Search Results for
"education"

Introduction: entrepreneurship education is increasingly recognized as a critical factor in shaping students’ intentions to pursue digital entrepreneurial careers. However, the mechanism through which this education influences students’ digital entrepreneurial intention, particularly through entrepreneurial attitude, remains underexplored in the context of vocational education in Indonesia. Method: this study employed a quantitative approach using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine the impact of entrepreneurship education on students’ digital entrepreneurial intention, mediated by entrepreneurial attitude. Data were collected through an online survey from 350 students at vocational schools in Indonesia. Measurement and structural models were evaluated to test reliability, validity, and hypothesized relationships. Results: the analysis confirmed that entrepreneurship education has a significant and positive effect on both entrepreneurial attitude and digital entrepreneurial intention. Furthermore, entrepreneurial attitude was found to play a substantial mediating role in the relationship between entrepreneurship education and digital entrepreneurial intention. The model demonstrated strong predictive relevance, with R² values of 0,572 and 0,789 for entrepreneurial attitude and digital entrepreneurial intention, respectively. Conclusions: this study highlights the pivotal role of entrepreneurial attitude in enhancing the effectiveness of entrepreneurship education on students’ digital entrepreneurial aspirations. Strengthening entrepreneurship education programs and integrating attitude-shaping components can foster stronger digital entrepreneurial intentions among vocational students. Future efforts should focus on improving educator competencies and expanding research to broader educational contexts across Indonesia. © 2025; Los autores.

In an increasingly interconnected world, educational systems must meet the needs of diverse learners from varying cultural, linguistic, and socioeconomic backgrounds. This study aims to explore the principles and practices of designing inclusive digital learning environments tailored to global classrooms, where diversity in language, learning styles, accessibility, and technological resources presents unique challenges and opportunities. This study also explores how leveraging digital tools, artificial intelligence, and adaptive learning technologies can create environments that are responsive to individual learners’ needs and sensitive to cultural nuances. Research on inclusive instructional design was compiled, highlighting methods such as localized content adaptation, multi-language support, and flexible learning pathways. Furthermore, the role of collaborative learning platforms was assessed to foster a sense of community across geographic and cultural boundaries. Case studies were conducted from diverse educational perspectives to propose effective strategies for inclusive digital design, highlighting successful approaches and areas for improvement. Ultimately, a roadmap was constructed for educators, designers, and policymakers to create accessible and culturally aware digital learning spaces to support the academic and social development of all learners, regardless of their background. The results of this study underscore the importance of inclusivity in digital education, contributing to a more equitable and connected global learning landscape. © 2025 by the author.

This study undertook a comparative analysis of the assessment of transversal competences using two methods, one based on self-assessment and the other on external evaluation, to verify whether there was a (mis)match between the two. Self-assessment was based on the scores obtained through a self-report survey, and external evaluation was based on the scores obtained through the adaptation of the Multiple Mini-Interviews method. Descriptive statistics were calculated for the scores of 130 Portuguese graduate students from three public universities in Portugal. A comparative analysis of the differences according to gender and study field was also conducted to determine the existence of a (mis)match. The differences between scores in both exercises were computed. The results suggest varied assessment patterns of transversal competences, highlighting differences depending on the evaluation method and according to gender and study field. This study deepens our understanding of how students’ transversal competences are ascertained and sheds light on which transversal competences should be prioritised for development. Findings are particularly relevant for higher education institutions interested in developing and implementing assessment methodologies and intervention strategies to further increase their graduates’ transversal competences and, ultimately, improve their employability and career prospects. © 2025, Western Australian Institute for Educational Research Inc.. All rights reserved.

Construction apprenticeship programs involve significant classroom instruction and on-the-job training to develop highly skilled and broadly trained workers. Data from the state of Nevada, USA indicate that the typical apprentice who completes a program can expect to earn 56% more than the expected wage elsewhere in the economy for similar amounts of formal education. Potential earnings premiums are even higher for those with less educational attainment. One obstacle for completion is macroeconomic volatility, which under recessionary conditions, reduces apprentices’ opportunities to obtain on-the-job learning hours. Our study shows that economic fluctuations, which were particularly severe in Nevada before and during the Great Recession, especially affected less-educated workers, who stood to benefit the most from completing an apprenticeship. Findings also indicate that completion rates for underrepresented demographic groups were typically more cyclically sensitive compared to white, male, non-veteran apprentices with a high school degree. © 2025 Western Social Science Association.

