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This study investigates the enhancement of spoken English proficiency among students at Taiwan’s technological and vocational education (TVE) universities. The focus is on the significant impact of positive learning attitudes and effective methodologies, using questionnaires and in-depth interviews to assess students’ confidence and perceptions of spoken English. The research employs the spoken English confidence scale, covering five dimensions: 1) attitude and aptitude for English learning; 2) confidence in English usage within classroom settings; 3) personality in the context of the native language; 4) belief in potential English capabilities; 5) faith in current English proficiency. Key findings reveal gaps in confidence and English-speaking skills, suggesting the need for immersive English-speaking environments, confidence-boosting classroom activities, and personalised feedback. Therefore, the results of this study suggest interventions aim to cultivate a student-centred approach, addressing proficiency gaps and enhancing confidence in English communication. © © 2025 Inderscience Enterprises Ltd.

Introduction: Currently, competence-based education has been one of the variants used by educational institutions to respond to the challenges imposed by higher education. The medical university does not escape from this process, committed to the formation of a more competent professional, thus guaranteeing better occupational performance. The vertical internship aims to bring together the two formations, undergraduate education and postgraduate medical education, as a part integrated to the formation of the future professional, without affecting the curricular formation. Objective: To establish the theoretical foundations for the design of competences, both academic and professional, in the Pediatrics vertical internship. Authors' position: Professional competences in Pediatrics vertical internship constitute a need that responds to current trends in higher medical education and, in particular, in undergraduate training, for which creative students are required, with high ethical and social responsibility, as well as with an effective mastery of the specific professional competences within their profession. Conclusions: Professional competences in the Pediatrics vertical internship is a concept that should be understood, developed and applied by medical professionals, as part of their daily work. It responds well to the needs for developing higher medical education and its current trends. © 2025, Editorial Ciencias Medicas. All rights reserved.

This study brings a novel perspective to the relationship between higher education and work life by examining work-domain goal orientation as a critical factor in preparing students for professional environments. Through an extensive literature review, it highlights the role of work-domain goal orientation in aligning higher education curricula with the demands of the modern workplace, emphasizing how students’ goal orientation influences their future professional success. Additionally, this study adapts and validates a work-domain goal orientation instrument into Turkish, offering a reliable tool for use in Turkish contexts. A sample of 729 undergraduate students from various academic disciplines participated in the study. Exploratory and confirmatory factor analyses confirmed a three-factor structure (learning, proving, avoiding), accounting for 68.4% of the variance. The internal consistency was reliable, with Cronbach’s alpha values ranging from 0.84 to 0.86 across subscales. The study provides a dual contribution by offering theoretical insights into work-domain goal orientation and delivering a psychometrically validated tool for assessing students’ readiness for professional life in a non-Western context. These findings address gaps in the literature on goal orientation and its application in diverse cultural settings, advancing both academic understanding and practical applications for educational institutions and employers. This study contributes to bridging the gap between higher education and work life, offering both theoretical perspectives and a practical tool to improve workforce preparedness. © 2025 by the authors.

