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"education"

Throughout the ages, a vocational education system with international influence must be supported by a distinctive industrial market, a strong organization, and a standardized and orderly education standard. The modern vocational education system with Chinese characteristics has experienced the embryonic form of technical colleges centered on primary vocational education (1949–1991), the semi-systematic state centered on secondary vocational education (1991–2012), the establishment of the system centered on higher vocational education (2012–2019), and the construction of the modern vocational education system with Chinese characteristics that highlights types of education Standing and sound (2019 to date) and other four stages. The reason why China’s vocational education can form its own system needs to be explained by Chinese local theories. The Five-Element Integration Theory holds that the leadership of the party is unique and the core. The Ministry of education is the standard setter for vocational education; Schools, including all kinds of vocational education schools at all levels, are the concrete implemutors of training standards; Enterprises and industry associations have the right to set demand standards to a certain extent; The student body is the center of vocational education and the object of vocational talent training. Through international comparison, China’s vocational education system is a standardized public platform relative to the one, two, three yuan of the main dimension and the students or enterprises of the core concern dimension. © © 2025 Zhu, Zhu and Baylon.

Purpose – This study aims to conduct a structured bibliometric analysis of research on Technical and Vocational education and Training (TVET) over the past decade. It explores key publication trends, influential authors, citation patterns and thematic developments, offering a comprehensive overview of the field’s academic landscape. Design/methodology/approach – A bibliometric analysis was conducted using 861 articles retrieved from Web of Science (WoS), Scopus, ERIC, ACM Digital Library and Google Scholar databases covering the period from 2014 to 2024. The study examines publication trends, geographical contributions, author networks, keyword co-occurrence, citation analysis and thematic evolutions in TVET research. Visualization tools such as co-citation and network mapping were employed to identify significant research clusters. Findings – Research into TVET reveals substantial growth, as governments worldwide strongly support the improvement of vocational education. Research activity within TVET tends to concentrate on South Africa, Malaysia and Nigeria. The development of TVET technology field policies, together with educational curricula, occurs through leading authors and important peer-reviewed publications. As this discipline continues to evolve, the number of TVET scholars produced annually is increasing. Furthermore, the research themes that emerge from co-citation analyses are then adapted as input for future strategic analysis, which, in turn, strengthens the outcomes of the TVET investigation. Despite this, issues with the interdisciplinary structure of TVET research, as well as specific challenges in addressing the research subject, are also highlighted. Practical implications – Global research cooperation is needed to aid the formation of vocational training curricula that adapt to the changing requirements of the workforce market. Based on the study, policy stakeholders and educators may develop more advanced vocational training systems that incorporate industrial feedback into their educational teaching approaches. Social implications – According to scientific evidence, vocational education is necessary because it is work-based learning that addresses social disparities in populations that are generally underrepresented. Social mobility is enhanced by the expansion of opportunities in TVET through hands-on skills development, which increases workforce flexibility and career advancement opportunities. A sustained and equitable education system tailored to the diverse needs of different student populations can be created by schools with the help of collaborative partnerships in TVET research dissemination methods, which enable them to understand effective worldwide practices. Originality/value – To the authors’ knowledge, this study is one of the first to provide a comprehensive bibliometric analysis of TVET research with five databases, offering numerous insights into its growth, key contributors, and emerging themes in TVET. The findings provide a roadmap for future research, ensuring the continuous advancement of vocational education to meet the evolving demands of the workforce. © Emerald Publishing Limited

Purpose – This study aims to investigate the self-efficacy levels of students enrolled in work-based learning (WBL) programmes, using Universiti Tun Hussein Onn Malaysia (UTHM) as a case study within the global context of Technical and Vocational education and Training (TVET). Design/methodology/approach – Employing a quantitative survey design, the study evaluates self-efficacy across three dimensions: self-ability, adherence to work rules and personal and professional development, based on responses from 211 students. Findings – The findings reveal a moderate level of self-efficacy among participants, with significant differences based on age but not gender or academic qualifications. The results provide valuable insights into the factors influencing student self-efficacy in WBL programmes, offering recommendations for improving such initiatives to enhance employability and industry readiness across diverse TVET systems. Research limitations/implications – The study focuses on UTHM as a case study, and further research in diverse institutional contexts is recommended to validate these findings. Practical implications – Insights from this study can guide the development of targeted interventions to enhance self-efficacy and employability among students, particularly through mentorship and improved WBL programme structures. Social implications – Enhanced self-efficacy improves workforce readiness, reducing graduate unemployment and fostering industry-academia collaboration. WBL programs bridge skill gaps by integrating mentorship and support, helping students develop both technical expertise and career resilience. Originality/value – This study uniquely links demographic factors with self-efficacy in WBL, going beyond industry readiness to explore psychological and educational aspects. By incorporating international comparisons and Bandura's framework, it broadens the theoretical foundation of WBL research from a global perspective. © 2025 Emerald Publishing Limited

