Search Results for
"education"

This study addresses key contradictions within the vocational education curriculum system - namely technological generation gaps, fragmentation of the curriculum resource ecosystem, and insufficient dynamic adaptability. We establish an optimization framework for vocational education large models based on a "diverse data inputs-computing power support-algorithm-driven"approach. By constructing a four-dimensional curriculum optimization model (encompassing objectives, content, strategies, and evaluation) at the theoretical level, this framework promotes collaborative resource co-construction among multiple stakeholders, the development of multimodal intelligent teaching systems, the establishment of dynamic evaluation mechanisms, and the enhancement of teachers' digital literacy in practice, thereby forming a systematic solution. Empirical studies in public security vocational education demonstrate that this model improves curriculum update timeliness by 96.1%, increases the utilization rate of practical training resources by 150%, enhances real-case scenario matching by 69.1%, and boosts internship unit recognition by 30.6%. These results verify the feasibility of curriculum optimization driven by vocational education large models and provide theoretical support and practical paradigms for the digital transformation of vocational education. This research holds significant value for deepening industry-education integration and cultivating comprehensive technical and skilled talents. © 2025 IEEE.

This chapter examines wellbeing’s position in vocational taxonomies, focusing on wellbeing as a potential skillset and wellbeing literacy (WBL) as a mechanism for wellbeing skill acquisition. Vocational taxonomies-hierarchical structures of knowledge, skills, abilities, work styles, values, and tasks mapped to vocations-underpin many vocational education and training (VET) systems. We begin by defining WBL, including its components and mechanisms for enabling wellbeing, followed by an explanation of Competence Based Training (CBT) in VET and its relevance to wellbeing education. Key vocational taxonomies and unification attempts are outlined, alongside an overview of modifiable wellbeing qualities across four wellbeing science domains: positive psychology interventions, non-cognitive educational competencies, resilience and coping, and peak performance mental skills. Throughout, we connect these concepts to WBL theory and present comparative case studies of VET graduates-one trained in wellbeing skills, another in technical skills only-navigating workplace challenges. We address limitations of the skills-based wellbeing conceptualisation, particularly concerns about individualising wellbeing responsibility. The chapter concludes by advocating research toward holistically integrating wellbeing factors from wellbeing science into vocational taxonomies and VET. © 2026 selection and editorial matter, Lindsay G. Oades, Narelle Lemon, Jacqui Francis, and Tim Lomas; individual chapters, the contributors.

In this chapter, as a way of introduction to the midwifery context in Belgium, we provide a brief overview of midwifery in Belgium. The chapter is then divided into two sections. The first section discusses Belgium as a country and the organisation of midwifery care. In this section, we outline the education pathways to becoming a midwife, followed by information about learning to be a midwife in the clinical environment and the roles of those supporting students. Given the book's title, we dedicate the second section of the chapter to mentorship, including a discussion about an evidence-based mentorship model developed to facilitate competency-based learning, assessment, and supervision of undergraduate midwifery students at Artevelde University of Applied Sciences in Ghent (Flanders, Belgium). We conclude the chapter with a discussion on current regulations on continuous professional development (CPD) and mentoring to support CPD and the future midwifery workforce. © 2026 selection and editorial matter, Elaine Jefford and Lyn Ebert; individual chapters, the contributors.

The OLIVE (Online Learning and Interactive Vocational education) project proposes a novel interdisciplinary framework to address the fragmentation and opacity of competency-based educational systems. It introduces a visuo-cognitive approach to academic guidance using the metro map metaphor. Drawing on research in cognitive metaphor theory (Lakoff and Johnson, 2003), educational semiotics (Sander, 2024), and visual knowledge representation (Burkhard, 2004; Shahaf et al. 2012; Wallinger, 2020), OLIVE leverages AI, UX/UI design, and semantic web technologies to develop a dynamic, navigable model of educational pathways. The project’s ambition is to enhance the accessibility, modularity, and personalization of academic trajectories across French and Brazilian educational ecosystems. This paper presents the project’s theoretical foundations, methodological structure, and expected impacts. It also explores OLIVE’s ambition to foster the creation of a double-degree program based on the master’s curriculum Management et Valorization de l’Information Numérique – MAVINUM at Université Paul-Valéry Montpellier 3, which specializes in data, knowledge, and digital information professions should summarize the contents of the paper in short terms, i.e. 150–250 words © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This study investigates the underlying mechanisms of Design Thinking and Project-Based Learning (DT-PBL) in engineering education through a grounded theory approach. Based on classroom observations and semi-structured interviews, four interdependent dimensions—self-confidence, reflective interaction, knowledge integration, and iterative refinement—were identified, forming a closed-loop learning ecology. The findings reveal that DT-PBL operates as a recursive, dynamic process: self-confidence drives participation, reflection deepens understanding, and iteration progressively transforms knowledge into actionable insights. Beyond generating project deliverables, DT-PBL cultivates reflective judgment, integrative thinking, and sustainable problem-solving competencies vital for contemporary engineering practice. This study contributes a theoretically grounded and pedagogically actionable framework for advancing DT-PBL implementation in higher education. © 2025 SEFI.

