Search Results for
"education"

A diverse classroom necessitates a review into a traditional instructor-student relationship to facilitate learning. Thus, the study aims to examine the influence of external feedback on learning in a diverse classroom. The focus is on former students who previously participated in the DevLAB, initiated by Oulu University of Applied Sciences (Oamk) in Finland during 2012 to 2019. The survey is developed to examine the interrelationship among the three components: attitude, external feedback and learning and development after their graduation while the analysis involves the use of Linear Structural Relations (LISREL) program, Path Analysis and Factor Analysis. 57 former students with diverse educational background and nationalities have participated. Their education backgrounds and nationalities are diverse. The finding shows that external feedback as well as attitude contributes positively to learning and development. Specifically, active use of external feedback significantly strengthens learning in a diverse classroom. Future research is suggested to extend the findings. © © 2025 Inderscience Enterprises Ltd.

The research aims to examine the landscape of studies concerning innovative behavior in educational settings through a bibliometric analysis, focusing on identifying major themes, influential research, and knowledge dissemination patterns over the period from 1980 to 2023. The study employed bibliometric analysis tools including VOSviewer and R's bibliometrix package to analyze 221 studies indexed in the Scopus database. This approach allowed for mapping the network of citations, co-authorship, and keyword occurrences, providing a comprehensive overview of the field's intellectual structure. Findings indicate a growing body of literature with significant contributions from various countries, with the Netherlands, the USA, and the UK leading in citations. Analysis showed increasing research collaboration and thematic evolution from basic educational innovations to complex interdisciplinary studies involving psychological empowerment and transformational leadership. The research highlighted the increasing complexity and connectivity of studies over time, underscoring the evolving nature of innovative behaviors in educational institutions. It also identified key gaps in the literature, particularly in the integration of new pedagogical technologies and methods. The results emphasize the need for continued exploration of how innovative behaviors can be fostered in educational settings to adapt to ongoing changes in educational demands and technologies. © 2025 The European Association for the Advancement of the Social Sciences.

This study explored one preservice teacher education program through the perspective of andragogy, a framework traditionally associated with adult learning. Conducted at a college of education in Beirut, the research is based on semi-structured interviews with 24 undergraduate student-teachers in their final year of a bachelor’s degree program. The thematic analysis revealed significant misalignments between the program’s design and andragogical principles, particularly in relation to learner autonomy, reflective practice, and intrinsic motivation. The findings underscore the necessity of reimagining teacher education not merely as a credentialing process, but as an active space for professional formation, where prospective teachers are empowered to shape their own learning paths and engage critically with the intersection of their lived experiences and academic content. To this end, the study advocates for a transformative approach that unboxes learning beyond accreditation, integrates professors with K-12 teaching experience, and fosters a culture of ongoing professional development. These recommendations not only offer pragmatic solutions for improving the program but also contribute to the broader discourse on how teacher preparation programs worldwide can evolve to cultivate reflective, self-directed professionals capable of traversing the complexities of modern educational landscapes. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study developes and validates an Automation Studio-based critical thinking assessment instrument for electrical engineering students, focusing on the ladder diagram concepts in automation control systems. The multiple-choice instrument emphasises the significance of critical thinking in engineering education, particularly in the design and analysis of logic control systems. A quantitative methodology was employed with content validation conducted by experts, in addition to construct validity and reliability analysed statistically using SPSS. Out of the 45 items, 35 were deemed valid with item correlation values exceeding the significance threshold (r > 0.3). The reliability, measured using Cronbach's alpha, was 0.926, indicating excellent internal consistency. Difficulty levels and question differentiation confirmed the efficacy of the instrument in assessing critical thinking skills. This study contributes to the development of technology-based critical thinking evaluation tools that are appropriate for contemporary engineering education. Future research directions include adapting the instrument to other engineering disciplines, and refining it through broader population testing.The findings underscore the relevance of validated and reliable instruments for fostering critical thinking among engineering students. © 2025 Endryansyah Endryansyah et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.The article is published with Open Access at https://www.temjournal.com/

This study aims to examine the impact of using Programmable Logic Controller (PLC) training kits on students’ PLC programming competencies, with particular emphasis on the role these kits play in enhancing creative thinking skills. The 21st This preliminary study employed a within-subject experimental research design, specifically a factorial design, involving two groups of participants: a control group and an experimental group. The control group used simulation software, whereas the experimental group engaged with physical PLC training kits. The subjects were 238students from five universities in East Java, Indonesia, control group (116) and experimental group (124). There was a difference in students’ creative thinking between the high and low creative thinking student in PLC programming test score, on both learning media. However, there was no interaction between the kind of learning media and the level of creative thinking. Training kits did have a positive effect on outcomes of learning, and creative thinking appeared to outweigh the type of learning tools with regards to the programming ability. century is recognized as an era of continuous learning, significantly influencing the education sector, particularly in Electrical Engineering education. Graduates are now expected to become not only professional and effective vocational educators but also competent industry practitioners. The same applies here also regarding educational engineering which should address the pedagogical route to enabling creative thinking in students along with actual work tool engagements. © (2025), (UIKTEN - Association for Information Communication Technology education and Science). All rights reserved.

