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This chapter explores the application of design-based research (DBR) in advancing innovative education across West Africa. Rooted in iterative, theory-driven methods, DBR enables adaptive responses to the region's unique educational challenges, including limited infrastructure, diverse cultural contexts, and technological constraints. Using case studies from countries like Nigeria, Ghana, Cameroon, and Mauritania, it highlights DBR's role in enhancingSTEM education,blended learning, and vocational training. While adoption varies, DBR shows promise for fostering student-centred, locally relevant learning environments that support sustainable educational development in West Africa. Data was gathered from academic journals, reports, and research papers from 2019 to 2024, uncovering both advancements and gaps in DBR application across the region's 17 nations. © 2025 by IGI Global Scientific Publishing.

Understanding privilege from the perspective of cultural resilience and inherited strength shifts the narrative around systemic injustice, offering a transformative lens for empowerment. By highlighting the rich histories, spiritual traditions, and intergenerational wisdom within the Black community, this perspective affirms identity and fosters collective pride. It challenges dominant frameworks, inspiring deeper reflection on the impact of colonialism and the enduring power of cultural inheritance. This approach not only amplifies marginalized voices but also nurtures solidarity and awareness across diverse communities. It celebrates the unique strengths that arise from overcoming adversity, reinforcing the importance of honoring and preserving cultural heritage. Navigating Black Privilege Across the Globe focuses on the unique strengths, cultural assets, and profound resilience that comes with being part of the Black community. It explores the historical empowerment of African descendants as they confront the systemic injustices of slavery, colonialism, and imperialism. Covering topics such as African diaspora, international collaboration, and social justice, this book is an excellent resource for academicians, researchers, students, educators, activists, policymakers, community leaders, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Workplace learning in vocational education and training (VET) is often claimed to be an important metric to define “high-quality” programs, but outcomes beyond initial employment are not well understood. In this study, we estimate outcomes of upper-secondary-school VET programs with different levels of workplace learning in Australia—solely classroom-based, classroom-based with a workplace learning component, and training with an employment contract (apprenticeship/traineeships). Outcomes of students in each of these vocational programs are compared with outcomes of students who do not enroll up to seven years later. We use data from 2003, 2006, and 2009 Program for International Student Assessment participants who are tracked through an annual survey, adjusting for differences in student test scores, socioeconomic characteristics, post-secondary aspirations, and school and peer characteristics. Our results suggest short-term labor market benefits that disappear by year 7 out from school. However, among those who go onto further study after school, VET with workplace learning is associated with positive outcomes that persist to at least year 7. These include 5 to 10 percentage point higher rates of full-time employment, 7 to 10 percentage point higher reported rates of career job attainment, and 0.14 standard deviation higher job satisfaction. Suggestive evidence indicates that workplace learning may provide job market information and/or employer contacts that help students find good post-secondary pathways in education and training. © 2024 Association for Education Finance and Policy.

In the era of big data, data visualization technology as a bridge between communication data and decision-making, its teaching system highlights the characteristics of both technical depth and humanistic care. Through the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) nested PAD (Presentation, Assimilation, Discussion) teaching mode, this paper deeply integrates moral education in the data visualization course, not only teaches students the skills of data flow construction and chart making, but also focuses on cultivating their sense of responsibility, teamwork ability and big data logical thinking ability. At the same time, classroom design emphasizes a deep understanding of data ethics and social responsibility, and guides students to see the essence through phenomena, so as to establish correct values and morality. This paper aims to show how to effectively integrate moral education into professional teaching and promote the dual improvement of students' skills and morality through classroom teaching design cases. © 2025 The Authors.

At present, the new quality productive forces enable China to vigorously develop the digital economy and strive to achieve Chinese-style modernization. Therefore, this requires high-quality technical and skilled personnel as an important support.This paper analyzes the characteristics, constituent elements of the digital economy and the adaptability of vocational talents, reveals the eight dimensions of the craftsman spirit of vocational students in the new era, proposes the enabling cycle mode of "internalized in the heart and consolidated in the practice" of the craftsman spirit, and deepens the fit degree between the quality of artisan talent training in vocational colleges and industrial development, and the supply balance between students' skill literacy and vocational competitiveness. It has enhanced students' sense of gain and vocational adaptability, improved vocational colleges' social service ability and enterprise satisfaction, enriched vocational students' craftsman spirit connotation and cultivation path research in the digital economy era, and expanded the theoretical cognition and practical cultivation system of vocational education craftsman spirit cultivation. © 2025 The Authors.

Background: Philippine historiography has not given much attention to the history of engineering education in the country. This study considers vocational and technical education during the Spanish colonial period as a foundation of engineering education. It examines the role of the Sociedad Económica de los Amigos del País and, later, the Escuela Profesional de Artes y Oficios in promoting vocational and technical education. Methods: This study utilizes primary sources, such as laws related to the Sociedad, reports from former directors of the Escuela found in online archival repositories, and secondary sources for contextualization. Results: Findings reveal that the Escuela, institutionalized vocational and technical education by integrating theoretical and practical training in engineering and industrial skills. Most of the school's faculty were military engineers or officers who shaped students' competencies. Enrollment trends indicate a strong demand for vocational education, although completion rates remained low. Conclusion: The establishment of the Escuela reflects Spain’s economic motivations and its alignment with global trends in industrial education. It served as a foundational institution bridging traditional apprenticeship and formal technical training. © 2025 The Authors. Recoletos Multidisciplinary Research Journal is published by the University of San Jose-Recoletos, Philippines.

