Search Results for
"education"

In response to the contemporary workforce’s demand for dynamic skills like critical thinking and effective communication, work-integrated learning (WIL) has emerged as a vital strategy. Washington State’s Integrated Basic education and Skills Training (I-BEST) program pioneers integrated education and skills training, particularly for adult basic education and immigrant English language learners. It aims to expedite their progression into college-level occupational programs. This chapter synthesizes I-BEST’s key features, aligning them with andrological principles in twenty-first-century WIL. By examining various I-BEST programs across colleges and incorporating case studies and student narratives, the chapter incorporates a renewed understanding of WIL for adult learners, valuing many of these learners’ prior experiences and skills developed in their country of origin and how these translate into their new context in North America through I-BEST programs. The goal is to demonstrate the significance of lifelong learning and continuing education for experienced workers seeking to upgrade their skills and gain credentials. The chapter emphasizes integrating learners’ prior experiences and skills into program development to bridge academic learning with practical application for workplace success. It also discusses strategies to overcome challenges and tailoring I-BEST to different educational contexts. The chapter explores the potential evolution and enhancements of I-BEST modules and offers valuable insights into WIL’s current and future landscape of WIL. By addressing the dynamic needs of the global workforce, this chapter contributes to the ongoing discourse on adult education and WIL. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

Not much is known about how tradespeople or craftspeople use Gen AI in their everyday work and lives. In this chapter, we report on a survey of tradespeople, across several craft and commercial trades. The participants included those who had recently completed their apprenticeships or who are trades industry supervisors, business owners, and trade teachers. The survey sought to find out tradepeoples’ understanding of Gen AI, if they have used Gen AI for personal pursuits or work objectives, and how comfortable they are with AI tools, how they perceive AI might affect their work going into the future, and their concerns about AI. This data may then usefully inform the curriculum development of programmes and courses whereby relevant Gen AI is introduced to apprentices and pre-trade programmes. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

The second edition of Qualitative Research is a one-stop resource for all those approaching qualitative research for the first time, as well as those revisiting core concepts and issues. It presents a comprehensive overview of this rapidly developing field of inquiry, cleverly combined with practical, hands-on advice on how to conduct a successful qualitative study. Written in an engaging and accessible style, this new edition includes updates such as further readings and case studies to help researchers to recognize developments in the field. Further updates include how to use social media in ethical and responsible ways, working with participants at a distance and the pros and cons of analyzing data online. The authors break through difficult terminology to guide readers through the choices they will face during research design, implementation, and publication. Each chapter is brought to life by relevant, real-life examples from expert researchers around the globe. Divided into seven sections, this unique text covers: • Considering perspectives • Acknowledging a position • Framing the study • Choosing a research approach • Collecting data • Working with data and findings • Writing about the research This book is enhanced with the addition of online Instructor and Student Resources including videos, diagrams, an instructor manual, PowerPoint slides and links to further resources. These can be found at: routledgelearning.com/qualitativeresearch. This new edition is an indispensable companion and makes for ideal reading for all those involved in qualitative research worldwide. © 2025 Maggi Savin-Baden and Claire Howell Major.

