Search Results for
"education"

This study presents a comparative analysis of community service integration in schools across Indonesia and Malaysia, examining distinct methods, challenges, and outcomes in different educational settings. Through semi-structured interviews with 13 participants—seven from Indonesia (teachers, a school principal, a program coordinator, and students) and six from Malaysia (teachers, a program coordinator, and students)—we explored how cultural values, national policies, and institutional goals shape community service implementation. Thematic analysis revealed significant differences: Indonesian schools employ highly structured, curriculum-integrated programs, particularly in vocational education where initiatives emphasize long-term skill development. Malaysian schools adopt a flexible, collaborative approach, partnering with external organizations to provide diverse community engagement opportunities that emphasize social interaction and civic responsibility. Findings indicate that Indonesia’s structured model excels at fostering practical competencies and readiness for future careers, while Malaysia’s collaborative model cultivates broader community awareness and social responsibility. Common challenges include resource limitations, insufficient teacher training, and difficulties assessing long-term impact. This research suggests that a hybrid approach combining structured skill-building with flexible collaboration could enhance the effectiveness of community service in both countries and comparable educational contexts. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study analyzes the perceptions of vocational high school students regarding the application of SDL in Islamic religious education learning. The research method used is an exploratory sequential mixed methods design. Data were collected by distributing open-closed questionnaires to 42 volunteers as respondents. The results showed that there were 5 problem themes with an average score of 2.40-2.84, which is classified as high. This indicates that students still experience problems related to their learning independence due to their learning habits. This study has implications for the importance of teachers in innovating learning that can motivate students to direct their abilities to achieve the expected results. Therefore, this study shows that implementing SDL in Islamic religious education learning in vocational high schools is not easy, because students' high ability to access information from various digital media platforms and their learning habits that require practical activities, making them feel dissatisfied if learning only focuses on understanding the text. © 2025, Shaheed Benazir Bhutto Women University. All rights reserved.

This paper describes and analyses the ways in which women are disadvantaged in the Australian apprenticeship system. While women make up 47.9% of the Australian workforce, only 28.0% of apprentices and trainees are women. 'Traditional trade' apprenticeships are still predominantly undertaken by men. The newer 'traineeships', introduced in the 1980s to provide apprenticed training to more occupations and to allow equal access to women, receive less funding and fewer training resources. The paper traces the developments by analysing government reports, participation data by gender in the apprenticeship system, and apprentice/trainee funding rates for the main occupations. The paper also shows how post-COVID developments in the economy have been harnessed to favour male-dominated occupations in the apprenticeship system. The paper argues that the encouragement of women into trade apprenticeships has moved from an 'equity' argument to a 'national interest' argument, paralleling the conscription of women to fill the gaps left by men during the Second World War. The discussion shows that the disadvantaged status of women is largely consistent with existing theories on gender and work, but there are some points of departure. The paper argues that more research into traineeships is needed to inform developments. It would provide a voice for feminised occupations and would assist in countering the monopolisation of the debate by masculinised interest groups. While the data are Australian, the issues potentially apply to all countries which have apprenticeship systems, but have the most relevance for women in countries where male-dominated occupations are privileged in apprenticeship policy. © The Author(s), 2025. Published by Cambridge University Press on behalf of The University of New South Wales.

Over the past decade, the ETHAZI collaborative problem-based model was developed to address the evolving demands of the productive sector and the ongoing restructuring in the labour market and society. Designed to create a dynamic system that prepares individuals for continuous change and emerging challenges, ETHAZI emphasises interdisciplinary and collaborative approaches within a competence-based framework. This article presents a quantitative descriptive study (n = 843) exploring Basque Autonomous Community teachers’ perceptions of the ETHAZI model and its implementation. Findings indicate generally positive perceptions regarding the model itself, problem design and participation, and organisational flexibility. Despite overall favourable perceptions, results suggest areas that may have room for improvement, such as organisational flexibility. The study concludes that, while the ETHAZI model is perceived as valid, enhancements guided by teacher perceptions might be recommended. © 2025 SEFI.

Computer science and technology has become the vital role to change the geological teaching modes. The Xingcheng Geological Teaching Practice of Jilin University, as a pivotal practical component within the Earth Science Division, faces escalating demands for digital transformation in the digital era. This paper describes the educational purpose and the role played by the Xingcheng Geological Practice Platform; in order to extend the Xingcheng Geological Practice Platform, we leverages the Android Studio development framework to construct a mobile App for Xingcheng Geological Teaching Practice. The App employs a GridView widget for categorized functional panel management, integrates a ListView widget for real-time notification display, and establishes a hierarchical route navigation system using an ExpandableListView widget. To meet the requirements for real-time data synchronization, the system incorporates Long Polling technology for instantaneous password management and user status updates, while implementing a secure authentication architecture based on the OAuth protocol. The results indicate that the modularly designed App effectively delivers essential pedagogical functionalities, including route planning, geological phenomenon observation, and data collection. This App provides innovative digital tools for Xingcheng Geological Teaching Practice and offers scalable technical references for similar practical education platforms. Furthermore, we envision scenarios for integrating Xingcheng geological practice with some new technologies. © 2025 IEEE.

