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This article describes students' experiences of different activities arranged by a Swedish university in connection with their internship. The article presents two approaches for conducting seminars while students are on an internship. One student group attends formal, structured seminars while the other group attends seminars in the form of focus groups called huddles, where the theme of conversations is carefully selected and has its origins in students' narratives on their authentic experiences during the internship. The more 'traditional' formal seminars are perceived by the students as scattered, while the conversational approach based on personal experiences helps students to develop a professional identity. Conversational focus groups were perceived as the pedagogical measure that contributes most to students' development. This research emphasized the deep learning afforded students and the insights emerging from the conversations. The organic nature of the conversations enabled development in both intended and unintended learning outcomes. © 2023 International Journal of Work-Integrated Learning. All rights reserved.

Many studies in engineering education believe that higher-order thinking skills (HOTs) are a fundamental competency for engineering students. Polymer engineering students study and analyze the character and structure of polymer materials and use that knowledge to design innovative new products. However, students might need more applied contexts to creativity and learning motivation in polymer material instruction. This paper is a study to present new-product creativity (NPC) through the engineering design process (EDP) for polymer engineering students. The quasi-experimental design was implemented in the learning activity of the polymer-processing laboratory course. A total of 21 participants were recruited from two groups of students (10 were in the experimental group, and 11 were in the control group) at a university in Thailand. The experimental results showed that the students who learned with NPC-EDP had better HOTs in the polymer-processing laboratory course than those who learned with conventional learning. In addition, the students also showed that they were motivated to learn meaningfully in engineering education. © 2023 by the authors of this article.

The virtual laboratory learning environment on metaverse, or VLLE on metaverse, is a kind of learning media in the virtual world, which can be accessed through a virtual laboratory in the form of metaverse. To enter VLLE on metaverse, users must simulate themselves in the form of 3D avatar, and then they are able to perform any tasks and interact with any objects or surrounding environments therein, which are all virtual images. The study question of this research focuses on the steps and methods related to the development of media for use in VLLE on metaverse and on what design features are satisfactory and would be well accepted by participants. In this study, the researchers have applied concepts and new teaching innovations that correspond to the current situations and can support the learning formats that can be done anywhere and anytime. This practice is believed to promote self-directed learning experiences and other skills while allowing students to evaluate their activities on their own as well. The research results are in line with the researchers’ expectations: it was found that VLLE on metaverse can be used as a public interaction tool through mobile applications for the university population and the general public outside. This is because new technologies have been developed and employed in the media and the existing technologies in such a way that an environment close to the real learning conditions can be produced, which can create a learning society without borders. © 2023 by the authors of this article.

The issue of career choice plays an important role in students' future. Researchers have conducted many studies to explain the career choice process. However, choosing the right career is still very difficult. This article examines the role of career exploration and determines how it works throughout social cognitive career theory. Data were collected using a questionnaire designed on Google Forms in June 2022. In addition, 340 Vietnamese students participated in this study. The research hypotheses were tested through SmartPLS 3. The results have once again confirmed the role of social cognitive career theory in explaining the career selection process. Another interesting finding was that environment exploration had a more substantial effect on the relationship between self-efficacy and career choice than self-exploration. Finally, the article further clarified the role of career exploration and helped universities devise tailored study programs to make the career choice process more efficient. © 2023 GEA College – Faculty of Entrepreneurship. All rights reserved.

The high rates of structural unemployment, coupled with the lack of professionals with mid-level qualifications in southern European countries, are leading to the implementation of reforms in their vocational training (VET) systems. These reforms, promoted by the European Union, have used the Central European dual model as the reference. However, this transfer is accompanied by processes of adoption, adaptation and transformation in its implementation, where different challenges and difficulties arise among the actors involved. This article is based on a systematic literature review of the challenges and difficulties faced jointly by the public and private sectors in the implementation of the dual model. It follows the PRISMA protocol and the proposals of O'Neill & Booth (2017) for the use of Nvivo in systematic reviews. The search and creation of the bibliographic corpus was carried out through WoS-Main Collection, Scopus and ProQuest.The results systematise the challenges and difficulties that the scientific literature on public-private partnerships for the proper functioning of dual VET, which are key to the implementation processes. These revolve around access, network cooperation, curriculum development, the tension between productivity and training and the response to economic downturns.The literature reviewed warns us that any attempt to reform VET along the lines of the Central European dual model entails multiple contextual challenges which make a direct transfer difficult. Social dialogue emerges as a fundamental tool for successful implementation. © 2023 Journal of Degraded and Mining Lands Management

