Search Results for
"learning"

Introduction: Supervising in the workplace plays a key role in increasing the skills of the trainee. The shift to competence-based medical education requires both clinical expertise and pedagogical skills from the supervisor. These are distinct types of expertise. We know only a little of how competencies of supervising develop in medical education. The aim of our study is to find out what kind of professional agency in supervision general practitioners describes before their supervisor training. Professional agency refers to the individual’s skills, willingness, ability, and responsibility to act with others in the professional context. Methods: Our participants wrote a presentation of themselves before starting a supervisor training module. We studied these texts with narrative positioning analysis to examine who they are as supervisors, that is, the kind of professional agency they describe. Results: We found three types of descriptions of professional agency: traditional master-apprenticeship supervision, clinical skills supervising with a collegial relationship, and process-oriented dialogical supervision. Supervising is mostly described as supervising the trainee on clinical skills and participants have a will to be a good supervisor, but they also express uncertainty of achieving this goal. Conclusion: The variation in general practice supervisors’ agency and pedagogical skills poses challenges for training providers in how to tailor the training to suit the best to participants with different skills. However, it gives an excellent opportunity for fruitful peer-to-peer learning. With our findings, it is possible to further develop supervisor training. © 2025 The Author(s).

In pursuit of media and pedagogical excellence in the digital domain, this study examines the role of the Design-Based Research (DBR) process in using the Canvas learning Management System (LMS) to improve techno-pedagogical teacher-student communication. Against the backdrop of rapid digital transformation accelerated by global disruptions, integrating Canvas as a learning Management System (LMS) is at the forefront of these investigative efforts. Using a mixed methods approach, the research drew on empirical data from structured rubrics (Quality Matters Rubric, Triple E Rubric) to examine higher education courses (n = 5) and thematic analysis from student interviews (n = 16), highlighting noticeable improvements in instructional delivery and student engagement. The results highlight that the DBR process plays a central role in refining educational strategies, with iterative design and evaluations. This investigation into the digital orchestration of teacher-student interactions provides valuable insights into the nuanced dynamics of media and educational technologies. The study concludes that strategic application of the DBR process within Canvas LMS can result in a more tailored, responsive, and quality-focused learning experience. Our study contributes to the ongoing dialogue about effective digital pedagogy and proposes a model of engagement that is resilient and adaptable to media professionals and ever-evolving landscape of higher education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This paper studies the classroom teaching mode under the category of innovative learning methods to improve the "innovative skills" scores of first-year education students in University. And learning is certainly different from the research of scientists; however, it also requires students to dare to get rid of the old, dare to make new, and dare to explore what they have learned with multiple ways of thinking. This study aims 1) to Use creativity-based learning to enhance the innovation skills of education major students. 2) to Compare the innovation skills of education major students before and after the implementation of creativity-based learning. This study mixed research method of both qualitative and quantitative approaches. An innovative research methodology was adopted, which is a comprehensive innovation project composed of components such as classroom activities, current teaching conditions, innovation topics, and questionnaires. The sample group consists of 100 first-year education major students from Chengdu Normal University in Chengdu, China, who were randomly selected through cluster sampling. The findings that the average score of students before learning training course was 98 points, and after learning training course, it increased to an average of 144 points, with an average difference of 56 points. The results indicate that after learning training course is better. In summary, the study on enhancing the innovative skills of education students through creative based learning demonstrated significant improvements. © 2025 Journal of Ecohumanism.

This study explored the challenges and opportunities encountered by physical sciences student teachers during a five-week teaching practice, focusing on how these experiences shaped their professional identity formation. The research used identity formation and Situated learning Theory as theoretical frameworks to investigate the complex interactions between classroom challenges, mentor support, and self-reflection in developing student teachers’ sense of professional self. The study employed an interpretivist qualitative case study design. The study purposefully sampled 15 student teachers from a cohort of 25 student teachers. Data were collected through reflective journals and semi-structured interviews. Findings highlighted key challenges such as managing large class sizes and difficulty differentiating instruction for students with diverse abilities. Despite these obstacles, student teachers reflected on their professionalism, with many reporting increased confidence and autonomy by the end of the practice period. The study, therefore, recommends strengthening mentorship programmes and providing more resources to support student teachers on their journey of becoming professional science teachers. ©Authors.

Purpose: This study aims to explore how autonomy, competence and relatedness impact work-based learning (WBL) motivation and engagement, contributing to enhanced employability skills. Additionally, it examines whether there are significant differences in these effects between students from STEM and social humanities. Design/methodology/approach: This study employed a correlational design with 284 undergraduate students, collecting cross-sectional data through validated surveys on autonomy, competence, relatedness, WBL and employability skills. The analysis utilized structural equation modeling partial least squares (SEM-PLS) and partial least squares-multi-group analysis (PLS-MGA) to explore WBL’s mediating role in the relationship between SDT components and employability skills, with comparisons across different academic faculties. Findings: The results show that autonomy, competence and relatedness significantly enhance students’ employability skills through WBL. WBL serves as a mediator that strengthens student motivation and engagement, with notable differences in the effects between STEM and social humanities students. Practical implications: Higher education institutions should integrate SDT principles autonomy, competence and relatedness into WBL programs to enhance employability skills. Moreover, these programs should be tailored to accommodate the distinct needs of students from various academic backgrounds, such as STEM and social humanities. Originality/value: This study establishes a novel connection between self-determination theory (SDT) and the development of employability skills through WBL. It provides new insights into the mediating role of WBL in the relationship between SDT components and employability, highlighting the differential impacts across academic disciplines, particularly between STEM and social-humanities students. © 2025, Emerald Publishing Limited.

