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This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster STEM education and training has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of traditional STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines. © Published under licence by IOP Publishing Ltd.

Intercultural competencies are crucial when collaborating effectively with people in different contexts to solve shared problems. This systematic literature review analyzed the content of scientific evidence from 2016 to 2023 of the publications in the Web of Science and Scopus databases on intercultural competency development and international collaboration in higher education. First, a systematic mapping study was carried out, and then selection criteria were applied to choose the articles to be fully reviewed, leaving a remainder of 50 studies. The analysis focused on three main components: intercultural competencies, collaboration, and internationalization. The evidenced results highlight that the following predominate: (a) qualitative studies, especially case study designs in the pedagogical area; (b) the topics of intercultural competencies and collaborative learning; (c) findings related to intercultural awareness and motivation; (d) the objective of intercultural competencies to prepare the students for intercultural interactions; and (e) attitude as the leading indicator measured in the studies. This study aims to be of value to academic and scientific communities interested in internationalization, collaboration, globalization, and educational innovation. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: Mindfulness at Higher Education Institutions (HEIs) may enhance personal development, learning, and entrepreneurial thinking. Thus, this scoping review investigates the effects of mindfulness on HEI entrepreneurship education, focusing on teaching, learning, and entrepreneurial intention. Method: To identify relevant articles for inclusion, the study used a predetermined set of keywords and a descriptive search algorithm in six electronic databases. The process of study selection adhered to the principles outlined in the Preferred Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and resulted in the inclusion of eleven (11) studies. Said studies spanned several nations and employed various research methods, with an emphasis on quantitative approaches. Results: Results indicated that mindfulness did not have a direct impact on lecturers’ commitment to teaching entrepreneurship. Nevertheless, mindfulness appeared to indirectly impact teaching outcomes by influencing other variables, such as readiness for change. From an educational processes and outcomes perspective, mindfulness was found to improve the entrepreneurship learning environment and enhance students’ entrepreneurial orientation. The latter included students’ intentions to develop or participate in environmental and socially responsible entrepreneurial ventures. Discussion: The present study advances our understanding of the relationship between mindfulness, entrepreneurship teaching and students’ entrepreneurial orientation in higher education settings. Nevertheless, it also demonstrates a lack of comprehension of the exact mechanisms at play, and therefore highlights the need for further research in this scientific area. By gaining a broader awareness of the impact of mindfulness on entrepreneurship education, education professionals and decision-makers can improve the design of programmes to cultivate the entrepreneurial orientation and skills necessary for students’ success in a rapidly changing business environment. Systematic Review Registration: The review process has been duly registered with the Open Science Framework (OSF) and given the identifier DOI 10.17605/OSF.IO/YJTA3. © © 2023 Karali, Mastrokoukou and Livas.

The objective of this article is to dissect the European encounter with pioneering educational technologies in the face of the 21st century's global challenges. The methodologies employed encompass theoretical content analysis and empirical survey techniques. The outcomes underscore the core of the innovation concept in education, along with the theoretical underpinnings guiding the integration of innovations within European pedagogical frameworks. Drawing from empirical measurements, several assertions are substantiated. Notably, the significance of the learning environment emerges, alongside educators' general inclination toward embracing innovative educational approaches in contrast to traditional teaching methods. Worth highlighting is the European Union's provision of specialized programs aimed at honing proficiency in working with groundbreaking technologies via internships. In Germany, the "Promotion an Hochschulen in Deutschland" initiative is exclusively tailored to train research and instructional personnel for the country's higher education establishments. France's Sorbonne University offers dedicated courses to augment digital prowess. Correspondingly, in England, the Centre of Excellence for Teaching and Learning is dedicated to fostering the professional advancement of aspiring educators, guaranteeing their possession of pertinent proficiencies. These mobile internships for European educators have evolved into a standard practice for nurturing digital literacy. Participation in such endeavors is characteristic of contemporary European educational hubs, further propelling educators' preparedness and growth within the digital epoch. The conclusions underscore the assorted array of innovations employed by instructors, encompassing platforms, interactive whiteboards, mobile applications, and cloud services. © 2023 The Authors.