Israeli prisons have recently initiated a rehabilitation program known as Prison Radio. This article suggests that since prison radio shares similar characteristics with educational radio, inmates may operate the radio stations with high motivation and self-fulfilment since they determine the content of the programs. Inmates may also acquire work-related tools and habits and strengthen their self-confidence, which allows adopting constructive behavioural patterns. Therefore, empowering prisoners through radio station activities may encourage their normative reintegration into society. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Aim/Purpose This study aimed to evaluate the extant research on data science education (DSE) to identify the existing gaps, opportunities, and challenges, and make recommendations for current and future DSE. Background There has been an increase in the number of data science programs especially because of the increased appreciation of data as a multidisciplinary strategic resource. This has resulted in a greater need for skills in data science to extract meaningful insights from data. However, the data science programs are not enough to meet the demand for data science skills. While there is growth in data science programs, they appear more as a rebranding of existing engineering, computer science, mathematics, and statistics programs. Methodology A scoping review was adopted for the period 2010–2021 using six scholarly multidisciplinary databases: Google Scholar, IEEE Xplore, ACM Digital Library, ScienceDirect, Scopus, and the AIS Basket of eight journals. The study was narrowed down to 91 research articles and adopted a classification coding framework and correlation analysis for analysis. Contribution We theoretically contribute to the growing body of knowledge about the need to scale up data science through multidisciplinary pedagogies and disciplines as the demand grows. This paves the way for future research to understand which programs can provide current and future data scientists the skills and competencies relevant to societal needs. Findings The key results revealed the limited emphasis on DSE, especially in non-STEM (Science, Technology, Engineering, and Mathematics) disciplines. In addition, the results identified the need to find a suitable pedagogy or a set of pedagogies because of the multidisciplinary nature of DSE. Further, there is currently no existing framework to guide the design and development of DSE at various education levels, leading to sometimes inadequate programs. The study also noted the importance of various stakeholders who can contribute towards DSE and thus create opportunities in the DSE ecosystem. Most of the research studies reviewed were case studies that presented more STEM programs as compared to non-STEM. Recommendations for Practitioners We recommend CRoss Industry Standard Process for Data Mining (CRISP-DM) as a framework to adopt collaborative pedagogies to teach data science. This research implies that it is important for academia, policymakers, and data science content developers to work closely with organizations to understand their needs. Recommendations for Researchers We recommend future research into programs that can provide current and future data scientists the skills and competencies relevant to societal needs and how interdisciplinarity within these programs can be integrated. Impact on Society Data science expertise is essential for tackling societal issues and generating beneficial effects. The main problem is that data is diverse and always changing, necessitating ongoing (up)skilling. Academic institutions must therefore stay current with new advances, changing data, and organizational requirements. Industry experts might share views based on their practical knowledge. The DSE ecosystem can be shaped by collaborating with numerous stakeholders and being aware of each stakeholder’s function in order to advance data science internationally. Future Research The study found that there are a number of research opportunities that can be explored to improve the implementation of DSE, for instance, how can CRISP-DM be integrated into collaborative pedagogies to provide a fully comprehensive data science curriculum? © (CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License.

Apprenticeships are experiencing ascendency as a global policy idea, yet their promotion by international organisations remains underexamined. This article presents a comparative synthesis of publications on apprenticeships from the EU, ILO, OECD, UNESCO, and World Bank. Analysis demonstrates that IOs advance a diversity of discourses, apprenticeships acting as a polysemic policy object made malleable to organisational identities and priorities. Nonetheless, IOs’ significant, sustained and often coordinated efforts to promote apprenticeships support the notion of a ‘global apprenticeship agenda’. The internal complexity of this agenda compels more fine-grained theorisation of IOs’ individual and collective policy activity, accounting for variation and contestation. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Two decades of international research on the digital competencies of teachers have provided several frameworks for empirical studies and curriculum development. However, research publications addressing the needed digital competencies of vocational (VET) teachers are scarce. In this article, we ask to what extent leading conceptual frameworks on digital competence are fruitful templates for studying such competencies in the case of VET teachers’ professional development, and what could be alternative conceptual models that fit this professional category. A synthesis is made of relevant literature based on a theoretical platform in vocational didactics and digitalization that highlights the diversity of international VET systems and the connectivity between work and school. We adopt an integrative literature research approach that combines systematic procedures and supplementary searches iteratively. Our descriptive analysis of the literature indicated that the international research on VET teachers` digital competencies had in general a narrow focus on technical skills with a lack of perspective on key issues about their digital competencies such as connectivity school/work, subject-specificity, and adaptive pedagogy. The articles tended to leave out contextual issues, for example, the changing professional work of vocational teachers and background information about the national VET systems. However, part of the literature pointed to the need for more “grounded” research starting from case studies and qualitative data / mixed-methods research. Our synthesis of the literature in light of our theoretical framing identified four main topics for further research on VET teachers’ digital competencies that were incorporated in a working model or a “frameworking” that needs to be further developed to provide a rich and validated basis for constructing professional programs. © 2023 L. C. Lahn and S. K. Berntsen.

This article critically discusses the concept of future-ready learning by drawing on the educational thought of Confucius as recorded in the Analects. Two main arguments are made in this paper. First, Confucius views future-readiness as the preparedness to broaden dao (Way), which is a vision of human excellence. Secondly, Confucius does not limit future-ready learning to the acquisition of competencies, nor does he adopt a functionalist assumption of learning. Instead, he emphasizes the learning goal of becoming a junzi (exemplary person) who broadens the Way through ren (humanity), yi (appropriateness), xiuji (self-cultivation) and li (normative behaviours). Future-ready learning, it is proposed in this essay, is about the cultivation of character and competence to prepare individuals to adapt to and create new realities. A Confucian perspective challenges the skills and competencies agenda that underpins the prevailing notions of future-ready learning, and brings to the fore the habituation of virtues. © 2023 National Institute of Education, Singapore.