Source:
Signature Pedagogies for Professions in Arts and Design: Issues, Methods, Contexts, and Practices
(2025)
Generative apprenticeship is a higher-order form of apprenticeship that extends beyond foundational skills and knowledge acquired through traditional apprenticeship models, creating a platform for both master and apprentice to engage in complex inquiry and generate new forms of learning. It is generative in the sense that the learning pivots towards innovation and productive change. While traditional apprenticeship focusses on a one-on-one relationship between master and apprentice in order to excel in the mimetic replication of best practice, generative apprenticeship starts with a question or trigger that challenges students to make their own decision. Pedagogies of generative apprenticeship recognise that expertise is not held solely by the master but can also emerge from the apprentice's unique experiences and insights. This model of apprenticeship fosters creativity and mutual learning exchanges, enabling students to draw from the experts' knowledge and experience while allowing space for a dialectical tension between expert and student ideas that leads to new inventions or artistic imagination. © The Author(s) 2025. All rights reserved.
Generative apprenticeship is a higher-order form of apprenticeship that extends beyond foundational skills and knowledge acquired through traditional apprenticeship models, creating a platform for both master and apprentice to engage in complex inquiry and generate new forms of learning. It is gener
…
Keywords:
Apprentices
students Best practices
Excel
Expert experience
Expert knowledge
High-order
Higher-order
Mimetics
Mutual learning
New forms
Order forms
0 Citations
10.1007/978-981-96-2616-8_5
Source:
Calitatea Vietii
(2025)
I n today's world, characterized by the dominance of digital technologies, vocational education plays a pivotal role in driving economic growth and development. Nevertheless, it faces significant challenges in adapting to the rapidly evolving demands of modern industries. This study explores the role of Artificial Intelligence (AI) in reshaping vocational education curricula. A total of 73 articles were initially identified from the Web of Science database using specific queries related to AI, vocational education, and curriculum design. After applying inclusion and exclusion criteria, 27 articles published between 2020 and 2024 were selected for in-depth analysis. The systematic review employs the PRISMA methodology to analyze 73 articles, ultimately focusing on 27 relevant studies published between 2020 and 2024. The systematic review in the study follows the PRISMA methodology, ensuring a rigorous and transparent process. Key themes include the integration of AI tools for data-driven insights, personalized learning environments, curriculum design emphasizing AI and digital skills. The study underscores the importance of AI in enhancing teaching practices, promoting inclusiveness, and preparing students for AI-focused careers. It also emphasizes the necessity of AI training for educators, equitable access to technology, and the development of ethical frameworks to guide AI integration in education. The findings emphasize that personalized learning supported by AI enhances students ' skill acquisition and aligns educational outcomes with workforce demands. Legal and ethical dimensions of AI, particularly in vocational education, need to be addressed to ensure responsible usage and equitable implementation. © 2025, Publishing House of the Romanian Academy. All rights reserved.
I n today's world, characterized by the dominance of digital technologies, vocational education plays a pivotal role in driving economic growth and development. Nevertheless, it faces significant challenges in adapting to the rapidly evolving demands of modern industries. This study explores the rol
…
Keywords:
Technical and Vocational Education and Training (TVET)
curriculum design
PRISMA
artificial intelligence (AI)
technical programs
1 Citations
10.46841/RCV.2025.01.05
Source:
International Journal of Interactive Mobile Technologies
(2025)
This study is based on preliminary studies that identified the problem of suboptimal learning quality. The objective of the study is to develop a digital e-module within the teaching factory (TEFA) (TEFA)-T learning model as an effort to improve the academic achievements of automotive vocational students , ensuring the module is valid, practical, and effective. The study method is research and development (R&D) using the Instructional Development Institute (IDI) model development procedure, which consists of three stages: define, develop, and evaluate. The results of this study generally produce a comprehensive digital learning e-module design consisting of a cover, preface, table of contents, learning structure, learning patterns, e-module position map in learning, glossary, learning introduction, learning activities, evaluation, and closing. The TEFA-T learning e-module is statistically validated and practical. The average Aiken’s V value obtained is 0.967, indicating that the digital e-module content is in the valid category. The TEFA-T learning e-module is considered very practical, as shown by the average practicality assessment scores of 92.20% from lecturers and 90.60% from students , both in the “Very Practical” category. In conclusion, after implementing the TEFA-T learning e-module, students can build knowledge inductively and deductively, as well as gain learning experiences through one-way interaction, personal interaction, and effective learning interaction, significantly improving student academic achievement (Sig. 2-tailed value is less than 0.05). © 2025 by the authors of this article. Publis.
