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"Students"

The need to understand global competence in higher education in Indonesia currently relies on the 7C skills measuring instrument, which originates from Western cultural contexts and may lead to potential biases. This study aims to develop a 7C skills measuring instrument grounded in engagement theory through theoretical studies, expert validation, empirical testing, and construct validity. Adopting an exploratory sequential mixed-methods design, the research was conducted in two phases: the qualitative phase followed by the quantitative phase. The qualitative phase aimed to conceptualize the development of the 7C skills measuring instrument based on engagement theory through theoretical studies and expert evaluations. The findings from the qualitative phase revealed that the 7C skills framework consists of seven dimensions: critical thinking, collaboration, communication, creativity, connectivity, computational thinking, and cross-cultural understanding. The instrument was tested on 385 university students in Indonesia and analyzed for feasibility, factor structure, and construct validity. As a result, the instrument was reduced to 61 items, as certain items did not meet eligibility criteria. These findings demonstrate that the 7C skills measuring instrument, grounded in engagement theory, is valid and applicable for university students in Indonesia. Additionally, this study contributes to both the refinement of engagement theory as the foundation for constructing the 7C skills framework and the advancement of engagement theory by integrating perspectives from motivational theory and environmental fit. The practical implications include the development of a more precise and applicable 7C skills measurement tool for various educational contexts, fostering the enhancement of 21st-century skills. © 2025 Society for Research and Knowledge Management. All rights reserved.

Employability skills are increasingly recognized as essential for empowering young people particularly in developing countries where youth unemployment poses a significant challenge. This study explored the experiences of youth engaged in community-based skills acquisition programs, specifically focusing on their development of employability skills, perceived relevance, and the factors influencing their successful acquisition. 15 youths who finished their program participated in focus groups and interviews. To ascertain important issues pertaining to communitybased skills acquisition as it relates to employability skills, a thematic analysis was performed. The analysis identified three central themes, 12 sub-themes and two subsubthemes based on the research questions. This paper provides a comprehensive examination of the program as it related to the development of employability skills. offering insights for vocational skill training, training institutions, instructors and master craftsmen, educational institutions, and youths students seeking to acquire practical skills. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Digital escape room designs in education have become an innovative and engaging way to promote critical thinking, teamwork, and problem-solving skills among students. By combining the emotional interest in escape rooms with educational content, these virtual puzzles provide a hands-on learning experience that encourages collaboration and application of knowledge in creative ways. Whether used to reinforce classroom lessons or to introduce new concepts, digital escape rooms offer a fun, immersive environment where students can actively participate in their learning journey. This interactive approach enhances student engagement while fostering a sense of accomplishment as learners work together to solve challenges and unlock new knowledge. Digital Escape Room Designs in Education explores the transition of escape rooms from physical to virtual environments, highlighting the influence of technological advancements in this transformation. It analyzes game design principles, the integration of technologies like augmented reality (AR), virtual reality (VR), and artificial intelligence (AI), and the application of these games in educational contexts, as well as business aspects like market trends, challenges, and opportunities. This book covers topics such as escape rooms, design technology, and instructional design, and is a useful resource for educators, academicians, computer engineers, scientists, and researchers. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Purpose: In light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ). Design/methodology/approach: Drawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL. Findings: This paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences. Research limitations/implications: While the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed. Practical implications: The paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences. Originality/value: By focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes. © 2024, Emerald Publishing Limited.

Purpose: Employability is an established research theme in Western literature; however, in developing economies, the concept remains unclear and underresearched. This study addresses this lacuna by exploring how Sri Lankan higher education (HE) administrators conceptualise employability and which capitals they perceive as needing development to achieve employability. Design/methodology/approach: The research utilised semi-structured interviews with an expert panel responsible for leading the development of the employment agenda within Sri Lankan HE. The purposive sample included four Sri Lankan vice chancellors (VCs), representing leadership at 27% of the country’s publicly funded universities and the HE funding commission. The qualitative data collected were thematically analysed to identify how employability was conceptualised and the perceived employability skills and capitals required. Findings: The findings demonstrated that employability was conceptualised as requiring transferable skills and job-specific occupational skills. This view of employability represents a narrow definition with an emphasis on skill development rather than longer-term capability building. The results show the applicability of Bourdieu’s (1986) capitals in the Sri Lankan HE context, with cultural and social capital and proficiency in the English language critical to meeting employability objectives. Originality/value: This research addresses the shortage of research about the concept and requirements of employability in developing countries. Most employability studies have drawn on samples from students, lecturers and employers, whilst this study considers the phenomenon from the perspectives of strategic administrators in HE who guide the employability agenda in practice. These insights are important in informing policymakers to calibrate a more balanced approach by incorporating employability into the Sri Lankan HE curriculum and sector strategy. © 2024, Emerald Publishing Limited.

