Search Results for
"education"

This paper will discuss e-learning training applied to the construction sector, with a specific focus on the lift industry. © 2025 The Lift and Escalator Symposium Educational Trust, The University of Northampton, The CIBSE Lifts Group, LEIA and the authors.

This study investigates the role of Artificial Intelligence (AI) in personalized learning within tertiary and higher education contexts worldwide. Guided by the PRISMA 2020 framework (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), a systematic literature review of 25 Scopus-indexed articles published between 2019 and 2024 was conducted to map publication trends, identify dominant AI technologies, and synthesize the benefits, challenges, and future directions of AI-enabled personalized learning systems. The findings reveal a rapid shift from early rule-based systems to sophisticated models that integrate machine learning, natural language processing, intelligent tutoring systems, and large language models such as ChatGPT. AI has been shown to enhance student engagement, motivation, and performance by providing adaptive learning pathways, real-time feedback, and tailored content. However, several challenges persist most notably data privacy and ethical concerns, technological infrastructure constraints, educator readiness, and limited scalability across diverse educational contexts. While AI-driven personalization improves learning effectiveness compared to traditional methods, long-term impacts and issues of equity and inclusion remain underexplored. This review highlights the need for ethical frameworks, robust teacher training, and integrating emerging multimodal AI technologies to support more inclusive, sustainable, and human-centered personalized learning ecosystems. The study provides strategic insights for researchers, educators, and policymakers to guide future deployment of AI in education. © 2025 The Authors.

This book examines a largely overlooked social movement in West Germany, notable for its significant influence on the national apprenticeship system. The movement, which led to substantial increases in apprentice pay and contributed to long-term improvements in training quality, is analysed through a wide array of sources, including contemporary German-language literature, official statistics, and archival documents from trade unions and employers' associations. Consideration of comparable changes in the UK, Switzerland, Sweden and the US contributes to a broader understanding of developments in Germany at the time. Addressing an important gap in scholarship, the book will appeal to students, scholars, and researchers in economic history, labour economics, social sciences and history, interested in a better understanding of the apprentice movement in Germany and its impact on educational reform, employment relations and apprenticeship. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Purpose The review highlights how the behaviour of the COVID-19 problem has led to the involvement, of teaching and management students, over online learning platform. The evolution from traditional temporal and attitudinal learning methodologies, which needed a direct contact between students and tutors, to online learning models has transformed the landscape of educational platforms, mainly in management education. Constructed on the Social Cognitive Theory and the Online Learning frameworks, the study explores the influence of methods for students towards online classes, interactions, and criticism on MBA students’ attitudes and performance. The study identified to identify challenges digital ecosystem, the queries of how to improve digital preparedness, and issues with online evaluations. It also scrutinizes students’ participation through the conception of a digital identity and evaluates the effectiveness of online teaching methods. Design/Methodology Purposive sampling was done and the students were specifically post-Covid-19 students. For this purpose, the necessary data were gathered from B-Schools of Kolkata, India and was done with the help of a structured questionnaire. The data collection involving 341 MBA students, both male and female, from a variety of age group, income categories, and backgrounds was chosen. Findings From the study, five factors that were identified ‘Student Performance’, ‘Effectiveness and Good Performance’, ‘Accessibility’, ‘Impact’, and ‘Expertise’. The factors accessibility and the expertise had a major influence in the Student Performance, with institutional role, technology platform with 24 × 7365 support, user interface design helping to aid online pedagogy process, to meet the teacher-student expectation from the digital shift in teaching. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

In South Africa, the term transformation covers various aspects of change in society, including inter alia race, gender, religion, and socio-economic change. The rest of the world uses the DEI (Diversity, Equity, and Inclusion) terminology to address these matters of change. The paper unpacks aspects of diversity and inclusion in the tourism sector in South Africa and interrogate lessons for higher education institutions (HEIs) in preparing employable graduates for an ever-changing sector. There is a growing focus on the employability of graduates and the role that HEIs must play in this regard. The paper further explores whether the development of soft skills should include aspects of DEI training. Arguably, it remains unclear who is ultimately responsible for the employability of graduates but a collaborative approach between HEIs and industry could result in improved talent development and selection for the tourism sector. Key conclusions in the paper are that the challenges for HEIs in South Africa will include having a better understanding of the aspirations of their students; ensuring that teaching practices are agile to new learning styles; that the curriculum content is updated to reflect DEI matters; and that industry experiences and exposure remain core to the learning process. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Interprofessional healthcare requires interprofessional learning (IPL) starting during academic education. The aim of this study is to examine the implementation of IPL in the modules "Topical Workshop (TW) for Orthopaedic Rehabilitation" and "TW for Paediatrics and Child and Adolescent Psychosomatics" at the Universität zu Lübeck (UzL) from the perspective of students in occupational therapy, speech therapy, and physiotherapy. Methods: This qualitative study was conducted in two phases. In phase 1, qualitative data was collected and analysed using Kuckartz's method of content-structuring qualitative content analysis. Building on this, two focus group interviews were conducted in phase 2 and analysed using the same method. The data was integrated using a triangulation approach. A final member reflection was carried out. Results: The analysis of five interviews, five written pre-understandings, the central evaluation, and two focus group interviews shows: Joint learning of new content, understanding of profession-specific content, and the acquisition of interprofessional skills are at the core of IPL. In the modules, the various professions were involved to different extents, approaches to interprofessional collaboration (IPC) were demonstrated, and practical relevance was established. Facilitating factors such as practical content and group work were contrasted by challenges such as a lack of exchange and unsuitable tasks. The perceived learning gains resulted in wishes and ideas for shaping future TWs. Conclusion: Both facilitating and inhibiting factors for IPL were identified. These lead to approaches for further developing the modules, which can be applied to similar academic contexts.; Hintergrund: Eine interprofessionelle Gesundheitsversorgung bedarf des interprofessionellen Lernens (ipL) bereits im Studium. Ziel der Studie ist es, die Umsetzung des ipL in den Modulen „Profilwerkstatt (PW) für orthopädische Rehabilitation“ sowie „PW für Pädiatrie und Kinder- und Jugend-Psychosomatik“ an der Universität zu Lübeck aus Sicht von Studierenden der Ergotherapie, Logopädie und Physiotherapie zu untersuchen. Methodik: Die qualitative Studie erfolgte in zwei Phasen. In Phase 1 wurden qualitative Daten erhoben und mittels inhaltlich strukturierender qualitativer Inhaltsanalyse nach Kuckartz ausgewertet. Aufbauend wurden in Phase 2 zwei Fokusgruppeninterviews geführt und nach demselben Verfahren analysiert. Die Daten wurden mittels der Vorgehensweise der Triangulation miteinander verknüpft. Abschließend erfolgte eine Member Reflection. Ergebnisse: Die Analyse von fünf Interviews, fünf schriftlich festgehaltenen Vorannahmen, der zentralen Evaluation und zwei Fokusgruppeninterviews zeigt: Gemeinsames Erlernen neuer Inhalte, Verständnis für professionsspezifische Inhalte und der Erwerb interprofessioneller Fähigkeiten stehen im Zentrum des ipL. In den Modulen wurden Professionen unterschiedlich stark einbezogen, Ansätze zur Zusammenarbeit der Professionen aufgezeigt und Praxisbezüge geschaffen. Förderliche Faktoren wie praktische Inhalte und Gruppenarbeiten standen Herausforderungen wie fehlendem Austausch und ungeeignete Aufgaben gegenüber. Der wahrgenommene Lernzuwachs resultiert in Wünschen und Ideen für die Gestaltung zukünftiger PW. Schlussfolgerung: Es wurden fördernde und hemmende Bedingungen für ipL identifiziert. Daraus ergeben sich Ansätze zur Weiterentwicklung der Module, die auf vergleichbare hochschulische Kontexte übertragbar sind. © © 2025 Jacob et al.

