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Industry 5.0 (IR 5.0) is transforming the engineering profession and creating a need for new skills and knowledge. Here are some key areas where engineering education can be adapted to prepare students for the IR 5.0 era: interdisciplinary skills, digital skills, design thinking, entrepreneurship, and sustainability. By adapting engineering education to meet the needs of the IR 5.0 era, educators can prepare students for careers that leverage the latest technologies and enable them to make a positive impact on society. Additionally, industry-academic partnerships can help bridge the gap between academia and the workforce by providing students with real-world experiences and opportunities to work on cutting-edge projects. © The Institution of Engineering and Technology 2025. All rights reserved.

This research aims to measure the influence of green technology competencies (GTC), sociocultural norms (SCN), and perceived long-term benefits (PB) on green technology use behavior (UB) in vocational education and learning. In addition, the mediating role of PB is also tested to bridge the indirect influence of GTC and SCN on UB. Expost-facto research was conducted in vocational education, involving 531 participants who voluntarily joined as teachers and students and had specific criteria tailored to their needs. Data collection was assisted by using a closed questionnaire with four Likert scales, which had been tested for validity and reliability. Structural Equation Modeling was used to analyze data through path analysis and bootstrap methods. This research proves the importance of PB in playing a crucial role as a determinant of UB on teachers and students. This research also provides an essential insight into how GTC and SCN play a significant role in growing PB and determining UB. These results provide an essential signal, especially for vocational education, to balance the power of competence and foundations to stimulate the growth of solid behavior to use green technology sustainably. The synergy between various stakeholders and sociocultural communities is an important key that must continue to be pursued. © 2025 Malque Publishing. All rights reserved.

Blended learning has sharply increased in Bangladesh due to the COVID-19 pandemic. In blended learning, attaining the expected effectiveness is challenging and necessitates the identification of the factors that affect its efficiency. Therefore, the objective of this study is to identify the significant factors in effective blended learning in Bangladesh. After thoroughly examining existing literature, this paper introduces a new theoretical model to facilitate effective blended learning. The data were gathered from 303 university students in Bangladesh. We used random sampling for data collection and the structural equation modeling (SEM) for data analysis. The study identifies that students’ motivation, satisfaction, knowledge construction, and performance directly influence the effectiveness of blended learning. Besides, it reveals the significant but indirect association of attitude, computer self-efficacy, social support, interaction, and technology quality with the efficacy of blended learning. We suggest that using good technological tools and providing social support can enhance students’ motivation, satisfaction, and knowledge construction. The findings are valuable to achieving Sustainable Development Goals 4, 12 and 13. © The Author(s) 2025.

Purpose: Various studies have been conducted to explore the factors that are important to be considered for the effectiveness of construction contract administration (CCA) but lack in the context of graduate architects. The purpose of this study is to identify factors influencing the effectiveness of graduate architects in CCA and possible methods to enhance their work efficiency through developing the relevant skills in a changing construction environment. Design/methodology/approach: This paper identified the factors that influence the effectiveness of graduate architects in CCA through the quantitative methods. General skill elements that are perceived as essential for the effectiveness of CCA had been investigated through a survey of graduate architects in the construction industry. One hundred and twenty-seven completed questionnaires returned were analyzed and tested using descriptive analysis and relative important index (RII). Findings: The result from the study showed that the factors influencing the effectiveness of graduate architects as CCA are building construction skills, design management skills, project management skills, soft skills and dispute resolution skills. Originality/value: The contribution of this study can be utilized for developing models/tools in the future that would improve the work performance of graduate architects in CCA. Educators may utilize this study to improve their syllabus to cater to the market's demand and facilitate students' entry into the labor market. © 2023, Emerald Publishing Limited.

This paper presents an analysis of learning outcomes presented within the Engineering subject specification that caters to students between the age of 12–15 years in the Republic of Ireland. The subject is the result of a recent curricular reform that included a redesign of all mainstream subjects delivered in the first 3 years of second-level schooling in Ireland. The study investigates the alignment between stated aims of the subject and its corresponding learning outcomes using content analysis methodology. Learning outcomes are categorised in alignment the Tuning-AHELO Framework, which outlines competencies associated with the engineering profession. Findings reveal both alignment and divergence between the aims of the subject specification and the included learning outcomes. When considered within the categories defined by the Tunning-AHELO Framework, learning outcomes exhibit a distinct focus on ‘Engineering Practice’, which is centred on manufacturing activities. Comparatively, few ‘Engineering Science’ and ‘Design’ learning outcomes were observed. The findings are considered within the ongoing reform of the subsequent Senior Cycle Engineering curriculum with a view to enhancing alignment with broadly established engineering competencies and supporting future curriculum development. ©, Engineers Australia.

