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"Students"

This study examines the relationship between soft skills, hospitality internship practices, and hospitality employability skills among Generation Z hospitality students in Thailand. The findings underscore the significant role of soft skills such as communication, teamwork, and problem-solving in enhancing employability within the hospitality industry. Additionally, internships serve as a critical bridge between theoretical knowledge and practical application, refining students' professional abilities and aligning them with industry demands. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), this research highlights the direct and indirect effects of soft skills and internship practices on employability skills. The results also contextualize these findings within broader global trends, including the integration of technology in hospitality operations and the evolving expectations of Generation Z employees, emphasizing the need for educational institutions and organizations to adapt their training programs to a digitally connected, customer-centric industry. While the study's focus on Thailand and reliance on convenience sampling limits generalizability, its insights provide practical guidance for enhancing curricula and workforce preparedness in the hospitality sector. This research contributes to addressing gaps in the literature by offering a comprehensive model that integrates soft skills, internships, and employability, fostering a future-ready workforce. © 2025 The Authors

Prospective informatics teachers in vocational schools (VS) must master content knowledge, pedagogical skills, and technology integration to achieve learning goals. Therefore, informatics teachers in VS need to innovate to increase students' creativity. However, many prospective informatics teachers experience difficulties in this regard. This research aims to develop and implement the Web-Based Microteaching (WBM) model to improve the teaching skills of prospective informatics teachers at VS. This study uses research and development methods with the ADDIE model approach. The research results show that the WBM model effectively improves prospective informatics teachers' teaching skills, especially in planning lessons and practising basic teaching skills. This innovation is a relevant learning solution in the digital era and positively contributes to the professional development of informatics teachers. The WBM model is an innovation to provide a more intensive and structured practical experience by utilizing web technology as the main media. Through web-based learning, prospective teachers can access material, exercises and feedback independently, which is expected to accelerate pedagogical mastery. © 2025 The Authors

The article deals with the problem of modeling classes in the educational process of training bachelor in Information Technology. The article aims to analyze successful practices in the framework of competence-based learning used at leading US higher education institutions and to identify the most effective methods and forms used for high-quality professional training for a bachelor in Information Technology. The authors have analyzed examples of modulated educational situations such as virtual laboratories, real-world projects, research and development activities, and simulation games. Real-life examples of integrating simulation into a course structure at US universities have also been analyzed. The examples have been based on modern approaches to teaching in Information Technology, which allow students to develop the necessary competencies for innovative professional activities and research in this area. The article also highlights the peculiarities of each of the methods of educational situation modeling and specifies their impact on the effectiveness of the educational process. Based on the analysis, further research is planned on the possibility of successful implementation of educational situation modeling in the framework of professional training of students. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Even while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the Chat Generative Pre-Trained Transformer (ChatGPT) introduction. Since its launch in November 2022, writers have discussed its advantages and disadvantages for society. Considering the various applications of this easily accessible instrument, a significant discussion centres on how it affects learning and the academic setting. This paper discusses using ChatGPT for project-based assessments in online teacher education. Therefore, this paper aims to guide lecturers using ChatGPT to challenge students in learning and developing critical thinking abilities through various project-based evaluation methods. The constructivist paradigm was used in this exploratory case study to assess lecturers’ preparedness for project-based assessment, aligning with a qualitative approach. Twelve lecturers with at least five years of Open and Distance e-learning (ODeL) experience were purposefully selected, and data was gathered via e-mail questionnaires focused on project-based assessment. Inductive analysis, a qualitative researcher synthesising and making sense of the data, was used to evaluate the questionnaire-transcribed data. Assessment is a necessary teaching skill, one of the most important critical aspects of teacher preparation. More emphasis on project-based evaluations that emphasise knowledge application should replace traditional, memorisation-based exams. Through project-based learning, students can show that they can apply what they have learned and engage in critical and creative thinking. Findings reveal that academic institutions and individual scholars must prioritise exploring AI technology, such as ChatGPT, and its implications within educational contexts. Moreover, project-based assessments are highly effective in fostering critical and creative thinking. These assessments encourage students to solve problems, collaborate, and apply theoretical knowledge to real-world scenarios. However, many students lack proficiency in project-based skills and struggle to apply knowledge from traditional resources to develop new ideas. Academic institutions should incorporate generative AI technology alongside project-based learning methodologies to prepare students for the rapidly evolving workplace. This approach promotes creative and critical thinking, collaboration, and the practical application of knowledge. © 2025 by the authors.

This study aims to identify and analyze the factors influencing the employment competitiveness of graduates from higher vocational colleges in China and evaluate the impact of targeted programs designed to enhance these factors on graduates' employability. The research involved 17 experts and 100 instructors from Sichuan University of Science and Engineering, utilizing purposive sampling to explore effective career guidance models for improving employment ability. The Delphi technique was applied to synthesize expert opinions on key factors affecting graduate employment competitiveness. Additionally, a sample of undergraduate students participated in the study, with data collected through questionnaires. The findings demonstrate the transformative potential of focused career guidance programs, showing a significant improvement in students' employability post-intervention. These results emphasize the importance of targeted initiatives that equip students with the necessary skills, resources, and career insights to succeed in the job market. By bridging the gap between academia and industry expectations, such programs play a crucial role in preparing students for a smooth transition from university to the professional world, helping them secure meaningful employment opportunities. © Authors retain all copyrights.