Purpose: The years 1960-1970 were decisive years in the development of Swiss vocational education and training (VET). The post-World War II economic boom, technological innovations and the debate concerning equal opportunities and the democratisation of education put the VET system under pressure. Reforms were thus undertaken to increase the attractiveness of the system and to respond to the shortage of qualified workers at the time. At the same time, reforms were adopted increasing the theoretical and general knowledge content of VET and improving the quality of training. The aim of our article is to describe these reforms and to show how they relate to a certain image of the future of society. Method: Our article is based on an analysis of historical documents written between 1962 and 1972 in Switzerland on the subject of VET. These documents will, firstly, be used for a historical reconstruction of the situation and of the major challenges of the time; and secondly, they will be subjected to a discourse analysis in order to identify the main arguments that characterised the public debate at the time. Results: Our article shows how the reforms undertaken take shape on the basis of a certain image of the future of society and of VET held at the time: An image characterised by constant and rapid changes, increasing insecurity, need for adaptation and flexibility, complexification and specialisation of work tasks. Conclusion: The article will also underline how the responses to the challenges posed by this image of the future will be at the origin of new VET policy orientations that will characterise the evolution of Swiss VET up to the present day: A trend towards academisation, with more academic and general content; a trend towards pedagogisation, with increased pedagogical attention to curricula and teacher training; differentiation, with the creation of new certifications; permeability, with the opening of vocational tracks to higher education; and "learnerisation", with the gradual change of the figure of the apprentice from a "worker" to a "learner". Far from being limited to the evolution of Swiss VET, these five orientations describe movements that recent studies show also at the European level. © 2023 European Research Network Vocational Education and Training. All rights reserved.

The aim of the article is the analysis of means and priorities for the vocational education system development, and to comprehend the positive experience of the EU countries that can be implemented in Ukraine. For the realisation of the purpose the next methods were used: analysis, synthesis, comparison, abstraction, forecasting. In the results, it is noted that the Ukrainian structure of professional education differs from the European one in the absence of intermediary organisations that contribute to the educational process. The cooperation in establishing links between industries, firms and companies, and professional education institutions is at the level of private initiatives. It has also been found that the negative processes that hinder the development of the transformation of vocational education are uncompetitive teacher salaries and low levels of digital competence. Accordingly, this affects the low motivation to use innovative educational methods and technologies in education. The conclusions note the possibility of borrowing the French experience of the reorganisation of professional education with the formation of a structure in which students begin to receive professional education in the last grades of school. © 2023 The Author(s).

Learning through designing is the latest innovation in science, technology, engineering, and mathematics teaching and learning in the 21st century. This study aims to identify the effectiveness of EkSTEMiT module in fostering inventive thinking in the subject of electrochemistry. EkSTEMiT module was tested through a quasi-experimental design method of nonequivalent pre- and posttests. A total of 63 students from four rural schools were involved in this study. Two schools were included in the treatment group (n=32), and two schools were included in the control group (n=31). The instrument used in this study was Inventive Thinking Questionnaire, which consists of adaptability and complexity management, self-regulation, curiosity, creativity, risk-taking, and higher-order thinking and reasoning subdomains. Analysis of MANOVA repeated measures showed no significant effect for group and time and no significant interaction effect between group and time on the level of students’ inventive thinking. Although EkSTEMiT module does not have a significant impact on the level of inventive thinking, it can have a particular impact on the teaching of innovative instructors and can subsequently increase interest in the subject of chemistry among students. © 2023 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/). All Rights Reserved.

Access to learning facilities is essential for young people with intellectual disabilities (ID) in their transition to adulthood. Participation in education can enhance social participation and belonging and contribute to the formation and negotiation of identities and competencies. This paper examines how special needs youth education contributes to bringing young people with ID into a position as learning social participants and how their identities are formed and negotiated through belonging to the school’s community of practice. The study was informed by a social theory of learning and designed as a single case study carried out at a specially planned youth education school (SPYES) in Denmark. The study shows how social participation and forming identity can be developed through a trustful and recognising teacher–student relationship, an inclusive classroom setting where individual considerations are taken, shared practice regarding leisure activities with peers, and access to an individually adapted internship at workplaces outside the school. © 2023 The Author(s).

This systematic review aims to explore how the critical role of human participation in cyberspace is reassessed, given the growing importance of Industry 4.0 and 5.0. The focus of the review will be to explore the implications for the labor market and the training of the workforce, in particular the need for the development of soft skills and cyber security awareness. Literature is lacking on the role of cyberspace, cyberawareness and soft skills, their interdependencies and the implications and consequences of developing them. This systematic review provides an overview of the empirical research on soft skills and cybersecurity awareness in the context of industrial revolutions. The development of soft skills and cybersecurity awareness is key to successful adaptation and competitiveness for both individuals and the labor market. In accordance with the screening criteria, 32 articles were identified and were selected for inclusion in the final summary for the period 2017-2022 from a total of 5921 articles. This study examines the human-machine collaboration of Industry 4.0 and 5.0 in cyberspace from a labor market and workforce training perspective. The study highlights the increasing importance of combining technical and soft skills, including digital literacy, emotional intelligence, empathy, and adaptability, for engineers and IT specialists working in this industry. To address the digital and cybersecurity skills gap, the study also highlights the need for continuous skills development, on-the-job learning, and mentoring support. © 2023 IEEE.

Purpose: This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance. Design/methodology/approach: Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023. Findings: This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance. Research limitations/implications: Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context. Practical implications: For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning. Originality/value: This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance. © 2023, Stefano Torresan and Andreas Hinterhuber.