Search Results for
"learning"

The transition to a green economy requires a workforce equipped with green skills to meet the demands of sustainable development and environmental stewardship. This study investigates the alignment between university educational outcomes and industry requirements in Ireland, addressing the persistent gap in green skills. Using a mixed-methods approach, surveys were conducted with students from three Irish universities and companies across diverse sectors. The findings reveal a strong recognition of the importance of green skills among students and companies, yet significant barriers remain. Students report challenges in accessing practical learning experiences, balancing education with personal commitments, and navigating the costs of green certifications. Companies acknowledge the growing need for sustainability expertise but often fail to integrate green skills into recruitment and training strategies, citing high competition for talent and limited awareness of emerging green roles. This study highlights the need for systemic changes in both education and industry. Universities should adopt experiential learning approaches, expand industry collaborations, and ensure flexible access to green education. Companies must prioritise upskilling programmes and align hiring practices with sustainability goals. Policymakers are encouraged to foster public–private partnerships and incentivise investments in green skills development. Addressing these challenges can strengthen the country’s position as a leader in the global green transition, fostering innovation and inclusivity in its workforce. © 2025 by the authors.

As developing economies embrace digital transformation to bridge educational gaps, the intersection of business strategy and educational development offers significant opportunities. This study explores how private sector engagement in e-learning can drive business growth and achieve development outcomes in Bangladesh's higher education sector. Through mixed-methods analysis of 780 stakeholders across institutions, we examine how educational technology strategies create shared value while addressing accessibility challenges in developing markets. Our findings show that well-structured e-learning implementations simultaneously achieve commercial viability and development impact. Six critical success factors were identified: administrative infrastructure, technological architecture, content development, instructor capabilities, learner characteristics, and social support. Infrastructure partnerships with balanced public–private investment sharing achieved 75% success rates, while content development collaborations enhanced learning outcomes by 35%. The study highlights three mechanisms supporting Sustainable Development Goals: innovative business models balancing viability with impact, public–private partnerships leveraging corporate expertise, and inclusive stakeholder engagement frameworks. Theoretically, we extend stakeholder value theory by demonstrating how complementary value creation can be optimized across multiple stakeholder groups in educational technology implementations. We contribute to business model innovation frameworks by identifying specific mechanisms through which sustainable value is created, delivered, and captured in developing market contexts. These insights are valuable for businesses entering emerging e-learning markets and for policymakers creating enabling environments for sustainable educational technology initiatives. © 2025 ERP Environment and John Wiley & Sons Ltd.

The present study aims to explore the factors influencing learning satisfaction in blended learning implementation. The two variables are attitude and motivation. In addition, this study aims to explain the difference between students’ attitudes, motivation, and learning satisfaction based on gender and the scientific field. A number of 488 students filled out the questionnaires. The interesting aspect of the finding in this study is that attitude is more effective in learning satisfaction if there is motivation to intervene in the blended learning implementation. The effect of motivation as intervening in the model provides a higher significant influence on satisfaction in learning than attitude directly. Other findings, in this study, present that learning satisfaction on the learning implementation can be achieved by students without any difference in gender and scientific field. Science students have higher attitudes and motivation in learning than non-science students. Male students’ attitudes and motivation are higher than female students. The present study contributes to providing empirical evidence and explaining the factors influencing learning satisfaction. The variables are attitude and motivation, which influence students learning satisfaction. The present study, in practice, provides information for teachers and educational institutions to be able to upgrade student attitudes and motivation in blended learning in order to reach student learning satisfaction. Blended learning can be implemented sustainably by considering aspects of student characteristics. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

In this empirical study, we investigate what and how teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students’ ethical compasses. Their contributions were grouped into three core themes: creating students’ moral awareness, developing students’ moral skills and promoting students’ moral professional behaviour. The majority of the teachers used a wide range of planned and unplanned pedagogic–didactic actions (reflecting individual learning and cooperative and group learning) to enhance the development of students’ ethical compasses. However, teachers’ strategies were mostly unstructured and unreflective and depended on the individual teacher’s ability and knowledge to address moral themes. Furthermore, the study revealed two incompatible ideals: as role models, the teachers aimed to exemplify explicitly how to be a professional with an ethical compass. However, they also wanted to adopt a neutral stance because they were afraid to manipulate the students’ ethical compasses. Therefore, they avoided promoting the ethical compass that they believed to be the best. © The Author(s) 2024.

Due to the rapid changes in technology, implementing digital project-based or technology-enabled learning approaches are the new initiatives in higher education. learning mathematics through conventional methods often leads to disengagement and lack of motivation among students. To encounter the problems raised in conventional learning environment, a video assignment project was implemented to enhance collaborative learning. This paper aims to explore the students’ perception and attitude towards the video assignment project. In this study, data was collected from 202 students of whom have completed the video assignment project in mathematics using a questionnaire developed based on Technology Acceptance Model (TAM). Two-step analytical procedures in structural equation modelling by using partial least squares were applied in analysing the data. Results showed that the students’ perspective on the enjoyment in completing the project, ease of use regarding technology in video creation and the perceived usefulness of the project were the contributing factors that lead to a positive attitude towards the video assignment project. Positive correlations were also found among these variables. The implications of this work were important for both educators and researchers where the research findings indicated that the video assignment in mathematics could be a useful learning approach that engage students in active learning, develop a wide range of soft skills and increase their interest in leaning mathematics. © 2025, Penerbit Universiti Kebangsaan Malaysia. All rights reserved.

