Search Results for
"education"

—This paper presents the teaching of an educational innovation and digital technology course using project-based learning in an online learning environment. The objective of this research was to examine the efficiency of teaching using project-based learning in an educational innovation and digital technology course. A total of 470 students in a graduate diploma program in teaching at the Faculty of Industrial education, Rajamangala University of Technology, Phra Nakhon, Bangkok, Thailand, participated in this study. A mixed methods design was used to collect data from the students. Data from the students’ projects, questionnaires, and grades were analysed. The results indicate that project-based learning is an effective teaching method in an online learning environment. © 2025 by the authors.

In recent years, there has been a growing emphasis on the application of project-based learning and differentiated instruction within educational environments, as educators increasingly acknowledge their significance in motivating students and creating more interactive learning experiences. This study aims to explore the perspectives of art teachers on the effectiveness of combining differentiated instruction with project-based learning to support students’ understanding in art. Using a sequential mixed-methods design, data were collected through a questionnaire completed by 190 art teachers, followed by a group discussion involving eight selected participants. The findings reveal that art educators view project-based learning as a valuable teaching approach that promotes greater student involvement, strengthens social interaction in the classroom, encourages cultural appreciation, and supports the practical application of differentiated instruction strategies. These results have broader implications in areas such as teacher training, academic leadership, curriculum development, and educational policy. Additionally, the insights derived from this study may have relevance beyond art education, offering meaningful contributions to other academic disciplines. The findings also serve as a useful reference for researchers and educators pursuing deeper explorations into the integration of project-based learning and differentiated instruction in both art education and wider pedagogical contexts. © 2025, Universidade Estadual de Maringa. All rights reserved.

Background/purpose. The contemporary educational landscape, shaped by technological advancements, demands that pre-service teachers cultivate creative thinking to design engaging learning experiences. This study addresses this need by investigating the efficacy of a pedagogical model that integrates Project-Based Learning (PjBL) and e-modules. The research specifically evaluated the model's impact on four key dimensions of creative thinking: fluency, flexibility, elaboration, and originality. Materials/methods. This study utilized a mixed-methods convergent parallel design involving a cohort of 45 pre-service physics teachers at a public university in Indonesia. Data were collected concurrently using: (1) pre- and post-tests to measure creative thinking skills; (2) direct observation of the learning process; (3) rubric-based analysis of student-produced projects (videos, websites, games, and posters); and (4) feedback from student and lecturer questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis; both were integrated for a comprehensive understanding. Results. The results indicate a statistically significant improvement across all four dimensions of creative thinking post-intervention (p < 0.05). While fluency demonstrated the most substantial gain, elaboration showed the least pronounced, yet still positive, development. Qualitative analysis further revealed that the PjBL framework successfully fostered collaboration, communication, and critical thinking skills, with high-quality project outcomes and positive perceptions from both students and the lecturer. Conclusion. This study concludes that the synergistic integration of PjBL and e-modules offers a robust framework for enhancing the creative thinking skills of pre-service physics teachers. The model provides an authentic learning environment that not only cultivates creative competencies but also prepares future educators for the technological demands of the modern classroom. These findings advocate for the adoption of similar integrated pedagogical approaches in teacher education programs. Future research should investigate the long-term retention of these skills and the model's adaptability across different disciplinary contexts. © The Author(s), 2025.

Rethinking the Academic Experience explores the collective experiences of everyone in higher education settings, from students to those who teach and support them. Malcolm Tight presents the academy as a single but highly complex and interconnected entity, examining its individual stakeholders and elements to better understand these institutions. © Malcolm Tight 2025. All rights reserved.

