Search Results for
"Students"

—This research aims to improve students' understanding of Pancasila Student Profile Values by implementing Flipped Learning by combining it with digital teaching materials according to the characteristics of students in elementary schools. In addition, this research also aims to create practical digital teaching materials for elementary school students in Padang City on Civic Education learning. This research uses the 4D development model (Define, Design, Develop, and Disseminate). This study involved a sample of elementary school students in Padang City who measured the practicality of the developed teaching materials assessed through a structured evaluation process. The results showed a high practicality score of 96%, which categorized the digital teaching materials as very practical for use in the classroom. In addition, researchers also measured the impact of implementing these teaching materials on student learning outcomes by obtaining significant results; 87% of students achieved scores above the threshold of completeness, with an average score of 88. The findings suggest that the integration of Flipped Learning with digital teaching materials not only facilitates a deeper understanding of Pancasila values but also positively affects students' overall performance. The implications of this study highlight the potential for further research to explore the long-term effects of digital teaching materials and Flipped Learning on different subjects and levels of education. Future research could also investigate the scalability of these materials in different educational contexts and their effectiveness in fostering critical thinking and civic engagement among students. © 2025, Politeknik Negeri Padang. All rights reserved.

Purpose: This study examines the influence of disciplinary differences and applied practices between architecture and engineering on students’ cognitive and affective responses to online education systems by employing the Technology Acceptance Model (TAM). Design/methodology/approach: A questionnaire addressing the aimed TAM constructs is conducted with 483 architecture and engineering students. Partial least square structural equation modeling (PLS-SEM) is used to test the direct and indirect relationships between students’ attitudes towards using (ATU), perceived usefulness (PU), perceived ease of use (PEOU) and system quality (SQ) based on disciplines’ diverse learning methods and approaches. Findings: This research shows that online education systems’ quality (SQ) influences students’ attitudes toward using (ATU) directly and indirectly. The strongest relationship is observed between system quality (SQ) and perceived ease of use (PEOU), proving that online education adoption is strongly linked to the environment’s quality where applied practices are conducted. Architecture students’ attitude is significantly shaped by the system’s visual and interactional attributes parallel to constructivist and experiential learning. Oriented towards multidimensional problem-solving, engineering students’ attitude is mainly influenced by their efficiency and productivity. Originality/value: This research contributes to the knowledge of technology acceptance in online education by exploring students’ attitudes and the less-examined differences between architecture and engineering disciplines. Emphasizing the impact of system quality on online education concerning applied practices, the study also underlines the possible shortcomings of the generalization of approaches. The findings offer insights into tailoring online education more inclusively and effectively by considering discipline-specific applied learning methods. © 2025, Emerald Publishing Limited.

Industry Cadetship program is a program that assigns penultimate year students to companies matching their profiles, bridging academic learning and industry skills. Manual data analysis for assignments is time-intensive, prompting this study’s objectives: (i) propose an algorithm to optimize student-company assignment by using the student and company profiles, (ii) propose a method for the assignment of lecturers to company, and (iii) use similarity measure techniques to recommend companies with similar characteristics. Data was collected from a university student, company, and lecturer datasets. To assign students to companies, the Haversine, OpenStreetMap, and NetworkX were used to calculate the shortest geographical distance between the students and the companies; evaluated based on mean, variance, standard deviation, and utilization rate. For the lecturer assignment, cosine similarity was applied to measure the similarity between domain descriptions and company or lecturer information after performing Voyage AI embeddings. Lecturers are assigned to companies based on the highest domain similarity scores. The performance was evaluated using accuracy, precision, recall, and F1-score. Findings showed that embedding techniques significantly enhanced the matching process, with accuracy improved from 0.464 to 0.6071, precision increased from 0.417 to 0.5058, recall saw an equal rise from 0.464 to 0.6071, and the F1-score advanced from 0.417 to 0.5264. Longer descriptive inputs further improved performance, with accuracy rising from 0.6154 to 0.7692, precision from 0.5744 to 0.7751, recall remaining steady at 0.7692, and F1-score increasing from 0.5807 to 0.7484. This work can be extended to explore job portal dataset by aligning profiles with geography and specialization. © 2025, Politeknik Negeri Padang. All rights reserved.

This study aims to explore the educational effect of a multicultural environment, namely Tibetan Buddhist culture, Tibetan folk culture and Han culture, on the standard curriculum learning efficacy of Tibetan adolescents and the roles in which their self-related factors, psychological capital and self-cognition. A questionnaire was conducted among 1128 Sichuan Province Tibetan primary and middle school students. It was found that multi-cultures did not directly affect Tibetan students’ standard curriculum learning efficacy. However, they indirectly affected learning efficacy through the completely mediating roles of psychological capital and self-cognition of Tibetan students. Psychological capital and self-cognition have serial mediating effects on the relationship between multi-cultures and learning efficacy. This study explored the influence of multi-culture and self-factors on the learning effectiveness of ethnic minority students, proving that minority culture plays an irreplaceable and unique role in students’ self-development and learning, which has important implications for the development of compulsory education in minority areas. © 2025 Elsevier Ltd

The competency-based assessment has been a significant factor for higher vocational educational institutional performance and this aspect needs researchers’ emphasis. The objectives of the present article are to investigate the impact of staff skills and training and innovation adoption on competencies-based performance assessment (CBPA) of higher vocational educational institutions in China. The study also investigates the moderating role of institutional support among staff skills and training, innovation adoption and CBPA. The study collected the primary data from the students of the higher vocational educational institutions in China using survey questionnaires. The study also employed Smart-PLS to check the data reliability such as convergent and discriminant validity and the relationship among understudy variables. The outcomes revealed that the staff skills and training and innovation adoption have a positive linkage with CBPA. The results also exposed that institutional support significantly moderates staff skills and training, innovation adoption and CBPA. The study guides the regulators in making regulations regarding improving the CBPA using effective staff skills and training and effective innovation adoption. It also provides help to educational institutions in improving CBPA using skilled staff and innovation adoption. © 2025 Conscientia Beam. All Rights Reserved.

