Search Results for
"education"

This article examines the role of social capital within families and its interaction with parental socio-economic status in shaping the likelihood of young adults in Germany experiencing episodes of not being in employment, education or training (NEET). Using longitudinal data from the German Family Panel (pairfam), we reconstruct trajectories for the initial 5 years after leaving school that include the occurrence and persistence of NEET episodes. The findings indicate that family social capital, in particular parent–child communication built on trust and feelings of emotional security towards parents, can lower the risk of long-lasting and recurring NEET episodes. Moreover, high levels of family social capital can even out differences in the likelihood of experiencing NEET episodes according to socio-economic background. © 2025 The Author(s). This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Purpose – This paper proposes and evaluates a pedagogical initiative to integrate global competence into teaching the Sustainable Development Goals (SDGs) in higher education institutions (HEIs). This approach harnesses the concept of global competence with an integrated design course model as the pedagogical framework. This paper aims to identify effective course design strategies to enhance the quality of teaching and learning about SDGs. Design/methodology/approach – This study used an exploratory action research design, with three lecturers engaged as both researchers and practitioners responsible for implementing and evaluating the intervention at a Chinese university. Surveys to assess the effectiveness of the intervention were sent to a class of 53 students, of whom 15 volunteered for in-depth follow-up interviews. Data were analysed and presented using an explanatory sequential design. Findings – Integrating global competence as a pedagogical approach showed significant potential, with students reporting high satisfaction and gaining specific knowledge, skills and action-oriented beliefs related to the SDGs. They also demonstrated growth in global competence, including improved understanding of local and global issues, more inclusive attitudes and enhanced communication and collaboration skills. Originality/value – This paper transforms the abstract concept of global competence into a tangible instructional process for teaching SDG programmes in HEIs. It offers educators both theoretical and practical insights into teaching SDG courses. It also highlights challenges and opportunities for incorporating SDG content into curricula to support teachers and students, particularly in regions where education for sustainable development has not yet been fully introduced. © 2025 Emerald Publishing Limited

The four-component instructional design (4C/ID) model is designed to support complex learning by facilitating the transfer of theoretical knowledge into practice. This study presents a systematic research synthesis on the implementation of the 4C/ID model in training programs with a special focus on teachers. Specifically, we investigate how the four components and 10 steps of 4C/ID are applied in training programs, for which professional fields and real-life tasks it is used, the concreteness of the instructional design, and the effects on learning. A special focus is on the model's implementation in teacher education. A systematic database search following PRISMA guidelines yielded 55 relevant studies, which were systematically coded and analyzed. Surprisingly, we found only a few papers of n = 11 on in-service training with 4C/ID for teachers. Our findings indicate that many studies referencing the 4C/ID model lack detailed descriptions of its implementation. To complement our qualitative synthesis, we conducted a quantitative subanalysis, applying a multilevel meta-analysis to estimate the overall effect size of training programs based on pre-post comparisons. The results yielded a moderate positive effect (g = 0.76, SE = 0.31, p = 0.014), suggesting that the 4C/ID model has a meaningful impact on learning outcomes. These findings underscore the need for more structured reporting and further research on the implementation of 4C/ID, particularly in teacher education. © © 2025 Neck, Leuders and Reinhold.

This volume contains an Open Access chapter. This volume showcases original research using Big Data to gain fresh insights into how labor markets work, compiled by Solomon Polachek, a pioneer in gender-related labor market research, and Benjamin Elsner, an expert on causal inference and the economics of migration. © 2025 Emerald Publishing Limited

Background/purpose. Scientific thinking is a critical competency for navigating the complexities of the global era, requiring the application of scientific methods to understand, analyze, and evaluate diverse phenomena and problems. This study examines the effectiveness of Team-Based Project Research (TBPR) in enhancing scientific thinking skills among students of the Social Studies education program at the State University of Surabaya. Materials/methods. A quantitative time-series experimental design was employed. Data were collected through questionnaires and analyzed using t-tests and ANOVA to test the hypotheses. Results. The findings indicate that: (1) TBPR provides a systematic conceptual framework that supports pedagogical objectives through a structured sequence of research phases, ranging from problem identification to data analysis and reflection; (2) the implementation of TBPR significantly enhances students’ scientific thinking skills in higher education; and (3) TBPR functions as an effective instructional model that promotes active knowledge construction, collaborative learning, and the development of higher-order scientific reasoning. Conclusion. These results suggest that higher education institutions should adopt and further refine TBPR to strengthen students’ scientific thinking abilities and collaborative research competencies. © The Author(s), 2025.