The article considers the issue of the application of collaborative learning techniques in the process of professional training of IT specialists at higher education institutions. Based on the analysis of scientific publications, it is shown that the theoretical and applied aspects of collaborative learning are thoroughly developed. Therefore, it is necessary to adapt them to solve partial tasks of the educational process. For this purpose, we have designed a collaborative learning framework for Computer Science students training in the field of database design. The framework contains a description of stages of educational interaction between students and the teacher. The main stages of the collaborative learning framework for training in the field of database design: (1) obtaining of theoretical knowledge and formation of primary practical skills; (2) selection of the subject area; (3) conceptual database design; (4) logical database design; (5) physical database design; (6) presentation of results; (7) evaluation of results. The framework was implemented in the teaching of the bachelor course "Databases and Information Systems"at Bogdan Khmelnitsky Melitopol State Pedagogical University. 30 second-year students of the specialties Computer Science and Vocational education (Digital Technologies) took part in the study. There were no statistically significant differences between the studied groups. At the same time, students who worked in teams gained experience in teamwork, awareness of its advantages and difficulties, and skills in peer learning, self-assessment, and peer assessment. The conducted empirical research has shown that the application of collaborative learning techniques has significant educational potential for developing IT students' abilities to teamwork. © Published under licence by IOP Publishing Ltd.

To better apply information technology in vocational education and enhance the quality of skilled talent training, the article constructs a dual-coding analysis framework for higher vocational classroom teaching behavior. It conducts S-T analysis and classroom interaction matrix analysis on nine high-quality higher vocational classrooms characterized by information technology empowerment, refining the teaching models of high-quality higher vocational classrooms under different course types. Then, using lag sequence analysis, it identifies typical teaching behaviors and the characteristics of teaching behavior sequences. Finally, the article proposes strategies to optimize information technology-enabled higher vocational classrooms from three aspects: the creation of teaching environments, the construction of teaching strategies, and the development of teaching resources, with the aim of optimizing teaching efficiency and improving the quality of talent training. © 2025 IGI Global. All rights reserved.

This paper examines the lived experiences of vocational education and training teachers during and post-COVID within the context of adult and lifelong learning, as many of these individuals are mature-age learners returning to education or seeking career transitions. The study explores how VET teachers navigated ethical dilemmas in decision-making while balancing professional standards, student welfare, and institutional pressures, revealing critical gaps in support systems and the impact on teaching quality within Australia’s unique competency-based VET framework. The paper uses a qualitative phenomenological approach grounded in situational ethics theory to understand teachers’ experiences of navigating unprecedented ethical challenges in their professional practice. Teachers encountered complex ethical dilemmas as they attempted to balance professional standards, student welfare, and institutional survival during unprecedented circumstances. The application of situational ethics proves particularly illuminating in understanding how teachers experienced moral distress when forced to choose between competing ethical imperativesThere are significant equity implications arising from challenges to teachers’ well-being, as well as considerable consequences for teacher retention. The research investigated experiences of a small number of Australian teacher participants; the topic merits further investigation with larger cohorts both in Australia and internationally. The research provides evidence of confronting situations that shape teacher decision-making, recognising the individually differentiated need for teacher support and development to retain teachers in the profession. The paper argues for finding ways to provide more practical training to produce more confident and industry-ready graduates. Ways to better build teacher and student readiness for uncertainties of a post-COVID future are highlighted. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study investigates the impact of student engagement practices on skill enhancement in community-centric higher education, with motivation examined as a mediating variable. Engagement is conceptualized as a multidimensional construct, including behavioural, emotional, cognitive, and experiential components, along with faculty support and peer collaboration. Data were collected from 500 students across five cities in Uttar Pradesh, India, using a structured questionnaire. Structural Equation Modeling (SEM) was employed to analyze the proposed relationships. The analysis revealed that all engagement dimensions significantly influence motivation, which in turn strongly predicts skill enhancement in students. Experiential learning and peer collaboration showed the highest direct and indirect effects on engagement. Motivation emerged as a key mediator, linking engagement to outcomes such as improved communication, leadership, and critical thinking skills. The model demonstrated strong reliability, validity, and predictive accuracy. The study offers practical implications for curriculum development, faculty training, and institutional policy by emphasizing the value of active, collaborative, and community-based learning practices. Limitations include the regional sample and cross-sectional design, indicating the need for future research using longitudinal and mixed-method approaches across broader contexts. © 2025 Econjournals. All rights reserved.

The challenges of computer science university education in terms of the students' unsufficent awareness of the value of mathematical knowledge and algorithmic thinking for their professional development are discussed in the paper. It is pointed out that significant cognitive facilities of mathematics as a science and as a powerful tool for explorations are applied insufficiently and too abstractly in university training, which does not allow the students to appreciate its great potential for them as future computer scientists. In this connection, exploration activity in the field of polygonal numbers is offered as a sample of integration of algebra, geometry and computation that brightly demonstrates cognitive power of mathematics and its application to real-life problems. The said exploration activity is based on the investigation of various properties of polygonal numbers along with elaboration of proper didactic and computer tools to make students involved in their own investigations of these numbers' characteristics. In accordance with its goals, the paper highlights author's obtained relations among flat polygonal numbers and explorations of their properties as algebraic systems which makes a theoretical framework for the work. Based on this framework, the proper computer models are developed and necessary didactic support for the students' engagement into computational and algorithmic explorations are elaborated and presented. Finally, there were investigated the benefits of the developed tools for the pre-service IT-specialists in terms of their awareness of math and algorithms value in their future professional activity. The levels of formation of the IT-specialists' awareness of mathematical knowledge value for their future career are determined. The survey and monitoring program were prepared and held which showed the changes in the distribution of the computer science students by the levels of the said awareness. The prospects of further research are outlined in terms of doing the empirical research for the verification of the impact of polygonal numbers explorational activity on the students' motivation to learn mathematics and algorithmization. © Published under licence by IOP Publishing Ltd.