A three-year pilot study investigated the effectiveness of artificial intelligence (AI) as a motivational tool for teaching programming concepts within the Croatian Informatics curriculum. The study was conducted in schools through the extracurricular activity EDIT CodeSchool with the Development of Intelligent Web Applications (RIWA) module. Twelve schools in Split-Dalmatia County in the Republic of Croatia participated, resulting in 112 successfully completed student projects. The program consisted of two phases: (1) theoretical instruction with examples and exercises, and (2) project-based learning, where students developed final projects using JavaScript and the ml5.js library. The study employed project analysis and semi-structured student interviews to assess learning outcomes. Findings suggest that AI-enhanced learning can effectively support programming education without increasing instructional hours, providing insights for integrating AI concepts into existing curricula. © 2025 by the authors.

Germany’s dual Vocational Education and Training (VET) system has been criticized for insufficient cooperation among vocational schools, companies, and inter-company training centers, limiting its potential to effectively relate theory with practice. Despite the issue’s ongoing relevance, recent research on learning Location Cooperation (LLC) remains scarce. This study addresses the existing research gap by examining contemporary LLC dynamics through the lens of key stakeholders. A total of 20 semi-structured interviews were conducted across interconnected learning locations, with each of the five targeted occupations represented by an apprentice, vocational teacher, trainer, and inter-company trainer. The study design enabled participants, connected through the apprentices’ learning journeys, to discuss LLC phenomena from their unique viewpoints, facilitating an in-depth exploration of cooperation strategies, relationships, conditions for success or failure, and desired improvements. Findings reveal both similarities and differences in perceptions, highlight diverse barriers, and provide actionable recommendations to strengthen LLC. These insights are crucial for refining Germany’s VET system and offer valuable lessons for international contexts, where integrating theory and practice is essential for developing a skilled and adaptable workforce. Overall, the study underscores the importance of fostering deeper cooperation among learning locations to ensure the effectiveness and sustainability of (vocational) education globally. © 2025 by the authors.

This article analyses the coordination between professionals, students and technology in the communication and appropriation of know-how in healthcare simulations. To be successful, simulations require continuous interventions by professionals (in this case, operators and facilitators), who analyse, assess and reflect on the actions participants take as the simulation evolves. This study builds on interaction analysis of 30 video-documented (15 h) conversations between operators and facilitators in post-simulation discussions of outcomes. The specific focus of the analysis is the nature of work done by operators/facilitators as they analyse and evaluate simulations. The results show the multilayered nature of these analyses. The operators and facilitators show three prominent types of consideration. They (a) calibrate what they have observed, (b) monitor the progress of the scenario as an instructional event, and (c) comment on their own contributions as instructors/participants. All these considerations have evaluative elements, and the agentic nature of technologies, students and professionals is addressed. One general observation of interest is the ways in which simulations provide access to student learning, and how these activities become accessible for professional scrutiny and judgement. © 2025 by the authors.

This paper explores the association between computational thinking (CT) skills and learning to play musical instruments. While CT has often been linked to programming and STEM fields, its application to non-digital contexts remains underexplored. The two studies presented here address this gap. In the first, a quantitative study (N = 91), self-report questionnaires were filled out by young adults with varied musical backgrounds, who also undertook CT tests. We found a strikingly positive association between musical experience and CT performance, with some nuanced associations based on the characteristics and experience of music playing. In the second, qualitative study (N = 10), interviews were conducted with high school students who are highly experienced in music performance, aiming at identifying CT skills they use while learning to play musical pieces. The analysis revealed that they employ a wide range of CT skills, and that the manifestation of these skills differs by the stage of learning. These two studies complement each other, hence this paper sheds important new light on the associations between CT and the field of music education. © 2025 by the authors.

The purpose of this study was to understand the motivations for and impact of participating in program coursework and related workplace-based learning and provide insights into the emerging field of AI workforce training. This study drew on adult learning theory and the acknowledgement that learning takes place within the context of a complex and uncertain career landscape as described by the chaos theory of careers. A cross-sectional survey research study was conducted to determine participant motivations for attending the AI program as well as the impact of participation in the AI program on individuals in regard to personal benefits and career trajectories. Participants in the AI program were motivated by the opportunity for job growth, whether that was in current or future roles. Personal benefits, such as upskilling, career advancement potential, and growth in confidence were all reported outcomes of participation in the program. Though most respondents in this study indicated holding current roles in computer science areas, a majority were seeking to grow their AI content knowledge and skills in order to assume more responsibilities in this growing area or to move into new roles which emphasize AI specifically. © 2025 by the authors.