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Studies on the education-work transition have traditionally focused on the ways in which young people mobilize their capital and adapt to the conditions offered by distinct workplaces. However, it is also important to consider the impact of work and working life on the transformation of the subjectivities and social relations of new generations in the places where they begin their professional experience. This article analyzes this issue based on professional internships in secondary technical education in Chile. Institutional intermediation mechanisms and the agents that participate in their implementation play a significant role in the education-work transition, but, paradoxically, there is little research on these actors, on the processes and on almost everything related to their achievements and weaknesses. This topic is explored through a qualitative approach in a sample of technical-professional educational establishments in Santiago, Chile. Based on semi-structured interviews with teachers and graduates, the main mechanisms of management of the professional internships are described. It is concluded that, although the conditions of implementation are open to criticism, there is a high valuation of these internships as an induction into the world of work, especially because of the social learning that such experiences entail. © 2025 FLACSO Ecuador. All rights reserved.

The increased adoption of three-dimensional (3D) digital prototyping software programs makes it necessary to train novice designers to use these programs efficiently. However, existing studies spanning from engineering to design education indicate that students feel incompetent in understanding 3D digital prototypes and navigating the software, so there is a need to find effective training methods. In the current study, training modules were developed to teach participants fit correction skills through an iterative problem-based learning (PBL) approach. A review of the literature was performed to develop the fit correction tasks and guide the module development process. Expert feedback was used to fine-tune the tasks and module interface. The current study explored the effects of PBL-based virtual reality (VR) training on learning how to correct two-dimensional (2D) apparel patterns to improve consequent 3D garment fit. Results indicated that the training module significantly improved spatial visualization and fit correction skills. Participants with higher apparel spatial visualization skills saw a higher improvement in fit correction skills because of the training. At lower spatial visualization skill levels, women saw a higher increase in apparel spatial visualization skills after the training than men but the difference between the learning outcomes across genders reduced when participants had higher spatial skills before training. These findings were supported by the results of qualitative data obtained through interviews. The participants found the PBL approach, immediate feedback, and aid in visualization through garment simulations beneficial for understanding the concepts. At the same time, they indicated that the training module could be used as a supplement to the traditional classroom but cannot replace the physical garment fitting practice. The findings of the study verified that PBL using virtual garment simulations can have a positive impact on learning outcomes and help identify the stage of education at which learners can be exposed to PBL. © 2025 Galada, Baytar. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Introduction: The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and challenges of electronic exams based on Iranian and international studies. Methods: The present qualitative study used meta-synthesis in the first phase. Thus, keywords such as electronic exams, online exams, electronic assessment, and online assessment in Iranian and international databases for 2005-2021 were searched. In the second phase, using the Shannon entropy technique, the advantages and challenges of electronic exams were weighted. Results: Challenges of e-exams were classified into seven sub-categories (poor technical knowledge, security challenges, complexity and challenges in designing examination, complexity and challenges during examination, complexity and challenges after examination, lack of infrastructure, socio-cultural challenges). The advantages of e-exams were also classified into five sub-categories, including improvement of teaching and learning process, effectiveness of student performance assessment, advantages in designing exams, advantages during examinations, and advantages after examinations. In Shannon’s entropy findings, challenges (complexity and challenges after examination and poor infrastructure) and advantages (advantage after exams implementation) had the largest weight. Conclusion: Considering the importance of electronic exams, especially with the outbreak of the COVID-19 epidemic, the inevitable movement of university systems, increasing concerns about student performance assessment, and improving educational performance in the current situation, decision-makers are expected to emphasize the advantages of this kind of exam and address its challenges to help improve the student assessment mechanisms. © Journal of Advances in Medical Education & Professionalism.

