Search Results for
"Students"

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students’ active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students’ knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students’ higher-order thinking skills and learning scores, proving that it significantly enhances students’ creativity, problem-solving abilities, critical thinking, and knowledge construction. © The Author(s) 2024.

This study aimed to examine the impact of mobile augmented reality (MAR) implementations on critical thinking in vocational high school students. This study employed quantitative methodology, particularly quasi-experiment with a pre-experiment method. 120 vocational high school students, who have enrolled the accounting lesson in Class X, were examined to obtain answers to the two research questions. The findings indicate that students in the experimental class, who utilized the AR in their learning process, had significant enhancements in their critical thinking skills compared with the control class. This improvement illustrates that the implementation of AR has potential to promote the critical thinking skills of the students. To better understand these results, this study also examines the enhancement of critical thinking skills based on the six indicators of critical thinking skills—interpretation, analysis, conclusions, evaluations, explaining, and self-regulations. By comparing each indicator of the critical thinking skills, there are differences between both the experimental and the control class. The experimental class showed enhancement in all indicators but with significant improvement in conclusions, evaluations, and explaining. More crucially, through the learning process, implementation of AR technologies also instills the aspect of developing critical thinking skills. © 2024; Los autores.

This research intends to present an integrated vocational school internship application that will improve vocational school internships through a user-cantered design approach and the use of technology. The application is also expected to help meet the demands of vocational students and industry market demands where students are expected to have practical experience in alignment with their academic and career interests. The research design of the study involves both qualitative and quantitative data collection techniques such as interviews with key informants of the industry and self-developed questionnaires administered to students and educators. This approach helps the application provide information regarding the functionality to cater to the needs of all users; this includes information regarding the matching of job vacancies, feedback, and the progress made in the process. The study also focuses on the possibilities of utilizing recent technologies like artificial intelligence and data analysis to improve the strategies of internship delivery so that it becomes more responsive to individual student needs. Consequently, the study demonstrates that applying the user-centred design strategy with technology improvement increases students’ and employers’ satisfaction with the application besides improving the usability of the application. The application ensures better matching of the skills imparted in vocational schools with the workforce needs hence improving the competitiveness of the graduates. © 2025; Los autores.

With the rapid development of cross-border e-commerce (CBEC) a unique communication model has also emerged, driven by e-commerce platforms and social media. How to cultivate the cross-cultural competence of CBEC students to seize global business opportunities has become a key issue for relevant institutions. This challenge is particularly prominent in China, where access to certain foreign social media platforms is restricted. Although there has been considerable research on cultivating cross-cultural competence, the conclusions vary widely depending on the research subjects and perspectives. To enhance Chinese educators' understanding and application of current research findings, this study conducted a systematic literature to analyze the current state of research in this field. Given the unique challenges faced by Chinese CBEC students, the study also focused on literature involving Chinese students and foreign trade professionals, identifying key factors in cross-cultural competence development. The results revealed six key factors that influence the development of cross-cultural competence: intercultural engagement, business English proficiency, global mindset, cultural knowledge, adaptability, and entrepreneurial motivation. The findings aim to assist educators in China by facilitating the effective integration of existing research into their teaching practices. By highlighting the essential factors, this study helps reduce the risk of overlooking critical factors, thereby better supporting the development of students' cross-cultural competence. © 2024 The Authors

Career development promotes the development of key life skills, allows students to discover opportunities, connects school to work, encourages collaboration, and is instrumental in preparing students for postsecondary success. Despite this, many elementary educators struggle to seamlessly integrate career development activities into curricula. This paper will explore how to strengthen students’ foundational career skills, offer suggestions and resources on how to seamlessly integrate career development into elementary curricula, and how to celebrate and share student learning as elementary students discover their personal, career, and/or educational aspirations. © The Author(s) 2024.

