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The paper discusses the concept of a sustainable engineering career and presents indicators that characterize it, such as employee satisfaction, work-life balance, health maintenance, and productivity growth with high career potential. The aim of this study is to analyze the concept of a sustainable engineering career and identify the role that the educational ecosystem plays in its development. It also analyzes the groups of factors that influence sustainable careers for engineers, including individual factors of employees, enterprise factors, and development factors. The analysis of the impact of various groups of factors on a sustainable engineering career is conducted using an example of a specific company. Empirical analysis has confirmed the importance of all groups of factors. The paper demonstrates the role of the vocational education ecosystem of the company in the development of sustainable careers by strengthening and expanding its connections with educational, research, and other institutions. Recommendations are provided to improve the effectiveness of the vocational education ecosystem in order to develop a sustainable career as an engineer. © The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (https://creativecommons.org/licenses/by/4.0/).

This bibliometric analysis reviews 8521 articles related to the digitalization of higher education, spanning from 1968 and 2023, sourced from the Web of Science Core Collection (WoSCC), PubMed, and Scopus databases. Employing this analytical framework, we identify key authors, leading institutions, and influential countries while highlighting high-impact literature and intricate collaborative networks within this field. Through an examination of high-frequency keywords and topics, this study maps the knowledge structure of the field, suggesting emerging hotspots and setting the trajectories for future research directions. Notably, the study by Crawford et al., in 2020 has received the highest number of citations, marking a significant impact. Furthermore, Spain has been particularly active, emerging as a leader in the volume of contributions to digital research in higher education. Keywords such as “co-creation”, “competency”, “hybrid teaching”, and “digital writing” are identified to drive future research trends, reflecting a growing interest in these areas. Meanwhile, themes like “e-learning” and “blended learning” are expected to remain central in upcoming research work. © 2024 The Authors

blended teaching is a teaching model that complements the advantages of traditional teaching and networked teaching. It is an important research direction in the current teaching reform of colleges and universities. This article first introduces the hybrid teaching model, and then designs a new hybrid teaching model based on flipped classroom based on the hybrid teaching theory combined with the flipped classroom teaching method. And apply it to the classroom teaching of automotive electrical fault diagnosis and troubleshooting courses. Finally, the students of this course were the subjects of the investigation, and the application effect of the designed mixed teaching model was verified and analyzed, and good results were achieved, which can provide reference for similar researchers. © 2024 Copyright held by the owner/author(s). Publication rights licensed to ACM.

In recent years, virtual reality (VR) has gained popularity in aiding science education. There are variations in the results reported by the researchers on the effect of VR on student learning outcomes. This study aims to map the results of studies using VR on student science learning outcomes through meta-analysis. In addition, studies were also analyzed on the effects of years of publication, education levels, learning subjects, continents, immersive levels, and time of use of VR. There are 24 articles from international journals that deserve to be analyzed in the 2014–2023 period. The data were analyzed using Excel and JASP applications by presenting results in size effect values, forest plots, and published bias tests. The analysis showed that VR science learning improved learning outcomes compared to conventional learning. Analysis of moderator variables showed no significant effect at the level of education and time of use of VR. However, in education, the year of publication, the continent, and the immersive level showed a significant influence. These findings confirm that VR is an efficient technology that improves students’ science learning outcomes. In further research, other researchers can investigate VR related to the teacher’s role as a tutor or instructor, pedagogical approaches in VR, types of VR devices, and students’ technological skills in using virtual reality. © 2024 by the authors of this article.

The advent of immersive technologies, such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), is transforming higher education by providing innovative and interactive learning experiences. This article addresses the imperative of integrating these technologies into higher education systems. The study explores the intersection of immersive technologies and pedagogical strategies, aiming to enhance the European Qualification Framework (EQF) by updating learning outcomes to reflect the competence required in the digital age. Through a comprehensive literature review, case studies, and expert consultations, we propose a set of educational design guidelines tailored for higher education institutions. These guidelines align immersive technology applications with EQF levels and descriptors, focusing on undergraduate and postgraduate education. Our findings highlight the potential of immersive learning to foster critical thinking, creativity, and practical skills, while also addressing challenges such as accessibility and faculty training. By providing actionable insights and recommendations, this paper contributes to the development of a robust framework for incorporating immersive technologies in higher education, ensuring that students are equipped with the necessary skills and knowledge to thrive in a rapidly evolving digital world. © 2024 by the authors.