This study explores the evaluation of Information Technology (IT) students during and after their core-to-course work-integrated learning (WIL) placement conducted with an industry host and aligned for credit at an Australian University. The case study investigates the value of the performance evaluation criteria used by supervisors to judge students' placement progress and skill development. Understanding how students are reviewed during placements is a crucial assurance of learning for students, program managers, placement supervisors and teaching staff (academics). A comprehensive quantitative analysis of n=251 student placement reviews drawn across three teaching periods in 2021/22 provided insights into the effectiveness of each criterion. The results reveal the need for clarity and improvement of some criteria and a refinement of the overall process namely to improve quality feedback for students during their placement. The findings provide valuable contribution to sector-wide enhancement of IT placements with the aim of better preparing IT students for the world of work. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Significance importance continues to be attributed to inclusion of work-integrated learning (WIL) in Higher education Institutions’ (HEI) curriculum with acknowledgement of the role it plays in enhancing students’ learning experiences. However, in Uganda, HEIs implement WIL without stipulated policies to guide its implementation and inclusion. This study, therefore, set out to determine the role that HEI policies play in embedding meaningful WIL. The research used mixed methods and targeted 302participants. The study found that offering WIL without well-articulated policies renders WIL uncoordinated, unregulated, and subjective, making it less beneficial to students’ learning experiences. The study considered instituting policies to guide WIL for resource mobilization, strengthening partnerships with host organizations, and setting procedures. In addition, findings confirmed that clarifying the responsibilities of the key stakeholders involved in WIL is critical to successful outcomes. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

This study examines the paradoxical effects of institutional inputs and educational spending on urban competitiveness and economic growth within China, emphasizing the unforeseen negative impacts of such investments during periods of swift urban transformation. Employing a mixed-methods approach, including text frequency analysis and panel data regression performed using Stata 17.0, the research investigates the complex relationships among institutional inputs, education expenditure, technological adoption, and urban economic growth across Chinese provinces from 2011 to 2024. The findings reveal that, despite substantial increases in educational funding across various regions, productivity growth has lagged considerably. This paradox stems primarily from misalignment between market demands and the output of human capital, where extended schooling years have not translated into proportional economic gains. Regional analysis demonstrates significant variations in how education investments affect urban competitiveness, with eastern, central, and western regions exhibiting distinct patterns and challenges. This study underscores the necessity for context-sensitive policies that better align educational systems with regional labor market requirements while addressing the structural inefficiencies that currently limit the economic returns on educational investments. © 2025, Tomas Bata University in Zlín. All rigths reserved.

The characteristics of environmental change material are dynamic, so instruction is required to produce innovative solutions through Critical Thinking Skills (CTS) as a key to responding to the complexity of the problem. However, its development in science education is still limited, due to the lack of learning designed to train CTS through scientific processes in exploring phenomena. This limitation impacts the low CTS of students in solving problems systematically and complexly in real life. STEAM (Science, Technology, Engineering, Arts, and Mathematics) is an innovative pedagogical framework to address this gap. The study aimed to determine the effectiveness of STEAM implementation in improving student CTS in science learning. This study used a quasi-experimental method with a non-equivalent control group pretest-posttest design because of the principle of randomization in educational research. 126 students were selected as a sample in a cluster relevant to the research design, which was non-random, so the results reflect contextual realism. The data collection instruments used were test and non-test instruments. Data analysis techniques used descriptive and inferential analysis through ANOVA and n-gain. The results showed a significant difference in CTS between students who studied STEAM and those who did not (0.001 < 0.050), with a moderate category (0.3≤g≤0.7). The implication is that STEAM creates a cognitive dissonance that encourages students' CTS habits by questioning assumptions, connecting concepts, and evaluating solutions from multiple perspectives. Supporting data for improving CTS through STEAM is proven by producing products with an average value of 89.33, and the collaboration has an average value of 96.10. © 2025, Ozgen Korkmaz. All rights reserved.