Search Results for
"learning"

Education is one of the most important tools to form citizens with human and professional values. Currently, educational systems around the world have programs based on traditional and technological perspectives that allow students to achieve career and money goals. However, many of these systems neglect important aspects such as emotions, individual desires, motivation, attitude, courage, self-respect, self-control, creativity, mental health, among others. These aspects can be developed by applying a humanistic curriculum, so their adoption is essential to have the possibility of achieving a more complete and meaningful learning in each student. The objective of this study was to update the evidence on the effectiveness of humanistic education in teaching programs. A systematic review of the literature was carried out, as well as a search process supported by the Prisma methodology. The Scopus, SciELO and WoS databases were selected to carry out the search. A total of 1136 studies were identified, and only 25 were reviewed and analyzed in depth, after applying the inclusion criteria. Multiple key themes were evident with relevant metaphors associated with virtue ethics and care, curricula and humanistic education. It is concluded that the humanistic approach, present in the teaching programs, prioritizes the individual student's life and allows students to increase their emotional and cognitive potential. © 2025, CONICET - Emiliano Aldegani. All rights reserved.

We investigated the relationships between Participation in Training, Informal learning Behaviours (ILBs), and their dispositional (Readiness to Learn) and situational (Workplace Interaction and Autonomy) antecedents. Aiming to produce findings with greater reproducibility and generality, we used secondary data from 34 countries participating in the first cycle of the Programme for the International Assessment of Adult Competencies, but we also compared these countries. We randomly selected a sample of 504 respondents from each country who were divided equally into training and non-training participant groups. Then, we aggregated the sample of all countries (n = 17,136). The group that participated in training achieved higher mean ILBs with lower variance. In the aggregated sample, Participation in Training moderated only the relationships between ILBs and their situational antecedents. Workplace Interaction and Autonomy were more strongly associated with ILBs among non-training participants. Moderation findings differed among countries. Aspects of job design should be considered—in addition to the skills developed in training—to improve the use of learning opportunities at the workplace. This implication is based on diverse education levels, occupations, age groups, and countries, better supporting global policies. Autochthonous features that may moderate the prediction of ILBs deserve further investigation. Specific training and other dispositional and job design predictors should be longitudinally investigated in the future. © 2024 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Currently, in Ireland, there is a high rate of attrition among newly qualified student nurses. This paper specifically seeks to provide insights into this issue through an exploration of the experiences and perceptions of clinical placement from a sample of student nurses and preceptors in Ireland through the conceptual lenses of both incidental learning and liminality. We conclude that the power of incidental learning on students transversing a liminal space should not be underestimated and that in our study the surrounding context of support (particularly from preceptors) was critical. Incidental learning around aspects of organization culture and hierarchy that caused dissonance for students emerged as a consistent outcome. So too did time and resource pressure on preceptors due to staffing shortages which, in turn, impacted negatively on workplace learning opportunities beyond routine incidental learning and support available to students to constructively make sense of their experiences. We argue that results from this study can inform not just nurse education but may also give pause for thought to those responsible for professions which have substantial work placement aspects as part of their qualifying route such as apprenticeships. © 2024 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Background: In nursing education, greater emphasis should be placed on stakeholder perspectives, and these perspectives should be integrated into the educational process. Stakeholder perspectives are of great importance in determining the extent to which graduates achieve program competencies, and if necessary, in revising these competencies based on the relevant feedback. Objective: This study aimed to determine stakeholder perspectives on the acquisition of nursing program competencies by graduates of undergraduate nursing programs. Design: Exploratory qualitative research design. Participants and setting: The study was conducted in June 2024 through focus group interviews with a total of 20 internal and external stakeholders. Methods: The data were collected using Semi-Structured Focus Group Interview Forms. The data were organized according to common/similar categories by content analysis. Results: The data obtained based on the views of the participants on the acquisition of nursing program competencies by graduates of nursing education programs were divided into three categories: Competencies Acquired from Nursing Education (professional knowledge and skills, lifelong learning), Competencies That Need Improvement (critical thinking/problem-solving skills, communication skills, foreign language proficiency, professional values, and managerial skills), and Suggestions to Improve Competencies Acquired from Nursing Education (suggestions related to education, the profession, and institutional/administrative matters). Additionally, 10 subcategories associated with these categories were identified. Conclusion: Competencies expected in members of the profession of nursing are a global topic of discussion, and the findings of study provide important insights for future studies. In line with these results, it is recommended to enhance collaboration with stakeholders and conduct regular meetings involving all stakeholders. The outcomes of these meetings should guide the structuring of educational programs to ensure the acquisition of competencies, and relevant activities should be planned and implemented accordingly. © 2024 Elsevier Ltd

