Search Results for
"learning"

Purpose: This study addresses the need for a validated tool to assess self-directed learning (SDL) behaviors among Thai operational employees in the petrochemical industry. Understanding SDL capabilities is essential for effective human resource development, given the complexity of plant operations and the need for continuous skill enhancement. Design/methodology/approach: This research adapts the self-rating scale of self-directed learning (SRSSDL) to the Thai workplace context. The SRSSDL was translated into Thai and adapted for the workplace. Five experts validated the content, and validity and reliability testing was conducted with 50 operational employees from Thai petrochemical plants. Confirmatory factor analysis (CFA) and Cronbach’s alpha were used to assess the instrument’s reliability and validity. Findings: Content validation confirmed that all SRSSDL items had an item-objective congruence (IOC) score above 0.5. CFA results showed a good model fit (comparative fit index [CFI] = 0.99, Tucker–Lewis index [TLI] = 0.98, root mean square error of approximation [RMSEA] = 0.02 and standardized root mean square residual [SRMR] = 0.02). Reliability analysis showed Cronbach’s alpha values from 0.91 to 0.96, indicating excellent internal consistency. Originality/value: This research is the first study to assess and prove the content validity, construct validity and reliability of the SRSSDL in the context of Thai workplaces, particularly in the petrochemical industry. The SRSSDL is a reliable and valid tool for assessing SDL behaviors among Thai operational employees. It enhances human resource development by identifying SDL capabilities and fostering continuous improvement and SDL. © 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.

Purpose: The study aims to examine conceptualisations and perceptions of key stakeholders involved in the tripartite relationship of a Higher Degree Apprenticeship (HDA) – apprentice, employer and higher education institution (HEI) – and how these contribute towards the successful outcomes of a Leadership and Management Senior Leader Degree Apprenticeship (SLA Level 7). The potential of these HDAs to contribute towards progression pathways is essential for integrated learning programmes, as they support strategic business goals and future economic growth. Design/methodology/approach: Group concept mapping (GCM) is used to analyse conceptualisations and perceptions of that relationship. Data were collected using group discussions, analysed using multivariate statistical methods and debriefed with participants. Findings: HDAs support personal and professional development for senior leadership progression. Three main tensions were identified; the employer–HEI relationship should be contextually matched for work-based learning (WBL), mentors should be trained by the HEI, and soft skill development for demonstrating leadership capability and executive behaviours must be a requirement. Research limitations/implications: The scope of the study conducted was during a change and update of HDA standards and qualification credit requirements for the SLA. Practical implications: There is still a need to improve the delivery of WBL, addressing practice-theory issues across the workplace and academic learning environments. Originality/value: This paper provides an alternative method for examining the impact of the tripartite relationship on the delivery and outcomes of the SLA. © 2025, Emerald Publishing Limited.

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.

The aim of this study is to investigate the Competency-Based Training (CBT) concept as a technique for skill delivery and development while also emphasizing a few of the difficulties encountered in the execution of the Technical Education and Competency-Based Vocational Training program. Other than that, this research also supports and demonstrates why a CBT-Based Program is one of the best methods for implementing vocational and technical education in readily settled skill training institutions. Note that it is known as a component of Malaysia’s reforms to the new educational system, as well as vocational and technical training, which has experienced successful adaptation to become one of the reliable alternative options for the community in this country. The reform in this education system is to introduce a concept or training method based on competence as among the delivery approaches in the Technical and Vocational Education and Training (TVET) system. Qualifications built on intriguing new findings that were produced in conjunction with industry employers use CBT - based programs. The delivery strategy outlined in this idea will be supplied in accordance with the needs of the industry, the workers, and the participants, while also preparing them to work independently or launch their own businesses. In order to guarantee the presence of job opportunities and skill development by the industry, the emergence of the idea of learning through skill training methods relying on competence in TVET reform will involve the young generation or anyone else who is passionate about developing experience and skills in the workplace in a systematic and organized manner. A responsible supervisory body, the TVET Council, was created by the government to coordinate as well as monitor all activities entailing all components of TVET in Malaysia. They are also responsible for incorporating a TVET reform via the CBT system in all skill training centres in Malaysia, whether under government or private supervision in Malaysia. With the aid of international organizations and collaboration, including the Skills Development Department (JPK) under the Ministry of Human Resources as well as the Advanced Skills Teaching & Training Center (CIAST), the formation of this council is anticipated to lead to a paradigm shift with respect to the TVET sector. Apart from that, the National Occupational Skill Standard (NOSS) system was utilised as a primary guideline and reference by these regulatory organizations to execute skill certification programs from level one (1) to level five (5) of work competence requirements in all skill training facilities across the nation. © 2025 American Institute of Physics Inc.. All rights reserved.

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.

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.