This study is based on preliminary studies that identified the problem of suboptimal learning quality. The objective of the study is to develop a digital e-module within the teaching factory (TEFA) (TEFA)-T learning model as an effort to improve the academic achievements of automotive vocational
Keywords:
Apprentices
students academic performance
validity
validity
Automotives
Academic achievements
effectiveness and academic performance of students
practicality
TEFA-T learning e-module
Self-supervised learning
Effectiveness and academic performance of student
Effectiveness/performance
Practicality
Student achievement
T-Learning
Teaching factory-T learning e-module
1 Citations
10.3991/ijim.v19i06.53799
Source:
Journal of Learning Analytics
(2025)
Learning is a multimodal process, and learning analytics (LA) researchers can readily access rich learning process data from multiple modalities, including audio-video recordings or transcripts of in-person interactions; logfiles and messages from online activities; and biometric measurements such as eye-tracking, movement, and galvanic skin response. While many techniques are used in LA to model different types of learning process data—most of which are state-dependent (or state-space) approaches that model a learning process at any given time as a function of the preceding events—constructing multimodal models has so far relied on fusion of different data streams, which converts multimodal data into a unimodal format. This creates a number of problems for multimodal modelling, the most important of which is that it treats different data modalities as equivalent. That is, existing state-dependent models of fused data cannot easily account for (a) events that may have different impacts on future events based on what those future events are and the context in which they are occurring; (b) how events may influence some groups of learners differently; and (c) which events are visible (and thus potentially impactful) to which students . In this paper, we propose transmodal analysis (TMA), a mathematical and computational framework designed to address these challenges. TMA is not a data analysis method but rather an approach to modelling that can augment existing state-dependent models of learning processes to account for multimodal data without data fusion. We present a conceptual and methodological description of TMA, and we include an appendix with a detailed worked example as a proof of concept. While this approach is in the early stages of development, it has the potential to significantly improve the ease, efficiency, and fairness of multimodal analyses of learning processes. © 2025, Society for Learning Analytics Research (SOLAR). All rights reserved.
Learning is a multimodal process, and learning analytics (LA) researchers can readily access rich learning process data from multiple modalities, including audio-video recordings or transcripts of in-person interactions; logfiles and messages from online activities; and biometric measurements such a
…
Keywords:
data fusion
data transfusion
horizon functions
learner impact functions
Multimodal data
temporal influence functions
transmodal analysis
7 Citations
10.18608/jla.2025.8423
Source:
International Journal of Interactive Mobile Technologies
(2025)
Vocational high schools encounter substantial challenges in preparing graduates who can meet the demands of the 21st century. This study developed and assessed an innovative mobile learning model based on augmented reality (ARMOL) to enhance vocational students ’ competencies, using both the ADDIE model for instructional design and the SEM-PLS method to evaluate effectiveness. The urgency of this research stems from the disparity between vocational graduates’ skills and industry needs, coupled with augmented reality’s (AR) potential to offer a more immersive and interactive learning experience. By employing the ADDIE model, the research successfully created a valid, practical, and effective AR-based mobile learning model. This model enhances students ’ cognitive, affective, and psychomotor competencies and fosters 21st-century skills such as critical thinking, creativity, collaboration, and communication. The SEM-PLS analysis revealed significant improvements in creativity and critical thinking, while effects on communication and collaboration were less pronounced. These findings suggest that while the ARMOL model effectively enhances certain competencies, further refinement is needed to fully address all 21st-century skills. This innovative learning model offers a promising solution for elevating the quality of vocational education and preparing graduates for global competition. © 2025 by the authors of this article.
