Search Results for
"Higher education"

Digital portfolios offer opportunities for reflection and collaboration in teacher education. However, the affordances of mobile devices have scarcely been explored in this context. A mixed-methods study was conducted wherein 44 student teachers collaboratively used a mobile portfolio app for reflection with peer students and mentors during teaching internships. The analysis focused on the collaborative content of mobile portfolios and its relationship with self-reported outcomes after the internship. The results showed that portfolios often included multimedia records (i.e. pictures, video and audio) of student activity in the classroom and written reflections on teaching strategies. Mentors recorded more videos in portfolios, while peer records varied and correlated with student teachers’ self-efficacy gains. Cluster analysis showed higher teacher self-efficacy gains when all collaborators actively contributed to the portfolios. These findings highlight the importance of mentors and peers when using mobile devices for reflection during teacher education internships. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The impact of the fourth industrial revolution (4IR) has been experienced to varying degrees, with far-reaching implications in various domains, including economies, industries, education, transportation, and governance. Although there is consensus on the benefits and drawbacks of the fourth industrial revolution, the implications on the technical and vocational education and training (TVET) programme in South Africa are well documented. The study aimed to enhance knowledge in the field and added to the debates on the implications of 4IR on the TVET programme in South Africa. Through the Human Capital Theory (HCT) lens, the study sought to comprehend how to match the demands of 4IR with the TVET programme in South Africa. The study's objectives were to investigate the implications of the 4IR on the TVET programme and to determine how the TVET programme can appropriately prepare graduates in South Africa for the workplace. A constructivist paradigm sheltered the study through a qualitative approach and a phenomenological design. Purposive sampling was applied to select eight participants, comprising six TVET college lecturers, a TVET college placement manager, and a Department of higher education and Training (DHET) senior official. Semi-structured interviews were conducted to gain rich and meaningful responses from respondents. Interviews were recorded, transcribed, coded, themed, and analysed through thematic analysis with the aid of Atlas. Ti. The study's results reveal various implications for the TVET programme. Implications include updating TVET curricula and syllabi, promoting the TVET sector and labour industry collaboration, accepting 4IR technology as a learning tool, and increasing TVET lecturer capacity. The skills that were identified as essential for various industries in the 4IR era include creativity, computer skills, and problem-solving skills, which are cross-functional. These findings contribute to the theoretical knowledge of how the TVET programme can be positioned in the context of the 4IR. The study will assist stakeholders such as the labour market, quality assurance public entities, qualifications authorities, researchers, economic actors, and the TVET sector to sufficiently equip TVET graduates for the workplace in the 4IR era. © 2024 The Authors

This study aims to develop an innovative refrigeration and air conditioning curriculum for technical high schools using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. Through instructional experiments, the appropriateness of the innovative curriculum developed with the ADDIE model is validated. The researcher initially constructs competency indicators suitable for the innovative refrigeration and air conditioning curriculum in technical high schools. Subsequently, competency-oriented modules and teaching materials are developed, encompassing ‘‘Basic Industrial Wiring Course,’’ ‘‘PLC Programmable Logic Controller Operation and Design Course,’’ and ‘‘System Integration and Comprehensive Application.’’ The effectiveness of the developed curriculum is assessed and validated through the evaluation of learning outcomes involving 67 second-year students from technical high schools. The results indicate that students exhibit high levels of learning effectiveness and satisfaction. Furthermore, the developed competency indicators, instructional content, and teaching materials align well with the demands of practical skills required by the industry. The proposed curriculum development model can be extended to interdisciplinary or vocational training program development, contributing to the cultivation of skilled professionals equipped with practical expertise. © 2024 Tempus Publications. All rights reserved.