Introduction and Objective: The maritime sector increasingly acknowledges the vital role of physical-sports activities in enhancing the health and well-being of its workforce. This study investigates how physical-sports activities can be effectively integrated into maritime vocational education to improve health outcomes and professional readiness among maritime professionals in Indonesia. Methodology: A qualitative approach was employed, incorporating semi-structured interviews with maritime industry experts, educators, and senior cadets, alongside internship evaluation surveys. Thematic analysis was used to extract key themes and insights, focusing on the integration of sports education into curricula and its impact on physical and mental health. Results: The findings highlight significant benefits of physical-sports activities, including improved cardiovascular health, enhanced stress management skills, and stronger teamwork capabilities. Educators identified innovative curriculum strategies such as interdisciplinary integration and simulation-based learning. Cadets reported increased physical fitness, mental resilience, and readiness for maritime challenges, supported by tailored sports education programmes. Conclusions: The study underscores the transformative potential of integrating physical-sports activities into maritime education. By fostering physical fitness and mental well-being, these programmes contribute to career sustainability and operational safety in the maritime sector. Recommendations include aligning curricula with industry needs, promoting educator training, and investing in resources to enhance programme effectiveness. Future research should explore the long-term impacts of sports education on career progression and health outcomes across diverse maritime contexts. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Work-based learning (WBL) is a critical approach in nursing education that emphasizes experiential learning. However, qualitative studies frequently report challenges nursing students face in WBL settings. This study aims to systematically analyze qualitative evidence on nursing students’ experiences in work-based learning within healthcare organizations, highlighting key challenges and areas for improvement. A systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines. Literature searches were performed using Medline, Embase, CINAHL, and JSTOR databases. Quality appraisal was conducted using the JBI-QARI framework. The initial search yielded 311 studies, seven of which were deemed eligible based on inclusion criteria that focused on qualitative English-language studies involving nursing students. The review identified three major challenges in WBL: (1) time constraints limiting learning opportunities, (2) workplace environmental factors such as lack of mentorship and high-pressure conditions, and (3) unclear benefits perceived by students in WBL programs. These factors contribute to varying levels of engagement and satisfaction among nursing students. This study is the first systematic review to evaluate nursing students’ perceptions of WBL, offering a comprehensive analysis of recurring issues. The findings provide valuable insights for educational institutions and healthcare organizations to enhance WBL effectiveness through structured mentorship, improved scheduling, and targeted support strategies, ultimately bridging the gap between theoretical knowledge and practical experience in nursing education. © 2025 by the author(s).

This qualitative study investigated how young Black women experience career and education planning (CEP). Eight women from West Texas completed a career exploration and decision-making learning experiences scale and participated in semi-structured interviews. Findings from the data provided a contextualized understanding of CEP, indicating that career exploration and decision-making learning experiences, work-based learning, and social agents positively influence CEP. These findings provide an awareness of CEP experiences that can inform how family and consumer sciences educators and practitioners support CEP in a way that helps individuals from marginalized communities circumvent career-related disadvantages encountered during the transition from adolescence into adulthood. © 2025 American Association of Family and Consumer Sciences.

In this article, a new pedagogical model of the Flipped Classroom (FC) and problem-based learning (PBL) is developed for teaching hydrology to civil engineering students. The research was applied with a quasi-experimental design. The pedagogical methods were applied for a period of 10 years in a public university in Cuba (UC) and Mozambique (UM), and a private one in Peru (UP). The applied instrument proved to be reliable and valid, and the normality tests showed that there are significant differences in the new FC-PBL model compared to the traditional one. Greater satisfaction was demonstrated in the generic skills and degree of learning acquired in the students of UP, UC, UM of 89.92, 80.12 and 46.14 %, respectively. It was concluded that the new FC-PBL pedagogical model provides greater strengths for the training of civil engineers in higher education in the 21st century. © 2025 Instituto Mexicano de Tecnologia del Agua. All rights reserved.

The adoption of online teaching and learning in educational settings poses a notable challenge to teachers as they are required to implement student-centered pedagogy in online learning environments. This is often hindered by teachers' insufficient preparation in this area. The current study hinges on two underexplored aspects that may explain this challenge among faculty teaching in teacher training colleges, both related to the link between professionals and their workplace: innovative work behavior and personal accountability. This study sought to examine higher education teachers’ perceived innovative behavior and personal accountability as precursors of their reported distance learning practices during the COVID-19 pandemic period. Data were gathered from 303 faculty members from public teacher training colleges. Data were analyzed by using Partial Least Squares—Structural Equation Modeling. Based on our findings, innovative teachers reported using more student-centered approaches in distance learning than traditional practices. Another finding showed that high levels of external accountability were associated with traditional teaching routines focused on setting clear rules for student behavior in online environments and enforcing these rules. Hence, teachers who placed an emphasis on delivering timely reports to their managers and believed they should be evaluated by their students’ final grades, were more inclined towards traditional approaches to teaching. Internal accountable teachers tended to employ adaptive instructional practices, underscoring the quality of the learning process. Implementations and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.

Research in environmental education points out the need for an improvement in pre-service teacher education training in this area. This proposal follows PBL methodology and focuses on the development of an environmental education project whose final product is the organization of a science fair for elementary school students. The 5-week project addresses the topic of urban biodiversity decline and uses the butterfly garden as an initiative to mitigate it. Four months after the program ended, a survey was administered to the 86 participating pre-service teachers. A mixed-methods approach was used, collecting quantitative data on perceptions of urban biodiversity decline, the One Health concept, and environmental education, along with qualitative keyword responses to open-ended questions about the butterfly garden’s impact and the project’s value for self-learning and professional development. Participants reported positive perceptions regarding butterfly gardens after participating in our environmental program, recognizing them as both a valuable educational resource and an effective initiative to mitigate urban biodiversity decline. Respondents showed a strong pro-environmental attitude, taking seriously their role in transmitting environmental values. Using a butterfly garden for teaching purposes offers insight into environmental literacy, connection with nature, and improvements in well-being and is a powerful platform for deep and meaningful pedagogical learning. © 2025 by the authors.