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The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017-2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills. © 2024 LLC Ecological Help. All rights reserved.

The article explores social partnership and social dialogue in vocational education in Slovenia. Various authors understand social partnership as one of the fundamental guarantees of quality vocational education, as this is not possible without close cooperation between the education sphere and the labour market. In the introduction, it presents the concept of social partnership in Slovenia and sheds light on its development in the post-independence period, places it in a comparative context, and summarizes key evaluations and criticisms of the regulation of this area. The central part of the article is intended to present the results of research on the characteristics and quality of social dialogue in Slovenian vocational education, with an emphasis on apprenticeship. It focuses on the ways of cooperation at the level of programme implementation, where the key partners are schools and companies, partly chambers and trade unions, and emphasizes some aspects of cooperation at the system level, where the main partners are the ministries responsible for education, labour and the economy, which cooperate with the chambers and trade unions. The results show that, despite the examples of good practices, the social partnership does not fully come to life, which is partly the result of the system regulation, which keeps key powers in the school sector, and partly, as it appears, of an underdeveloped social dialogue characterized by an insufficient level of trust between partners and lack of capacity of social partners. Further research will be needed for a deeper insight into the functioning of dialogue, and the current results already have some important implications for the development of vocational education. © 2024 Association of Slovenian Educationalists. All rights reserved.

This research was conducted to analyze the application, utilization or use of AI chatbots in the education sector based on several previous studies. Bibliometric analysis is used to identify the current status of research and critical points in bibliometric data mapping can help predict future research trends. Data searches were carried out on the Scopus database with the keywords "Chatbot" AND "education" with a research year range of 2007-2024. There were 376 articles found. The research results show that research on chatbots, especially in the education sector, is increasingly in demand. In 2023 there will be a drastic increase in the number of studies regarding chatbots in the education sector compared to previous years. This is because chatbots are considered to be an interesting tool to use in education because they enable a more innovative teaching process in terms of improving learning processes and outcomes. There are 25 countries that have contributed to related research, with the United States, Australia, United Kingdom, China and Taiwan in the top five. This research also shows that there are 26 subject areas that have used chatbots in the education sector. The use of chatbots in the education sector has advantages and disadvantages. With the completion of this research, it is hoped that it can become material for consideration for related research. © 2024 Universitas Pendidikan Indonesia.

Purpose: The article aims to identify the determinants of the urbanization process given the magnitude of this phenomenon and also its economic, social and environmental implications and pressure on public authorities to find viable solutions in the context of sustainable development. Design/methodology/approach: The research is based on regression analysis with urbanization growth being the dependent variable and enrollment in higher education, GDP, value added by industry and female labor force as independent variables. Findings: The main factors that favor urbanization are the increase in population, industry value-added and the female labor force. Urbanization is an objective that must be pursued differently by public authorities in developed and developing countries, given the different realities they face-population growth in developing countries, and population aging and international migration in developed countries. Research limitations/implications: The present research has limitations generated by the selection of independent variables, which is why in future directions, the research will consider the use of other indicators such as the number of graduates, exports as percent of GDP or migrations as a percentage of the total population. Given the complexity of the phenomenon of urbanization, future research will focus on groups of countries as they resulted from the clustering made by this article. Practical implications: The impact of higher education on urbanization is low, which is why the intensification of partnerships between municipal authorities and universities could be a solution that ensures not only the transfer of knowledge from academia to the public sector but also from entrepreneurs increasingly aware of the importance of promoting SDGs for urban development in the context of the challenges posed by global warming. The involvement of women in the labor market is essential for the intensification of the urbanization process. The increasing presence of women in the labor market generates an increase in the income of families, an increase in the level of education and an intensification of national and international migration. The research findings can be used by policy and decision-makers to develop appropriate urbanization and education policies and strategies. Originality/value: The existence of inhomogeneous clusters is noticeable, which demonstrates the complexity of the urbanization phenomenon that is present in all countries around the world, but under the influence of different factors such as the export of natural resources (mainly oil) or the intensification of industrial activity. Taking into account the variables used, this study stands out in the multitude of articles published in the international mainstream. © 2023, Emerald Publishing Limited.

Collaborative digital learning (CDL) has been a trend since the 4.0 era and has grown in popularity in the aftermath of the COVID-19 outbreak. This study is a literature review that aims to examine the existing literature on CDL and virtual learning environments (VLEs), with a specific focus on their application in mathematics classes. The data was collected by compiling all published articles from the past five years and then analyzing the information to draw conclusions. Content analysis approaches were utilized for descriptive and thematic data analysis. The findings of this study indicate that the use of computer-based learning (CBL) as a VLE has been successfully adopted and is quite useful in remote learning, particularly during the COVID-19 pandemic. Based on these findings, it is recommended to develop a CBL VLE to assess its impact on mathematics education in schools, especially on metacognitive abilities in problem-solving. © 2024 by the authors of this article. Published under CC-BY.

