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"Students"

Background. This study considers The lack of learning media resources for students in online classes is the main cause of the poor learning outcomes of students in the field of modified sports and small games to be less able to understand the material provided. Objective. is to develop a conceptualization of e-modules regarding the alteration of sports and small games with the intention of optimizing physical learning amid restrictions on face-to-face activities. In this context, online learning applications are designed to provide practical solutions in teaching sports and games that can be done in the open space without reducing the essence of sports modification learning. Method. In this Research and Development (R&D), the ADDIE development model was used with a quasi-experimental approach to see the effectiveness of the products developed with a sample of 85 sports education department students. Data were analyzed with inferential statistics from the results of questionnaire data and skill tests used. What other activities are actually needed such as research methods, exploration of potential and existing problems, gathering information by developing and validating and revising and testing game models in connection Considering the model's efficacy and efficiency. Result. According to the findings, material experts gave the development stage and validity level a score of 3.60, placing it in the very valid category with a 90.5 percentile. Additionally, media expert validation has been found to have a score of 3.65, falling into the high valid category with a 92.55% proportion.The results of this study are expected to contribute to the development of physical learning methods that are more flexible and accessible to various groups, especially in the growing digital era. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Introduction and Objectives: The educational potential of Augmented Reality (AR) and Virtual Reality (VR) technologies has gained significant attention in recent years. Understanding teachers' willingness to adopt new technologies is crucial for supporting their integration into education. This study aims to assess the effectiveness of AR-based digital technology applications as learning media for improving martial arts learning outcomes in the Basic Engineering Materials course at the Faculty of Sports Science, Padang State University. Methodology: This experimental study used a quantitative approach. The sample consisted of 62 students from the Faculty of Sports Science, Padang State University, selected through cluster random sampling. The subjects were divided into a control group and an experimental group. Data was collected using a pretest-posttest design. Statistical analysis was performed using the Shapiro-Wilk and Wilcoxon tests in SPSS software. Results: The results showed a significant difference in learning outcomes between students using AR-based learning media and those who did not. The p-value of 0.000 (< 0.05) indicates that the use of AR-based learning media significantly improved students' learning outcomes at the Faculty of Sports Science, Padang State University. Conclusion: The study concludes that AR-based learning media are effective in enhancing students’ learning outcomes, particularly in martial arts education. This finding contributes to the development of mobile-assisted learning and technology-enhanced education. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Introduction: Applying STEAM in vocational learning needs to be integrated with Sustainable Development Goals (SDGs) values. Physical activities have been recognized as significant contributors to achieving SDGs because can boost students' awareness and commitment towards sustainable development goals. Objective: This article aims to measure the impact of integrating physical activities and Edupas-based STEAM-SDGs on students' sustainability awareness. Methodology: This research uses a mixed-methods approach with concurrent embedded design. The research subjects were 36 students. Data was collected using quantitative and qualitative data throughout the IPAS learning process by applying Edupas-based STEAM-SDGs. Quantitative data was obtained from a questionnaire in Edupas. Qualitative data was collected through observation during the IPAS project learning activities. In addition, it was also collected worksheets and discussions provided in the Edupas LMS. Data analysis was conducted using the stacking technique with the Rasch model. Results: The results of the mean comparison test between pre-test and post-test data through the t-test obtained a value of t=-3.39, df=66, and prob=0.001. Discussion: STEAM integration in vocational learning significantly increased students' sustainability awareness. Furthermore, using Edupas LMS encouraged students' active participation in discussions and exploration of ideas, which contributed to improving their skills and understanding of sustainability issues. Conclusions: Integrating sustainability values in the vocational curriculum is crucial to shaping students' proactive attitudes toward environmental issues. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Integrating technology into the assessment process improves the This paper presents a comprehensive study on the usability testing of digital flipbooks, specifically using the FlipViewer platform. Digital flipbooks have become increasingly popular for their interactive and engaging presentation of content, simulating the experience of reading a physical book in a digital format. However, the effectiveness of these tools hinges on their usability, which directly impacts user satisfaction, engagement, and comprehension. When developing a digital assessment tool, it is critical to consider usability as a key factor in success and a user acceptance requirement for the application. In this study, researchers evaluated usability performance using digital FlipViewer online flipbooks. Usability testing determines whether an application meets the needs of its users. Usability testing employs an evaluation sheet in the form of a questionnaire, known as a Use Questionnaire, a tool for preparing questionnaire-style questions. Testing was conducted by observing the user and how they used the application. The components tested included usefulness, satisfaction, usability, and ease of learning. The application under test was FlipViewer online flipbooks, an assessment application designed to reduce teachers' workload during the evaluation process. The test results show that respondents strongly agree with the usability of the FlipViewer online flipbooks to application software. The study concludes that digital FlipViewer online flipbooks are a resource that facilitates assessment for students who participate in the assessment process. students are generally satisfied with the use of digital FlipViewer online flipbooks for assessments. © School of Engineering, Taylor’s University.

Competency-based education is an educational paradigm with the primary goal of combining theoretical knowledge and practical skills, giving students the opportunity to effectively apply learning outcomes in real-life situations. This approach focuses on preparing students for life’s challenges by nurturing them as independent, critical, and creative thinkers who can adapt to an ever-changing environment. This article examines the process of competency-based assessment and progress monitoring in primary grades. The study conducted a qualitative content analysis of observed lessons and teacher interviews to reveal how assessment and continuous progress monitoring can contribute to comprehensive student development. Ten primary school teachers participated in the study, responding to researchers’ questions about competency-based education and their practices in assessment and progress monitoring. The article presents the results of a qualitative study aimed at evaluating the process of competence-based assessment and progress monitoring in primary school classrooms. The study results revealed that, in assessing student progress, teachers find it important for students to not only demonstrate knowledge in different situations but also gain a clearer understanding of their learning goals and have opportunities for growth. Such an assessment system not only helps students develop self-reflection but also encourages them to take responsibility for their learning process, continually improve, and strive for higher competency achievement. © 2025 by the authors.

