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Serious criticism of didactic intellectualism in the past resulted in a range of pedagogical approaches to Work-based Learning as a response to this issue. A comparative overview of the development of work-based learning over time is presented in this article. Additionally, a temporal approach to work-based and workplace learning is explored. We see the change of WBL from being one part of individual pedagogical approaches to becoming part of policy recommendations. Finally, a discussion of the didactic features of contemporary Work-based Learning clearly positions it as a didactic model. The paper stresses the importance of WBL as a didactic model that is appropriate in all student-centred classrooms, regardless of the level of education. © The Author(s)

The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantita-tive approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped stan-dardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students. © 2024 by the authors of this article. Published under CC-BY.

The cryptography course has a mathematical basis and involves programming algorithms in the creation process while the implementation utilizes a programming language. Cryptography has been widely implemented in everyday life. However, the interest and learning outcomes of students in cryptography courses have not met expectations. Process-oriented guided inquiry learning (POGIL) models integrated with metaphor. The POGIL metaphorming model is a student-centered learning model directed at active and creative thinking processes. One of the important processes in this stage is to develop a preliminary form of the product, conduct preliminary field testing, make the main product revision, conduct the main field testing, and perform operational product revisions. Based on the findings from the initial stage, an integrated learning model was developed for the cryptography course. Data for the model validation stage included model books, textbooks, lecturer’s guides, and student guides, calculated using content and construct validation techniques. Analysis of validity test data involves calculating the average score of all validator answers using Aiken’s coefficient v. The study results indicated that the model learning POGIL metaphorming is validly designed to enhance student learning processes and outcomes in cryptography courses. © 2024 by the authors of this article.

This article aims to describe the institutional and pedagogical factors of vocational education and training (VET) provider practices targeted to empower vulnerable students to learn and be employed in Lithuania and Latvia. The research methodology and design are based on the comparative study approach involving desk research, case studies and by applying focus group interviews with representatives of the VET institutions’ teaching, support and administrative staff. The research revealed the central role of VET teachers and other teaching staff members in empowering at-risk VET students, as well as the issue of staffing levels and building capacity needs when empowering an increasing volume of at-risk students in VET schools. These schools seek to empower students by abandoning standardization and the narrow specialization of skills and increasing the use of the individual approach in pedagogical practices. Emphasis is placed on expanding the scope and individualization of the applied pedagogical practices for at-risk students. Increased attention is being paid to the living conditions of at-risk students outside school; addressing students’ social problems, the development of key skills and attitudes, coaching and methods of individual co-operation. © 2024, Penerbit UTHM. All rights reserved.

At this stage, there are problems of disconnection between theoretical knowledge and practice and lack of coherence and progression in the teaching of basic courses for design majors. The teaching of basic courses for design majors is an important part of design disciplines. Improving the teaching effect of basic courses of design majors is conducive to cultivating students’ design thinking and improving students’ creative ability. Under the traditional teaching mode, the teaching of the basic courses of design majors excessively pursues the cultivation of skills, ignoring the cultivation of students’ imagination and creativity. Students are not very motivated to study the basic courses of design majors. Therefore, this article studied the application of intelligent multimedia Project-based Learning (PBL) teaching mode in the teaching of basic courses of design majors and analyzed the intelligent multimedia PBL teaching mode from five aspects: students’ interest in learning, teamwork ability, learning efficiency, academic level, and satisfaction. Research showed that under the intelligent multimedia PBL teaching mode, students’ interest in learning has increased by 4.37%, teamwork ability has increased by 5.07%, learning efficiency has increased by 4.65%, academic performance has increased by 5.85%, and student satisfaction has also increased. © 2024 Copyright held by the owner/author(s). Publication rights licensed to ACM.

This opinion piece investigates the evolution of Singapore’s education system through the integration of Competency-Based Education (CBE), driven by global economic changes and the country’s vision for a future-ready workforce. It explores how CBE’s focus on mastery over rote learning prepares learners for real-world challenges, fostering critical thinking and adaptability. Anchored by policies like SkillsFuture and collaboration with industry, this article examines Singapore’s commitment to lifelong learning and skill mastery, enhancing employability and resilience among Singaporeans. The discussion contributes to educational reform, highlighting Singapore’s innovative model that aims to equip learners with the competencies needed to thrive in the 21st century. By analysing current trends, implementation strategies, and potential challenges, it provides a comprehensive overview of CBE’s impact on higher education in Singapore, offering insights and recommendations for future developments. © 2024, Kaplan Singapore. All rights reserved.

