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"learning"

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.

Despite massive open online courses (MOOCs’) widespread acceptance, the substantial dropout rate among learners remains a significant challenge in remote education. Although gamification has been identified as a potential strategy to address this issue, preliminary research on this topic is limited in scope and methodology. Therefore, this study aims to explore the application of gamification in MOOCs and its impact on participant engagement and course completion rates. Twenty-two articles were systematically nominated and reviewed under preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. They were extracted from 225 articles indexed in the Scopus database for various criteria, including peer-reviewed articles published within the last five years to ensure we use articles with the latest technological developments. The analysis emphasizes that despite its limitations, gamification in MOOCs positively influenced learner engagement and completion rates through strategies such as badges, leaderboards, and challenges. The findings of this study offer valuable insights into the potential of gamification to enhance learner engagement and improve course completion rates in MOOCs, contributing to more effective remote education strategies. The study concludes by identifying the need for future research on long-term effects across different types of MOOCs and the sustainability of engagement over time. © 2025 by the authors of this article.

Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work. Design Qualitative, phenomenological study. Setting The current study was conducted at a university hospital in South Korea between November 2022 and October 2023. Participants Five faculty members (two males and three females) from critical care specialties (eg, emergency medicine) with over 15 years of experience, each having served as faculty at a university hospital for more than 5 years. Results Six key themes emerged: cultivating 'doctor-ishness' in the realm of critical care, beacon of inner drive: guiding professional growth, nexus for leveraging expertise and fostering professional growth, the challenging reality of becoming an 'ideal' faculty, the shifting tides of the medical profession's role and weaving workplace learning into a unique rhythm of practice. These themes collectively highlight that faculty members' workplace learning involves a transition from functional professionals to reflective practitioners. Conclusions Workplace learning of faculty members with critical care specialties is understood as an ongoing, context-dependent and individualised process in which emotions play a crucial role in determining the depth and significance of learning and shaping professional identities. This study highlights their capacity for agency and potential, offering a perspective beyond previous research that has primarily focused on their hardships. By shedding light on their workplace learning from an insider's view and underscoring the need to support professional development in these high-stakes fields, our findings suggest theoretical and practical interventions to foster the mutual growth of faculty and hospital organisations. © Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC.

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 book examines the relationship between the educational activities of civil society and those of the state via three case studies in vocational education, political education, and educational markets. Winch argues that the narrower educational activities of the state cannot be understood independently of those that take place in civil society which consists of institutions such as families, churches, businesses, trade unions, charities and political associations. Drawing on arguments and ideas in the work of Hume, Wittgenstein, Rhees, Vico, Hegel and Gramsci and building on the work of authors such as Bakhurst, Roedl and Hamlyn, the book breaks new ground in offering a philosophical account of civil society and the place of education within it. It is relevant to a range of societies, including those without a state or where the state has little influence, located in geographically and temporally diverse contexts. © Christopher Winch, 2025. All rights reserved.

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.

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.

This study aims to explore the role of reading competence in English literacy for vocational students, focusing on its impact on human resource management and the effectiveness of public learning organizations. The method used is a descriptive qualitative literature review to identify the required competence levels, basic literacy needs, and the urgency of developing effective reading skills in preparation for entering the job market. The results show that reading competence goes beyond basic literacy and includes understanding technical materials, specific industry documents, and job-related texts, all of which are crucial for successful navigation in chosen fields as well as the development of critical thinking and problem-solving skills. This study also highlights the fundamental needs of vocational learners, including access to educational resources aligned with their field of expertise, and adequate language support programs for various levels of English proficiency. This research recommends enhancements to vocational curricula, professional development for educators, language support programs, and collaboration between vocational institutions and employers. The implications of this study confirm that reading ability is not merely a skill but a strategic necessity for vocational success that enhances job eligibility and adaptability, as well as supporting growth in human resource management and public learning organizations. © 2025, J. Ilm. Peuradeun. All rights reserved.