Search Results for
"education"

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The purpose of this article is to investigate a framework that intends to prepare future educators for professional pursuits that fall under the umbrella of inclusive education. The authors consider the importance of adapting educational programs and pedagogical methods to the needs of an inclusive environment. The article highlights key elements of the model, such as the development of empathy and competencies to work with diverse categories of students, indepth study of educational psychology and methods of differentiation of teaching. The authors also discuss the role of practical experience and internships in developing the competence of future teachers to work in inclusive environments. Based on an analysis of the effectiveness of this model, recommendations are proposed to improve the quality of teacher training and ensure the successful integration of all students into the educational process. © 2025 IEEE.

The hidden curriculum plays a significant role in shaping students' learning outcomes, which this study reconceptualises as dynamic processes rather than static products, viewed through a postmodern lens. Utilising a bibliometric analysis, this research explores the scholarly discourses on the hidden curriculum in education and its influence on these dynamic learning outcomes. It investigates publication trends, prolific authors and significant works. Citation analysis and co-word mapping trace the evolution of research paradigms, while content analysis identifies key thematic areas. By bringing the hidden curriculum to the forefront of this analysis, the findings reveal its crucial role in shaping learning outcomes for the social work profession and its impact on students in schools. The study concludes by suggesting directions for future research, emphasising gaps and under-represented issues in the current literature. © 2025 British Educational Research Association.

Discussions of student writing in (mainly traditional) universities have highlighted tensions between hegemonic expectations and more participatory writing practices which could better serve an increasingly diverse student population. Our paper extends this discussion in an investigation of writing in vocational disciplines. Based in a teaching-intensive university in the UK, our ethnographically informed data collection activities include focus groups with post-compulsory teacher educator colleagues and an auto-ethnographic examination of student writing tutorials, providing a detailed insider perspective and contributing to understanding of academic literacies in vocational disciplines. We argue that the above two-way tension (hegemonic-academic versus dialogic-participatory) is complexified in practice-based fields by the values of the professional domain, which constitute a third set of writing practices towards which lecturers (and students) are drawn. This can amplify the constraints on developing participatory approaches, but may also offer opportunities for lecturers to align their academic and professional values and practices to better support students’ writing development. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: China’s rapidly expanding aviation industry has created an urgent need for a motivated and professionally committed workforce. This study examined whether internship experience influences aviation students’ career motivation and professional attitude through the mediating role of professional identity. Methods: A cross-sectional survey was conducted with 414 aviation service students using validated psychological measures. Mediation analysis was performed using PROCESS Model 4 with 5,000 bootstrap samples. Gender and first-choice major were included as covariates. Results: Higher-quality internship experiences significantly enhanced students’ professional identity, which strongly predicted both career motivation (β = 0.50***) and professional attitude (β = 0.48***). Professional identity partially mediated the effect of internship experience on career motivation (indirect effect = 0.30) and fully mediated its effect on professional attitude (indirect effect = 0.24**). Discussion: These findings demonstrate that internships shape students’ long-term career outcomes primarily by strengthening their professional identity rather than through direct experiential effects alone. Professional identity is therefore a critical psychological mechanism in aviation talent development, emphasizing the need for identity-supportive internship programs. © © 2025 Wang.

The objective of this study was to examine the effectiveness of a practice-oriented approach in teaching Python programming to students in Kazakhstan. The study participants comprised students from a control group (CG) and an experimental group (EG), with 89 students in each group. The mean age of the participants was 20 years. The sample included 93 male students and 85 female students. The CG followed a traditional teaching methodology, whereas the EG was instructed using an innovative approach. The applied research methods included theoretical and practical tests, surveys, and interviews with instructors. The results demonstrated that the average score in the theoretical test increased from 67.8 to 82.1 (p = 0.0001) for the EG, whereas the CG’s score improved from 65.2 to 71.3 (p = 0.0002). During practical testing, the average score for the EG rose from 70.7 to 81.9 (p = 0.0003), while the CG’s score increased from 70.1 to 77.3 (p = 0.0001). The findings suggest that the practice-oriented approach contributes to the enhancement of theoretical knowledge, practical skills, and student engagement in Python programming education. The practical significance of the results lies in determining the effectiveness of innovative teaching methods in fostering both theoretical and practical competencies. © 2025 the author(s), published by De Gruyter, Berlin/Boston.

