Search Results for
"education"

Vocational education plays a crucial role in enhancing the quality of Human Resources (HR). However, based on a needs analysis, 82 % of students reported not understanding what had been taught, indicating a gap between classroom learning and the assessment process. This study used a development method with a mixed-methods approach, combining qualitative and quantitative data, following the Borg and Gall model through six stages: research and information collecting, planning, developing a preliminary product, preliminary field testing, main product revision, and main field testing. The resulting product, a Digital Authentic Assessment assisted by Virtual Reality (VR), was validated as “Valid” by experts and rated as “Very Practical” by both lecturers and students. To measure effectiveness, a t-test was conducted comparing the learning outcomes of experimental and control classes, with results showing a significant improvement in the experimental group. The study concludes that the Digital Authentic Assessment with VR is valid, practical, and effective for the Electric Power Distribution course in vocational education. © 2025; Los autores.

This paper improves our understanding of how the teaching of entrepreneurial competencies is conceived in secondary school and how this relates to students’ employability. We conducted a qualitative investigation involving six French schools in the vocational training system preceding the university. From our interviews with alumni, teachers, pedagogical experts, school managers, and business owners, we found heterogeneity in their views represented by three different conceptions related to teaching entrepreneurial competencies: (i) a tool for emancipation that enables students to choose their preferred jobs, (ii) a way to complement the skills students should possess in the vocational training system, and (iii) unnecessary for employment, as these competencies are not critical in the labour market. This heterogeneity prevents vocational system from implementing clear strategies for teaching entrepreneurship, weakening the benefits for students. Relying on a ‘value-adding approach’ for qualitative research, we introduce the concept of ecosystem awareness to foster shared sense-making among stakeholders, particularly those who act as intermediaries between schools and the labour market, as well as alumni who have experience entering the job market. Building an ecosystem awareness aims to help the educational system respond more effectively and consciously to the political pressure of teaching entrepreneurship to enhance students’ employability. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

In modern higher education, digital technologies have reshaped the learning environment, offering new opportunities to enhance student engagement and achievement. This study examines the impact of diverse digital tools and platforms on multiple dimensions of student outcomes. A quantitative research design was employed, using a structured questionnaire administered to students from four universities. Of the 500 distributed surveys, 406 valid responses were analyzed after excluding incomplete submissions. Data collection took place online over a three-day period, and statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS) to explore patterns and relationships. The results highlight the significant role of digital tools in enriching learning experiences and academic performance. Increased access to digital learning platforms correlated with higher academic achievement, while interactive tools were associated with improved student satisfaction. Collaborative platforms enhanced peer learning and knowledge sharing, and real-time feedback mechanisms in assessments supported better academic performance. Furthermore, multimedia resources facilitated deeper comprehension and critical thinking, while digital simulations strengthened practical skill acquisition. This research provides new insights into the value of digital interventions in higher education and proposes a practical framework for educators and institutions to maximize the benefits of technology-enhanced learning. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Graduate unemployment in Tanzania remains a significant issue, largely due to a substantial mismatch between university education and labour market demands, necessitating effective reskilling and curriculum reforms. Thus, the present study evaluates the effectiveness of Vocational education and Training (VET) in reskilling university graduates and examines stakeholder perceptions of its suitability for enhancing employability skills. Using an interpretive phenomenological approach within a systems theory framework, data were collected through interviews with six university leaders, focus group discussions with 20 graduates, and document analysis of educational policies. Findings indicate that VET’s competency-based training effectively addresses technical skills gaps but is limited by its focus on manual trades, cultural biases, and capacity constraints. To ensure graduates’ skills align well with market needs, the study advocates for curriculum reforms integrating soft skills, digital literacy, and experiential learning, alongside industry-university partnerships and entrepreneurship education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

The rapid evolution of technology requires parallel developments in engineering education to prepare graduates for new industrial challenges. University-based learning factories are acknowledged for their effectiveness in promoting the development of competence by simulating real-world factory operations and offering engineering students hands-on experiences that integrate theoretical knowledge with practical application. This study aimed to analyze the effects of learning factories and experiential learning, applied via a project-based pedagogical approach, on the learning outcomes and competence development of master's students in industrial and mechanical engineering programs. The study was conducted in the Engineering Learning Factory (ELF) laboratory of the Free University of Bozen-Bolzano, utilizing a structured Project-Based Learning (PBL) framework based on experiential education principles. The project centered on the conceptualization, design, development, manufacturing, and testing of the Scorlion4415, a novel 3D-printed drone tailored to meet the specific needs of mountain rescue operations. The study's findings demonstrated that the integration of project-based methodologies in a learning factory context, along with experience-driven learning processes, improved students' academic achievements, technical, and transversal competences. © 2025 IEEE.

This study evaluates the effectiveness of the All-in-One Dashboard System (AIODS) in improving school management, particularly in vocational high schools (SMKs). The objective was to assess the AIODS’s potential in enhancing decision-making processes by providing real-time data on academics, finances, human resources, and infrastructure. The study used a mixed-methods approach, combining quantitative surveys to evaluate the practicality of the AIODS and qualitative interviews with school principals to gain deeper insights into its functionality. The data collected were analyzed using an effectiveness index based on six key indicators: usability, technical performance, security, content and information effectiveness, usage efficiency, and user satisfaction. Results showed that the system achieved an overall effectiveness score of 96 %, with user satisfaction and usability being the highest-rated aspects, both scoring above 97 %. The findings indicate that AIODS is highly effective in supporting data-driven decision-making, streamlining school management, and improving administrative efficiency. However, the study also highlighted areas for further development, including the addition of features like alumni data and news channels. In conclusion, the AIODS provides a promising model for enhancing school leadership and management, offering a comprehensive, user-friendly platform that aligns with the evolving needs of vocational education. © 2025; Los autores.