Entrepreneurship development education (EDE) promotes entrepreneurship and boosts economic growth and employment. The comprehensive educational effort aims to foster students' entrepreneurial intentions. In Nepal, the Council for Technical Education and Vocational Training (CTEVT) has integrated the EDE course curriculum into all diploma programs in engineering, including the Diploma in Information Technology (DIT) program, with the aim of enhancing students' entrepreneurial knowledge and skills. Based on this context, the objective of this study was to explore the experiences of final-year diploma in information technology students about their entrepreneurial intentions through an EDE course. The study employs a qualitative case study methodology to investigate the experiences of final-year DIT students. The study selected sixteen students, ten of whom were male and six of whom were female. Data collection involved conducting semi-structured face-to-face interviews and document analysis. The analysis of the students' interviews and the document analysis yielded three major themes: entrepreneurial attitude, entrepreneurial behavior, and entrepreneurial knowledge, along with twelve subthemes. The current study's findings were consistent with planned behavior theory, which acts as a moderator for DIT students' entrepreneurial intentions. The results of this study conclude that EDE plays a crucial role in fostering entrepreneurial intentions among IT students. The program enhances their attitudes, behaviors, and knowledge of entrepreneurship; therefore, we recommended that CTEVT Nepal incorporate the EDE curriculum for all TVET programs. © 2025, Penerbit UTHM. All rights reserved.

In the era of globalization, the sewerage industry plays an important role in ensuring environmental sustainability. However, a major challenge is the skills mismatch between university graduates and industry needs. Therefore, this study is significant because graduate skills play a crucial role in meeting industry needs, especially in the sewerage sector. By understanding the level of competence and skills that should be focused on for mechanical engineering graduates and mechanical engineering technology students, the development of job structures related to the sewerage industry can be improved from the outset. This study employs a quantitative approach using the survey method. A total of 189 samples representing the Universiti Tun Hussein Onn Malaysia and Universiti Teknikal Melaka were selected using a simple random sampling technique, and their findings were analysed descriptively. All research data obtained was analysed using SPSS software to obtain frequency values, mean scores, percentages, standard deviations, and analyses of differences between the two program groups. The result of descriptive statistics analysis (mean) indicates a high level of the existing knowledge competency, basic skills competency behavioural attitude, and habitual behaviour. Results of Mann-Whitney U test indicate a significant difference in the technical skill levels between mechanical engineering and mechanical engineering technology students with higher technical skills among the mechanical engineering programs. This study is expected to provide useful input for policymakers, educational institutions, and the sewerage industry, and help address the issue of unemployment and skill mismatch in Malaysia as a whole. © 2025, Penerbit UTHM. All rights reserved.

This study aimed to ascertain the impact of implementing the engagement, exploration, explanation, extension, and evaluation (5E) learning cycle model on learning outcomes and practical performance in vocational school subjects. This quantitative study employs a quasi-experimental design utilising a non-equivalent control group design. This study involved a control group and an experimental group. The study focused on vocational students in Serang City, and the sampling method employed was purposive sampling. The measures include multiple-choice tests for learning outcomes and practical performance questionnaires, utilising 4-point Likert scales. The data were analysed using the multivariate analysis of variance test and the independent sample test. The findings indicate a significant disparity between the average post-test scores of the experimental class and the control class. Furthermore, it shows a substantial disparity between the mean score of the experimental class in practice performance and the control class in practice performance. Therefore, it can be inferred that the 5E-LC model has an impact on both learning outcomes and practical performance in the field of electric lighting installation. In vocational secondary schools, teachers are required to possess the ability to apply the 5E-LC model in teaching subjects relevant to their field of study. © 2025, Penerbit UTHM. All rights reserved.

Malaysia has developed TVET programs to nurture a skilled workforce for its industrial sector. Many graduates face challenges in job readiness, impacting their employability in today's evolving technological environment. Outdated skills pose obstacles, potentially leading to unemployment or reduced workplace performance. This study determined the job readiness level of final-year TVET students in the Electrical and Electronics fields across the Malaysia Technical University Network (MTUN), focusing on Industry 4.0 skills. Using a quantitative, descriptive research design and surveys, the study identified essential Industry 4.0 skills using an IR 4.0 skills checklist, evaluated the current job readiness level of final-year TVET students in the Electrical and Electronics fields at MTUN using a job readiness questionnaire, and identified the differences in job readiness levels across MTUN universities. Stratified sampling and simple random sampling techniques were applied in this research. There were 11 IR 4.0 skills considered essential for job readiness in the Electrical and Electronics field from the industry perspective. The ranking of the 11 skills, from top to bottom, is as follows: technical knowledge, reasoning and problem-solving, analytical thinking and technological literacy, big data analytics, communication skills, artificial intelligence, leadership and social influence, curiosity and lifelong learning, quality control, and critical thinking, under the dimensions of People, Process, and Technology. The job readiness level of final-year TVET undergraduate students in the Electrical and Electronics (E&E) field at the MTUN was 3.61, which fell under the category of approaching readiness. The significance value of the Kruskal-Wallis test was 0.012, which was less than 0.05. A statistically significant difference was found in the job re adiness levels of final-year TVET undergraduate students in the Electrical and Electronics (E&E) field across the MTUN. UTHM's overall mean was higher than those of the other three universities. © 2025, Penerbit UTHM. All rights reserved.