Search Results for
"learning"

In recent years, the use of augmented (AR) and virtual (VR) reality has been gaining popularity in the educational process. Thus, the use of AR or VR improves the educational process using more dynamic teaching methods and promotes a broader understanding of topics by helping students visualize abstract concepts. The possibilities of modern technologies go beyond learning, augmented and virtual reality applications serve as tools that encourage students to acquire practical skills that can be used in everyday life. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This article proposes the use of specialized computer models of measuring instruments using the example of using a measuring computer simulator in the study of the field of “Metrology, standardization and certification”. The purpose of this article is to improve the educational process when studying the basics of measurement in electronic devices by students of educational institutions of higher education. The purpose of the article is to describe the features of the creation and application of specialized computer models of measuring instruments in the form of a measuring computer simulator, which is developed and used in the educational process of the North Caucasus Federal University. The article develops a creative method of vocational training based on increasing the degree of student participation in the educational process. This makes it possible to increase the efficiency of the educational process and the value of innovative educational programs. Since the measuring computer simulator is based on the visualization of measuring instruments and their controls like the original measuring instruments, it has a novelty. The evaluation of the effectiveness of the developed computer-based learning tool in the educational process indicates that with its help it is possible to improve the educational process in relation to the development of students’ competencies in the practical application of measuring instruments and evaluation of measurement results. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

In recent years, competency-based education has been used as an innovative way of teaching to better prepare university students for their profession. One of the methods used within competency-based education are simulations. This scoping review aims to answer the following research questions: “How do healthcare students perceive simulation-based learning?” and “Which simulation types and modalities are used in simulation-based medical education and how is their perception studied?” We searched Scopus, the Web of Science, MEDLINE/PubMed, Embase, PsycINFO/PsyARTICLES by EBSCO Host and the Education Resources Information Center (ERIC) for relevant literature for our data synthesis. We also used repositories of grey literature to search for doctoral theses. The data extraction followed the methodology for scoping reviews designed by the Joanna Briggs Institute. The data analysis included 126 research papers and 6 doctoral theses. The most frequent subject of the studies included in this review were nursing students. Over half of the studies used a quantitative methodology and the majority of them focused on variations of high-fidelity simulations. The descriptive qualitative content analysis and open coding generated the following themes: mock reality, I am a professional, being part of a team and barriers. Healthcare students perceive a wide range of aspects of simulation-based learning, such as the physical environment, level of fidelity, learning process, emotions and awareness of self as a professional. Findings about the ways students perceive and view simulation-based learning can help in the process of designing and revising the curricula at medical schools that use simulations. © 2025 Elsevier Ltd

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training. © 2025 The Author(s).

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.

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.

Background With the increasing availability and use of digital tools such as virtual reality in medical education, there is a need to evaluate their impact on clinical performance and decision-making among healthcare professionals. The Trauma SimVR study is investigating the efficacy of virtual reality training in the context of traumatic in-hospital cardiac arrest. Methods and analysis This study protocol (clinicaltrials.gov identifier: NCT06445764) for a single-center, prospective, randomized, controlled trial focuses on first-year residents in anesthesiology/intensive care, traumatology, and emergency medicine. The study will compare the clinical performance in a simulated scenario between participants who received virtual reality training and those who received traditional e-learning courses for preparation. The primary endpoint is the time to a predefined intervention to treat the underlying cause of the simulated traumatic cardiac arrest. Secondary endpoints include protocol deviations, cognitive load during simulated scenarios, and the influence of gender and personality characteristics on learning outcomes. The e-learning and the virtual reality training content will be developed in collaboration with experts from various medical specialties and nursing, focusing on procedural processes, guideline adherence specific to trauma patient care, and traumatic in-hospital cardiac arrest. Results The results of this study will provide valuable insights into the efficacy of virtual reality training, contributing to the advancement of medical education, and serve as a foundation for future research in this rapidly evolving field. © 2025 Lintschinger et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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.