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"Students"

This study examines the effectiveness of Smart Home Training Kits in enhancing Higher-Order Thinking Skills (HOTS) among vocational education students. The research follows a quasi-experimental design involving two groups: an experimental group utilizing Smart Home Training Kits and a control group employing traditional instructional methods. Pre-tests and post-tests were administered to evaluate improvements in critical thinking, problem-solving, and creativity. Results indicate a significant improvement in HOTS within the experimental group, demonstrating superior performance in analyzing, evaluating, and synthesis of potential solutions related to smart home concepts. Furthermore, the Smart Home Training Kits provided detailed, practical insights into technical principles, allowing students to gain a more realistic understanding of complex topics. The findings suggest that integrating Smart Home Training Kits into vocational curricula could bridge the gap between theory and practice, fostering critical thinking and innovation skills essential in addressing modern workplace challenges. © 2025; Los autores.

The Industrial Revolution 4.0 in the 21st century has necessitated a shift in learning experiences and self-development to adapt to evolving learning mindsets and digital literacy demands. Teachers are encouraged to reduce administrative workloads that are not aligned with the digital age and focus on adopting digital-based learning models and media that suit modern student needs. This study aimed to implement and analyze the impact of case-based projects integrated with Building Information Modeling (BIM) software on civil engineering students’ understanding of interior building design. This mixed-methods research utilized a sequential explanatory design. A sample of 60 civil engineering students was selected through random sampling. Quantitative data were analyzed using path analysis, while qualitative data were examined through data reduction, data display, and conclusion drawing/verification analysis. The findings indicate that the case-based project approach, integrated with BIM software, was effectively applied and positively impacted students’ skills in learning BIM. students showed improved abilities to analyze, explore, and synthesize information through hands-on experience with real-world case-based projects. This study contributes a novel educational model by integrating technology with learning methods through case-based projects in BIM software. This innovation supports students in enhancing their analytical and problem-solving skills and aligns with the requirements of the Industrial Revolution 4.0. © 2025; Los autores.

One of the most important goals for vocational agriculture education in Burundi (ITAB) is to develop the sustainable agriculture competencies of students. Competence-based education (CBE) is the current official approach for ITAB curriculum design. The present study aimed to examine to what extent the ITAB curriculum addresses sustainable agriculture competencies and fulfils CBE educational design principles from the perspectives of educational stakeholders. Survey data from a sample of 224 respondents, including teachers (N = 115), students (N = 96), and curriculum advisors (N = 13), were collected and analysed. Respondents felt that the ITAB curriculum does not sufficiently foster sustainable agriculture competencies from the curriculum content view, and that study programmes are only partially competence based in terms of educational design. These educational limitations were experienced much more by teachers and students, while for advisors, the current curriculum was already largely competence based. These findings have implications in terms of curriculum re-design. More concretely, study programmes should be regularly updated to reflect the changing dynamics of sustainable agriculture and to truly promote students’ sustainability competencies. Furthermore, and crucially, attitudinal aspects of competencies should be emphasised to enable behavioural changes in students with regards to their preparedness to constitute a pool of motivated sustainability change-agents. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Artificial intelligence (AI) has become a revolutionary force in education. This innovative and multifaceted technology is transforming several professional sectors where vocational education and training (VET) students face unprecedented challenges that demand continuous learning throughout their academic and professional life. That is why there is a need for specific, clear and coherent AI VET education plans that have a broad life cycle, a comprehensive scope of action and an evolutionary approach to take on board the constant and frenetic innovations in this field. This paper analyzes the current situation in Spain and suggests some tentative improvement actions to be implemented in this scenario of an increasingly competitive and digitized labor market, where adaptability and constant updating of skills are essential. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Universities play a pivotal role worldwide in preparing graduates for industry and there are proven benefits to the positive outcomes of effective industry–academia partnerships. As we explore in this Chapter, industry-academia partnerships can take various forms and impact at multiple stages of education, with the potential for tremendously positive outcomes in many contexts. Industry-academia partnerships are not only a critical tool in ensuring that the modern workforce remains up to date and readily adaptable to changes in industry practices, but also foster the authentic development of leadership, innovation, and entrepreneurship skills. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Although personal values are considered the critical psychological factor influencing individuals’ motivation, behavior, and preferences, their role in influencing international students’ university selection criteria has been largely overlooked. To fill this gap, 47 international students at a private Southwest university in the United States were interviewed and analyzed through the Means-End Chain (MEC) approach. The Hierarchical Value Model shows that achievement, self-direction (thought and action), security (personal and societal), and hedonistic values were the most important values influencing their choices. By adopting the MEC approach, this study contributes to education psychology literature by highlighting the importance of personal values in determining international students’ university selection criteria. © 2024 Society for Research into Higher Education.

