Search Results for
"learning"

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 Outdated skills pose obstacles, potentially leading to unemployment or reduced workplace performance.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.

Developing the potential of manpower in the education sector is an important issue for raising the quality of vocational education and preparing students for the labor market. Therefore, having trustworthy and effective indicators is crucial for assessing and enhancing student learning outcomes. This research therefore focuses on developing and examining the construct validity of the indicators of manpower potential outcomes in the education sector of students at vocational education institutions. The sample consists of 471 vocational college students in Thailand, obtained by a simple random method. Data were collected using a questionnaire and analyzed using confirmatory factor analysis. The results show that the indicator consists of 3 components and 16 indicators: knowledge (3 indicators), skills (5 indicators), and characteristics (8 indicators). Examination of construct validity revealed that the model was consistent with empirical data (χ² = 82.57, p = .069, df = 65, χ²/df = 1.270, GFI = .978, RMSEA = .023). All indicators are statistically significant at the .01 level and have standardized component weight values between .674 and .882. © 2025, Penerbit UTHM. All rights reserved.

Vocational education and training (VET) are major stepping stones in the development journey of any nation. A carefully structured and implemented VET system ensures skill development and equips the existing and prospective workforce with the necessary technical proficiency, thereby reducing unemployment and increasing productivity. This handbook is designed to provide the readers with a comprehensive understanding of the ways in which VET has been implemented in both highly developed and developing countries around the globe, including Germany, Japan, China, India, and countries in Africa and Latin America, among others. It looks at how VET plays a crucial role in empowering a nation, acts as a comparative advantage, and contributes to nation-building. In the process, it highlights the best practices and fallacies related to VET and showcases how effective vocational training can allow countries to confront existing deficits in employment and decent work. This detailed handbook will be of interest to policymakers, government officials, and corporate executives working in education, education policy, curriculum, teaching and learning, adult education and lifelong learning, and classroom practice. It will also be valuable to technical education students and those working with executive training programmes, public sector enterprises and NGOs related to VET. © 2025 Jagdish N. Sheth and Samik Shome. All rights reserved.

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: Work-based learning only continues to become more valuable as industries and markets continue to develop and grow. In the article by Bilderback (2025), the author identifies both the benefits of work-based learning as well as areas of opportunity for further growth. Work-based learning provides the training, mindset, skills, and values for employees to transform their firms, and create the products and services of the future with high resilience, dynamicism, and quality. Research limitations/implications: The research implications of this article suggest that integrating work-based learning initiatives into educational and organizational frameworks can significantly enhance leadership development and workforce readiness in Tennessee. Policymakers and educators are encouraged to collaborate closely with industry stakeholders to design programs that meet evolving labor market demands while fostering inclusivity and equity in vocational training. Additionally, ongoing evaluation and adaptation of these initiatives are essential to ensure their effectiveness and sustainability, thereby contributing to long-term economic growth and organizational success. Practical implications: Managers should ensure they provide work-based learning and mentorship opportunities for their employees to cultivate essential skills. Firms should ensure the work-based learning they provide aligns with the strategies, needs, and values of the firm. Firms should work to collaborate with educational institutions to provide practical learning and find new talent from these students. Firms should create a culture of knowledge-sharing and innovation within work-based learning. Managers should implement feedback systems of the learning programs to ensure they can continue to improve. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. © 2025, Emerald Publishing Limited.

Integrating Artificial Intelligence (AI) and sustainability into Technical and Vocational Education and Training (TVET) is essential for preparing a future- ready workforce. This paper explores the convergence of AI and sustainability in TVET, examining emerging trends, challenges, and strategic approaches. AI technologies, such as machine learning and intelligent tutoring systems, enable personalized learning, while sustainability- driven curricula foster environmental stewardship. Key challenges include the digital divide, curriculum restructuring, and ethical considerations. A strategic framework focusing on curriculum development, technological integration, capacity building, and stakeholder collaboration is proposed to address these challenges. By fostering innovation and promoting lifelong learning, TVET institutions can build a technologically advanced, environmentally responsible global workforce. © 2025, IGI Global Scientific Publishing. All rights reserved.

AI-driven pedagogy and assessment in Technical and Vocational Education and Training (TVET) are transforming traditional educational practices by introducing adaptive learning, immersive experiences, and intelligent tutoring systems. These technologies personalize learning paths, enhance student engagement, and provide real- time feedback, ensuring competency- based education. Immersive tools like VR and AR offer hands- on training, while digital credentialing validates skills transparently. Despite challenges like data privacy, algorithmic bias, and digital equity, ethical AI integration promises inclusive and effective education. By leveraging AI, TVET can enhance lifelong learning, global collaboration, and workforce readiness, aligning education with evolving industry needs. © 2025, IGI Global Scientific Publishing. All rights reserved.

This article highlights the importance of Technical and Vocational Education and Training (TVET) in preparing students for careers in AI- driven industries by outlining methods to enhance students' Artificial Intelligence (AI) literacy. The article finds major gaps in the current TVET curriculum, which do not adequately address the demands of vocational students by combining AI principles and practical applications. To address this issue, the authors suggest a curriculum design framework that incorporates AI literacy modules linked to employability skills to ensure their relevance and usefulness. To determine the long- term impact of AI literacy programs on job readiness, this chapter suggests looking at how well teacher training programs scale AI literacy projects and how creative AI technologies can improve learning outcomes. This article persuasively advocates for the integration of AI into vocational education, enabling students to acquire the necessary skills in a world where AI is becoming increasingly significant. © 2025, IGI Global Scientific Publishing. All rights reserved.

This study aims to develop students’ 6Cs skills—critical thinking, creativity, com-munication, collaboration, character/compassion, and citizenship/culture—through the implementation of Project-Based learning (PjBL) in a program titled Masyarakat Belajar Se-jarah (History learning Society). The research responds to the relatively low competitiveness of students in East Kalimantan amid the challenges of the 21st-century VUCA world, Indo-nesia’s demographic bonus, and the development of the new national capital (IKN) in East Kalimantan. Using Kemmis & McTaggart’s action research model, the study involved students from the History Education Program, FKIP, Mulawarman University, across three cohorts (2020–2022). Data was collected through observation, documentation, question-naires, and interviews in March and June 2023. Students collaborated with schools, non-formal institutions, professionals, and local communities in Samarinda to design creative, contextual historical learning products. The findings show significant improvements across all 6Cs indicators. The project enhanced students’ academic and social competencies and bridged the gap between classroom learning and real-life community engagement. The results highlight the potential of PjBL as a transformative learning strategy for equipping future educators with essential 21st-century skills. This research contributes to history education innovation by positioning students as agents of change within their communities. © 2025, Universitas Negeri Semarang. All rights reserved.

Despite the growing demand for experienced Internet of Things (IoT) professionals across industrial establishments, most secondary education institutions do not offer a curriculum to empower students’ knowledge and skills in IoT. Enrichment programs and vocational workshops can be considered as potential solutions to equip students with necessary IoT-related skills and assist them in planning and making conscious career choices. Through this research, we aim to utilize the principles of Backward Design and constructionism in designing an IoT curriculum for enrichment programs for high school students, while incorporating electro-mechanical concepts from electronics, programming, connectivity, and design. The curriculum was used to teach IoT concepts to 28 high school students during two enrichment programs. It was found that students with hardly any prior knowledge in IoT could acquire the necessary skills to design and prototype IoT applications. © 2025 Copyright held by the owner/author(s).