A study of electric vehicle (EV) education is essential for its implementation in a country. The researchers analyzed databases on EV education studies accredited by mandatory journal platform from 2004 to 2024. Based on the findings, up to 42 prior studies may be linked to EV teaching strategies. The purpose of the study is to determine how to create an EV education-based curriculum that centers on four research concerns. According to the data analysis results, Research Cluster 2 (RC2), Research and Development (R&D), and Project-Based Learning (PBL) are the most commonly used research methodologies in the past (RQ1); there are differences between ‘developed’ and ‘developing’ countries concerning the policy, finance, teachers, knowledge, facilities, and students’ preparedness for multidisciplinary studies (RQ2); graduate degrees in electrical, mechanical, and mechatronic engineering are a suitable educational level to be integrated with EV education (RQ3). The researchers will analyze the findings of this study to determine the most effective strategy for EV education in developing country (RQ4). Lastly, the researchers discuss various constraints and potential directions to advance suitable EV education in ‘developing countries’ like Malaysia. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Over the past few decades, China’s attempts to address its persistent skills shortage have led to a growing prioritisation of reforms and upgrades to the country’s VET sector, with the aim of producing the ‘craftsmen of the nation’. This paper presents new findings on young people’s experiences of the VET reform. It focuses on the ‘order model’ programme, one of the most widely implemented employer engagement schemes in the Chinese construction sector. This study investigates how China’s skill formation systems operate and are being reformed without sufficient support from institutions. The findings show a wealth of good practice is taking place within the context of the VET reform, resulting in young people being better prepared for work. However, the VET reform was found to only impact a small number of students at the college. Employers involved in the programme prioritised their own immediate short-term needs, which left students in a state of increased precarity along their paths into the world of work. Despite being confident in their skills, these young people still felt a need to ‘upgrade’ to an academic degree as the academic-focused and credential-driven social sentiments still imposed as the cultural arbitrary even in the context of VET reform. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This quantitative study explores the relationship between innovation, entrepreneurial education, and entrepreneurial mindset among Technical and Vocational Education and Training (TVET) students, providing insights for educators and policymakers. Design/Methodology/Approach: Over four months, data were collected from 800 TVET students from ten technical universities in Ghana using a stratified random sampling technique. The analysis was conducted using Partial Least Square-Structural Equation Modeling (PLS-SEM). Findings: The findings indicate a significant relationship between innovation and entrepreneurial education, which positively influences the entrepreneurial mindset of TVET students. Research Limitation: The study is limited by its focus on TVET students in specific technical universities, which may affect the generalizability of the findings to other educational contexts or regions. Future research could expand to include diverse educational settings. Practical Implication: The results provide evidence-based strategies for curriculum development aimed at fostering innovation and cultivating entrepreneurial mindsets, which educators and policymakers can utilise to enhance TVET programmes. Social Implication: By promoting an entrepreneurial mindset among TVET students, this study supports broader economic development initiatives, potentially leading to increased job creation and economic growth within communities. Originality/Value: This research contributes to the existing literature on entrepreneurship education by highlighting the critical role of innovation in shaping the entrepreneurial mindset of TVET students. It fills a gap in understanding how TVET can be optimised for future skills and hands-on training. © African Journal of Applied Research.

Purpose: The paper investigates the influence of problem-solving skills on the bond between mathematics self-belief and mathematical creativity of university students. Problem-solving skills were used to moderate the bond between mathematics self-belief and mathematical creativity of university students. Design/methodology/approach: This study adopted a cross-sectional design, which was used to distribute questionnaires to the respondents. The target population comprised 2400 students, and the sample size was calculated to be 331 university students. Exploratory factor analysis and reliability analysis were performed using SPSS (v.23), while confirmatory factor analysis and discriminant validity analysis were also performed using Amos (v.23) in this study. A structural equational modeling (SEM) was run in Analysis of Moment Structure (Amos v.23) to analyze the hypothesized path. Findings: The results indicated that mathematics self-efficacy belief positively influenced the mathematical creativity of university students. Again, mathematics self-efficacy belief positively influenced university students’ problem-solving skills. Finally, problem-solving skills positively moderated the nexus between mathematics self-belief and mathematical creativity of university students. Practical implications: Since mathematics self-belief significantly influences both problem-solving abilities and mathematical creativity, educators should prioritize building students’ confidence in their mathematics abilities by incorporating activities that promote mastery experiences, such as project-based learning, group tasks, and real-life problem scenarios, which can enhance students’ belief in their ability to succeed in mathematics. Moreover, universities and educators should implement instructional methods that encourage critical thinking, reasoning, and problem-solving to boost creativity in mathematics. Originality/value: Past studies have largely focused on the influence of mathematics self-belief on problem-solving skills and mathematics creativity. Also, the influence of problem-solving skills on mathematics creativity; however, this study focused on how problem-solving skills influence (i.e. moderate) the bond between mathematics self-belief and mathematical creativity of university students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Stigma can not only threaten the self-identity of secondary vocational students, but also have negative effects on their mental health and behavior. Objective: This study aimed to develop the Self-Stigma Scale for Secondary Vocational students (SSS-SVS) and test its reliability and validity. Patients and Methods: This study formed a scale based on the stigma conceptualization model and open questionnaire. The formal survey was divided into two stages. In the first stage, a preliminary questionnaire was administered to 328 secondary vocational students to develop a formal SSS-SVS according to the results of the data check. In the second stage, the SSS-SVS, Social Recognition of Secondary Vocational students (SR-SVS), Intensity of Willingness to Become a Secondary Vocational Student (IWB-SVS), Stigma-Consciousness Scale (SCS), Learning Adjustment Scale (LAS), Professional Identity Scale for Secondary Vocational students (PIS-SVS), and the Self-Compassion Scale (SCoS) were administered to 1079 vocational secondary school students. Results: The SSS-SVS consisted of 21 items which were divided into three dimensions of negative characteristics, self-deprecation, and opportunity loss, reflecting secondary vocational students’ perception of negative public evaluation, self-feeling under the influence of stigma, and cognition of negative impact on their identity. The confirmatory factor analysis (CFA) shows that the three-factor model has good fit indices. The total score and the scores of each dimension of the SSS-SVS were significantly and positively correlated with Stigma Consciousness; they were significantly and negatively correlated with SA-SVS, IDB-SVS, SVS-PIS, Learning Adjustment, and Self-Compassion. Both the Cronbach’s α coefficients of the total scale and each dimension and the McDonald’s ω coefficients were satisfactory. Additionally, the scale had measurement equivalence across gender and grade levels. The SSS-SVS has limitations and may be affected by cultural background. Future studies should expand the sample and conduct cross-cultural verification. Conclusion: The SSS-SVS is a reliable and valid instrument for assessing secondary vocational students’ self-stigma, providing support for developing relevant programs and policies. It also advances secondary vocational education and enhances students’ mental health. © 2025 Leng et al.