Given the dynamism and complexity of the educational sector in Ecuador, this study focuses on comparing the profiles of undergraduate education Programs in universities at the local, regional and national level. A qualitative-descriptive methodology was adopted, with a focus on documentary review. The sample included universities of different levels, selected for their representativeness, geographic diversity and academic variability. The results indicate that, particularly in the universities of Manabí, there are significant variations in the academic offering, both entry and exit profiles, and pedagogical approaches. These institutions have demonstrated a strategic adaptation to regional demands, with an emphasis on diversified and specialized teacher training. The study highlights the importance of adopting innovative pedagogical methodologies and practices to face current educational challenges; In addition, a notable heterogeneity in the academic offering and pedagogical methodologies in the universities of Manabí. Divergent approaches are identified between the programs, which responds to changes in the labor market and educational needs. In conclusion, the entry and exit profiles highlight the relevance of fundamental and adaptive skills, while research and social connection emerge as key elements in socio-educational development. © (2024.0), (Universidad del Zulia). All Rights Reserved.

higher education students in Finland and all over the world are often engaged in a paid job alongside their studies. The purpose of the present study is to explore how humanities students’ work experience is related to their career engagement and metacognitive awareness. More precisely, the aim is to investigate how the nature and amount of work are associated with career engagement and metacognitive awareness. A total of 302 master’s students filled out the questionnaire. The data were analysed by exploratory and confirmatory factor analyses, Pearson correlations, independent samples t-test and One-Way ANOVA. The results showed that working students had higher scores on networking than non-working students. In addition, the study revealed that the amount of work and work related to the study field were positively related to career engagement (career planning and networking). Regarding metacognitive awareness, the amount of work matters. Full-time working students had higher scores on both dimensions of metacognitive awareness, namely knowledge of cognition and regulation of cognition. In addition, work related to one's own study field was connected with the perceived relevance of work. The present study indicates that students’ working can enhance students’ career engagement and their metacognitive awareness. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: As an important part in medical training in graduate school, 33-month medical residency training could be a stressful period inducing burnout (i.e. emotional exhaustion, depersonalization, and low personal accomplishment). Despite that existing literature has found that sense of belonging may have merits for residents’ well-being, it has remained unclear how sense of school belonging affects burnout and the potential moderators. To address this question, a cross-sectional survey has been conducted among the residents of the physicians standardized residency training program in China. Methods: Seven hundred (N = 700) resident physicians from different majors (i.e. clinical medicine, clinical Stomatology, and Chinese medicine) and grades have participated in the survey. Resident’s sense of school belonging was assessed with the psychological sense of school membership scale (PSSM, mean = 45.12, SD = 11.14). Burnout was measured by the 22-item Maslach Burnout Inventory (MBI-HSS, mean = 65.80, SD = 15.89), including three subscales of emotional exhaustion, depersonalization, and personal accomplishment. Results: The results showed that over 80% of the residents reported moderate or high level of emotional exhaustion and reduced personal accomplishment during residency training. Meanwhile, higher level of sense of school belonging was associated with lower overall burnout (B = −0.722, p < 0.001), less emotional exhaustion, reduced depersonalization, and higher personal accomplishment. In particular, the benefits of sense of belonging seem more pronounced among female and those at earlier stage of residency. No interaction effect was found between sense of belonging and major, while those from Chinese medicine reported lower scores in overall burnout and the three dimensions. Conclusions: Burnout was a prevalent issue among the resident physicians, and our findings confirmed the protective effects of sense of school belonging against burnout. Therefore, support service should be developed to cultivate resident’s sense of school belonging and social connections, particularly for female and those at earlier stage of residency. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study employs a quantitative analysis of teacher capabilities, student qualities, and other factors to explore the construction of a new educational ecology for tourism majors in higher vocational colleges. This study employed a quantitative approach with a total of 851 participants. The main data analysis was conducted through observation and questionnaires from teachers and students majoring in tourism. Research findings show that teacher capabilities and student qualities are key in shaping tourism education. This aids in establishing a new educational paradigm. Additionally, national policies, societal needs, and institutional support can align to facilitate this process. Constructing a new ecosystem in the field of tourism education at vocational colleges is a comprehensive endeavor that demands collective efforts. This process involves enhancing the capabilities of teachers and the qualities of students, alongside the synergistic influence of national policies, societal demands, and institutional support. The limited sample size of this study may constrain the generalizability of its results, and there is a possibility of dishonest responses among the students. This study holds significant practical and policy implications for constructing a new ecosystem in the field of tourism education at vocational colleges, contributing to enhancing the quality of talent cultivation, driving industry development, and fostering in-depth academic research. This study delves into teacher competence, student quality, and external factors in vocational college tourism education's ecosystem. It provides insights to enhance education practices and policies, boosting tourism education and industry growth. © 2024 by the authors.

