Search Results for
"Higher education"

education 4.0 uses digital technologies, innovative methodologies, and learning spaces to improve the quality of education. It reflects the changes brought about by the fourth industrial revolution and aims to develop skills relevant to current and future technology scenarios. The transformation of education to education 4.0 presents challenges and opportunities, and requires the collaborative participation of industry, governments, universities, and society. This work aims to synthesize concepts of education 4.0, and identify the innovative technologies, key competencies, learning approaches, trend topics, and how it is being applied in engineering education. A scoping review was conducted following the PRISMA statement. The Scopus and Web of Science databases were used in the review. Bibliometric tools in R Studio and VOSviewer software were employed to summarize the bibliometric data and analyze the results. Bibliometric analysis of the 528 selected documents revealed a significant growth in publications from 2017 to September 2023. Nearly half of the selected literature originated from conference proceedings, and 42.6% of the selected papers have not yet been cited. Moreover, five research clusters were identified from the select publications related to studying education 4.0 in higher education, specifically engineering education: concept, competency-based learning, specific technologies applied to education, learning system, and competency-based learning. The use of Industry 4.0 technology, such as Artificial Intelligence, the Internet of Things, and Virtual Labs, combined with active learning teaching methodologies, such as gamification and blended learning, has been identified as points of convergence and trending research topics within education 4.0. © 2024 The Authors

This study provides a comprehensive review of the research design, themes, and theoretical development of internship literature in the context of business students. One hundred and ninety-two (192) articles retrieved from Scopus, Google Scholar, and the Web of Science databases and published from 1979 to 2022 were analysed. Information on bibliographic data and research design was presented using frequencies while research themes and the theoretical approach were content analysed. The findings reveal that, though business internship research is about four decades old, the knowledge domain is underdeveloped with respect to theory application, examination of relationships between antecedent, outcome, mediating and moderating variables and use of multivariate analysis. The study found previous studies were more focused on the interns’ career development, prospects, satisfaction, and employability, the benefits and role of internships, and the impact of internships on students’ academic performance. The findings highlight the vital need for a more balanced approach to business student internship research, moving beyond quantitative methodologies and towards a broader understanding through qualitative and mixed-methods investigations, ensuring sample adequacy, and exploring workplace variables. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research aims to analyze the impact of institutional elements, including students’ exposure to entrepreneurship education, faculty support for students’ development of entrepreneurial skills, and the prevalence of an entrepreneurial mindset, on undergraduate students’ propensity to engage in entrepreneurial behavior. Additionally, the study considers the entrepreneurial mindset as a moderator and institutional backing as a facilitator. The research focused on a selection of private, middle-ranking universities in Lahore, Pakistan. A web-based survey was conducted, and 384 participants were chosen for the partial least squares structural equation modeling (PLS-SEM) analysis. All hypotheses regarding both direct and indirect connections were confirmed by the data. Furthermore, except for one, hypotheses regarding the moderating relationship of institutional support showed significant moderation. This study provides new insights into how universities can enhance entrepreneurial culture through a comprehensive teaching and mentoring program that considers institutional support. It serves as a guide for private, middle-class institutions aiming to cultivate an entrepreneurial spirit among their business students. The researcher’s contribution to the existing literature includes a focus on the entrepreneurial mindset in the context of private higher education institutions in Lahore, Pakistan. The study employs entrepreneurial institutional factors, entrepreneurial attitude as a mediating variable, and institutional support as a moderating variable to foster a growth mindset among students, distinguishing it from previous research. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

Introduction: Engaging students in co-planning their learning paths, peer cooperation, tutoring, and network building in an inclusive and project-based environment has been associated with higher academic and professional success. However, university teachers face challenges in offering guidance and academic supervision to optimize student learning, particularly in the context of online learning. This study aimed to investigate the effectiveness of adapting collaborative learning environments, peer tutoring, and academic supervision in the online learning space. Methods: An experimental design methodology was employed to investigate the impact of collaborative learning environments, peer tutoring, and academic supervision on student engagement, interest, and dedication to learning. Results: The findings showed direct positive effects on the level of engagement (VI; M = 23.18, SD = 5), higher interest and dedication to the learning process (DE: M = 26.93, SD = 3.21), and better concentration and enthusiasm while studying (AB, M = 24.83, SD = 8.52). Discussion: The results suggest that adapting to online learning by providing collaborative learning environments, peer tutoring, and academic supervision can enhance student engagement and motivation. Further research is needed to explore the long-term effects and scalability of these interventions in diverse educational contexts. © © 2024 Dumitru, Stan and Dumitru.