This study investigates the implementation of dual training at the University of Extremadura (2023–2024), aiming to bridge theoretical academic knowledge with practical industry insights. This research utilizes SmartPLS 4.1.0.9 SEM-PLS software to explore the relationship between corporate engagement, academic outcomes, and sustainability challenges, validating hypotheses and refining dual training models in sustainability education. Key variables include Information Collection (IG), Sustainable Business Challenges (SCh), and Knowledge Developed by Business Strategies (KBS). The findings reveal that while the dual training model successfully integrates academic curricula with corporate engagement, it struggles to connect business strategies with actionable recommendations and has limited impact on improving teaching methods. This study identifies structural and practical barriers in the Spanish education system that hinder the full realization of dual training’s potential. To address these challenges, this research recommends incorporating continuous feedback mechanisms throughout the learning process and enhancing mentorship opportunities. Continuous feedback would allow students to refine their conclusions, leading to more practical and sustainable solutions. Additionally, the use of authentic case studies and greater industry involvement would help students bridge the gap between theoretical knowledge and real-world applications, enabling them to generate actionable recommendations and better understand sustainability challenges and business strategies. These recommendations aim to improve student learning outcomes and strengthen the integration of academic and corporate practices, fostering more effective sustainability education. © 2025 by the authors.

The rapidly evolving global business landscape demands that undergraduate business education, particularly within the International Business (IB) major, adapt to equip students with the necessary skills and knowledge for career success. This study aims to critically assess the current IB curriculum to identify gaps and propose enhancements that align educational outcomes with the competencies essential for thriving in a global marketplace. Utilizing a qualitative approach, this research draws on 26 in-depth interviews with students, alumni, and industry experts to explore the effectiveness of the curriculum in addressing key areas such as practical application, specialization in emerging business trends, and career readiness. The findings reveal significant gaps in the curriculum, including the need for earlier and more consistent integration of practical experiences, the development of specialized tracks in critical areas like digital transformation and sustainability, and the enhancement of career services tailored to global business careers. By engaging with a diverse range of stakeholders, this study emphasizes the importance of ongoing curriculum assessment and stakeholder involvement to ensure the IB program remains relevant and effective in a dynamic global environment. The research contributes to the broader discourse on curriculum development by providing actionable recommendations that ensure graduates are both theoretically informed and practically prepared to excel in their careers. These findings align with SDG 4 by enhancing the quality of education and with SDG 8 by preparing graduates with the skills needed for sustainable economic growth. © 2025 Sciedu Press. All rights reserved.

Background: Career guidance programs in secondary education are crucial for directing students’ career paths, particularly through experiential learning and related activities. Teacher competence, institutional support, student motivation, and social influence are significant factors affecting the effectiveness of these programs. Purpose: This study aims to identify and analyze the factors influencing the organization of career guidance activities for high school students in Da Nang City, Vietnam, with an emphasis on those that enhance students' career orientation capabilities. Methods: A quantitative survey involving 223 high school teachers across various districts in Da Nang City, Vietnam was conducted. The analysis was conducted with SPSS, employing descriptive statistics to evaluate the influence of various factors. Results: The results indicated that the abilities of educators in the design and implementation of career guidance activities produced the greatest influence, followed by experiential activities, school resources, and organizational support. Student motivation and social influences, including familial and societal expectations, exhibited moderate effects. Conclusion: The research underscores the necessity for adequately funded and supported career guidance programs within educational institutions to effectively improve career guidance for students. Future research may enhance these findings by examining various educational contexts and integrating qualitative data. © 2025 Sciedu Press. All rights reserved.

This study explores the potential of micro-credentials to address the evolving competency needs within administrative sciences. A survey of 258 undergraduate and graduate students revealed a significant gap between the perceived importance of skills such as digital literacy and adaptability, and students’ self-assessed proficiency levels. Respondents demonstrated a clear preference for short-term, targeted training programs, reflecting the increasing relevance of micro-credentials. The findings suggest that micro-credentials can effectively bridge this competency gap, enhance student engagement, and promote lifelong learning. Practical recommendations are offered for higher education institutions to integrate micro-credentials into their curricula, develop partnerships with employers, and provide flexible learning pathways. Academics are encouraged to embrace micro-credentialing by designing engaging, competency-based content, collaborating with sectoral partners, and fostering self-directed learning. students are similarly urged to seek out relevant micro-credentials proactively to enhance their employability and career prospects. This research contributes to the growing body of literature on micro-credentials, offering specific insights into their application within administrative sciences and highlighting their potential to trans-form education and professional development in this field. © 2025, Babes-Bolyai University. All rights reserved.

In engineering education, fostering problem-solving skills is essential for students to meet industry demands. Project-Based Problem Learning (PBPL) is a promising approach to enhancing these skills. This study aims to investigate the impact of PBPL on the problem-solving skills of engineering education students and explore their perceptions of PBPL. A sequential mixed-method approach combined quantitative pre-and post-test analysis with qualitative insights from interviews and questionnaires. The results indicate a significant improvement in problem-solving skills among students after implementing PBPL. Moreover, students expressed positive perceptions of PBPL, highlighting its benefits in enhancing critical thinking and collaboration. PBPL shows promise in enhancing problem-solving skills among engineering education students and has positive implications for teaching and learning in universities. The findings suggest that integrating PBPL into engineering curricula can effectively enhance students' problem-solving abilities, better preparing them for future challenges in the industry. © The Author(s) 2025.