The study explores the integration of intelligent web scraping techniques to enhance the internship matching process within internship management systems. The increasing demand for internships necessitates timely and efficient intern matching, a task that conventional manual techniques need help with due to its complexity and time-consuming nature. Intelligent web scraping algorithms and machine learning techniques analyze extensive datasets to match interns with businesses based on competencies, interests, and professional objectives. The integration leverages natural language processing to extract relevant information from internship listings and candidate profiles, enhancing the precision and effectiveness of the matching process. Additionally, clustering and matching algorithms refine recommendations, pairing students with opportunities that fit their competencies and career objectives. However, implementing intelligent web scraping raises ethical concerns, particularly regarding data privacy and algorithmic bias. Ensuring the ethical utilization of these techniques is critical for fair and unbiased internship matching. The research addresses these ethical considerations while proposing a framework for integrating intelligent web scraping into existing systems. The study reviews the literature on web scraping and machine learning in internship management, critically analyzing and synthesizing past research findings to demonstrate the efficacy of these techniques over conventional methods. The study also introduces a theoretical model for effective internship matching, investigating intelligent web scraping and machine learning techniques to optimize the process. Additionally, it examines the benefits, challenges, and limitations of integrating these techniques. The proposed intelligent web scraping approach simplifies internship matching, aligns student strengths with opportunities, enhances onboarding efficiency, and bridges academic learning with practical application. © 2025 by the author(s).

Augmented Reality (AR) is one of the innovative technologies in supporting the visual presentation of materials that are close to their original form. Realistic simulation in Continental Food Course learning is one of the urgency in supporting students’ understanding of concepts. This research aims to design AR products that are practical and effective in improving student’s understanding of concepts in learning the Continental Food Course. This research uses the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The instruments in this study consist of validity, practicality, and questions. Participation in this study consisted of 5 experts who played a role in validating the product and 17 students who were involved in practicality tests and effectiveness tests on learning. At the analysis stage, problems were obtained in the form of the unavailability of interactive learning media. At the design stage, a storyboard design of the AR product has been obtained. At the development stage, AR products were produced for the Continental Food Course material. At the implementation stage, it was informed that the results of the validity test of the product were 0.93 in the valid category, and the results of the practicality test were 80.53 in the practical category. At the implementation stage, information was obtained that AR products were able to effectively improve student learning outcomes at the Continental Food Course. Overall, the products developed have been valid, practical, and effective in supporting students’ understanding of the Continental Food Course material. AR contributes to the learning of the Continental Food Course. Other researchers can investigate the effects of AR on the influence of 21st-century skills and students’ interest in learning. © 2025 by the authors.