Introduction: this study aims to evaluate the effectiveness of the Problem-Based Learning model assisted by Mobile Augmented Reality (PBLMAR) in improving student learning outcomes in the Air Conditioning Technology course. The integration of MAR technology is expected to support student-centered learning and enhance conceptual understanding in vocational education settings. Method: a quasi-experimental method was applied using a one-group pretest-posttest design. Data collection involved pretest and posttest assessments administered to 30 vocational students. The normalized gain (N-Gain) was calculated using Microsoft Excel to measure the increase in students’ cognitive achievement after implementing the PBLMAR model. N-Gain results were interpreted using standard criteria (high, medium, low). Results: the analysis showed that the average N-Gain score was 0,7; which falls into the category, high category. This indicates a significant improvement in student learning outcomes. Additionally, student responses suggested positive engagement and interest in using MAR-based learning media. Conclusions: the PBLMAR model is effective in improving students’ conceptual understanding and engagement in the Air Conditioning Technology course. The use of N-Gain analysis provides clear evidence of the model’s impact, supporting its further application in vocational education. © 2025; Los autores.

Medical mathematical statistics is a core course in the field of medicine and pharmacy, playing a crucial role in cultivating students' professional literacy. Traditional teaching methods face challenges due to the abstract nature of the theory, insufficient student interest, and difficulties in improving teaching effectiveness. To address these issues, this paper proposes an innovative approach that teaching practice evaluation of medical mathematical statistics based on knowledge graph. Firstly, knowledge graph technology is employed to visualize the course knowledge system, clearly presenting the associations and hierarchical structure of knowledge points. This provides students with an intuitive and systematic learning framework, helping them quickly build a knowledge system and deepen their understanding of complex concepts. Secondly, targeted teaching strategies are designed in conjunction with the six stages of the BOPPPS teaching model (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary). The visualization of knowledge graphs enhances interactivity and relevance in each stage, stimulating students' enthusiasm for learning. Specifically, the Bridge-in stage clarifies learning objectives; the Participatory Learning stage uses knowledge graphs to guide group discussions and case analyses, fostering critical thinking and problem-solving skills; and the Postassessment stage reviews and consolidates knowledge through knowledge graphs to reinforce learning outcomes. Finally, this study was implemented in the medical and pharmaceutical statistics course for undergraduate students at Shaanxi University of Chinese Medicine. A comprehensive evaluation of students' academic performance, classroom participation, and learning satisfaction indicated that the innovative teaching model significantly increased students' interest and course grades, enhanced their ability to apply knowledge and innovate, and provided a new approach for course teaching reform. It also offers valuable references for teaching improvements in other professional courses. © 2025 IEEE.

Vocational education plays a key role in equipping students with the practical skills needed for workforce participation, particularly in technical fields like electrical motor installation. This study investigates the effectiveness of the Project-Based Inquiry Learning (PBIL) model in enhancing students’ learning outcomes in electrical motor installation within vocational education. The primary objective is to evaluate whether PBIL can improve students’ technical competencies, critical thinking, problem-solving abilities, and collaborative skills, which are crucial for success in the electrical and industrial sectors. The research was conducted using a quasi-experimental design with a Nonequivalent Control Group. The experimental group (37 students) received PBIL instruction, while the control group (35 students) followed traditional teacher-centered methods. Data were collected through pre-and post-tests, practical performance assessments, surveys, and semi-structured interviews, analyzed using both quantitative and qualitative methods. The results indicate that the experimental group showed significant improvements in technical skills, problem-solving, and teamwork compared to the control group. PBIL also enhanced students’ motivation, engagement, and adaptability to technological demands. The study concludes that PBIL is an effective instructional approach for bridging the gap between theoretical knowledge and real-world application in vocational education. It is recommended that further research explore PBIL’s long-term impact and its scalability across different vocational fields. Overall, PBIL supports the development of a skilled workforce, better aligning education with industry needs. © 2025; Los autores.

The persistent issue of job-skills mismatch in the Philippine higher education system continues to hinder graduate employability, particularly in high-demand fields such as analytics and artificial intelligence (AI). Despite various efforts, many institutions still rely on traditional career guidance methods that fall short in aligning student competencies with evolving industry requirements. This gap is especially evident at Eastern Visayas State University (EVSU), where limited data-driven tools are available to assess and support students' career readiness. To address this challenge, the study developed a data-driven competency assessment feature grounded in the Philippine Skills Framework for Analytics and Artificial Intelligence (PSF-AAI). The tool enables graduating students to self-assess their proficiency across AI and analytics competencies and receive targeted career pathway recommendations. Utilizing the Software Development Life Cycle (SDLC), the system was designed, implemented, and tested with 165 graduating students. Results demonstrate that the platform effectively aligns student competencies with industry standards, enhances career guidance services, and improves employability in the digital economy. The study underscores the value of integrating standardized competency frameworks into educational practices to promote workforce readiness and support national development objectives. © 2025 IEEE.