Student employability is a significant focus for universities, industry and national governments. Work-integrated Learning (WIL) represents an authentic educational approach that bridges theoretical knowledge with practical experience. It has been widely used as an effective and efficient measure to enhance graduates’ employability. Nonetheless, empirical evidence shows that few students enrol in this type of course when it is not part of the required curriculum. This study investigated 29 WIL courses at Griffith University (Australia) to gain deeper insights into this issue. The objective was to identify trends and gaps across disciplines, understand WIL’s structural elements, such as WIL types, learning outcomes, and graduate attributes, and gather feedback from key stakeholders, including course convenors, industry partners, and students. The findings demonstrate that while there is no doubt about the positive impact of WIL on employability, there is a pressing need to foster a genuine WIL culture and refine certain aspects of the current WIL framework. These steps are crucial to facilitate, enhance, and promote more meaningful WIL experiences in the future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Neurodiverse learners (ND) have a unique perspective on Generative Artificial Intelligence (Gen AI). Because they often face challenges in traditional educational settings, they are among the first to adopt new technologies and are eager to see how Gen AI can improve their learning experience. ND learners may struggle with sensory overload, social interactions, and executive functioning. Gen AI can help address these challenges by providing personalised learning experiences by modifying information resources to match the learner's abilities. Applications of Gen AI that can support ND learners in VET education include tools that adapt to each learner's individual learning style or create accessible learning materials such as text-to-speech and speech-to-text transcriptions and visual representations of learners’ ideas. However, educators need to also consider the challenges and limitations of Gen AI and to balance Gen AI-assisted learning with opportunities to develop critical thinking skills and creativity. Therefore, the perspectives of ND learners on Gen AI can be usefully applied to inform VET curriculum development and pedagogy. An online survey was used to gather the perspectives of tertiary ND learners on Gen AI. They were asked about their experiences with Gen AI, their perceptions of the potential benefits and challenges of using Gen AI in education, and their suggestions for ways Gen AI use would improve learning experiences. This research suggests that Gen AI has the potential to be a valuable tool for ND learners, but it is important to be aware of the challenges and to use these tools responsibly. These findings inform VET curriculum development and pedagogy in several ways. For example, the research identifies specific ways in which Gen AI can be used to address the academic needs of ND learners, informs the development of more inclusive and accessible teaching practices and can be used to raise awareness of Gen AI's potential to improve the learning experience of ND learners. This information can be used to inform the development of more inclusive and effective teaching practices, the development of Gen AI powered learning tools, and policy changes that support ND learners in VET education, including the growing international focus on supporting ND learners reflects a global shift towards more inclusive educational practices across various learning environments, including vocational education and training. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter presents a case study investigating the student experience with AI-assisted situational analysis using the SWOT approach in construction management education. The study focuses on third-year Bachelor of Construction and Graduate Diploma in Construction Management students enrolled in a “Complex Construction” course. The aim is to enhance students’ situational analysis skills by integrating ChatGPT for SWOT analysis tasks. The spiral of inquiry facilitated the data collection process by providing opportunities to gather data generated through demonstrations, presentations, group discussions, questionnaire surveys and evaluation of student work where relevant based on the nature of a given stage and its objectives. Findings suggest that AI-assisted SWOT analysis enables a broader understanding of a given topic relevant to the construction management domain and encourages critical thinking among students in collaborative settings. This study has implications for promoting technology-enabled teaching and learning in construction management education and industry readiness. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Work Integrated Learning (WIL) programs provide a platform for adult learners who can be empowered to engage in lifelong learning. These programs develop multidisciplinary skills and enhance employability in real-world settings, thereby integrating diversity consciousness into their lives. However, the challenges of organizing these programs not only call for meticulous planning and sufficient resources but also demand collaboration of multiple stakeholders. Therefore, this study addresses the implicit issue of WIL implementation in the undergraduate curriculum, specifically in the English and education disciplines. Qualitative semi-structured interviews were conducted with 20 participants, including academics, employers, administrators, and students from two public universities in Pakistan to identify the challenges related to WIL implementation. Thematic analysis was executed with the online ‘Delve tool’ and seven themes were identified: upgradation of the curriculum; logistic and ethical concerns; untrained faculty members; deficit of resources; time constraints during the semester; lack of professional skills in students; and lack of collaboration between industry and higher education. Recommendations based on the findings are given to overcome the challenges of developing WIL programs in future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

In this first chapter, the background, context (including the unique bicultural Aotearoa NZ setting and its education/vocational education system), and rationale for the book are presented. The book approaches artificial intelligence (AI) from VET practitioners’ viewpoints. In particular, to realise the challenges posed by AI on education and the world of work; better understand how to leverage AI to improve VET learning; and ensure the introduction of AI and its application align with how disciplines/occupations will envisage its application. The chapter closes with summaries of the chapters in the volume along with a short discussion on the project’s limitations. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

The rapid evolution of labor market demands, driven by technological and societal transformations, has intensified the need for higher education to foster future-oriented competencies. Frameworks such as education 4.0 emphasize the development of abilities, skills, attitudes, and values; such as problem-solving, critical thinking, adaptability, and curiosity; alongside disciplinary knowledge. However, translating these competencies into course-level practice remains a challenge for educators, especially with regard to course materials and assessment methods. This study addresses this gap by proposing and evaluating a structured, instructor-led method for course redesign aligned with the education 4.0 framework (E4CAM). Through an iterative research process involving literature reviews, expert workshops, and in-depth interviews, E4CAM integrates self-assessment checklists and targeted action guidelines to support competency integration. E4CAM was evaluated through two workshops and experimental applications involving university instructors. Results indicate E4CAM's practical relevance and adaptability across course levels and disciplines. By enabling instructors to systematically align course content and assessments with education 4.0 competencies, the proposed approach offers a scalable tool for enhancing pedagogical practices and advancing competency-based education in higher education. © © 2025 Elragal and Habibipour.

This study investigated the integration of andragogical and pedagogical strategies in critical thinking training to enhance analytical and ethical decision-making skills among business students at Makerere University Business School (MUBS). While critical thinking is globally recognized as essential in higher education, limited research has explored structured instruction tailored to the Ugandan business education or broader African context. This study addresses this gap by examining the deficiency in current training, particularly in fostering both analytical reasoning and ethical awareness among learners. The study explored four questions: (1) To what extent does critical thinking training improve analytical abilities? (2) How does it impact message crafting skills? (3) What is its effect on ethical decision-making? and (4) How does critical thinking proficiency relate to the effectiveness of business communication in professional contexts? Using a convergent parallel mixed methods design, the study combined quantitative assessments through quasi-experimental pre-test/post-test evaluations with qualitative insights from semi-structured interviews and focus group discussions to deepen interpretation. Statistical analysis using SPSS and thematic analysis via NVivo showed significant improvements in the trained groups (p < 0.001) including gains in analytical reasoning (26.3%), persuasive communication (21.7%), and ethical decision-making (26.6%). These findings provide practical implications for curriculum reform aimed at equipping graduates with essential 21st-century competencies for the modern workplace. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.