Purpose: This paper explores how higher education institutions can redesign curricula to produce globally competitive graduates equipped with critical skills for success in an interconnected workforce. It emphasizes the integration of interdisciplinary learning, global competence and experiential education while positioning leadership development as a central pillar of career readiness. Design/methodology/approach: The study synthesizes human capital theory, social cognitive career theory and global competence theory to create a framework for equipping students with emotional intelligence, technological proficiency and a global mindset. Using a structured literature review, the paper analyzes stakeholder collaboration strategies and provides actionable recommendations for curriculum redesign and workforce alignment. Findings: Higher education institutions must move beyond traditional academic models by adopting interdisciplinary approaches, fostering experiential learning and building global partnerships. These strategies help students adapt to dynamic international settings. Stakeholder collaboration and curriculum innovation are critical for ensuring that graduates are prepared to meet the demands of an evolving global economy. Originality/value: This paper offers a unique contribution by integrating three foundational theories into practical framework that aligns academic preparation with global workforce needs. The proposed framework highlights leadership competence as essential for global adaptability and provides actionable insights for educators, policymakers and industry leaders to bridge academic preparation and workforce demands. © 2025, Emerald Publishing Limited.

This study explores the integration of Generation Z (Gen Z) perspectives in designing industry-aligned curricula that are both relevant and future-ready. The research aims to identify the essential insights and values that Gen Z graduates contribute to curriculum development and to understand how their unique learning preferences, skills, and expectations shape the design of educational content. The study employed a qualitative approach, utilizing one-on-one interviews with college graduates aged 23-27 who are currently employed. Reflexive thematic analysis was conducted to analyze the data obtained from purposive sampling. Participants were asked about their experiences with current educational curricula, the alignment of their skills with industry needs, and their views on how technology influences learning and curriculum expectations. The findings highlight the critical role of adapting curricula to include Gen Z’s preferences and skills, ensuring that future programs remain aligned with industry demands and prepare students for success in the evolving job market. © 2025 by author(s).

This study reports on the outcomes of a project aimed at building the research and pedagogical capacity of teacher educators in Kazakhstan, where reforms are being enacted to teach STEM subjects in English at the secondary school level and to increase research output at pedagogical universities. Sixty teacher educators from five Kazakhstani pedagogical institutions completed professional development modules focused on action research and pedagogies of STEM or multilingual education. Thematic analysis of pre- and post-professional development surveys, syllabi, and action research plans was conducted through the lenses of teacher identity formation, collaborative action research, and self-efficacy theory. The analysis revealed that teacher educators learned to value action research as a tool for enhancing teacher practices and expressed intentions to use it both as a scientific method and as a learning tool for pre-service teachers. However, practical challenges and still-developing self-efficacy were identified as potential constraints on the future use of action research. These findings emphasize the need for continued support and targeted interventions to fully integrate action research into teacher education in Kazakhstan. © 2025 Educational Action Research.

learning with virtual reality (VR) can be highly motivating and conducive for cognitive and affective learning outcomes. For commemorative history education, VR enables novel experiences of testimonies co-created by survivors, witnesses, and museums. VR technologies allow learners to feel immediacy and an emotional connection to digitally reconstructed spaces and events of the past. While VR has proven to enhance affective learning outcomes by provoking emotions, interest, or motivation, its perceptual richness may also lead to distraction and cognitive overload. Generative learning activities can alleviate some of the limitations of learning with VR by helping learners to focus on the learning material. This study examines a highly engaging and historical immersive VR application and thereby investigates the effectiveness of the generative learning activities of self-explaining and drawing. Seventy-four undergraduate students explored a three-dimensional representation of the room where Anne Frank, a Jewish girl, was hiding during World War II. For the two experimental conditions, students had to either create drawings of Anne Frank’s room and their own room or verbally explain how Anne Frank’s living conditions would feel for them. For the control condition, students did not engage in a subsequent activity. Based on generative learning theory, we predicted that students engaging in generative learning activities would display higher posttest scores in knowledge and perspective taking than the control group. No such effects were found. Although the VR experience itself increased the ability to empathize with Anne Frank across all groups, it did not contribute to knowledge building. The study results indicate that even without any additional activity, VR can convey highly emotionally engaging testimonies and enables role taking, which suggests that VR is in particular suitable for affective learning. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

A pivotal recommendation of the Australian Universities Accord is the provision of financial support for students undertaking compulsory placements. The Australian Government has acted swiftly to implement this recommendation, announcing a means-tested Prac Payment scheme for students in nursing, midwifery, teaching and social work degrees. However, work-based placements are compulsory in many other degrees, including medicine, dentistry, psychology, veterinary science, speech pathology, occupational therapy, pharmacy and physiotherapy. The prevalence of students experiencing placement poverty has been highlighted by several researchers and student activists. The demands of full-time placements mean that students cannot work their usual jobs, and so they often experience extreme financial stress. This literature review explores the policies, practices, and advocacy efforts surrounding financial support for students on compulsory placements in OECD countries. By examining international precedents, the review seeks to contextualise and inform the Australian discourse on support mechanisms to ameliorate placement poverty. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.