Search Results for
"learning"

The study explores the integration of intelligent web scraping techniques to enhance the internship matching process within internship management systems. The increasing demand for internships necessitates timely and efficient intern matching, a task that conventional manual techniques need help with due to its complexity and time-consuming nature. Intelligent web scraping algorithms and machine learning techniques analyze extensive datasets to match interns with businesses based on competencies, interests, and professional objectives. The integration leverages natural language processing to extract relevant information from internship listings and candidate profiles, enhancing the precision and effectiveness of the matching process. Additionally, clustering and matching algorithms refine recommendations, pairing students with opportunities that fit their competencies and career objectives. However, implementing intelligent web scraping raises ethical concerns, particularly regarding data privacy and algorithmic bias. Ensuring the ethical utilization of these techniques is critical for fair and unbiased internship matching. The research addresses these ethical considerations while proposing a framework for integrating intelligent web scraping into existing systems. The study reviews the literature on web scraping and machine learning in internship management, critically analyzing and synthesizing past research findings to demonstrate the efficacy of these techniques over conventional methods. The study also introduces a theoretical model for effective internship matching, investigating intelligent web scraping and machine learning techniques to optimize the process. Additionally, it examines the benefits, challenges, and limitations of integrating these techniques. The proposed intelligent web scraping approach simplifies internship matching, aligns student strengths with opportunities, enhances onboarding efficiency, and bridges academic learning with practical application. © 2025 by the author(s).

The book is advocating for new inclusive curriculum and assessment initiatives. New inclusive education initiatives will encourage inclusive education practitioners from Early Childhood Development to post-school to focus on the inclusion of the full range of diverse learning needs. A key responsibility of different role-players in curricula and assessment is to provide curricula, assessment and instructional support to public adult learning centres, full-service schools, resource centres and further education institutions in the form of comprehensive learning programmes, learning support materials and assessment instructions. The book will equip every reader with skills, knowledge and experience to review and improve curricula and assessment in order to expand learners’ participation in different education settings. © 2025 by Mbulaheni O. Maguvhe. Published by Koninklijke Brill BV, Plantijnstraat 2, 2321 JC Leiden, The Netherlands.

Apprenticeship pathways are widely recognised as effective for earning while learning and acquiring practical and theoretical skills on the job. The rise of consortia-led apprenticeships reflects growing recognition by educational institutions, government bodies, and industry of the benefits of combining work, learning, and academic awards. However, there is a notable lack of published literature on the unique experiences of apprentices in third-level education, particularly in consortia-led supply chain programmes. This study seeks to fill that gap by offering insights to establish best practices and enhance the success of the supply chain apprenticeship programme. It examines experiences from 67 apprenticeship learners across various industries. Understanding apprentices’ journeys, from their initial awareness of programmes to the support they receive, while identifying the challenges they face is essential. This research offers valuable insights for all stakeholders to positively influence the effectiveness of future consortia-led supply chain apprenticeships. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Augmented Reality (AR) is one of the innovative technologies in supporting the visual presentation of materials that are close to their original form. Realistic simulation in Continental Food Course learning is one of the urgency in supporting students’ understanding of concepts. This research aims to design AR products that are practical and effective in improving student’s understanding of concepts in learning the Continental Food Course. This research uses the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The instruments in this study consist of validity, practicality, and questions. Participation in this study consisted of 5 experts who played a role in validating the product and 17 students who were involved in practicality tests and effectiveness tests on learning. At the analysis stage, problems were obtained in the form of the unavailability of interactive learning media. At the design stage, a storyboard design of the AR product has been obtained. At the development stage, AR products were produced for the Continental Food Course material. At the implementation stage, it was informed that the results of the validity test of the product were 0.93 in the valid category, and the results of the practicality test were 80.53 in the practical category. At the implementation stage, information was obtained that AR products were able to effectively improve student learning outcomes at the Continental Food Course. Overall, the products developed have been valid, practical, and effective in supporting students’ understanding of the Continental Food Course material. AR contributes to the learning of the Continental Food Course. Other researchers can investigate the effects of AR on the influence of 21st-century skills and students’ interest in learning. © 2025 by the authors.