Background: Simulation games are effective for acquiring surgical nursing knowledge during education by offering possibilities to learn theoretical knowledge through practical patient scenarios, thus preparing students for demanding surgical nursing care. Game metrics stored in the game system enable assessment of students’ behaviour while gameplaying. Combining game metrics with the assessment of a student’s surgical nursing knowledge allows versatile information to be obtained about the student’s learning outcomes. However, studies on game metrics stored in systems and their relationship with learning outcomes are scarce. Methods: The aim here was to evaluate the association between game metrics in a simulation game and nursing students’ surgical nursing knowledge. Nursing students from three universities of applied sciences in Finland participated in a one-week simulation gameplaying intervention that included five surgical nursing scenarios. Students’ surgical nursing knowledge was investigated with a quasi-experimental, one-group, pre- and post-test design using a surgical nursing knowledge test. In total, 280 students filled in the knowledge tests. In addition, cross-sectional game data were collected at a single time point between pre- and post-tests. The data were analysed with descriptive statistics and multivariate analysis methods. Results: Students’ surgical nursing knowledge improved with the intervention. The total number of playthroughs was 3562. The mean maximum score was 126.2 (maximum score range 76–195). The mean playing time of all playthroughs by all players was 4.3 minutes (SD = 81.61). A statistically significant association was found between mean score and knowledge test total score (p < 0.0072), but no significant association emerged between mean playing time and knowledge test total score. Conclusion: The results indicated that the higher the mean score the better the students’ surgical nursing knowledge in the knowledge test. This study did not show that the time spent playing had an impact on students’ post-playing knowledge. Our findings support the idea that game metrics can be used in performance evaluation and the results can be used to improve nursing students’ readiness for challenging preoperative and postoperative clinical situations. © 2023, The Author(s).

After more than 50 years of research on drop-out from Vocational Education and Training (VET), databases provide vast amounts of drop-out studies from around the globe that entail hundreds of potential drop-out factors. However, many scholars tend to explore the topic without detailed and theoretically grounded foundation. Several diverging research foci exist within the research field of drop-out from VET: Studies differ with regard to the analysed phase of drop-out (development, decision-making, paths after dropping out), the applied sample perspective (learners, educators, further stakeholders), and the overall research perspective that is applied based on a specific theoretical approach. Given the range of drop-out factors, stakeholders, and possible theoretical approaches within studies, this article aims at organising the research on the multi-facetted phenomenon for future endeavours by presenting a framework model that comprises a three-step recommendation: First, the model illustrates different phases (Development-, Decision-, Adjustment-Phase) of drop-out research that should be differentiated. Second, it is argued that the chosen sample perspective is highly relevant for drop-out research and must be chosen carefully. Third, the overarching disciplinary research perspectives on drop-out from VET, which scholars may adopt within their research, entail particular relevant variables and focal points and should therefore be discussed. Four examples of research perspectives (economical, psychological, sociological, pedagogical) are briefly presented, structured on a micro-, meso- and macro-level, to exemplify different theoretical accesses to drop-out research. Throughout the article, the novel organisation framework is explained and exemplified by illustrating relevant aspects of each research area and exemplary literature. The presented framework will help organising the research field and enable scholars to delimit their work more precisely, leading to a more traceable structure of further research efforts and more significant contributions to the state of knowledge. © 2023, The Author(s).

