Search Results for
"Higher education"

The main objective of this study is to describe and analyze the impact level of digital competence achievement on university dropout rates while identifying profiles among students based on contextual variables. The applied analytical methodology is quantitative, cross-sectional, retrospective, and descriptive-inferential. The sample size is 1290 students. Metric characteristics are assessed by applying the instrument DADC (Degree of Achievement of Digital Competence). The results show that the DADC instrument possesses desirable metric characteristics and is valid for assessing the dimensions of digital competence. The most developed aspect of digital competence among students is network security while the least developed is problem solving. The dimension of digital information and alphabetization is highly important for student retention. It is concluded that students should be provided with opportunities for digital training and for development of abilities to maintain and improve their retention in universities. © (2024), (Centro de Informacion Tecnologica). All rights reserved.

Competency-based assessment plays an important role in the development of learners’ education as it enables them to demonstrate their expertise and readiness for professional life. The competencies of ‘KRU RAK THIN’ scholarship recipients in remote and underprivileged areas reflect the learning outcomes that teacher education institutions should achieve to meet the basic needs of community schools in these areas. The competency-based assessment model developed utilizes real-life scenarios from the teaching environment of community schools in remote and underprivileged areas to create simulations in which student teachers can apply their existing problem-solving skills. The aim of this study is to develop a competency-based assessment model for third-year student teachers in the ‘KRU RAK THIN’ program. The study found that the competency-based assessment model for these students consists of the following elements: (1) assessment of scholarship students’ competencies, with assessors taking on two interrelated roles: Coaching and Evaluation; (2) a simulated, situation-based competency-based assessment activity; and (3) data on student competencies along with individual development strategies. The quality assessment of this competency-based assessment model for the third-year students found it to be of the highest quality regarding authenticity, cognitive complexity, meaningfulness, directness, comparability, transparency, fairness, cost and benefit, educational consequences, and reproducibility of decisions. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Vocational education and training (VET) and higher education serve different purposes and pursue different logics. However, in view of the increase of qualification requirements for skilled workers, many education systems are responding by linking VET to higher education. Therefore, the borders between VET and higher education have developed in different ways in different nations. In our paper, we analyze different approaches of tertiarization and academization of VET to answer to what extent VET and higher education are affected by the described changes. To answer these questions, we use a heuristic that includes an objective, an organization, a program, and a system dimension. We analyze the cases of China and Germany as they differ greatly in the dimensions of the heuristic. The study is based on the analysis of documents in the selected countries. Based on our findings, we point out consequences for the purpose and equality between VET and higher education. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

In today’s society, Sustainable Development Goals set a roadmap for our daily work, both educationally and socially. On this basis, this Educational Innovation project creates networks between students, teachers and entities, promoting an excellent scenario to connect academia with praxis. The overall objective of this work is to delve into the potential of the project from a polyhedral vision involving students, social organizations and lectures. Based on a qualitative perspective, the active participation of students, teaching staff and third sector organizations has been encouraged throughout the process. Likewise, the whole process has been documented through focus groups, automatic writing exercises and a systematic record of the work. The analysis of the documentation generated has been developed through a deductive-inductive categorisation of the information using NVivo (Windows) and Iramuteq (0.7 alpha 2) software. It is worth highlighting the markedly dialogical and participative nature of the methodologies proposed for the development of the TFGs, as well as the process of coordination, systematization and evaluation of the entire innovation project. These findings allow us to corroborate some of the evidence provided by the scientific literature when it comes to pointing out the added value of pedagogical proposals such as Service-Learning or Research-Based Learning in higher education and more specifically in the framework of the development of the Sustainable Development Goals. © 2024 Universidad de Murcia. All rights reserved.

The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students. © © 2024 George-Reyes, Vilhunen, Avello-Martínez and López-Caudana.

This paper undertakes a comprehensive examination of the multifaceted challenges and opportunities intrinsic to the integration of employability skills, particularly those of a non-technical nature, into the knowledge framework of engineering disciplines. Leveraging insights gleaned from Winberg et al.'s (2020) systematic literature review, the intricate process of transferring predominantly non-technical proficiencies into the specialized domain of engineering knowledge is not only acknowledged but also thoroughly discussed and critically assessed. Although numerous academic institutions across the globe have already adopted integrated and cohesive strategies to align technical and employability skills within their engineering degree programs, this paper posits that a more expansive and concerted effort is imperative. The argument presented herein contends that for employability skills to truly ascend to the status of a foundational element in a renewed and enriched professional identity for engineers, a broader societal commitment is requisite. While existing initiatives are commendable, this paper advocates for a scale-up of efforts, positing that such endeavours will accrue substantial benefits for learners, employers, and the broader societal fabric. Employing a Social Learning Theory approach and delving into the socio-technical intricacies of the engineering profession, the discourse underscores the necessity of expanding the current cadre of main stakeholders. In addition to higher education institutions, employers, professional bodies, learners, and practitioners in training, the paper contends that media, schools from early educational stages, and other relevant components of society should assume a more proactive and co-responsible role in reshaping societal perceptions of engineers' professional identities. This expansion of stakeholder involvement is posited as a vital step towards fostering a comprehensive paradigm shift in how engineers are perceived within society. © 2024 IEEE.