Purpose – This paper critically examines the evolution of quality assurance (QA) and regulation in degree apprenticeships in England from 2015 to 2025. It explores how regulatory frameworks have developed over the decade, their implications for higher education institutions and how these compare with international approaches to degree-level work-based learning. Design/methodology/approach – The study employs a qualitative documentary analysis of policy documents, regulatory frameworks, inspection reports and stakeholder commentary. It draws on grey literature, government publications and international case studies to trace the development of England’s QA landscape and benchmark it against comparable systems globally. Findings – The English regulatory environment has transitioned from a fragmented oversight system to a more integrated, albeit complex, framework involving multiple agencies. While the coordination between regulatory bodies has improved, providers continue to experience significant compliance burdens. International comparisons highlight alternative approaches to integration and standardisation. The study finds that while institutional governance has matured, persistent challenges remain around inspection consistency, retention and balancing vocational and academic quality. Originality/value – Findings highlight the cumulative effects of regulatory reform on institutional practice, governance and risk by tracing the evolution of England’s degree apprenticeship QA landscape over its first decade. Comparative insights drawn from international systems illuminate how differing regulatory logics shape provision, oversight and employer engagement. The analysis offers a synthesis of the English model’s structural tensions, alongside emerging patterns of convergence and divergence in higher-level work-based learning. © Emerald Publishing Limited

In today’s modern education system, it is not only professional knowledge and technical skills that are of importance, but also the development of universal competencies known as soft skills—such as communication, collaboration, critical thinking, creativity, and emotional intelligence. The STEM (Science, Technology, Engineering, and Mathematics) education model not only enhances learners’ research capabilities but also provides ample opportunities to foster their soft skills. Accordingly, there is a growing need to systematically analyze effective strategies for developing these skills within STEM learning environments. The aim of this study is to assess the characteristics of soft skills development in STEM education settings through a meta-analysis approach. Based on research conducted across various educational levels, the study seeks to identify key factors influencing the development of these skills and scientifically justify the relationship between soft skills and STEM components. This study includes a systematic review of international and domestic scientific articles, empirical studies, and intervention projects published between 2015 and 2025. The meta-analysis was conducted in accordance with the PRISMA methodology. Review criteria included the types of soft skills and their connection to STEM methodologies. For statistical processing, the software Comprehensive Meta-Analysis 4.0 was utilized. The effectiveness of developing soft skills in STEM education was demonstrated through meta-analysis and empirical research. The meta-analysis revealed that STEM-based interventions have a positive impact on the development of soft skills (Hedges’ g = 0.813, p = 0.007). The findings showed that STEM methods are highly effective in fostering soft skills such as communication, teamwork, problem-solving, and critical thinking. The results of this research confirm that the systematic integration of soft skills development into STEM education is a powerful strategy for ensuring the professional and social adaptation of future specialists. © © 2025 Rizakhojayeva, Ramankulov, Akeshova, Nurizinova, Tuyakov and Abdrakhmanov.

»Herausgeforderte Verdienste: Die Analyse von Kompetenzen in der Berufsbildungsforschung durch die Theorie der Konventionen«. Although merit has been critiqued and problematised such that it has become an object of public debate, it is still deployed as an inherent feature of particular educational forms and trajectories. In this paper, we demonstrate how sociological and educational research juxtapose merit versus skill in relation to different kinds of educational pathways, where the former is seen to be a competence residing within vocational education, while the latter has been confined to academic tracks and into higher education. We then embark on an empirical case study, paying attention to how actors negotiate and justify their actions in situations where they embark on Swedish higher vocational education. The ambiguity around recognising rivalling values and conceptualisations of merit is heightened during participants’ experiences of transitioning from training to work. By paying attention to these accounts facilitated through a particular adult educational institution, a space is opened up for us to examine the worth of what is/are treated as adjacent to merit. A critique of the ways in which we examine merit and skill in social scientific research is important, if the ambition is to formulate meaningful ways for understanding what is valuable in learning and work for actors. © 2025, GESIS - Leibniz Institute for the Social Sciences. All rights reserved.

Expanding Higher education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation and mobilising of professional knowledge. Drawing on interviews from a 2-year study with 17 English undergraduate Physical education students, the relationship between class and professional knowledge is explored in four ways: (1) connecting experience to academic content, (2) developing relationships with staff, (3) accessing complimentary employment and voluntary opportunities, and (4) utilising university societies to ‘play the game’. We suggest these impact on a student’s capacity to navigate employability-related opportunities at university and influence value judgements made by staff. Consequently, we call for a greater embedding of professional knowledge for all students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Supervised Curricular Internship is an essential component in teacher training, serving as a bridge between academic theory and educational practice. This link not only fulfills a curricular requirement but also provides interns with an opportunity for immersion in the sociocultural reality of education, enabling the integration of these skills. The study presented here aims to quantitatively analyze the organizational and personal factors that influence intern satisfaction at a public educational institution. Using a structured questionnaire as the main data collection tool, the study addresses variables such as supervisor support, clarity of proposed activities, perception of the functional and social value of the internship, overall satisfaction with the internship experience, and the level of intern initiative. The results reveal that supervisor support, task clarity, and the perceived functional and social value play significant roles in intern satisfaction, outweighing influences such as gender. The significant influence of teacher support, both directly and indirectly through the perceived social value, underscores the importance of interpersonal relationships and active involvement of supervising teachers. Moreover, the interns' proactivity, encouraged by task clarity and functional value, is highlighted as crucial for a positive internship experience. It is concluded that well-structured internship programs, which offer qualified support from supervising teachers and emphasize practical relevance in the educational context, are important elements for maximizing intern satisfaction. © 2025, Universidade Estadual de Maringa. All rights reserved.