This article presents novel empirical findings on whether and under what conditions the public supports apprenticeship subsidies paid to training firms during the COVID-19 pandemic. Drawing on the literature on justice research and deservingness theory, we construct an experimental factorial survey among individuals from German administrative records. The findings suggest selective support targeting the neediest firms, for example, small firms and firms strongly affected economically. Furthermore, we find that perceived deservingness is higher for firms offering apprenticeships in an area of skill shortage. Our results furthermore suggest that personal characteristics impact the assessment of the distribution of state support. © 2023 The Authors. Industrial Relations published by Wiley Periodicals LLC on behalf of Regents of the University of California (RUC).

The rise of internships as a form of work experience that students pursue during their degree or after graduation has been accompanied by an upsurge of discussions, critical and favourable, on the role of internships for interns’ employment opportunities. There is a need, however, to understand the learning that goes in internship as for many students internship is a setting where work practices are encountered for the first time. Recently it has been suggested that unaccredited internship can be seen as constituting a separate work activity that needs to be examined in its own right. The aim of this article is to contribute to this literature by focusing on the learning challenges that arise in unaccredited internship and identifying the capacities that interns develop as a result of tackling these challenges. To that end, I identify a set of analytical concepts from vocational learning literature developed to understand the challenges and opportunities associated with learning across contexts (i.e. education and work): horizontal expertise, boundary-crossing, recontextualisation and identity-renegotiation. Then I analyse data on learning in unaccredited internships collected from five focus groups and two interviews (18 interns). A dialogic discourse analysis of focus group and interview discourses revealed that the interns in unaccredited internship developed an emerging capacity to learn and work competently across multiple contexts and to initiate and coordinate subsequent cycles of boundary-crossing between education and work. The paper proposes the notion of “interns’ horizontal expertise” to describe this emerging capacity that arises from learning in unaccredited internship and continues after the internship and explains how this concept differs from other expressions of horizontal expertise in the literature such as the horizontal expertise of seasoned professionals in inter-professional activities and boundary-crossing in work placements. © Crown 2023.

How can university work experiences contribute to reframing International Development from expert saviourism rooted in colonial legacies into a project of social justice and global solidarity? In this article, I propose the design of work-experiential pedagogies that integrate practical work experiences with critical theoretical teaching and an emphasis on students’ experiential knowledge. Such pedagogies call for an expansion of the forms of university work experiences, challenging students to reflect on their manifold personal and institutional locations, to explore the diverse spaces in which work experiences can take place and to experiment with multiple pathways for change. My proposal draws on teaching examples and student journeys at my home university in the UK. © 2024 SAGE Publications.

Post-truth has been widely applied in the wake of COVID-19, to stipulate causes for growing economic and political inequalities, misinformation in digital spaces and disillusionment with political institutions and notions of common/public good, to name a few. To address these concerns, this article constitutes a series of suggestions for how educators might engage with curricula that are embedded with democratic ideals. The first section will provide a brief survey of how various incarnations of the national curricula in Australia have been used as a vehicle for both envisaging a future in Australia and promoting civic participation as a way of fostering an inclusive society. The forms it developed into during the 1980s to the 2010s, however, usually promoted national priorities over localised concerns, such as the aims of individual teachers, schools and curricula. Over the long term, these tendencies have provided the foundation for a shift in educational discourse from generating social capital under the Whitlam government (Lingard, 2000). More recent discourse by contrast has focused on how digital resources can be effectively used, accountability, minimising teacher demoralisation and burnout, maximising student engagement (Dunning, 2022) and tinged with concerns about how constructive critical thinking can be better encouraged (Paterson & Gavrin, 2022). In this article, the structures which catalysed such changes will be contextualised in relation to how post-truth has emerged as a byword for a range of disruptive factors, such as denial of knowledge expertise (Malpas, 1992; Coper, 2022), and how authorities (in governments and media) have pragmatically lied to subordinates (Tesich, 1992; Keyes, 2004; Consentino, 2020). The second part examines how these same conditions have been recently perpetuated through schools being characterised as key to economic recovery, rather than places to regenerate relationships such as those between community-school or curriculum-teacher-student in response to the disruption which has emerged during the COVID-19 pandemic. Lastly, there is a focus on what is being—and could be—done to encourage democratic thinking in an Australian classroom context, as ways of addressing phenomena linked with post-truth by generating cultural and political capital. © The Author(s) 2024. corrected publication 2024.