Search Results for
"Higher education"

Qualitative approaches to pedagogical engineering offer a nuanced understanding of educational design by focusing on the dynamics of teaching and learning processes. Qualitative approaches explore the lived experiences, perceptions, and interactions of educators and learners, examining how educational technologies, instructional strategies, and curriculum designs impact real-world classroom environments. By exploring factors such as teacher-student relationships, classroom culture, and the application of pedagogical theories, qualitative research in pedagogical engineering helps enhance educational practices. Further exploration into pedagogical engineering may help create meaningful responses to the needs of diverse learning communities. Qualitative Approaches to Pedagogical Engineering explores perspectives in pedagogical engineering, emphasizing qualitative approaches. It examines how qualitative research methods can enhance the design and implementation of educational technologies at the intersection of education and technology. This book covers topics such as blended learning, iterative design, and higher education, and is a useful resource for education professionals, teachers, academicians, administrators, scientists, and researchers. © 2025 by IGI Global. All rights reserved.

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Artificial Intelligence (AI) has revolutionized teaching and learning methods in higher education, especially in English language teaching and learning. This chapter contributes to the existing knowledge by exploring how AI has developed within the framework of teaching and learning of English, highlighting the challenges, dangers, and moral issues associated with its application. The typical classroom environment has significantly changed because of the integration of AI-powered tools and platforms in English instruction. Chatbots, automated grading systems, and language learning apps driven by AI have streamlined language education, increasing its effectiveness and accessibility. But these benefits accompany a variety of challenges and worries. Ethical concerns about data privacy, algorithmic biases, and the depersonalization of education arise as AI becomes more deeply ingrained in educational methods. Reliance on AI may inadvertently exacerbate educational disparities as long as learners’ access to technology and its advantages remain unequal. In addition, significant thought must be given to the ethical ramifications of AI-generated content as well as the possible loss of human connection in language learning settings. This chapter examines these dangers and challenges and makes the case for a well-rounded strategy that maximizes AI’s benefits while minimizing any potential downsides. Together, educators and legislators need to create moral guidelines that balance the potential of AI with human-centered learning experiences. To ensure responsible and fair AI integration and promote an inclusive learning environment that prioritizes students’ holistic development while exploiting technology breakthroughs, comprehensive assessment of the associated obstacles, risks, and ethical issues is necessary. © 2025 Fareeha Javed.

This paper explores the impact of a demand-driven training program on labor turnover at firm and worker level. Difference-in-difference estimates show that having a course approved is associated with higher turnover in the short run when considering participating workers. The effect dissipates in the third year, suggesting that it takes time for firms to adjust their labor stock after course demand. Duration model estimates find that workers who complete training have a reduced rate of separation from employer and suggest a longer job tenure. Workers that separate from their employer after completing the training find a new job at a quicker pace, but further research is needed to understand whether the job change is for a better job. © 2024 Universidade de Sao Paolo. All rights reserved.

Industry 4.0 enabling technologies are impacting several sectors of the economy by automating organizational processes. As a result, the demand for professionals with the necessary skills to face the challenges imposed by the new industrial trends has increased. This represents a challenge for technological and university institutions as they are at the forefront of the training and educational transformation processes. While there are various governmental strategies to provide training in technological topics, the most active stakeholders in implementing such strategies are higher education institutions, where the shortage of students in the foundational careers that support I4.0 technologies is particularly noticeable. For this reason, universities, as well as elementary and high schools, are consolidating strategies that could enhance the motivation of young people to choose technology-based careers. This paper presents an educational experience in education 4.0 focused on enabling technologies for I4.0 oriented to high school students and led by The University of Medellín. Implementing this educational experience enabled the participants to devise solutions to problems real-world challenges using the Internet of Things. Among the benefits of this strategy, it does not require prior training in computational thinking or electronics fundamentals. Additionally, it integrates didactic strategies such as co-creation, gamification, and project-based learning, while allowing students to build a basic prototype within a relatively short period. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