To address the shortcomings of traditional vocational education in terms of practical engagement and interactivity, this study focuses on the course raw material preparation and cement production. An innovative instructional model was designed and implemented, integrating virtual simulation, immersive virtual reality (VR) experiences, and a smart learning platform. Built around a four-stage process–train-learn-compete-evaluate–the model emphasizes task-driven learning and competency-based development. The platform records students’ operational behavior in real time, enabling full-process, visualized, and data-driven teaching management and precise performance assessment. Teaching practices have shown that this model significantly improves students’ hands-on skills, learning initiative, and professional competence, while enhancing instructors’ ability to deliver targeted feedback in a timely manner. The results provide a replicable and scalable instructional framework for advancing curriculum reform in vocational education under the smart education paradigm. © 2025 by the authors; licensee Modestum.

Entrepreneurship education is increasingly recognized as an essential element in shaping the entrepreneurial mind-set of university students. This study examines the relationship between entrepreneurship education, entrepreneurial self-efficacy (ESE), and entrepreneurial intention (EI) among university students in Zhejiang Province, China. Grounded in Social Cognitive Theory, it explores how personal beliefs, shaped by education and experience, influence entrepreneurial behavior. It also investigates how demographic factors such as gender, grade level, school type, and entrepreneurial experience affect students’ entrepreneurial outcomes. A quantitative approach was adopted, surveying 482 students from various universities. Data were collected through a structured questionnaire and analyzed using SPSS. Statistically significant differences were observed by grade level and entrepreneurial experience. Senior students reported higher EI (M = 3.85) and ESE (M = 3.81) compared to freshmen (EI M = 3.42; ESE M = 3.67; p < 0.001). Similarly, students with prior entrepreneurial experience scored significantly higher in opportunity recognition (M = 3.98) than those without (M = 3.52; p < 0.001). The study suggests tailoring entrepreneurship education by academic level and experience, emphasizing practical, experiential learning. © 2025 FahrenHouse. All rights reserved.

This chapter gives a comparative account of the development and gestalt of plurilingualism in two German imperial cities from late medieval times to the beginning of the nineteenth century. It includes a brief overview of their more general religious, political and cultural backgrounds, discusses early forms of vocational language training, focuses on the precarious existence of the 183 Augsburg and Nuremberg masters of languages found in the archives and in eighteenth- and nineteenth-century printed sources, includes a section on the teaching of modern languages to the female gender in early modern times, gives a brief analysis of the surprisingly large corpus of teaching and learning materials available to contemporary foreign language students, and concludes with a short summary of project results. © Willem Frijhofff, Marie-Christine Kok Escalle and Karène Sanchez-Summerer/Taylor & Francis Group 2017.

Graduate employability remains an issue with high employment rates in Malaysia, where underemployment and skill mismatch being the main issues. This study used ensemble learning models for the predictive analytics in forecasting the employability graduates. It focuses on individual profiles, academic performance, soft skills, and ICT skills using data from the Skim Pengesahan Graduan (SKPG) for the period of 2016-2023. Feature selection was used prior to modeling and compared with different machine learning algorithms, namely Naïve Bayes, Decision Trees, and Gradient Boosting. Among these comparisons, Extreme Gradient Boosting (XGBoost) outperformed the others with the highest predictive accuracy. The XGBoost model selects important factors of employability and makes practical recommendations to bridge the gap in skills prevalent among graduates. These findings demonstrate the importance of data-driven approaches in policy making and graduate readiness initiatives to align education acquisition with the demands of the labor market. © 2025 IEEE.