Purpose – This paper explores how authentic assessment and adult learning principles can shape meaningful curriculum design within higher education criminology and policing programmes. It reflects on how degree apprenticeship development has influenced pedagogy and professional learning for adult learners. Design/methodology/approach – Adopting a reflective practitioner and autoethnographic approach, the paper draws on the author’s experience of designing and delivering a work-integrated policing degree apprenticeship. Analysis of curriculum documents, feedback and professional reflections illustrates how assessment practices connect theory with operational realities. As no participant data were collected, the study did not require formal ethical approval and complies with Leeds Trinity University’s Research Ethics Policy and BERA (2018) guidelines. Findings – Authentic assessment promotes engagement, critical reflection and professional identity formation. Integrating workplace challenges within academic study enhances adaptive expertise and supports evidence-based decision-making while highlighting the importance of flexibility and recognition of practitioner knowledge. Research limitations/implications – As a single-institution reflective study, findings are context-specific. Broader, multi-institutional research would extend and test this framework further. Practical implications – The paper provides practical guidance for embedding authentic assessment in programmes for work-based learners and demonstrates how collaboration between universities and employers can ensure curricula remain academically robust and professionally relevant. Social implications – Embedding authentic assessment fosters ethical, accountable policing by preparing officers to reflect, adapt and engage meaningfully with diverse communities. Originality/value – This study offers a reflective, evidence-informed model for curriculum design that aligns academic learning with professional practice. It illustrates how authentic assessment can transform learning for adult and professional learners by creating purposeful connections between higher education and workplace contexts. © 2025 Emerald Publishing Limited

This study design combines Gather Town's realistic space, multi-dimensional scaffolding mechanism, and multiple professional fields real-person NPCs (Non-player Character) in a remote strategic planning educational game, and explores learners’ learning effectiveness, scaffolding usefulness, game fidelity, and game acceptance. There were 52 participants, including the Experimental Group (using a game with real-person NPCs), and the Control Group (using a game without real-person NPCs). The results of the study found that games using the mechanism of real-person NPCs can significantly improve learning effectiveness and have better learning effectiveness than those without real-person NPCs or general case studies. In terms of the usefulness of scaffolding, real-person NPCs could jointly improve the effect of other dimensions of scaffolding, allowing learners to experience more useful learning guidance. In terms of fidelity, the introduction of real-person NPCs allows learners to be easily involved in the learning roles and mission objectives of the game. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study aimed to analyse the current state of youth unemployment in the Ashanti region, identify key contributing factors, and propose inclusive career development strategies to enhance employability. The study employed a qualitative case study design with face-to-face interviews to gather comprehensive data from a purposive sample of 15 participants aged 18–35, including those about to complete school, unemployed, underemployed, and engaged in vocational training programmes. The study was grounded in the human capital theory, which suggests that investments in education and training enhance individuals’ skills, productivity, and employability. Participants attributed unemployment to educational barriers, limited access to quality education, skill gaps between education and job market needs, economic challenges, lack of job opportunities, poor infrastructure and resources for businesses, societal expectations limiting career options, gender and regional disparities, personal limitations, lack of career awareness or motivation, and inadequate networking opportunities. Inclusive strategies suggested to improve youth employability include educational reforms, enhanced vocational and technical training, policy and institutional support, government and NGO collaboration for youth initiatives, incentives for businesses to hire young workers, targeted programmes for disadvantaged groups, and mentorship and peer-support initiatives. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Ghana, the Gold Coast, encountered the Portuguese in AD 1482 and remained a European colony until 1957. Before the European incursion and the introduction of Western education, parents, relatives and community members taught children indigenous values, culture and skills through apprenticeship, observation, imitation and listening. The indigenous education was inclusive because it covered the teaching of economic and social skills including hunting, farming, sculpturing, manufacturing of implements, weaving, home making and the transmission of indigenous values of God fearing, patriotism, honesty, courtesy, moral uprightness, co-operation, love, patriotism, support and care for others. Every adult in the community was a parent, and educator to every young person. Ghanian values were transmitted through wise sayings, folklore, proverbs, and practical activities such as observation, imitation and listening. The respected and well-educated individual was one imbued with good character as espoused by indigenous values. The values constituted the unique Ghanaian heritage which were eclipsed or eroded by Western education. Children acquired Western values and way of life because they were educated outside their cultural practices. As a result of the exclusive nature of Western education, its products are self-centred and show disdain for their cultural heritage of love for one’s nation. They are either ignorant of the unique Ghanaian values or choose not to respect the cultural heritage of moral uprightness. Millions of Ghanaians enter public service full of greed, lack patriotism, honesty, curtesy, moral uprightness and love for the country hence they engage in self-aggrandizement at the expense of the country. Ethical behaviour no longer has space in Ghana and to reclaim the valuable cultural heritage of moral uprightness and to make education more inclusive, the country must transform its school curriculum. Therefore, Ghana needs to do a backward gaze to its indigenous cultural values to integrate them into the curriculum to inculcate in the future generation moral uprightness and patriotism. This book chapter emanated from the observation, experience and some unstructured interviews conducted by the author on the moral decay among the educated citizens, its effects on the future of the country and how to stem the tide through an inclusive curriculum. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This study aimed to examine the effectiveness of digital textbooks incorporating local indigenous content in enhancing academic writing skills among students in Indonesian Language education. Employing a quasi-experimental method with a non-equivalent control group design, the research involved pretests and posttests with 71 participants from two institutions. The findings revealed a statistically significant improvement in the experimental group using indigenous-based digital books compared to the control group. This improvement occurred because the materials integrated local values, enabling students to write contextually by linking cultural relevance to their academic tasks. While overall performance increased, the aspect of sentence accuracy showed no significant gain, indicating areas for improvement. These results highlight the potential of culturally contextualized digital materials to support Sustainable Development Goals (SDGs) by promoting inclusive, quality education through localized pedagogy. Further refinement of digital textbooks is recommended, particularly to enhance linguistic accuracy and broaden language competencies in higher education contexts. © 2025, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.