Search Results for
"learning"

Teachers frequently employ STEM-based learning in the classroom. As technology evolves, the educational sector must update its learning materials. Using voxel-based game learning media is one method. This learning medium includes games that incorporate some of the learning contained within it. This study aims to address the questions raised regarding the challenges and opportunities associated with implementing iSTEM with Roblox in education. A Systematic Literature Review (SLR) was conducted following the PRISMA methodology to explore articles indexed in Scopus from 2019 to 2023. The search returned 393 articles, which were then filtered using inclusion and exclusion criteria, such as publication year, level of education, educational class, demography, journal indexer, analytical material, insights, and reasoning abilities. According to the SLR analysis, there are six significant themes revealed including the main principles of iSTEM, iSTEM implementation, iSTEM development and improvement, the use of Roblox, the potential and benefits of Roblox, and the challenges and effects of Roblox games. © 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. 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 article analyzes the learning strategies of university graduates in Higher VET programmes in Spain. The objective is to show whether this decision obeys to an upskilling or reskilling strategy. The methodology used is quantitative, based on the latest nationwide Survey on Education-Training and Labour Market Transitions (ETEFIL-19). First, the number and profile of those involved in this transition are analyzed. Second, the relationship between the field of study and the professional family of destination is determined. Thirdly, the perceived usefulness of this choice in terms of employability is studied. The results reveal that this trajectory is mostly developed by women and that the decision is made years after completing their university studies. The relationship between the previous field of study and the family of the completed cycle is positive and statistically significant, so their decision is mainly based on an upskilling strategy rather than a career change. Likewise, they perceive that their vocational training qualification has been useful for finding employment. Finally, the implications in the field of policy and practice are considered, along with the limitations of this study and the need for future lines of research. © 2025, Ministry Education and Science. All rights reserved.

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.

In order to solve the problem of low efficiency and quality of enterprise software engineering talent cultivation, the design of personalized cultivation program for enterprise digital talents based on intelligent learning platform is proposed. The design adopts a layered design method, combined with artificial intelligence algorithms, and develops a platform containing functional modules such as course management, student learning tracking, interaction and feedback, data analysis and reporting. In order to verify the effectiveness and performance of the intelligent platform, professional testing software is used to test the functionality and performance of the platform and the traditional platform. The experimental results show that the functional coverage of the intelligentized platform reaches 98.0% (higher than the 92.0% of the traditional platform), and the error discovery rate is 0.5% (lower than the 2.3% of the traditional platform), which indicates that it has higher stability and reliability. In terms of test pass rate, the platform is 99.5% compared to 96.0% for traditional platforms, reflecting the high usability of the platform. In the performance test, under the simulated scenario of 1, 000 concurrent users, the average response time of the platform is 1.2s, while the traditional platform is 2.5s, reflecting the significant performance advantage of the platform. In terms of system throughput, the platform can handle 1500 requests per second, which is higher than the traditional platform. In terms of resource utilization, the utilization rates of the CPU and memory of the platform under high load are 70.0% and 65.0% respectively, while those of the traditional platform are as high as 85.0% and 80.0% respectively, indicating that the platform is more efficient in resource management. Conclusion: The intelligent platform outperforms the traditional platform in terms of function coverage, error detection rate, system throughput and other key indexes, which verifies its effectiveness and performance advantages in the modern education environment. © 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 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.

Scholars have long discussed the value of human resource management (HRM) led professional learning and development in nurturing human capital for increased competitive advantage. Recently, this has become challenging due to the emergence of increasingly volatile, uncertain, complex and ambiguous (VUCA) environments and global skills shortages. Such pressures pose new questions for HR departments regarding their recruitment and selection, training and development and retention of new talent. Organisations need employees who are work ready. Graduate work readiness (GWR) encompasses attributes that enable individuals to successfully contribute to their workplaces. Despite the relevance of graduate work readiness to HRM practice, research on this topic has been disconnected from the HRM literature. We posit that greater awareness of the concept of graduate work readiness will have important implications for HRM. We use a systematic literature review methodology to examine graduate work readiness strategically and operationally in the talent management of graduating professionals. The novelty of the article is in the development of a conceptual framework underpinned by stakeholder theory to guide HRM professionals to enhance graduate work readiness outcomes. We raise important implications for theory-led research on the integration of graduate work readiness and HRM in the Asia–Pacific region. © 2025 The Author(s). Asia Pacific Journal of Human Resources published by John Wiley & Sons Australia, Ltd.

Introduction: The role of teachers in the learning process is very important to create a conducive atmosphere, therefore teachers are expected to determine the right learning model. Objective: This study aims to determine the effectiveness of the PjBL-based volleyball learning model on improving students' cognitive and psychomotor learning outcomes. Methodology: This research is an experiment with a nonequivalent control group design. The sample was taken by simple randomization, namely 82 students as an experimental group with PjBL model treatment and 86 students as a control group with Direct Instruction (DI) treatment. The instrument used cognitive and psychomotor learning achievement tests. Descriptive analysis, data requirement test, and independent sample t test were used to analyze research data. Discussion: The results showed that the PjBL-based volleyball learning model was effective in improving cognitive aspects and psychomotor aspects in students. The experimental group of the PjBL model is better than the control group, as evidenced in the cognitive aspect t-value 10.137 and p-value 0.000 <0.05, and the psychomotor aspect t-value 6.398 and p-value 0.000 <0.05. Conclusions: The application of the PjBL learning model in physical education can help to create learning conditions that are more effective, efficient, and fun. Suggestions to students so that they can play a more active role in the learning process, because the teacher-centered learning paradigm has changed to a student-centered learning process, where students are required to be more active in carrying out learning so that the learning process can take place optimally. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

This article addresses the need for a comprehensive understanding of the rapidly evolving field of Artificial Intelligence (AI) in education, given its potential to transform teaching and learning practices. The study analyzed 1,234 articles from the Web of Science database, using bibliometric techniques and topic modeling. Quantitative analyses of publication trends, citation impacts, and collaboration patterns were conducted using the R programming language, and Latent Dirichlet Allocation (LDA) was employed to uncover latent themes and potential research gaps. The study reveals a dramatic growth in research output, with an annual growth rate of 47.9%. China and the United States emerge as dominant contributors, collectively accounting for 38% of publications. Key research themes include AI in language learning, AI ethics and policy, and AI literacy. The findings highlight the need for more inclusive and diverse research efforts to address the unique challenges and opportunities of AI in education in across socioeconomic contexts. © 2025, Modern Education and Computer Science Press. All rights reserved.

This article investigates the process of re-enrolling young people who have dropped out of school. Drawing on an analytical framework that integrates perspectives on resilience and belonging, the study explores the potential of at-risk youth to overcome challenges and complete their upper secondary education. A crucial aspect of facilitating their reintegration is establishing a sense of belonging. The data comprise in-depth interviews and observations involving 41 young participants in a flexible learning arena over a period of three years. The analytical design is based on a thematic analysis, where questions mainly initiated the narratives from the participants themselves. The findings show that dropouts can be reintegrated into a flexible learning arena within the school system. Furthermore, this re-enrolment initiative acts as a catalyst, reigniting participants’ sense of mastery. However, the pivotal factor lies in creating an environment that fosters a renewed sense of belonging to peers and the school. © 2024 The Author(s).