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Creativity, a crucial skill in the fourth industrial revolution (IR4.0) is highly demanded in the workforce to drive innovation in product design. Therefore, it is important to cultivate creativity in product design through design and technology (D&T) education. However, many past studies encountered challenges regarding D&T teachers’ teaching creativity which might affect creativity cultivation among students. Thus, this article aims to identify the challenges faced by D&T teachers in cultivating student creativity within product design development. Utilizing the systematic literature review (SLR) method using reporting standards for systematic evidence syntheses (ROSES) in three databases, Web of Science, Scopus, and Google Scholar. Based on thematic analysis, this SLR leads to three themes: i) lack of pedagogical competence; ii) different thinking styles; and iii) lack of motivation. Addressing these challenges highlights the importance for educational institutions to align their curricula with current industry demands, ensuring students are well-prepared to tackle the complexities of contemporary product design. This effort requires collaboration among educators, industry leaders, and policymakers to update teaching methods, incorporate practical experiences, and enhance an environment that cultivates creativity. © 2025, Institute of Advanced Engineering and Science. All rights reserved.

Background: Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher-order thinking skills (HOTS). Computational thinking (CT) is an approach to problem-solving. Incorporating the CT approach into virtual laboratories to enhance problem-solving skills and critical thinking skills is still understudied. Objectives: This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students. Methods: A quasi-experimental study was conducted to investigate the impact of the proposed approach. Forty-eight undergraduate electrical engineering students participated in this study. Pre- and post-test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only. Results and Conclusions: The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses. © 2025 John Wiley & Sons Ltd.

Online education may induce different negative emotions and emotional reactions in language learners. One such reaction emerging from emotional experiences in online contexts is academic disengagement, which has been limitedly examined in L2 research. To fill this lacuna, this study has been done to probe into the sources and solutions of student disengagement in online L2 classes from the perspective of Chinese and Iranian students. To accomplish this, through maximum-variation sampling, a sample of Chinese (n = 164) and Iranian (n = 150) students was selected to take part in this inquiry. Then, an open-ended questionnaire was virtually distributed among participants. Participants' answers to the open-ended questions were thematically analyzed using MAXQDA software. The findings of the thematic analysis reveal that both Chinese and Iranian L2 learners had a similar view of the sources of academic disengagement considering the outcome of different online-related, teacher-related, learner-related, and course/task-related issues. The findings also show that the majority of Chinese and Iranian L2 learners attribute student academic disengagement to online-related issues, including limited face-to-face interactions, technological breakdowns, and a boring learning atmosphere. To address the issue of student disengagement, the participants of both contexts report three broad categories, namely teacher-related, student-related, and administrator-related solutions. The solutions offered by the participants imply that both Chinese and Iranian L2 learners hold students, teachers, and educational administrators responsible for student disengagement in online classes. The findings may help L2 instructors and educational managers respond to student disengagement in online language classes effectively. © 2025 Wiley Periodicals LLC.

This study explores the relationships between well-being, soft skills, and self-confidence among adolescents, with a focus on the mediating role of soft skills. A total of 200 vocational high school students in Indonesia were recruited from a school selected for its commitment to educational innovation and diverse student population. Participants were voluntarily enrolled based on specific inclusion criteria, and informed consent was obtained prior to participation. Data were collected using the EPOCH Measure of Adolescent Well-being, a reflection instrument for soft skills, and a novel measure of academic self-confidence. Results indicated that higher well-being is associated with enhanced soft skills and self-confidence, with perseverance emerging as a key factor. Structural equation modeling revealed that soft skills, particularly time management and analytical thinking, partially mediated the relationship between well-being and self-confidence. These findings underscore the importance of integrating well-being and soft skills development into educational curricula to support adolescent growth. Further research is needed to explore additional influencing factors and validate these findings across diverse populations. © 2025 Elsevier Inc.

Although vital to efforts to promote global psychological science, applicants from the Global South continue to experience numerous challenges in securing postbaccalaureate research positions and admission to graduate programs in the Global North. In the present study, international students and applicants (N = 81, Mage = 25.5 years, 82.7% women) from Asia, Africa, and Latin America completed an online survey about their professional experiences prior to pursuing graduate school in the Global North, challenges faced while applying, and strategies for successfully navigating the application process. We also surveyed faculty members (N = 56, Mage = 46.0 years, 67.9% women) in graduate programs in the Global North about their experiences recruiting international applicants in their programs/labs and asked them to provide recommendations to students for successful application outcomes. Inductive content analysis yielded a total of 59 themes across 4 categories. The implications for education and training in psychology are discussed. © 2025, STAR Scholars Network. All rights reserved.