The article discusses the organization of the educational process of railway university students in the target programs. A successful educational process will be effective if the training provided to students of the transport university is of an acceptable quality, which will lead to a high demand for a specialist. When participating in targeted training programs, the learning process can be optimized and structured within the educational framework, thereby placing emphasis on acquiring the necessary knowledge for future professional endeavors. The objective of the article was to examine how the minor program in the Mathematics discipline for students in targeted programs enhances their professional motivation. We propose to consider the characteristics of training in targeted programs by examining the training of students in the specialty 23.05.04 "Electric power supply of railways" at the Samara State University of Railway Transport. We believe that one way to organize the mathematical training of students in targeted programs is to use professionally oriented tasks. As the objective of the study pertains to the issues of specialized university education in the field of mathematics, the paper presents a task that is geared towards professionals for students enrolled in the targeted programs of this particular field. Furthermore, this approach to the study of mathematics yields a comprehensive understanding of one's professional pursuits, implying that the integration of the educational process is essential in the preparation of a railway transport specialist. The evaluation of the proposed methodology for the instruction of students in the targeted programs has demonstrated its efficacy. © 2024 City University of New York. All rights reserved.

Vocational qualification is generally regarded as a guarantee for sustainable gainful employment of refugees. Since the increased refugee migration in the year 2015, the field of vocational education and training in Germany has diversified considerably. However, despite high employment ambitions and existing qualification needs, refugee women have, so far, hardly ended up in qualified gainful employment or regular vocational training. This article examines the relationship between vocational qualification and labor-market segmentation. We transfer segmentation theory and its more recent feminist-social-constructivist extensions to the vocational training system based on empirical findings. Drawing on qualitative interview material with actors of the labor administration and implementing organizations of labor-market integration projects, we reconstruct allocation practices that 1) consist of symbolic valorization and degradation of vocational qualifications and 2) are characterized by assessment of (non-)available qualification options. The article illustrates how the interplay of gendered-racializing attributions, and the structure of existing vocational training and labor-market institutions results in the positioning of the group at the end of the labor-market and vocational training hierarchy. As a result, refugee women experience an allocation towards de-, dis- or special qualification, which channels into unqualified, precarious (feminized and migrantized) jobs on the segmented labor market and prolongs an insecure vocational transitional phase for the group. The article sheds light on the hitherto under-researched question of what counts (or not) as a vocational qualification and beneficial qualification. Since Germany plans to expand further vocational training along Austrian lines, this is an increasingly relevant question. © The Author(s) 2024.

Background: Although the nursing sector gains growing importance in an aging society, students representing the future workforce often show insufficient health. Acknowledging the health-enhancing effects of adequate physical activity, the educational system in Bavaria, Germany, has recently integrated the promotion of physical activity-related health competence (PAHCO) into the nursing curriculum. However, it cannot be assumed that PAHCO has sufficiently permeated the educational practices and routines of the nursing schools. Therefore, the goal of the present study is to examine and compare the effectiveness as well as implementation of different intervention approaches to address PAHCO in the Bavarian nursing school system. Methods: We randomly assign 16 nursing schools (cluster-based) to four study arms (bottom-up, top-down led by teachers, top down led by external physical activity experts, control group). Schools in intervention group 1 (IG-1) develop multicomponent inventions to target PAHCO via cooperative planning (preparation, planning, and implementation phase). Intervention groups 2 and 3 (IG-2, IG-3) receive both an expert-based intervention (developed through intervention mapping) via trained mediators to address PAHCO. External physical activity experts deliver the structured PAHCO intervention in IG-2, while teachers from the nursing schools themselves conduct the PAHCO intervention in IG-3. In line with a hybrid effectiveness implementation trial, we apply questionnaire-based pre-post measurements across all conditions (sample size calculation: nfinal = 636) to examine the effectiveness of the intervention approaches and, simultaneously, draw on questionnaires, interview, and protocol data to examine their implementation. We analyze quantitative effectiveness data via linear models (times-group interaction), and implementation data using descriptive distributions and content analyses. Conclusion: The study enables evidence-based decisions about the suitability of three intervention approaches to promote competencies for healthy, physically active lifestyles among nursing students. The findings inform dissemination activities to effectively reach all 185 schools of the Bavarian nursing system. Trial registration: Clinical trials NCT05817396. Registered on April 18, 2023. © The Author(s) 2024.