Purpose: The research explores how these volunteering experiences in Chinese art museums influence students’ future teaching careers and employability. Design/methodology/approach: Our study delves into the educational value of art museum volunteering for higher education students, focussing particularly on those majoring in elementary education. Utilising a triangulation methodology that includes questionnaires, in-depth interviews, and observations, we collected data from 30 art museums across 17 provinces in China. Our research aims to understand how these volunteering experiences influence students’ future teaching careers and employability. Findings: The study examines the types of educational activities offered, the art education experiences gained and the impact on students’ skills. The findings suggest that volunteering enhances students’ practical skills in art education, creativity, critical thinking, cultural understanding and employability, contributing positively to their future educator roles. The findings highlight the importance of partnerships between museums and higher education institutions to improve the quality of art education and the professional preparation of future educators. Research limitations/implications: We identified some limitations. Because the period of investigation for this study was limited to a recent year, the unique strategies and techniques for conducting educational practices varied from museum to museum, resulting in different barriers and opportunities for improvement for volunteers. This study did not conduct a detailed analysis of gender- and region-specific differences, nor did it include interviews with museum educators and educational program spokespersons or an analysis of their opinions. Originality/value: Our research fills a notable gap in the existing literature by focussing on the Asian context and underscores the importance of collaborative efforts between museums and higher education institutions. © 2024, Emerald Publishing Limited.

The purpose of this study was to determine the effect of the Project Based Learning model assisted by animation media on the mathematics learning outcomes of fourth grade students. The research method used in this research is the experimental method. The type of research used in this research is quantitative research. The sampling technique in this study was a simple random sampling technique. The data collected in this study is data in the form of students' pre-test and post-test learning outcomes. Data collection techniques in this study are measurement techniques and direct observation techniques. From the calculation results obtained P-Value of 0.011 <0.05 then Ho is rejected, so that there is a significant difference between students with project-based learning models assisted by animation media with students with conventional learning models. According to the criteria, the magnitude of the effect size is 0.88, including the high category in the ES range > 0.8. This shows that the application of a project-based learning model assisted by animation media has a large effect on learning outcomes in Mathematics in fourth grade students of Abata Elementary School. © 2025 American Institute of Physics Inc.. All rights reserved.

The ongoing evolution of technology in education has highlighted the need for modernized instructional methods. This study explores the development of the Go Electronic game, designed to enhance teaching and learning in digital electronics through gamification. students often face difficulties in understanding digital electronics, a complex subject that is difficult to learn through traditional teaching methods. This gap highlights the need for teaching aids that simplify concepts and maintain student focus through interactive learning approaches. Using the Waterfall model, a systematic development methodology that progresses through sequential phases: requirements analysis, system design, implementation, integration, testing, and maintenance. This approach ensures that each stage is thoroughly completed before moving to the next, allowing for a structured and efficient development process. Go Electronic was developed to address the confusion often faced by university students in this subject area. The research focuses on the integration of new media resources to make the learning process more interactive and engaging. Data collected from interviews with educators at Universiti Pendidikan Sultan Idris (UPSI) confirmed the tool’s effectiveness, emphasizing its potential to improve student focus and engagement. The research findings indicate that the Go Electronic game, developed using this model, effectively enhances student engagement and focus on digital electronics topics. Feedback from educators highlights that the gamified approach not only captures student interest but also supports a more interactive and productive learning experience. The study suggests that expanding the game’s question bank could further improve students’ comprehension, thus advancing the integration of gamification in higher education course delivery. © 2025 by the authors of this article.

Purpose: This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation. Design/methodology/approach: This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model. Findings: The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education. Practical implications: By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes. Originality/value: This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities. © 2024, Emerald Publishing Limited.

Background: Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis. Methods: Literature databases were searched from their inception to February 28, 2024 for eligible trials. Educational backgrounds included 3 majors (pharmacy, medicine, and nursing) and 3 degrees (junior college, undergraduate, and graduate). Academic performance, comprehensive competency, and satisfaction were analyzed using Stata (version 17), Review Manager 5.3 software (RevMan 5.3), and R software (version 4.3.1). Results: A total of 46 studies involving 6447 students were included. The surface under the cumulative ranking curve (SUCRA) indicated that compared to other majors, new media teaching among nursing students was the most effective in improving theoretical scores (88.63%), experimental scores (93.28%), learning interest (88.27%), self-learning ability (91.17%), mastery of knowledge (96.81%), and the proportion of satisfaction (97.30%) in pharmacology education. As for degrees, new media teaching among junior college students had the best effect on enhancing theoretical scores (75.60%), experimental scores (86.23%), pass rates (88.33%), self-learning ability (90.36%), mastery of knowledge (97.73%), and the proportion of satisfaction (85.28%) in pharmacology learning. Conclusion: Overall, new media teaching among nursing students or junior college students appears to be more effective in pharmacology education. Thus pedagogues can better implement new media teaching strategies among these students and incorporate more web-based tools. © 2025 Elsevier B.V.