Introduction: this study aims to analyze the various factors influencing the employability of students in ordinary undergraduate institutions and to propose targeted strategies for improvement. Method: the research examines key determinants of employability, including educational background, vocational skills, and social resources. Through a comprehensive investigation of the employment status of college graduates, the study employs reliability testing and principal component analysis to identify pivotal variables affecting employability. Results: the analysis reveals several key factors impacting the employability of ordinary undergraduate students. These include the alignment of educational curricula with market demands, the adequacy of vocational training, and the availability of social networks and resources. Conclusions: in light of the findings, the study recommends strategies to improve employability, such as optimizing curricula, enhancing career guidance services, and promoting personalized training programs. These recommendations aim to bolster the employment competitiveness of graduates from ordinary undergraduate colleges and universities, providing a theoretical framework for educational reforms and supporting graduate employability initiatives. © 2025; Los autores.

STEM education is crucial for driving economic growth, fostering technological innovation, and addressing global challenges in the Asia-Pacific region. In 2023, Malaysia and India emerged as leading contributors to STEM education. Malaysia excels with approximately 43.5% of tertiary students earning STEM degrees, while India, with 34.0% of its students in STEM, tops the global charts in STEM graduates due to its massive population of about 1.4 billion. With nine of the top ten emerging jobs by 2025 projected to be in STEM fields, these nations are well-positioned to meet future workforce demands. Recognizing this, we examined key challenges in STEM education and calls for strategic investments to achieve the Sustainable Development Goals. We leveraged the PRISMA-ScR framework and content analysis of literature from 2010 to 2024, identifying seven STEM education challenges across all levels of educational institutions: Teaching practices, learning approaches, gender disparities, location, career interest, student enrollment, and student soft skills. The most pressing challenges in STEM education are teaching practices, learning approaches, and gender disparities, with issues most pronounced at the secondary school level and continuing into higher education. The study‘s findings advance theoretical understanding of STEM education obstacles and provide a foundation for further research. Practically, this work offers crucial insights for educators, policymakers, and stakeholders, enabling the development of targeted interventions to improve teaching quality, enhance learning experiences, and foster gender inclusivity in STEM. Addressing these issues is vital to advancing Sustainable Development Goal 4, promoting a more accessible, equitable, and impactful STEM education across the Asia-Pacific region. This study thus enriches the literature on the challenges of STEM education by offering a comprehensive, unbiased review of past research, drawing broader conclusions, and outlining pathways for future exploration. © 2025 AIMS Press.

With the rapid development of the economy and the transformation and upgrading of industrial structure, universities have increased their focus on theoretical knowledge and application, actively providing practical platforms for students, enriching the connection between theoretical knowledge and practice, deepening the reform of quality education, constructing a modern education system, and ensuring that students can adapt their professional skills to the requirements of industry technology in the field of computer information. Cultivating high-quality computer information talents can not only promote better employment for students, but also promote the development of computer information education in universities. The talent cultivation quality evaluation in practical aspects of computer information major is looked as the multiple-attribute decision-making (MADM) issue. In this paper, we extended the weighted dual Hamy mean (WDHM) operator and prioritized aggregation (PA) operator to 2-tuple linguistic neutrosophic sets (2TLNSs) to propose the 2-tuple linguistic neutrosophic prioritized WDHM (2TLNPWDHM) operator. Finally, a numerical example for talent cultivation quality evaluation in practical aspects of computer information major is employed to verify the 2TLNPWDHM operator. The main contributions of this study are summarized: (1) the 2TLNPWDHM operator is built; (2) the 2TLNPWDHM operator is designed to cope with the MADM with 2TLNNs; (3) a numerical example for talent cultivation quality evaluation in practical aspects of computer information major is supplied to proof the designed method; (4) some comparative studies are utilized to verify the rationality of the 2TLNPDHM. © 2025, University of New Mexico. All rights reserved.