Introduction: The challenges that Vocational Training must face, the abandonment of studies, the deficit in skills for lifelong training, and the lack of initiative for self-orientation, have led to formulating the general objective of this study: Analyze the perceptions of the students, in relation to professional orientation, through the project-based learning methodology, in the initial training for teaching of the Vocational Training cycles, in the students of the University Master's Degree in Teaching. Methodology: Quasi-experimental methodological design, implementing project-based learning (Cronbach's Alpha α=.797), in a non-probabilistic sample of 42 students (n=42), University of Zaragoza (Spain). Results: The capacity for analysis is averagely low in 95% of the students, however the Pearson correlation between the communication and analysis variables is high, r=.937. Discussion: The technological and digital progress of the post-industrial society must review professional orientation by interpreting labor market information and the evolution of skills. Conclusions: The main finding of this research is related to the lack of prospective analysis of students in relation to the National Catalog of Competency Standards. © 2025, HISIN (History of Information Systems). All rights reserved.

A student’s level of digital competence affects aspects of their academic life such as progress and performance or access to degrees. This research is based on a descriptive and inferential quantitative methodology, with a survey design aimed at collecting information on an initial group of 909 participants, from different educational levels, of which the responses of 725 undergraduate students were finally analysed. The results show that women are the group with the highest mean scores, although more than half of the respondents of both genders have a high mean score. No significant differences were found when analysing the different regions of Spain based on gender. Nor were differences found when contrasting degree subject area and gender, or when grouping degrees according to whether they are included in the STEM subject block or not. Differences were appreciated in certain digital competence literacies when gender and average grade are taken into account. These results may represent an indication of a change in the digital divide identified over the past few years by various authors. The findings indicate that, while there is a need to strengthen equity in digital competence training between genders, there may be more factors influencing students' perceptions of their level of competence. © 2025, Ibero-American Association for Distance Higher Education (AIESAD). All rights reserved.

Introduction: The Service-Learning methodology promotes the comprehensive development of the student, strengthens professional competencies and civic engagement, optimizes teaching, and links the university with the community, aligning with the EHEA and the SDGs. Methodology: With the main objective of fostering meaningful learning and civic engagement among students by addressing real challenges in the community through the planning, implementation, and reflection on service projects that generate a positive impact both on students and the community, the Service-Learning methodology is used in two university courses at the International University of Valencia. Results: Five projects have been created following the Service-Learning methodology, and in the Educational Research course, 100% of the students have passed with 67.85% scoring above 7. Discussions: Authors like Hovey (2011) emphasize the importance of the real context in Service-Learning for the consolidation of learning, also reflecting that a positive impact on the community generates more meaningful learning. Conclusions: Service-Learning promotes civic engagement by involving students in projects that address real needs of the school community. © 2025, HISIN (History of Information Systems). All rights reserved.

The purpose of this study is to design a creativity assessment device that is valid and reliable and able to provide opportunities for students to evaluate their abilities. This research is development research using development methods with ADDIE stages. This study uses a quantitative descriptive approach. Non-test self-assessment worksheets are used in the creation of creativity tools. The validity of the data was assessed by the expert's team with assessment aspects covering material, construction, and language aspects. The Aiken equation with the coefficient V Aiken is used as a decision rule in determining the validity of the instrument. This study involved 5 expert teams and 72 building engineering vocational students in Surakarta as research respondents. The results showed that the self-assessment-based creativity assessment instrument was valid and reliable so it was suitable for use by vocational students. This study provides a significant contribution to educational assessment in vocational schools, especially in the aspect of creativity needed to support entrepreneurship. The existence of a valid and reliable self-assessment-based creativity assessment instrument allows students to better recognize and develop their creative abilities independently. This instrument also provides insight for teachers and institutions in designing teaching programs that are more in line with the needs of increasing creativity. The results of this study have the potential to direct educational policies that emphasize the development of creative and entrepreneurial skills in vocational schools, which can ultimately improve the quality of graduates so that they are ready to compete in the world of work and entrepreneurship. © 2025, Qubahan. All rights reserved.

This study explores teachers’ perceptions and practices of green pedagogies in fostering eco-literacy among students across diverse educational contexts in Africa, Europe, and Asia. Data were collected from an online questionnaire completed by 90 university educators from various disciplines, and we employed an interpretivist research approach. Thematic analysis revealed five key areas: definitions and understanding of green pedagogies, practical implementation strategies, fostering active citizenship, emotional impacts of eco-education, and perceived effectiveness of these approaches. Findings highlight that educators recognize the necessity of integrating sustainability into curricula and actively employ innovative methods, such as project-based learning and outdoor exploration, to engage students. However, challenges, including an exam-oriented culture and resource limitations, impede effective implementation. This research contributes significantly to the literature on environmental education, shedding light on teachers’ perspectives that have been historically overlooked. It emphasizes the need for enhanced professional development and institutional support to cultivate eco-literacy, promoting responsible environmental citizenship in an increasingly complex global landscape. The insights gained from this study offer actionable strategies for educators and policymakers, reinforcing the importance of embedding eco-literacy within educational frameworks. These insights could inform the design of targeted professional development programs to enhance eco-literacy. © 2025. Arthur William Fodouop Kouam.