The purpose of this paper is to identify that factors that affect Korean college students’ global leadership competencies and to provide programme and curriculum developers with pertinent meaningful suggestions. Relations between the number of and the duration of global leadership education sessions as well as the number of and the duration of international experiences and their perceived impact on global leadership competencies were examined in a sample of 234 college students. The regression analyses revealed that the number of international experiences was the only factor that predicted global leadership competencies. higher numbers of international experiences were related to higher levels of global leadership competencies. However, the duration of international experience was not significantly related to global leadership competencies. Additionally, none of the global leadership education-related variables had an impact on global leadership competencies. The study results suggest that college students should participate more frequently in high-quality global activities rather than simply living abroad for long periods. Some ideas for future global leadership programmes are also suggested. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Colleges are important providers of vocational education and training and in some countries they are the major provider. Although the international literature on colleges has grown considerably in the past two decades, it still consists primarily of qualitative descriptions of college sectors in different countries. Quantitative studies of differences in the activity mix of colleges in different countries could improve knowledge of international variation in the roles of colleges and provide a stronger foundation for study of the sources and consequences of variation in college roles. After reviewing different methodological frameworks for comparative analysis of college activity, the research reported here employs one of these frameworks to analyse differences in the activity mix of colleges in five countries. In addition to finding some noteworthy differences among the five countries, the paper also identified several problems of comparability of college data from different countries. The paper concludes that the development of internationally comparable data on colleges would require leadership by international organisations and agencies and is an undertaking well worth pursuing both for the benefits that it could bring to those whom colleges serve and for its contribution to the advancement of comparative study of vocational education and training. © 2021 The Vocational Aspect of education Ltd.

Authentic learning is gaining popularity in higher education, particularly for courses related to research skills, where authentic assessments can overcome trepidation from both students and faculty. Prior literature has demonstrated the potential value of authentic client-based projects (CBPs) in such settings. However, questions remain about how best to scale authentic learning across different student cohorts, including both undergraduate and postgraduate courses. This paper explores two case studies of authentic learning applied across undergraduate and postgraduate research courses. We explore the impact of different forms of authentic learning, ranging from in-class activities to fully authentic client-based projects, on both student satisfaction and success rates. The results suggest that client-based projects represent a trade-off between satisfaction and learning at the undergraduate level but can be highly successful at postgraduate level if implemented effectively. We provide practical tips for how faculty may scale authentic learning and assessments across undergraduate and postgraduate courses. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This paper explicates the codes that prescribe and shape the marine engineer student in times of massification and high attrition rates in Danish non-university higher education. In a case study of a Danish school of marine engineering, the Bernsteinian concept of knowledge structures and Legitimation Code Theory support analysing the official curriculum along with teacher and student interviews to determine what is considered knowledge and whose knowledge is deemed important. We find that teachers’ pedagogical decisions are embedded in the epistemological and social conventions of their individual educational backgrounds. Their struggles on content and pedagogic approach make it difficult for students to understand what is legitimate knowledge and who can claim to be a legitimate knower. To offer more students epistemic access to non-university academic study and increase student success, the epistemic and evaluative logics of the pedagogic discourses to which students are exposed must be clarified and made explicit. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

The challenges facing the tourism industry and tourism educators call out for a new paradigm of tourism education. This requirement for this study is illustrated in the results obtained from the sector professionals and tourism graduates. This qualitative research has taken place in North Cyprus, through in-depth, face-to-face interviews with twenty-two representatives to identify the principle requirements for a contemporary tourism education degree that is consistent with the requirements of all stakeholders. Advanced apprenticeship programs in higher education may resolve the skills shortages in the tourism sector, with evidence of sector representatives outlining the need for learning and assessment to take place in the workplace and graduates outlining their preferred and most effective courses they have applied in the workplace to be those that had practical training elements. The results of this study can serve as a model for developing programs for other tourism and hospitality educational institutes. © 2022 ICHRIE.