The start of higher vocational education and training is a new stage for students with a challenge between theoretical classes and the new expectations and demands of companies during the internship period. To understand some of the implications of stress on cyberloafing, we can distinguish between stress perceived as an obstacle that can be overcome – challenge stress – or as a threat that can block work performance – obstacle stress – and stress perceived as an obstacle that can be overcome – challenge stress – or as a threat that can block work performance – obstacle stress-. The aim of this research is to find out the relationships between challenge-obstacle stress in Cyberloafing, as well as the moderating effect of Smartphone Addiction and Maladaptive. In this study, the Challenge-Hindrance Stressors, Smartphone addiction scale-short version (SAS-SV) instrument, the Maladaptive subscale of the Cognitive Emotional Regulation Questionnaire (CERQ) and Cyberloafing were applied to 403 upper-level vocational training students from different secondary schools in all provinces of the autonomous community of Andalusia, Spain, distributed throughout the provinces that make up this autonomous community. The findings show that students’ challenge stressors do not increase Cyberloafing, enabling them to cope with the academic demands and work challenges during the theory and internship period. On the contrary, obstacle stressors generate stressful situations that undermine the acquisition of objectives and development of academic competences. In our research we observe that challenge-obstacle stressors have a disparate influence on cyberloafing. Challenge stressors are negatively related to Maladaptive. The same is not true for obstacle stressors. © © 2024 Lizarte Simón, Khaled Gijón, Galván Malagón and Gijón Puerta.

With the vigorous development of the Internet, higher vocational education is welcoming a new era of online and offline mixed teaching. Based on the deficiency of traditional teaching materials, this paper analyzes the present situation of higher vocational education under the Internet and the advantages of blended teaching. In order to realize the development of blended teaching materials in higher vocational colleges, this paper puts forward a concise and effective process, and taking Accounting as an example, probes into the influence of blended teaching materials on students' grades. The results show that the blended teaching materials improve the interactivity, stimulate students' interest in autonomous learning and effectively promote their learning enthusiasm. This not only improves the quality of higher vocational education, meets the social demand for skilled talents, but also cultivates students' teamwork and autonomous learning ability. These research results provide theoretical support for the development of hybrid higher vocational teaching materials in the Internet era. © 2024 IGI Global. All rights reserved.

Students from economically disadvantaged nations (EDN) face significant challenges in accessing high-quality education and securing global internships due to inadequate resources, funding, and infrastructure. The COVID-19 pandemic has highlighted the potential of online platforms for providing accessible, remote education and internship opportunities, aligning with UNESCO's sustainability education objectives. Using the SWOT analysis tool within the context of the experiential learning-driven integrated reflective cycle model (IRC), the research compares onsite and online internship types in higher education to identify areas where interventions can be applied to enhance the online internship experience. The study analyzed 42 interns, both on-site (OSIs) and online (ONIs), to evaluate the constructs of 'experience,' 'action,' 'preparation,' and 'theory”. The findings suggest that OSIs have weaknesses such as poor goal planning, a lack of awareness of relevance, and low communication confidence, while ONIs include a lack of exposure to teamwork and in-person experiences. © 2024 IGI Global. All rights reserved.