Purpose: Although social entrepreneurship has been extensively studied, there remains a scarcity of empirical research on social entrepreneurship literacy. Addressing this gap, the present case study investigates the perceptions of students and teachers regarding social entrepreneurship literacy in a vocational boarding school context. Design/methodology/approach: Data were gathered through focus group interviews and analyzed using interpretative phenomenological analysis, guided by Peredo and McLean’s (2006) dimensions: goals, opportunities, innovation, risks and human resources. Findings: The findings reveal that both students and teachers perceive the five dimensions of social entrepreneurship literacy as pivotal in fostering social awareness and instilling core values. Research limitations/implications: This study contributes to the growing body of literature by offering empirical insights into how students’ and teachers’ beliefs and attitudes towards social entrepreneurship literacy influence their entrepreneurial intentions and practices. Originality/value: By fostering a conducive educational environment for social entrepreneurship, schools can design and implement literacy programs that effectively raise awareness and cultivate entrepreneurial literacy among students and teachers. © 2025, Emerald Publishing Limited.

In this article, we share the process of a long-term community-based participatory action research (CBPAR) project working with Quechua communities in Peru to co-create culturally grounded curriculum materials. We show how policy advocacy, collaboration between Indigenous communities, governments, and social organizations can work to systematically address long-standing social justice issues in education. The project, which has been running since 2016, uses an iterative approach to collaboratively develop quality, culturally grounded educational materials that honors students’ and parents’ lands, identities, cultures, values, needs, and goals. To make these processes scalable, we demonstrate how to identify policy windows and levers for change to bring the knowledge and voices of community members into curriculum content creation, which is historically reserved for people unfamiliar with community realities. We use a multi-pronged, multi-theory, multi-epistemological approach to discuss the practices and considerations we used and learned for forging effective collaborations between community members, educational specialists, and CBPAR researchers, as well as the tensions and issues that have arisen during the project. © 2025 Educational Action Research.

This article examines the teaching and learning practices of the Scrum framework among third-year students pursuing an applied bachelor's degree in Computer Technologies, specializing in Information Systems Development. With a didactic focus, our study explores the challenges encountered in constructing disciplinary knowledge related to Scrum, particularly in the context of real software project development. We find that activity theory is well-suited for this study, as it can enhance collaboration in software development environments and provide tools for an effective cognitive development process. This theory is correlated with a project-based pedagogical approach to identify discrepancies between prescribed activities and those actually undertaken in these projects. These discrepancies highlight the difficulties faced by our target audience and suggest avenues for further research. © 2025 The Authors

The integration of Artificial Intelligence (AI) technologies in the field of education has prompted significant advancements, particularly in the domain of assessment and grading. This research delves into the potential of large language models, specifically OpenAI's ChatGPT, in simulating human-like interactions and accurately grading student assessments. To accomplish its objectives, the study compares the grading performance of ChatGPT with that of human correctors in a sample of second-year university students. The research findings indicate only a moderate correlation between the grades assigned by ChatGPT and those of human correctors, suggesting nuanced capabilities in providing comprehensive feedback and streamlining the grading process. While the study highlights the benefits of AI integration in education, it also addresses potential risks, including the exacerbation of educational inequalities and the limitations associated with AI's automated nature. This research contributes to the ongoing discourse surrounding AI's role in education, emphasizing the importance of striking a balance between AI and human instruction for optimal educational outcomes. © 2024 Taylor & Francis Group, LLC.

Purpose: This study aims to explore the challenges faced by BA students in the Applied English program at the University of Jordan during their practicum experience, focusing on the first semester of the academic year 2022/2023. It seeks to shed light on training environment issues and workplace skills while considering the cultural and economic context of Arab countries, particularly Jordan. Design/methodology/approach: The study employed a qualitative research design using semi-structured focus group discussions. A sample of 24 students were selected through convenient sampling, ensuring accessibility as the researchers are also instructors at the same university. Data collection emphasized ethical considerations, including informed consent and ensuring privacy and confidentiality. Findings: The study identified significant challenges related to the training environments and the alignment of tasks with learning objectives. Familial and cultural factors were found to influence the students’ experiences, highlighting the importance of context-specific support. Recommendations were provided to enhance the practicum experience by improving training site selection, refining tasks and offering targeted support systems. Additionally, the study highlights the potential of virtual training environments as a future area of exploration. Originality/value: This research is among the first to address practicum challenges faced by BA students in the Arab region, with a specific focus on Jordan. By situating findings within the cultural and economic contexts of the region, the study provides unique insights for tailoring support systems and training programs. The results contribute to a better understanding of how to prepare graduates for successful careers in similar contexts. © 2025, Emerald Publishing Limited.