Background: In-hospital cardiac arrests often result in poor outcomes. Effective basic life support (BLS) relies on the competence of responders, yet nursing students often lack these skills. This study aimed to assess the impact of virtual reality (VR) BLS simulation on nursing students' self-reported self-efficacy and professional competence. Methods: An intervention study using a convergent mixed-methods approach was conducted, using questionnaires, interviews, and observations. Third-year nursing students (fifth term) were invited to participate. Qualitative and quantitative data were analysed separately and then integrated. Results: Fifty-nine students were randomised: 30 to the VR group and 29 to the control group. Interviews were conducted with 10 VR group students and eight control group students. VR simulation enhanced self-reported self-efficacy and professional competence in high fidelity (HF) simulation. Three themes emerged from the interviews: perception of time, awareness of competences, and use of professional language. Overall, VR simulation had a positive impact on self-efficacy in general, particularly for BLS. Conclusion: VR simulation is an effective supplement to BLS training for nursing students, enhancing self-reported self-efficacy and professional competence before HF simulation. © 2024 Organization for Associate Degree Nursing

The main purpose of this study is to reveal the motivations of students who enrolled in undergraduate gastronomy departments in Türkiye to study gastronomy. Qualitative research approach was adopted to examine these motivations of the students in depth. Data was collected by conducting semi-structured interviews with 48 students from 13 universities between 01 October-25 November 2022. As a result of the analysis, five main dimensions revealed that affect students’ motivation to study gastronomy (popularity, job opportunities, interest in practical aspects of gastronomy, desire to know different cultures and recommended by family and friends). This study has several important theoretical and practical implications for students, department heads and lecturers, the food and beverage industry, and researchers. Given that this research is the first to thoroughly examine the motives of students studying gastronomy and no similar studies have been found in existing literature, the findings of this study are considered original. © 2024 Taylor & Francis Group, LLC.

The evolving professional landscape necessitates educational innovation to prepare students for emerging challenges. This paper explores the integration of Vocational Education and Training (VET) and Higher Education (HE) through double-degree programs, challenging the conventional perception of these pathways as independent. Recognising the transformative potential in synergising competencies from VET and HE, we advocate for enhancing students’ employability through collaborative curriculum design and shared learning objectives. Addressing limitations in the current VET-to-HE transition, we identify four criteria for successful double programs (i) coherent competency map, (ii) unified methodology, (iii) distinctive profile, (iv) own signalling. The paper concludes with a case study of an emerging dual VET/HE program in Navarra (Spain) built on the criteria outlined above. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Authentic learning is a critical pedagogy and curriculum requirement in higher education to better prepare students for future workforce requirements. As such, educators adopt a range of authentic learning tasks such as work-integrated learning, industry reports, and field trips to enable student engagement in current industry issues. Although such actions are practical and have valuable impact on students, there has been little effort to narrow the theoretical gap. The present study addresses this by extending the authentic learning three-factor model (construction of knowledge, disciplined inquiry, and value beyond school) to evaluate the perceptions of educators in THE higher education towards their understanding and embeddedness of authentic elements in their teaching curriculum to better prepare industry-ready graduates. In-depth interviews were conducted with higher education THE academics (n = 21) in Australia, New Zealand, The Netherlands, and Scotland. Thematic analysis using NVivo revealed seven key themes within the authentic learning three-factor model: knowledge co-creation and scaffolding, customising knowledge and experiences, student engagement, educator capability, industry readiness, real-world problems, and meaningful connections. The proposed seven standards necessitate a paradigm shift in curriculum design, syllabus structuring, and student assessment within THE institutions. Emphasising industry-readiness as a core objective, educators must align their teaching approaches with the theoretical findings of this research to better prepare students for real-world challenges. © 2024 Society for Research into Higher Education.

Amid growing concerns about social mobility in Britain's higher education system, our study delves into universities' role in addressing the social gap within the financial and professional services sectors. The social reproduction theory underscores how upper-class students often benefit from greater exposure to dominant cultural and educational practices, providing them with a competitive advantage in navigating the higher education landscape. To combat these challenges, Higher Education Institutions (HEI) have invested heavily in Employability Development Opportunities (EDOs). Drawing on primary data from finance and accounting students and employability officers at one of these HEIs, our research aims to investigate which EDOs are perceived as most relevant for students to succeed in the financial and professional services industry. First, we confirm that both work experience and real-life activities are most valuable and unavoidable, prompting business schools to include compulsory exposure to the finance industry as part of the curriculum. Second, we find that career development activities are useful as a starting point but not enough for students to secure an internship. Finally, while previous literature shows that extra-curricular activities do not significantly impact student employability, we argue that some of these activities, for example, the Finance Society, are as valuable as real-world exposure. Indeed, the Finance Society was found to be the most helpful source of information, advice and networking for finance students. © 2024 The Author(s). Higher Education Quarterly published by John Wiley & Sons Ltd.