, the balance between teaching and competitions, and the nromotion of active learning. © 2025 IEEE.