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"Students"

Purpose: This article aims to provide the scholars in the XXI century with an innovative perspective, based on agile methodologies, enabling them to adapt the traditional teaching-learning process to present and future needs. The objective is to employ a practical approach to train teachers, so that they can redesign traditional methods into dynamic learning experiences which are adapted to new generations. Methodology: The study integrates Challenge Based Learning (CBL) in Vocational Training with the SCRUM methodology. Going through a series of weekly stages called sprints, each group will be responsible for planning and implementing a set number of tasks focused on achieving high added value. Moreover, using digital technologies enhances efficiency and process visualization. Findings: The new methodology fosters an active learning style, which is oriented to students’ involvement and resulting in the application of lateral thinking techniques in a collaborative work environment. The findings of the investigation show that both students’ motivation and the work environment improved by 8% to 12%. Implications: a highly practical approach to education will not only enhance students’ employability but also increase their motivation and commitment with very positive results in their learning process. Originality: This methodology contributes to the development of key consistent with European Union guidelines and the current legislation in Spain, and provides an innovative environment which is in line with current learning demands. © Universidad de Concepción.

The role of technology in mathematics education is growing more significant as contemporary learning evolves, particularly with the advent of blended learning approaches that merge traditional in-person instruction with digital and online tools. A significant amount of research has examined the connection between blended learning and mathematics education. Nevertheless, the effect of blended learning on math achievement has shown inconsistent results, indicating a need for a more comprehensive analysis. This research seeks to address this gap by analyzing the varying effects of blended learning on math achievement across different educational systems and learning environments. To achieve this objective, a meta-analytic review was conducted, synthesizing 34 empirical studies published between 2014 and 2023. These studies involved a total of 2,996 students and provided 34 units of effect size for analysis. Various statistical techniques were employed, including sensitivity analysis, publication bias assessment, Z-test, and Cochrane's Q test, all conducted using Comprehensive Meta-Analysis software. The findings from this meta-analysis reveal that the implementation of blended learning in mathematics has a significantly positive and robust effect on students' math achievement (g = 1.090; p < 0.05). This suggests that blended learning, when implemented effectively, can enhance students' understanding and performance in mathematics. Furthermore, the current meta-analytic review has examined that two moderating factors, such as educational level and digital platform, significantly differentiated students’ math achievement in the environment of blended learning. Meanwhile, there has not been adequate evidence to conclude that class capacity and geographical location significantly differentiated students’ math achievement in the blended learning environment. These findings highlight that while some contextual factors, such as educational level and the choice of digital platforms, play a crucial role in influencing math achievement, others, like class size and geographical location, may not be as impactful in blended learning contexts. This study offers an in-depth insight into the ways blended learning can effectively optimize math achievement across different educational settings. The positive outcomes associated with blended learning suggest that educators and policymakers should consider incorporating digital tools and resources into the mathematics curriculum more strategically. © The Authors.

The convergence of three factors – namely, the global recession, the emergence of the college aspiration fulfilment industry and the urgent need for technological innovation in the field of national strategy – presents considerable obstacles to the advancement of environmental science. In other words, the demand for environmental protection services is declining as a result of the global economic downturn. The advent of the internet has rendered environmental science an unfavorable choice for those pursuing higher education. National strategies that demand innovation have led to the reconstruction of professional curriculum systems. In order to address the aforementioned challenges, a framework for a PBL tutor system based on the triple helix model in environmental science within the School of Metallurgy at Northeastern University is proposed. This approach will be implemented across disciplinary boundaries. Furthermore, the particular issues or projects may be supplied by industry partners, reflecting the pressing necessity for strategic innovation at the national level. It is projected that the introduction of a problem/project-based learning tutoring system will greatly improve students’ ability to oversee projects, especially when it comes to longer-term vocational training. This is consistent with the knowledge production theory of the triple helix model and meets the requirements of undergraduate employment skills. © 2024 Copyright held by the owner/author(s).

This chapter discusses the shift from STEM to STEAM, which integrates the arts into technical education to stimulate creativity, critical thinking, and innovation. STEM education prioritized technical skills to assure global competitiveness in the 20th century. Interdisciplinary approaches became necessary as global issues like climate change and public health became increasingly complex. STEAM promotes creative problem-solving, empathy, and design thinking through the arts. This chapter discusses how STEAM improves STEM by combining technical expertise with creativity to educate students about real-world problems. It shows STEAM's global adoption and ability to stimulate innovation and solve social issues, preparing a workforce with technical and artistic skills for a fast-changing world. © 2025, IGI Global Scientific Publishing.

Vocational Education and Training (VET) Dual was introduced in Spain in 2012 with the aim of reducing youth unemployment, decreasing early school dropout rates, and facilitating the transition between the education system and the labor market. The company serves as a training ecosystem where the company tutor plays a fundamental role. This professional is responsible for the selection, reception, pedagogical support, and evaluation of the students enrolled in this training modality. The objective of the study is to understand the competency development level of company tutors within the framework of Dual VET in the Principality of Asturias. The exploratory-comparative study is based on a quantitative survey methodology. The sample consists of 117 company tutors. The results indicate that company tutors perceive themselves as having a high level of development in skills related to welcoming and utilizing pedagogical skills for student training (training planning, communication skills, evaluation, etc.). However, they acknowledge a lower level of competency development in the planning of tutorials, the adaptation of teaching methodologies to the characteristics of the students, and the evaluation of their learning. These results are consistent with other research that highlight the need for continuous training to effectively perform their role as company tutors. © 2025 Universidad de Oviedo. All rights reserved.