This article examines the institution of apprenticeship in artisanal production during the second half of British colonial rule in India (1850–1950). It proposes that apprenticeships were used strategically by various types of businesses that employed or trained artisanal labour, ranging from craft industries, technical schools and government enterprises. The article focuses on three strands of apprenticeships. First, it discusses the master-apprentice relationships, which were bound through artisanal rituals, customs and community norms. Second, it discusses the mutation of master-apprentice relationships in artisanal workshops undergoing commercialisation. It highlights the role of debt as a key instrument in binding apprentices to master artisans. Finally, it focuses on the colonial state’s interventions to institute indentured apprenticeships, some of which were legally bound. The article highlights the broader colonial discussion on the institution of apprenticeships, including the Indian versions of it, which were marked by the rigidity of caste and unscientific training methods. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article employs a capability approach and a sustainable wellbeing theory to present a holistic analysis of wellbeing dimensions from students’ points of view within Finnish vocational education and training (VET). Drawing from feminist ethnographic research, the article places everyday life at vocational cooking school at the centre of the analysis and explores how students’ opportunities for wellbeing are shaped by power dynamics operating within social relations. The analysis identifies valued functionings for the students, which are further systematised into categories of sustainable wellbeing: Having, Doing, Loving and Being. The paper consolidates findings from previous studies that highlight students’ valuing VET beyond mere labour market opportunities. Additionally, it makes a novel contribution by integrating students’ perspectives on ecological elements into the study of VET and capabilities. The paper demonstrates that opportunities for flourishing are not equally accessible to all students but are embedded in values and norms of employability that operate within social relations. Acknowledging students’ appreciation for ecologically and socially sustainable wellbeing could contribute to transforming VET to better account for the needs of both students and the planet. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study investigates how cognitive flexibility, engagement, and teamwork interact to foster problem-solving and innovation within interdisciplinary project-based learning (PBL) in vocational education. Drawing on Cognitive Flexibility Theory (CFT), Social Interdependence Theory (SIT), and Transformative Learning Theory (TLT), it examines the contextual roles of project complexity and knowledge diversity, as well as the moderating effects of openness to learning and peer feedback quality. A cross-sectional survey of vocational students (N = 278) in Sichuan Province, China, was employed to test a structural model that assesses direct, mediated, and moderated relationships. Results indicate that project complexity and knowledge diversity significantly enhance cognitive flexibility, which in turn drives problem-solving and teamwork. Engagement further facilitates these outcomes, underscoring its role in collaborative and adaptive processes. Openness to learning and peer feedback quality exhibit nuanced moderating effects, highlighting that excessive openness or unstructured feedback can dilute rather than amplify innovation. The findings offer novel insights into how CFT, SIT, and TLT converge in interdisciplinary PBL, demonstrating that well-orchestrated team dynamics and contextual supports are essential for harnessing cognitive flexibility. Practically, the study provides actionable guidance for educators and policymakers seeking to design effective PBL environments, emphasizing the importance of structured peer feedback, balanced openness, and context-specific measurement of cognitive adaptability to meet the demands of contemporary workplaces. © © 2025 Xiong, Chan, Wong, Xie and Na.

In an ever-changing technological landscape, the integration of computational intelligence (CI) shows significant promise for enhancing the 398efficiency and efficacy of Technical and Vocational education and Training (TVET) programs. TVET plays a pivotal role in Nigeria’s economic advancement, particularly amidst rapid technological progress. However, TVET programs in Nigeria face obstacles such as outdated curricula and inadequate emphasis on cultivating technopreneurial skills. This chapter explores technopreneurial skills development in Nigerian TVET institutions and advocates for harnessing CI, including artificial intelligence (AI), machine learning (ML), and data analytics, to enhance effectiveness. Additionally, the chapter presents the importance of collaborative partnerships among educational entities, industry players, and governmental bodies to foster an environment conducive to technopreneurial skills development. By integrating CI into technopreneurial skills programs, Nigeria can better equip its workforce for the digital economy’s demands, thereby fostering economic growth and sustainable development. Through a thorough analysis of best practices and case studies, this chapter offers recommendations for optimizing technopreneurial skills development in Nigerian TVET institutions, empowering individuals with the requisite skills for success in the 21st-century digital economy. © 2026 by Apple Academic Press, Inc.