Search Results for
"learning"

This study investigates the implementation of dual training at the University of Extremadura (2023–2024), aiming to bridge theoretical academic knowledge with practical industry insights. This research utilizes SmartPLS 4.1.0.9 SEM-PLS software to explore the relationship between corporate engagement, academic outcomes, and sustainability challenges, validating hypotheses and refining dual training models in sustainability education. Key variables include Information Collection (IG), Sustainable Business Challenges (SCh), and Knowledge Developed by Business Strategies (KBS). The findings reveal that while the dual training model successfully integrates academic curricula with corporate engagement, it struggles to connect business strategies with actionable recommendations and has limited impact on improving teaching methods. This study identifies structural and practical barriers in the Spanish education system that hinder the full realization of dual training’s potential. To address these challenges, this research recommends incorporating continuous feedback mechanisms throughout the learning process and enhancing mentorship opportunities. Continuous feedback would allow students to refine their conclusions, leading to more practical and sustainable solutions. Additionally, the use of authentic case studies and greater industry involvement would help students bridge the gap between theoretical knowledge and real-world applications, enabling them to generate actionable recommendations and better understand sustainability challenges and business strategies. These recommendations aim to improve student learning outcomes and strengthen the integration of academic and corporate practices, fostering more effective sustainability education. © 2025 by the authors.

Digital twin technology offers immersive and cost-effective solutions for workforce training, yet its practical implementation within SME training frameworks remains limited. This study develops and evaluates the Digital Twin Framework for Workforce Training (DT4WFT), addressing key challenges such as resource constraints and precision through tools like Siemens NX Mechatronic Concept Design (MCD) and StoneCUT@Line®. Employing a mixed-methods approach, qualitative insights from managers, and quantitative analysis demonstrated the framework’s potential to enhance operator performance, improve efficiency, and reduce lead times. However, the validation was based solely on managerial perceptions, as the framework has not yet been implemented in real-world settings. Statistical analysis confirmed strong correlations between the framework’s perceived implementation and improved training outcomes, highlighting its scalability and adaptability. Future research should focus on practical implementation, cross-industry applications, and longitudinal studies to evaluate sustained impacts, ensuring the DT4WFT framework’s broader relevance and effectiveness in workforce development. © 2025 by the authors.

Background: Career guidance programs in secondary education are crucial for directing students’ career paths, particularly through experiential learning and related activities. Teacher competence, institutional support, student motivation, and social influence are significant factors affecting the effectiveness of these programs. Purpose: This study aims to identify and analyze the factors influencing the organization of career guidance activities for high school students in Da Nang City, Vietnam, with an emphasis on those that enhance students' career orientation capabilities. Methods: A quantitative survey involving 223 high school teachers across various districts in Da Nang City, Vietnam was conducted. The analysis was conducted with SPSS, employing descriptive statistics to evaluate the influence of various factors. Results: The results indicated that the abilities of educators in the design and implementation of career guidance activities produced the greatest influence, followed by experiential activities, school resources, and organizational support. Student motivation and social influences, including familial and societal expectations, exhibited moderate effects. Conclusion: The research underscores the necessity for adequately funded and supported career guidance programs within educational institutions to effectively improve career guidance for students. Future research may enhance these findings by examining various educational contexts and integrating qualitative data. © 2025 Sciedu Press. All rights reserved.

This study explores the potential of micro-credentials to address the evolving competency needs within administrative sciences. A survey of 258 undergraduate and graduate students revealed a significant gap between the perceived importance of skills such as digital literacy and adaptability, and students’ self-assessed proficiency levels. Respondents demonstrated a clear preference for short-term, targeted training programs, reflecting the increasing relevance of micro-credentials. The findings suggest that micro-credentials can effectively bridge this competency gap, enhance student engagement, and promote lifelong learning. Practical recommendations are offered for higher education institutions to integrate micro-credentials into their curricula, develop partnerships with employers, and provide flexible learning pathways. Academics are encouraged to embrace micro-credentialing by designing engaging, competency-based content, collaborating with sectoral partners, and fostering self-directed learning. Students are similarly urged to seek out relevant micro-credentials proactively to enhance their employability and career prospects. This research contributes to the growing body of literature on micro-credentials, offering specific insights into their application within administrative sciences and highlighting their potential to trans-form education and professional development in this field. © 2025, Babes-Bolyai University. All rights reserved.

In engineering education, fostering problem-solving skills is essential for students to meet industry demands. Project-Based Problem learning (PBPL) is a promising approach to enhancing these skills. This study aims to investigate the impact of PBPL on the problem-solving skills of engineering education students and explore their perceptions of PBPL. A sequential mixed-method approach combined quantitative pre-and post-test analysis with qualitative insights from interviews and questionnaires. The results indicate a significant improvement in problem-solving skills among students after implementing PBPL. Moreover, students expressed positive perceptions of PBPL, highlighting its benefits in enhancing critical thinking and collaboration. PBPL shows promise in enhancing problem-solving skills among engineering education students and has positive implications for teaching and learning in universities. The findings suggest that integrating PBPL into engineering curricula can effectively enhance students' problem-solving abilities, better preparing them for future challenges in the industry. © The Author(s) 2025.

National in-service vocational teacher training represents a key approach in improving the quality of vocational education. This phenomenological study investigated the significance of this type of training at a vocational college in China. The study employed a purposive sampling method to select participants, ensuring they had relevant experience with national in-service vocational teacher training. It drew on the experiences of eight participants: four trainers and four trainees, all of whom had participated directly in national in-service vocational teacher training. Three main methods of data collection were employed: semi-structured interviews, observations, and document analysis. Through qualitative data collected via the semi-structured interviews and observations, the study explored how both trainers and trainees perceive the benefits and challenges of national in-service vocational teacher training. Guided by Experiential learning Theory, the research framework provided a lens through which to understand how participants' experiences shaped their learning and professional growth. The findings revealed that while the training provides valuable opportunities for the acquisition of knowledge and development of skills, resource building, and practical problem-solving, challenges persist due to the traditional theoretical training model, which limits the effective transfer of learning. Based on these insights, the study suggested adopting a more continuous and practical training model to better support vocational educators, ultimately facilitating the efficacy of training and achieving meaningful classroom transformation. © 2025 Society for Research and Knowledge Management. All rights reserved.

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.

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.

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.