This meta-analysis synthesizes 39 studies (1990–2022) on the effects of formal Vocational education and Training (VET) on labor market outcomes using causal counterfactual methods. Using Hedges’ g and Robust Variance Estimation, we find that VET versus general education yields a small positive effect (g = 0.021), increasing employment by 4.8 percentage points (p.p.) but showing no impact on wages. Based on 27 studies, VET compared to an unrestricted control group, including individuals with no specific education type, shows a medium effect (g = 0.071), boosting employment by 11.7 p.p. and wages by 37.6 p.p. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study explores oral interaction in work-related activities within adult second-language (L2) education in Sweden, specifically in the context of Swedish for Immigrants (SFI). Drawing on data from classroom instruction and placement interviews, the study investigates which speech functions and speaker roles are made available to students preparing for workplace language practice. Transcribed material from one lesson and four placement interviews were analysed using speech act theory, with a focus on speech functions, speaker roles, and opportunities for extended talk. The findings show that while interaction was often regulated by teachers and recruiters, students actively contributed through humour, storytelling, meta-talk, and expressions of preference or reservation. Students assumed diverse speaker roles, including novice, knower, peer, and tension releaser, thereby engaging in pragmatically and socially relevant communication. These roles and functions are important for both general language development and workplace interaction. The study highlights the need to create space in L2 classrooms for less typical but crucial functions–such as turn-taking, declining, and expressing disagreement–often underrepresented in classroom discourse. It contributes to research on adult L2 education by demonstrating how structured interaction around work placements can support learners’ oral proficiency and pragmatic competence. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This investigation examines the structural misalignment between the outcomes of economics instruction and the capabilities sought within the labour market, drawing upon a continuous dataset that tracks business graduates across a five-year span. Although the university is recognised for its robust academic standing, a noticeable drop in employment uptake among economics graduates indicates a disconnect between the competencies embedded within the curriculum and the proficiencies organisations expect. Adopting a longitudinal approach, the analysis synthesises graduate-level academic and employment information with labour market indicators obtained from regional recruitment advertisements and employer-based surveys. Competency mapping, indices designed to assess skill congruence, and regression analyses are utilised to measure the extent to which educational outputs correspond with workplace expectations. The outcomes demonstrate pronounced deficiencies in core capabilities including analytical handling of data, critical problem-solving, and effective communication, all of which are instrumental for occupational achievement. Responses from employers reinforce these observations, offering further clarity regarding skill areas insufficiently represented in current instructional frameworks. The inquiry ends by proposing targeted curricular refinements such as embedding applied learning components, fostering industry-focused project work, and widening collaboration with employers, with the objective of enhancing graduate readiness for the continuously shifting labour market landscape. © 2025, Social Sciences Research Society. All rights reserved.

This paper firstly analyzes the limitations of current operations research teaching, including over-reliance on mathematical derivation, disconnection between cases and practical problems, and weak practical ability of students. On this basis, it is proposed to integrate AI optimization methods such as machine learning, genetic algorithm and deep reinforcement learning into the curriculum system, and improve students’ optimization decision-making ability and innovative thinking through intelligent computing tools, dynamic case generation and adaptive learning platforms. In the teaching practice part, two typical cases are designed: (1) Intelligent logistics path optimization, combining traditional operations research model and AI algorithm to solve the real distribution problem; (2) Deep learning-driven supply chain forecasting, which cultivates students’ interdisciplinary application ability through project-based learning. In addition, the research proposes an innovative path combining heuristic teaching and AI technology, emphasizing problem guidance and algorithm correlation to help students systematically master knowledge. The research results show that the introduction of AI technology significantly improves the practicality and cutting-edge of operations research teaching. On the one hand, the intelligent algorithm simplifies the complex calculation process, making students more focused on model construction and decision analysis; On the other hand, dynamic cases and personalized learning enhance student engagement and problem-solving skills. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This research aims to evaluate the impact of using Voice Control Recognition (VCR)-based sound technology in visual literacy learning for students. This study used a non-equivalent pre-test post-test research design with two groups: an experimental group that received intervention using a VCR-based E-Dictionary and a control group that did not. The statistical analysis results indicate that the experimental group demonstrated a significant improvement in visual literacy compared to the control group. This suggests that the use of sound technology can enhance students’ comprehension of visual information. This research has important implications for developing effective visual literacy learning methods in the digital era. Further research ought to investigate the extensive effects of VCR technology, including its influence on additional literacy competencies such as media literacy, as well as its applicability in diverse educational and cultural settings. Future initiatives should also prioritize the development of advanced VCR technologies integrated with artificial intelligence to facilitate personalized learning, explore the long-term consequences of VCR interventions across various educational tiers, and assess cost-effectiveness and scalability to promote widespread adoption, particularly in underfunded or rural educational institutions. Furthermore, interdisciplinary research that amalgamates VCR with other technologies, such as augmented reality (AR) and virtual reality (VR), has the potential to significantly enhance literacy education, thereby equipping students with the essential skills required to navigate the intricacies of the digital era. © IJASEIT is licensed under a Creative Commons Attribution-Share Alike 4.0 International Licens

As online teaching continues to be widely recognized and valued in global K–12 education, understanding the factors influencing teachers’ continuance intention is crucial, particularly in light of rising technostress. This study applied an extended COACTIV model to investigate how personal competencies and school environmental factors predict teachers’ intent to continue online teaching. Survey data from 573 in-service teachers in China were analyzed using structural equation modeling to assess relationships among key variables, including technological pedagogical content knowledge (TPACK), attitudes toward technology, teaching goal orientation, self-efficacy, teaching enthusiasm, resilience, technostress, administrative support, and workload. The findings reveal that while technostress and performance goal orientation negatively impact continuance intention, positive attitudes toward technology and robust administrative support enhance it. Moreover, teachers’ resilience, teaching goal orientation, and administrative support indirectly affect continuance intention by mediating technostress. These results provide valuable insights for improving the sustainability of online teaching practices in K–12 education. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).