Purpose: Using an action research framework, the study engages in iterative cycles of implementing, assessing and refining the project-based learning (PBL) model to align closely with the skill demands of the project management field. The specific objectives are to (1) apply and evaluate the design of PBL to identify areas for improvement, (2) assess PBL’s effectiveness in fostering key competencies such as teamwork, critical thinking, adaptability and real-time decision-making, (3) identify challenges encountered in PBL implementation to guide continuous refinement and (4) develop actionable recommendations that inform future course iterations. Design/methodology/approach: This paper used action research approach to understand the design and implementation of PBL to improve student learning outcomes. Data was collected from 137 students enrolled in a postgraduate course of a project management program at a university in Australia during semester two of 2022 through an online questionnaire. Findings: Data from 137 students confirm established benefits of PBL—improved teamwork, critical thinking and communication skills—essential to project management. Additionally, our findings highlight new benefits specific to project management education. Engaging with real-world scenarios, students developed enhanced adaptability, learning to navigate uncertainties and shifting project requirements, a key competency for project management professionals. Moreover, students showed improved real-time decision-making abilities, allowing them to make quick, informed decisions in response to dynamic project constraints. These findings suggest that PBL not only supports foundational skills but also cultivates advanced competencies aligned with the demands of professional project environments. Research limitations/implications: This study provides an actionable framework for future research, detailing an iterative, data-informed approach that adapts PBL to meet specific educational needs in project management. Practical implications: Educators can use these findings to design experiential PBL models that integrate real-world constraints, enhancing the development of industry-relevant skills and preparing students for the challenges of professional project management environments. Originality/value: We declare that the manuscript titled “Project-based Group Work for Enhancing students Learning in Project Management Education: An Action Research” is our original work and has not been submitted or published elsewhere. This study explores the benefits and implementation of PBL in project management education, offering new insights from empirical data collected at an Australian university. All sources are appropriately cited. We affirm compliance with ethical guidelines and institutional policies. This manuscript represents our genuine and original research. © 2024, Emerald Publishing Limited.

The role of the cultural capital of migrant students in technical and vocational secondary education in northern Chile and its influence on academic success are examined. A qualitative research approach was used (interviews and focus groups). A profile of migrant students characterized by their effort, discipline, and good performance was identified. It is argued that their cultural diversity could be an asset that provides them with access to resources and opportunities and facilitates recognition by teachers. The findings underscore the need to integrate this cultural capital into educational policies, thus promoting inclusive and quality education. © Creative Commons Attribution 3.0.

This research investigated the relationship between teachers’ interpersonal variables and EFL students’ willingness to communicate and their mental health. The statistical population of the research was 301 students in different grades and universities. In order to collect the required data, the researchers used standard mental health, willingness to communicate, and teachers’ interaction questionnaires. The collected data were analyzed by SEM statistical analyses to investigate the relationship between the variables. The findings showed that there was a positive and significant relationship between teachers’ interpersonal variables and EFL students’ willingness to communicate and mental health. Interpersonal variables of teachers predict 73% of changes in students’ willingness to communicate and 63% of changes in students’ mental health. The findings of the study emphasized that EFL teachers’ immediacy behaviors empower students, leading to sustained attention and increased interpersonal interaction. This positively influences students’ mental health and willingness to communicate. In addition, language learners’ willingness to communicate is influenced by communication apprehension, self-perceived competence, and emotional intelligence. These factors play a role in shaping the dynamics between teachers and students, impacting mental health and communication willingness. These findings have significant pedagogical implications in an EFL setting. EFL teachers utilize interpersonal projection as a discourse strategy to enhance students’ willingness to communicate. This perspective aligns with a systemic-functional approach, emphasizing the impact of teacher communication on student engagement. The relationship between EFL learners’ emotional intelligence and their willingness to communicate is significant. Teachers should focus on emotional intelligence correlated with communication dynamics, influencing students’ openness to engage in language learning activities. © 2025, Universidad de Granada. All rights reserved.

Purpose: This study examines how and whether expectancy for success and task values influence students’ persistence in work placement learning tasks (persistence). Also, it examines the mediating role of task values in the expectancy for success and students’ persistence nexus. Design/methodology/approach: This is a two-study finding. In Study 1, we conducted qualitative research using a sample of 21 undergraduate students undertaking work placement learning in seven firms in Nigeria to gain an in-depth understanding of how the two expectancy-value theory’s (ETV) core motivational factors (i.e. expectancy for success and task values) enhance students’ performance or achievement-related behaviour such as persistence. In Study 2, we conducted quantitative research employing structural equation modelling to test our proposed hypotheses. We used a sample of 395 undergraduates undertaking work placement learning in 189 Nigerian firms (public and private) to empirically test the hypothesized model. Findings: The findings show that students who had higher self-confidence that they would succeed in the placement learning tasks and values for the tasks exhibited higher persistence. We found that students with more expectancy for success showed higher task values for their learning tasks. Although not hypothesized, the positive result is necessary and aligns with ETV assumptions. Lastly, the analysis showed that students’ higher persistence was not wholly due to their higher expectancies for success in the placement learning tasks, but rather because they showed higher values for the learning tasks. Theoretical and practical implications are discussed. Originality/value: Our study progressed the ETV research in the work placement learning context and offers a model of students' persistence in the context of our study. Understanding the important motivational roles of expectancy for success and task values in enhancing students’ persistence is relevant in that it can facilitate quality learning outcomes. From the qualitative and quantitative (our two-study) findings, we made suggestions on how higher education administrators and industries can use our hypothesized model to further improve the work placement learning programme. © 2024, Emerald Publishing Limited.