Vocational high schools encounter substantial challenges in preparing graduates who can meet the demands of the 21st century. This study developed and assessed an innovative mobile learning model based on augmented reality (ARMOL) to enhance vocational students ’
…
Keywords:
Vocational education
Apprentices
Skills gaps
Vocational education
augmented reality (AR)
ADDIE model
21st Century Skills
mobile learning
Augmented reality
Critical thinking
Mobile Learning
21st century skill
digital age
Digital age
Immersive augmented realities
Mobile learning models
3 Citations
10.3991/ijim.v19i06.53825
Source:
AIP Conference Proceedings
(2025)
This literature review intends to investigate how Computational Thinking (CT) is incorporated into STEM education. The analysis encompasses various scholarly articles published from 2018 to 2023 to identify key discoveries and prevailing trends concerning the integration of CT into STEM education. The research underscores exemplary methods, obstacles, the roles of educators, and considerations for the curriculum when integrating CT into STEM education. The results suggest that incorporating CT into STEM education has substantial potential for enhancing students ' grasp of STEM concepts, promoting problem-solving abilities, and preparing them for upcoming challenges. The study highlights the efficacy of project-based learning, the utilization of pertinent software and educational tools, collaboration, and paired programming in facilitating the integration of CT into STEM education. The integration of CT into STEM education holds significant promise for enhancing the quality of learning, honing students ' skills, and equipping them for a technology-driven future. Nonetheless, the challenges in implementing CT integration must be tackled through collaborative efforts among educators, researchers, and policymakers. When approached correctly, with well-defined teacher roles and integrated curriculum development, CT-supported STEM education can yield substantial benefits for both students and educators. © 2025 American Institute of Physics Inc.. All rights reserved.
This literature review intends to investigate how Computational Thinking (CT) is incorporated into STEM education. The analysis encompasses various scholarly articles published from 2018 to 2023 to identify key discoveries and prevailing trends concerning the integration of CT into STEM education. T
…
Keywords:
Critical thinking
Project-Based Learning
STEM education
Computational thinking
Programming
0 Citations
10.1063/5.0262050
Source:
African Journal of Applied Research
(2025)
Purpose: This study aimed to determine the factors that may promote TVET students ' satisfaction with WPL. Design/Methodology/Approach: This study utilised a qualitative design, employing interviews and focus groups to gather information from 23 final-year undergraduate TVET students who had completed a six-month WPL program. The goal was to understand the factors contributing to student's satisfaction with the overall work placement program and how it can enhance confidence for a seamless school-to-work transition upon graduation. Thematic analysis was used to identify key themes related to factors influencing students ' satisfaction with WPL in preparation for the transition to the workforce. Research Limitation: The study's qualitative, open-ended surveys provide valuable insights; unfortunately, there are no quantitative indicators to determine general trends. Findings: The thematic analysis revealed four main themes based on the research questions: positive WPL experiences, institutional support, acquisition of new skills for the future, and a favourable work environment. Practical Implication: These findings have practical implications for universities and WPL host establishments. The results suggest that higher education institutions and industries should improve students ' satisfaction with WPL to help them recognise their competencies before entering the workforce. Social Implication: The practical experience gained through the WPL program can provide students , particularly those from disadvantaged backgrounds, opportunities to improve their socio-economic status. Originality/Value: This paper provides a comprehensive examination of WPL satisfaction with the school-to-work transition, offering insights for industries, WPL providers, educational institutions, and students seeking work placements. © African Journal of Applied Research.
Purpose: This study aimed to determine the factors that may promote TVET students ' satisfaction with WPL. Design/Methodology/Approach: This study utilised a qualitative design, employing interviews and focus groups to gather information from 23 final-year underg
…
Keywords:
TVET
student
Satisfaction
work placement learning
work transition
1 Citations
10.26437/ajar.v11i2.1050
Conference paper
Open Access
Source:
Frontiers in Artificial Intelligence and Applications
(2025)
In order to solve the problem of unsatisfactory use of online learning system for urban rail transit communication signal course, the exploration of personalized learning system of artificial intelligence in the teaching of urban rail transit communication signal is proposed. In this paper, a personalized recommendation system is designed and implemented by combining data mining technology. The system first analyzes the user's learning behavior and dynamic features, and sets certain weights for each feature to complete the learning demand mining. Then, it matches the similarity between the learner's interest vectors and the learning resource feature vectors, and lists the optimal recommended resources after judgment. The experimental results show that 65% of the students improved their performance after learning online through the personalized recommendation system in this paper. Conclusion: The personalized learning strategy can meet the actual needs, and can effectively improve the user's learning experience and efficiency. © 2025 The Authors.