In today's higher education landscape, governments expect higher education institutions to offer learners 'value' in ensuring they successfully complete their degree programmes and secure graduate employment. However, a significant challenge is that learners often fail to see the connections between what they learn and what prospective employers require. In addition, learners can struggle to self-reflect on their skills, leading to underselling themselves in job applications. In response, the work in this paper presents the 'mySkills' framework, which not only enables learners to see connections between core skills and prospective employment opportunities but can also equip them with a professional identity and a record of accomplishments and experiences that they can showcase to potential employers. One of the aims of 'mySkills' is to support learners in establishing their personal brand and taking ownership of their career development. In this paper, we report our findings of the second year (2022/23) of this framework, where the 'mySkills' tasks are now summative assessments in anchor modules. We compare the engagement levels of two cohorts who have been enrolled in the programmes at the School of Electronic Engineering and Computer Science at Queen Mary University of London. Our findings show that this framework can incentivise learners towards active engagement in employability initiatives. There is certainly potential for institutions to leverage the 'mySkills' framework as a mechanism to promote career readiness among their learners. © 2024 IEEE.

The paper examines the correlation between patriarchal attitudes, women’s asset ownership, participation in household decision-making and women's educational attainment across 27 post-communist countries. It hypothesizes that patriarchal attitudes hinder women's educational achievements while women's asset ownership and participation in household decision-making facilitate them. Utilizing regression analysis, marginal effects, post-regression simulation, the study tests and confirms these hypotheses. Results show that for every unit increase in women's asset ownership and participation in decision-making, the odds of achieving higher educational attainment increase by approximately 35.7% and 16.5%, respectively. Conversely, a unit increase in patriarchal attitudes decreases these odds by 15.8%. The findings underscore the importance of state and civil society commitment to addressing gender disparities in education. © (2023), (Alexandru Ioan Cuza University of Iasi). All Rights Reserved.

The article explores the teaching of applied art in Lithuania during the 1920s and 1930s, with a primary focus on the training of specialists in craft schools and courses. Specialized education held a crucial role in Lithuanian education policies, emphasizing the need for applied art and design experts to enhance the aesthetic quality of the living environment and meet local market demands with regionally crafted products. Shaping a modern environment rested on specific decisions made by individuals who realized its importance. However, the practical implementation of these goals faced delays due to post-war economic challenges, uneven budget allocation, and the relatively modest status of designers. Despite the slow execution of reform plans, the training of fine craft specialists found its home in craft schools and courses. The development of applied art education during the interwar period is delineated into two distinct phases: the organizational period (1920s), marked by the establishment of the Kaunas School of Art, the creation of a network of state craft schools, and improvements in the legal educational framework; and the reform period (1930s), characterized by the expansion of crafts schools and courses, along with internships for specialists abroad. The article delves into the noteworthy centres of fine arts education, including the private Kaunas Women’s Handiwork School (founded in 1927), the Kaunas Evening Courses of Painters-Decorators (established in 1931), and the Kaunas First School of Crafts (established in 1935). It also examines lesser-known craft schools and courses. These institutions, regardless of their educational levels, are viewed as components of a unified system, in which lower-tier schools compensated for the absence of higher education institutions. In conclusion, the focus of artistic education during this period was not solely on the elite but rather on enhancing the environment of middle-income citizens. Educators working in teaching institutions and government representatives shared a common goal – the improvement of the specialized education system. Those involved in applied art education played a crucial role in implementing state policy tasks, compiling and refining academic programs, and nurturing the next generation of specialists. The latter half of the 1930s witnessed significant phenomena in applied arts and crafts education. Thus, the history of interwar applied art, design, and fine arts education serves not only as a record of advancements in specialized artistic education but also offers a glimpse into future possibilities – detailing both accomplishments and unrealized potential. © 2024 Vilniaus dailes akademijos leidykla. All rights reserved.