Purpose: This study investigates the determinants of digital competencies (DC) of students and professionals in accounting. Design/methodology/approach: A total of 278 valid questionnaires were collected from 145 accounting students and 133 professionals to test the relationship between some characteristics of learners through the t-test and two-way ANOVA test. Findings: The results showed a difference in DC between students and professionals. Whereas the characteristics of students do not influence their DC, gender and the number of short courses significantly affect their DC. Information and communication technologies (ICTs) should be provided in accounting programs as core competencies. Research limitations/implications: A sample size that is not too large and does not include learners and professionals in the central and northern areas is problematic. Practical implications: The key findings support the development of policies for digital transformation in accounting. Originality/value: Accounting is one of the professions that must keep up with the changes in the world, which is in the process of rapid digitalization. Hence, this study is valuable for accounting practitioners, higher education institutions and managers to enhance DC continuously. © 2024, Emerald Publishing Limited.

Purpose: This article reviews the intercultural adaptability (IA) development models for students in South Korea and China in response to the growing internationalisation of higher education. The article provides significant implications for Confucian heritage culture (CHC) countries and others that wish to enhance in higher education. Design/methodology/approach: This scoping review systematically investigates the literature on different IA development strategies for students in higher education across these two Asian countries. Findings: South Korea has promoted the self-growth model reflected in internationalised programmes such as English as a Medium of Instruction (EMI), an international learning environment with an increasing number of international students and student exchange programmes. Through these initiatives, domestic students’ identity and intercultural learning dynamics are enriched in an intercultural learning environment. Meanwhile, China has adopted the “Outward-oriented” higher education internationalisation model to attract international students to study in Chinese universities and entice Chinese returnees through its International Talent Training Programmes. In this strategy, international students are exposed to Chinese language and cultural knowledge development programmes, and Chinese students are motivated to learn the English language and cultures through interactions with their international peers. Originality/value: Student IA development models in CHC countries remain underexplored. This article responds to the need of higher education institutions in Asian countries that wish to access and learn from effective IA models from other CHC countries. The study makes a valuable contribution by putting forward significant recommendations for developing students’ IA in CHC countries. © 2024, Emerald Publishing Limited.

Purpose: This study aims to examine the integration of AI in student engagement and its benefits in the learning environment. Design/methodology/approach: The study employed a quantitative research method, analyzing data from a sample of 720 students. The econometric data analysis used the structural equation modeling (SEM) technique. Findings: The results show that facilitating conditions and performance expectations positively affect students’ attitudes toward AI, whereas the negative impact of perceived risk is statistically weak and only marginally significant at the 90% level. On the other hand, the main findings are that attitudes significantly influence the use of AI, which consequently increases students’ productivity, performance, and self-efficacy. Research limitations/implications: Through the integration of new variables in the TAM and UTAUT models, steps are suggested for institutions to take to increase the acceptance and efficiency of AI. Originality/value: This study introduces a novel approach to AI integration within higher education, presenting an innovative model that significantly enhances the discourse on AI’s tangible impacts on educational processes. © 2024, Emerald Publishing Limited.

Advancements in technology within education have resulted in an expanded incorporation of digital tools and interactive learning methodologies. Within the realm of Technical and Vocational Education and Training (TVET), there is a growing emphasis on the cultivation of practical skills and employability in response to industry needs. This paper analyses the contribution of e-learning and Problem-Based Learning (PBL) in fostering the development of soft skills, including communication, teamwork, and problem-solving, among TVET students. E-learning gives flexibility and accessibility for self-directed learning, but PBL delivers practical experience in real-world problem-solving via collaborative teamwork. This research used Structural Equation Modelling (SEM) to examine the correlation between the implementation of e-learning and Problem-Based Learning (PBL) in enhancing students' soft skills. The findings indicate that the use of e-learning and problem-based learning methodologies markedly enhances communication, teamwork, and problem-solving abilities among TVET students. All examined factors demonstrated significance, as shown by P-values less than 0.05. The impact of PBL on enhancing cooperation and problem-solving abilities yielded a P-value of 0.03, indicating a significant correlation. Simultaneously, e-learning had a substantial impact on communication abilities, shown by a P-value of 0.02. The results suggest that the amalgamation of e-learning and project-based learning is crucial for enhancing the soft skills development of TVET students, hence bolstering their preparedness to confront obstacles in the workforce. © The Authors, published by EDP Sciences.

This chapter explores the integration of simulation-based learning in entrepreneurship and business education through a case study of the 'Business Simulation-Games' course offered at the University of Piraeus. Developed to address the growing need for practical, experiential learning, the course leverages business simulations to provide students with hands-on experience in managing real-world scenarios. The chapter highlights how the course fosters critical skills such as strategic decision-making, risk management, adaptability, and teamwork, all while following Kolb's Experiential Learning Cycle. Key components, including course design, the use of simulation tools, and reflective learning practices, are examined in detail. The chapter also addresses challenges related to technology, pedagogy, and student adaptation, as well as the strategies implemented to overcome them. Finally, the chapter offers practical recommendations for educators interested in adopting simulation-based approaches to enhance entrepreneurial skill development and improve learning outcomes in higher education. © 2025 by IGI Global Scientific Publishing. All rights reserved.