Job competition in the era of Industry 4.0 is becoming increasingly intense, driven by the replacement of certain roles with artificial intelligence, automation, and robotics. To remain competitive in this evolving job market, individuals must possess distinguishing qualities, particularly strong soft skills. This systematic literature review analyzes 27 Scopus-indexed articles published between 2019 and 2024 to identify the essential soft skills needed in engineering. The review highlights six emerging soft skills that are critical for success in the engineering field: communication, teamwork, problem-solving, leadership, critical thinking and decision-making, and creativity. The discussion explores the importance of these skills in enhancing employee performance, particularly in mechanical engineering. The findings underscore the need for educational institutions, especially those focused on vocational training, to equip future graduates with soft skills that are aligned with the demands of Industry 4.0. # 2025 TEMPUS Publications.

We examine how the personality trait grit relates to post-compulsory educational choices using survey data linked to register data. Exploiting variation in self-reported grit within a cohort of students finishing compulsory school, we find that higher grit is associated with a higher likelihood of starting a vocational education over general education. This association is robust to cognitive skill measures and other background characteristics. Using novel data on skill requirements of vocational training occupations, we find that grittier vocational education students sort into math-intensive occupations. We find no evidence that grit reduces dropout rates in post-compulsory education. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study, based on a 53-year dataset (1971-2024) collected from the Scopus database, provides a comprehensive bibliometric analysis of the intellectual structure of research on personality, emotions, and skills. Using bibliographic coupling as a primary method, the analysis screened the titles, abstracts, keywords, frameworks, and headings of 863 articles relevant to the field. The study examines the temporal distribution of research outputs, with a particular focus on trends from the last decade. To visualize the scientific landscape, the study employed VOSviewer for mapping co-authorship, keyword co-occurrence, and citation networks. The analysis highlights the most prolific journals, influential authors, dominant subject areas, and frequently used keywords. It also identifies the leading countries and educational institutions contributing to this research domain. The findings provide a detailed overview of the field's development and intellectual trends, offering insights and recommendations for future research directions. © 2025 IEEE.

Introduction: financial literacy the ability to manage personal finances is crucial, yet Indonesia’s rate remains low, particularly among vocational high school (SMK) students who struggle with budget control and saving. Conventional teaching methods rarely enlace theory to practice, highlighting the need for innovation Game-Based Learning provides a solution through simulations that let students make financial decisions safely. This study introduces MOMA (Money Management), a digital tool that integrates gamification and experiential learning to strengthen financial knowledge and habits. Method: this study applied a quantitative Pre-Experimental One Group Pretest–Posttest Design involving 632 students from six vocational high schools (SMK) in Yogyakarta province. The independent variable was the learning method (MOMA-based Game-Based Learning compared with conventional methods), while the dependent variable was financial literacy. A pretest measured initial literacy, followed by treatment in experimental classes using MOMA and control classes with traditional methods, and a posttest assessed improvement. Results: the results showed an overview of students’ financial literacy levels based on the analysis of their overall scores. The mean score indicated that most students were at a moderate level of financial literacy, suggesting that they possessed a basic understanding of financial concepts but still lacked depth in certain areas such as investment management and long-term financial planning. The standard deviation value demonstrated a relatively small spread of scores, indicating that most students’ performance was clustered around the mean. This consistency reflects a relatively uniform level of financial literacy across the sample, although variations were still observed among individuals. Conclusions: the MOMA game-based learning approach effectively enhanced students’ financial literacy by providing engaging and interactive learning experiences. © 2025; Los autores.

This systematic literature review examines factors influencing the effectiveness of transfer of learning (TOL) in general and simulator-based contexts, with a focus on Maritime education and Training (MET). The study analyzed 281 articles, including 37 focused on simulator training, from the Scopus database. Findings reveal five key factor groups: learner characteristics and motivation, program and deliver training, workplace and organization, transfer climate, and alignment and similarity (for general TOL) or facility and simulator (for simulator-based TOL). While many factors are consistent across both contexts, notable differences emerge in the emphasis on instructor characteristics, task complexity, and physical fidelity. The study highlights a significant gap in simulator-based TOL research regarding alignment and similarity factors, which are crucial in general TOL studies. Future research should focus on investigating the role of similarity and alignment in simulator-based MET, particularly examining how closely simulator environments and tasks mirror real-world maritime operations. This research could enhance the effectiveness of knowledge transfer from simulator training to practical shipboard applications, ultimately improving seafarer competency and maritime safety. Limitations include the relatively small number of simulator-specific studies and the exclusive use of the Scopus database, potentially missing relevant research from other sources. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.