This paper approaches adult vocational training from an analytical and comparative point of view in order to understand, on a theoretical and practical level, how this training has an impact on the labour market and its beneficiaries. The PRISMA methodology is used for this purpose. Based on the search terms collected in the UNESCO Thesaurus, we initially analysed 136 articles located in impact journals included in Scopus and Web Of Science. After an exhaustive analysis process, a total of 11 papers were collected. The results show that adult Vocational Education and Training is a field of study with great potential. Although there is still work to be done and it is necessary to unite social agents and entities in order to improve the system, more and more countries are opting for it and its promotion. Vocational training for employment has proven to have a high impact on its users, both on a personal and professional level. We cannot forget that each country has a different system and division, so in this article we have dealt with all those training processes aimed at improving or obtaining employment, aimed at people over 16 years of age. © 2024. Psy, Soc & Educ.

There is a deep divide between the worlds of education and working life. Differences comprise culture, values, processes, tools and more. This divide hinders many people from reaching their fullest potential, instead often demotivating them. Collaboration across the divide can be facilitated by semantic concepts that both sides can relate to. This article attempts to propose a new unifying concept – “work-learn balance” – that the two worlds can appreciate and use when working together. It is defined as when people on a weekly basis combine new value creation for others (“work”) and own personal development (“learn”). It was inductively articulated through action research. Extant research has shown that many people with a good work-learn balance get more motivated and feel a deeper sense of meaning in life, making them work harder and achieve more. Examples are provided from entrepreneurship, innovation, vocational education and entrepreneurial education. Work-learn balance could be used as a visionary organising principle informing leadership strategy. This could facilitate collaboration and unleash the human potential of more students and employees. Work-learn balance as a concept is novel and unexplored, but not previously unheard of. This could be the first attempt to define, describe, substantiate and sense-make it. © The Author(s) 2023.

Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus-based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: “Intention to educate beyond nursing education,” “Educating in alliance with society,” and “The educative ambiguity of the Clinical Learning Centre.” The case study indicates that the incorporation of norm criticism into a campus-based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus-based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics. © 2023 The Authors. Nursing Inquiry published by John Wiley & Sons Ltd.

This study utilized a systematic-narrative hybrid strategy to overview the concept of skill gap and its measuring approaches. Using the PRISMA guidelines, we conducted a systematic search in January 2023 to retrieve English records from the ProQuest, ScienceDirect, Scopus, and Web of Science databases using the keywords “skill gap,” “skill mismatch,” “skill shortage,” “identifying or measuring,” and “Industry 4.0.” In total, 40 articles met our predefined inclusion criteria, and we analyzed them descriptively and qualitatively using thematic analysis and constant comparisons. We found that skill gaps certainly exist, and that concerns about growing skill gaps have been raised worldwide. Our literature review also revealed the need for a common understanding of skill gaps. Considering this, we provided a skill gap definition. Skill gaps are an extremely nuanced phenomenon, so paying careful attention to their definition and interrelating social, environmental, and technological factors when measuring them is essential. Since we found very few studies that employed different methods and perspectives to research the concept, more research is needed to map actual skill gaps, which can only be done by considering different perspectives and measuring approaches. © 2024 The Authors

Contributions: This article provides valuable insights into the varying approaches of engineering students in their understanding and application of project-based learning (PBL) and its relationship with student success. The findings can be used to improve the design and implementation of effective learning environments, evaluate the effectiveness of engineering education programs, and advance the current understanding of the relationship between PBL and knowledge acquisition in engineering. Background: Previous research has demonstrated that PBL has become a significant teaching and learning method in engineering education. It has resulted in considerable progress in students' problem-solving and critical thinking skills, teamwork, and technical concept communication. However, there is still a lack of exploration on how engineering students perceive PBL from their standpoint and how their conceptions influence student learning. This study aims to contribute to the currently limited comprehension of PBL from the students' perspective. Research Questions: What are the qualitatively different ways engineering students conceptualize PBL, and how does PBL contribute to knowledge and skill acquisition? Methodology: A phenomenographic approach was used to gather data from engineering students who had experienced PBL in their course. Semi-structured interviews were conducted to gather rich and detailed data about the students' conceptions of PBL. The data was then analyzed using a phenomenographic framework to identify how engineering students conceived PBL. Findings: Students' conceptions of PBL are not uniform but vary in five different pedagogical beliefs that shape how they act in the PBL environment. The different conceptions of PBL in engineering education suggest that instructors need to communicate the learning objectives of PBL more clearly to students, and design PBL activities that cater to the diverse needs and expectations of students. © 1963-2012 IEEE.