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/ Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued “warm” social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students. © 2025 Coté et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

In recent years, the use of augmented (AR) and virtual (VR) reality has been gaining popularity in the educational process. Thus, the use of AR or VR improves the educational process using more dynamic teaching methods and promotes a broader understanding of topics by helping students visualize abstract concepts. The possibilities of modern technologies go beyond learning, augmented and virtual reality applications serve as tools that encourage students to acquire practical skills that can be used in everyday life. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This article proposes the use of specialized computer models of measuring instruments using the example of using a measuring computer simulator in the study of the field of “Metrology, standardization and certification”. The purpose of this article is to improve the educational process when studying the basics of measurement in electronic devices by students of educational institutions of higher education. The purpose of the article is to describe the features of the creation and application of specialized computer models of measuring instruments in the form of a measuring computer simulator, which is developed and used in the educational process of the North Caucasus Federal University. The article develops a creative method of vocational training based on increasing the degree of student participation in the educational process. This makes it possible to increase the efficiency of the educational process and the value of innovative educational programs. Since the measuring computer simulator is based on the visualization of measuring instruments and their controls like the original measuring instruments, it has a novelty. The evaluation of the effectiveness of the developed computer-based learning tool in the educational process indicates that with its help it is possible to improve the educational process in relation to the development of students’ competencies in the practical application of measuring instruments and evaluation of measurement results. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

In recent years, competency-based education has been used as an innovative way of teaching to better prepare university students for their profession. One of the methods used within competency-based education are simulations. This scoping review aims to answer the following research questions: “How do healthcare students perceive simulation-based learning?” and “Which simulation types and modalities are used in simulation-based medical education and how is their perception studied?” We searched Scopus, the Web of Science, MEDLINE/PubMed, Embase, PsycINFO/PsyARTICLES by EBSCO Host and the Education Resources Information Center (ERIC) for relevant literature for our data synthesis. We also used repositories of grey literature to search for doctoral theses. The data extraction followed the methodology for scoping reviews designed by the Joanna Briggs Institute. The data analysis included 126 research papers and 6 doctoral theses. The most frequent subject of the studies included in this review were nursing students. Over half of the studies used a quantitative methodology and the majority of them focused on variations of high-fidelity simulations. The descriptive qualitative content analysis and open coding generated the following themes: mock reality, I am a professional, being part of a team and barriers. Healthcare students perceive a wide range of aspects of simulation-based learning, such as the physical environment, level of fidelity, learning process, emotions and awareness of self as a professional. Findings about the ways students perceive and view simulation-based learning can help in the process of designing and revising the curricula at medical schools that use simulations. © 2025 Elsevier Ltd

Context: Most education systems equip graduates with the professional knowledge and cognitive skills needed to enter the world of work. However, there are other competencies also important for young graduates to become successful employees. Due to the growing uncertainty that characterizes the labour market, the demand for non-cognitive skills (communication, collaboration, critical thinking etc.) that support employee development potential and better integration has increased significantly. However, higher education institutions often transmit a culture that is different from that of workplaces. The aim of our study is to explore the role of the examined higher education institution in preparing students for the labour market. Our long-term goal is to support institutional development on the basis of this data. Methods: To answer these questions, semi-structured inteviews were conducted. Qualitative research methods were preferred, which offer the possibility of uncovering hidden mechanisms. The selection criterion for participants (n=18) was that they had obtained their diploma within the last three years, while, for the other portion of the interviewees, a selection criterion was that they were full-time students. The participants are students of the same rural higher education institution. To ensure the validity and reliability of the research results, personal triangulation was validated using the intercoding technique, which is suitable for a priori coding. Results: The results confirmed that higher education institutions provide a good foundation for entering to the labour market, but the development of broad competencies is less advanced. Frequent reference was made to the dominance of theory at the expense of practical orientation. Additionally, participants emphasized that they did not see relevance of the course material and its future applicability to the labour market, and, in some cases, they mentioned problems relating to the attitudes of instructors and the quality of the training provided for the students. A portion of the undergraduate students who work (in addition to being in school) believe that they acquired the most important skills during student employment and not during their higher education studies. Conclusions: One of the challenges for higher education is to prepare students to meet employers' needs by developing students' competencies. During their years in higher education, students should be equipped with a set of competencies that will ensure their integration into the labour market. Our current research contributes to this goal by mapping the competencies, and highlighting where there is room for improvement which can contribute to graduates' success at work. © 2025 European Research Network Vocational Education and Training. All rights reserved.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training. © 2025 The Author(s).