In order to solve the problem of unsatisfactory use of online learning system for urban rail transit communication signal course, the exploration of personalized learning system of artificial intelligence in the teaching of urban rail transit communication signal is proposed. In this paper, a person
…
Keywords:
E-learning
Learning systems
Teaching
Online learning
Curricula
Engineering education
artificial intelligence
online learning
Data mining
Behavioral research
Data mining
Recommender systems
dynamic features
learning behavior
personalized recommendation
Light rail transit
Communication signals
Data mining technology
Dynamic features
Learning behavior
Online learning systems
Personalized learning systems
Personalized recommendation
Personalized recommendation systems
Urban rail transit
0 Citations
10.3233/FAIA250289
Source:
Journal of Project Management (Canada)
(2025)
This study investigates whether gender differences exist in the levels of sustainable project management competencies and awareness of the Sustainable Development Goals (SDGs), specifically SDG 9 (Resilient Infrastructure) and SDG 11 (Sustainable Cities and Communities), among College of Business students at Prince Sattam bin Abdulaziz University. A questionnaire was employed to assess six key sustainable competencies: communication, leadership, management, cognitive ability, effectiveness, and professionalism. The sample consisted of 63 students from diverse business disciplines, including accounting, finance, management information systems, and human resources. The questionnaire was developed based on an extensive review of the literature and validated by experienced educators. Data analysis included descriptive statistics and the Mann-Whitney U test to examine gender differences in competency levels and SDG awareness. The findings reveal significant gender differences, with female students demonstrating higher mean ranks across all competencies and SDG awareness compared to their male counterparts. These results suggest that gender may play a significant role in the development of sustainable project management competencies and the understanding of global sustainability challenges. This study contributes to the literature by offering valuable insights into how gender influences students ’ potential to engage with SDGs, particularly SDG 9 and SDG 11. The findings emphasize the importance of incorporating sustainable project management competencies into academic curricula to enhance students ' awareness of SDGs, and they highlight the need for gender-sensitive educational strategies that promote inclusive sustainability education. © 2025 by the authors; licensee Growing Science, Canada.
This study investigates whether gender differences exist in the levels of sustainable project management competencies and awareness of the Sustainable Development Goals (SDGs), specifically SDG 9 (Resilient Infrastructure) and SDG 11 (Sustainable Cities and Communities), among College of Business
Keywords:
students Saudi Arabia
gender differences
SDGs 9 and 11
Sustainable project management competencies
1 Citations
10.5267/j.jpm.2025.2.003
Source:
Journal of Project Management (Canada)
(2025)
This study assesses the green project management competencies of students in the College of Business at Prince Sattam bin Abdulaziz University. This study uses a structured questionnaire to evaluate ten competencies: teamwork, leadership, communication, conflict management, achievement motivation, cognitive skills, adaptability, self-control, negotiation, and social awareness. The Principal Component Analysis (PCA) and Cronbach Alpha results revealed that effective communication was the strongest competency, explaining 71.6% of the variance, followed by leadership (65.3%) and teamwork (60.6%). Self-control demonstrated the highest reliability (α = 0.966), emphasizing students ’ ability to manage stress effectively. Conflict management explained 48.9% of the variance, while adaptability accounted for 57.4%, reflecting students ’ resilience and flexibility. Cognitive skills explained 51.7%, highlighting critical thinking and problem-solving abilities. Negotiation explained 63.8%, emphasizing stakeholder collaboration, and social awareness accounted for 50.1%, reflecting cultural sensitivity and empathy. Achievement motivation explained 54.8%, underscoring students ’ proactive and goal-oriented behaviors. These findings provide valuable insights into strengths and gaps in student competencies, offering a basis for targeted improvements. Green project management competencies are vital for advancing Sustainable Development Goals (SDGs). Green project management competencies are integral to advancing the Sustainable Development Goals (SDGs). Cognitive skills, teamwork, and communication enhance critical thinking and innovation, supporting SDG 4 (Quality Education). Leadership and adaptability drive sustainable initiatives, aligning with SDG 8 (Decent Work and Economic Growth) and SDG 9 (Industry, Innovation, and Infrastructure). Additionally, teamwork and social awareness foster inclusive urban development (SDG 11), while self-control and resilience enable effective climate action (SDG 13). By aligning academic training with industry demands, this study supports the global sustainability agenda and Saudi Vision 2030. The study provides policymakers in Saudi Arabia with valuable insights into aligning educational strategies with industry demands, highlighting key gaps in green project management competencies. By addressing these gaps, policymakers can enhance curriculum design to develop sustainability-focused skills, advancing Saudi Vision 2030 goals for workforce readiness, economic growth, and global sustainability leadership. © 2025 by the authors; licensee Growing Science, Canada.
This study assesses the green project management competencies of students in the College of Business at Prince Sattam bin Abdulaziz University. This study uses a structured questionnaire to evaluate ten competencies: teamwork, leadership, communication, conflict
…
Keywords:
Competencies
SDGs
Saudi Arabia
11
4
8
9
and 13
Green project management
0 Citations
10.5267/j.jpm.2025.1.004