Project-based learning (PjBL) is a valuable approach that promotes a love of learning, cultivates critical and creative thinking skills in children, and offers proven benefits for educators, ultimately improving early childhood education outcomes. This study aims to address the following research questions: (1) What are the perceptions of early childhood educators in Indonesia regarding the implementation of PjBL? (2) How do these perceptions differ based on educators’ teaching experience and familiarity with PjBL? (3) What role does school contextualization, including infrastructure, facilities, and administration, play in effective PjBL implementation? (4) How does parental involvement influence PjBL implementation as seen by educators? To investigate these questions, this study utilizes a quantitative strategy employing a survey method. The research findings indicate that Indonesian early childhood educators possess favorable perspectives on the implementation of Project-Based learning (PjBL) and report beneficial teaching experiences following four years of practice. Furthermore, the study underscores the critical importance of the school context—encompassing infrastructure, facilities, and administrative support—in facilitating effective PjBL implementation. Additionally, the findings highlight the significant influence of parental involvement, wherein parents contribute to the success of children’s PjBL experiences by fostering a supportive home learning environment, enhancing motivation and interest, and supplying essential resources. These findings suggest that parents play a crucial role in facilitating their children’s success with PjBL. While most teachers have a positive view of PjBL, recognizing its benefits in skill enhancement, they also encounter challenges such as limited training, resources, and classroom management, which warrant further investigation. Educators with more than four years of experience with PjBL tend to view certain aspects more positively, emphasizing the importance of adequate practical preparation. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The purpose of this study was to describe university students' beliefs from their experience using neuroeducation strategies that promote participation during classes. This study was conducted in a qualitative paradigm and used a phenomenological method to understand the beliefs and experiences of students. Data were gathered through interviews based on a script, involving participants from a Digital Animation course at two Peruvian universities. Five neuroeducation strategies were implemented, focusing on understanding their impact on participation. The findings revealed that students show a favorable belief of these strategies; particularly valuing gamification, as it allows students to engage playfully in class activities, improving their performance. However, cooperative learning presented challenges, because of the low levels of participation and lack of commitment from some group members. The conclusion of this study is that neuroeducation strategies promote participation and performance when applied with balance and suitably to student needs. Teachers have a significant role as facilitators to promote participation in classes, by applying these strategies to create an engaging environment for learning. Practical implications emphasize the significance of integrating gamification into teaching strategies to promote participation and addressing group dynamics in cooperative learning to ensure fair contribution. These insights can be valuable for teachers and institutions in implementing effective neuroeducation strategies. © 2025 by the authors; licensee learning Gate.

The study aims to develop and examine the Project-Building Information Modeling (Pro-BIM) instructional strategy in improving BIM literacy for students in the fields of architecture, engineering, and construction. The participants consisted of two industrial BIM practitioners, two CEE instructors and 28 students enrolled in designed course were selected purposively for convenient sampling. This study adopted Design-Based Research (DBR) method. Data collection techniques included: (1) observation, (2) interview, (3) FGD, (4) test, and (5) documentation. Qualitative data analysis techniques were data collection, data presentation, and conclusion while quantitative data analysis techniques included descriptive analysis. The results indicated that: (1) analysis and exploration were literature review, design analysis, cost, and sustainability, (2) design and construction included six steps of Pro-BIM and the increasing of student’s BIM literacy, and (3) evaluation and reflection included FGDs producing positive perceptions of students, lecturers, and educational practitioners. This study concludes that the Pro-BIM learning strategy is effective in improving BIM literacy among AEC students through the integration of BIM technology into relevant courses. The study indicates that the integration of Pro-BIM learning strategies into the AEC higher education curriculum improves student’s understanding and skills in applying BIM technology. © 2025 TEMPUS Publications.

This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. © The Editor(s) (if applicable) and The Author(s) 2025. This book is an open access publication.

The COVID-19 pandemic has indeed impacted societies across the globe in a unique and multifaceted way. Unlike wars, recessions, or natural calamities, which tend to affect specific regions or populations, the pandemic caused a global disruption, with different regions experiencing varying levels of crisis and response. The pandemic has brought about unique challenges for the educational system, especially in countries like India, where issues like poor internet connectivity, lack of familiarity with technology, and unsuitable learning environments have exacerbated the difficulties. There is an urge to move the teaching and learning process online. Thus, it is worth investigating the students' performance in online teaching. It provides insight into how the course learning outcome values are achieved during a pandemic. In this article, the assessment of course-level outcomes on professional college final-year student subjects is being studied and considered. Each examination has been considered based on defined learning outcomes. The study was conducted for two consecutive academic semesters. One is pre-COVID-19 and the other is post-COVID-19. A fuzzy mathematical tool measures the course learning outcome (CLOs). The result shows that the effectiveness of online teaching during COVID-19 can be achieved based on the CLOs. The impact of CLOs depends on the student's performance. This kind of analysis could yield useful insights for educators and policymakers on the effectiveness of online education during crises like the COVID-19 pandemic. By understanding the factors influencing students' ability to achieve CLOs online, the study can help design better support systems, tools, and strategies for future digital learning. © Bharati Vidyapeeth's Institute of Computer Applications and Management 2025.

Young people today often complete several internships before starting their full-time careers. Although there are various perspectives on internships based on different academic traditions, the specific topic of motivation in internships from a sociocultural perspective is rarely examined. This study explores the internship experiences of 18 students and graduates in the UK, using the concept of motive from cultural-historical activity theory. It identifies two main motivational orientations among interns regarding their work in internships (i) an orientation towards exploring professional practice to gain insights into personal aspirations and preferences, often described as ‘tasters’ or ‘try before you buy’ experiences; (ii) an orientation towards learning to work as a novice professional and preparing or competing for full-time roles, commonly referred to as ‘a foot in the door’ in a chosen profession. The study discusses the implications of these findings for vocational learning literature such as the limitations of the apprenticeship model of learning when researching young people’s aspirations and internships. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.