Traditional models for analyzing learning ability use simple, single-factor models that cannot be analyzed to impact analyze the key factors that affect learning. Therefore, the study establishes a learning ability optimization model for higher vocational students based on principal component analysis combined with back propagation neural network. By collecting multi-source heterogeneous data such as class activity and discussion activity, and using back propagation neural network to provide students with corresponding optimization of learning ability. The experiment builds its own database of multiple students from higher vocational schools, and the research model has a mean absolute error of 0.23 points in predicting scores when the number of iterations reaches 400, and the root mean square error stabilizes at 0.66 points at the end of the validation set of iterations. In the comparison of the optimization of the students' scores it was shown that the research model improved the score of student #46 by 12 points. The above results show that the research model can target and analyze the learning ability of higher vocational students one by one, and provide new reference ideas for creating a good academic style in higher vocational colleges. © 2025 IEEE.

The dichotomous key has emerged as an active learning tool that can support both students and teachers in learning and teaching biology. The present study is one of the first to examine the dichotomous key within a STEM-integrated active-learning framework; it aimed to investigate the impact of this tool on students’ knowledge, retention, attitudes toward biology, self-efficacy, and also spending time in classrooms. A quasi-experimental research design was employed, involving control (N = 51) and experimental (N = 140) groups selected from five different schools (N = 191) with varying knowledge levels. Pre-, post-, and retention tests were conducted. The findings show that the dichotomous key significantly enhanced knowledge, attitudes toward biology, and self-efficacy, particularly among low-achieving students. The tool also promoted student-centered learning by increasing peer interaction and reducing teacher-led questioning. Moreover, although both the experimental and control groups exhibited overall score increments, the experimental group showed stronger associations with achievement, attitude, and self-efficacy. These findings suggest that the dichotomous key can serve as an effective and sustainable STEM-based active-learning tool, particularly for enhancing engagement and academic development among diverse student populations. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

The pharmacy profession has evolved globally from traditional product-focused roles to patient-centred healthcare services. In India, while pharmacy education has made strides in various sectors, patient-oriented services remain insufficient, highlighting the need for competency-based education (CBE) aligned with international standards. To investigate stakeholder perspectives on competency-based pharmacy education in Southern India and understand barriers to implementation, with specific focus on the International Pharmaceutical Federation (FIP) developmental goal number 5 regarding competency development. An exploratory cross-sectional qualitative survey was conducted among pharmacy professionals across various sectors. Data was collected through web-linked open-ended questionnaires distributed via email, using purposeful and snowball sampling. Thematic analysis was employed following FIP Goal 5 framework, incorporating both deductive and inductive approaches. The study included 28 participants from diverse pharmacy sectors, with 57.1% male and 42.9% female respondents. Key themes emerged around workforce development, practice enhancement, and scientific advancement. Stakeholders identified critical gaps in current pharmacy education, including insufficient practical training, limited industry exposure, and outdated curriculum designs. The findings highlighted the need for integrating modern technologies, enhancing clinical training, and developing structured assessment tools. Participants emphasized the importance of balancing theoretical knowledge with practical applications and suggested implementing a comprehensive wellness program for pharmacy professionals. The study reveals significant opportunities for reforming pharmacy education in India to meet global standards while addressing local healthcare needs. Recommendations include curriculum modernization, increased industry collaboration, and enhanced practical training. Implementation challenges identified include time constraints, insufficient trained staff, lack of public awareness, and regulatory barriers. These findings provide valuable insights for educational institutions and policymakers in developing a robust, competency-based pharmacy education system in India. © RJPT All right reserved.

With the continuous growth of tourism, there is an increased need for qualified human resources. High turnover rates of employees working in tourism and hospitality have been reported in the literature, occurring frequently in the first years working in those industries. Career expectations and work conditions have been indicated as possible causes for this. For many undergraduate students, internships are the first professional contact and can play a role in shaping career expectations. The aim of this study is to perform a bibliometric analysis of scientific production dealing with these issues, namely internships or career expectations in the context of undergraduate students in the areas of hospitality and tourism. The Scopus database was used to search and collect papers and R Studio software, with the Biblioshiny platform, was used in the analysis. A total of 270 scientific articles were exported, and content analysis was applied to the 10 most cited articles. It was verified that there has been an increased interest in these topics since 2018, with 50% of the production being from this period. The top production country was USA, followed by China. The journals that published the most were Journal of Hospitality, Leisure, Sport and Tourism education, and Journal of Hospitality and Tourism education. The keyword used with more frequency was internships. Positive and negative points are mentioned about working in the hotel and restaurant sector, and it becomes clear that knowing students’ expectations makes it easier for them to be welcomed by the employer. The importance of internships is highlighted, although a lack of enthusiasm among the students is noticed. A number of future studies are indicated by various authors. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

In Uganda, students with disabilities are offered specially designed technical and vocational education and training (TVET). To assess the impact of TVET programmes on the self-esteem, frustration levels, and social perceptions of students with disabilities, a mixed-methods approach was employed to analyze the effects of TVET schools in Bunyangabu, Kasese, and Bundibugyo in western Uganda. Quantitative data were collected through surveys of 150 students with disabilities and 400 students without disabilities at these schools as well as through focus groups and key informant interviews with students (with and without disabilities), principals, teachers, representatives from associations for persons with disabilities, and government officials. The results indicated that students with disabilities in TVET schools reported lower self-esteem than students without disabilities. However, students with disabilities tended to experience low levels of frustration regarding their conditions because their vocational education increased their overall self-confidence. Meanwhile, students without disabilities began to gain more positive perceptions of their peers with disabilities after observing their skill development in specific sectors. These findings suggest that TVET programmes can play a vital role in improving the self-confidence, perception, and social inclusion of persons with disabilities by enhancing their skills and ensuring their economic independence. © 2025 Informa UK Limited, trading as Taylor & Francis Group.