Search Results for
"learning"

Purpose: The widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future. Design/methodology/approach: This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles. Findings: The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students. Practical implications: This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars. Originality/value: This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research. © 2024, Emerald Publishing Limited.

This study examines the pedagogical integration of TikTok within a Project-Based learning (PBL) framework to enhance the teaching and internalization of Occupational Health and Safety (OHS) regulations in higher education, specifically Executive Decree 255. The primary aim was to evaluate the effectiveness of student-created TikTok videos in fostering active learning, regulatory comprehension, and the development of key academic and professional competencies. Seventy-three undergraduate students from the Practicum III course in the OHS program at Universidad Técnica Particular de Loja participated in the initiative. The structured methodology comprised five phases: topic assignment, digital training, guided video production, public dissemination, and multidimensional evaluation. Student outcomes were assessed through rubric-based evaluation, TikTok engagement analytics, and a validated satisfaction questionnaire addressing eight pedagogical constructs (Cronbach’s α=0.989; KMO=0.934). Results indicate enhanced conceptual understanding, increased motivation, and the strengthening of transversal competencies such as digital communication and learner autonomy. The novelty of this approach lies in the purposeful use of a widely adopted social media platform as both a pedagogical tool and a dissemination medium, offering a replicable model for other STEM disciplines that require the translation of complex regulatory or technical content into engaging and accessible formats. © 2025 by the authors. Licensee ESJ, Italy.

The AI-powered smart classrooms for C-PBL to enhance mobile and virtual learning technology, or C-PBL mobile and virtual learning are based on the integration of artificial intelligence and virtual reality technologies with problem-based learning and cooperative learning with an attempt to enhance students’ analytical thinking and curiosity. Thereby, students are encouraged to do activities in small groups and use analytical thinking skills to distinguish problems in a systematic manner, which is believed to enable them to create their own bodies of knowledge from the problem-solving process in those situations or problems. The results of this research are consistent with the hypotheses, as it is found that the C-PBL mobile and virtual learning system is considered a learning tool that can be practically applied in cooperative problem-based learning processes through virtual smart classrooms in order to promote students’ analytical thinking and curiosity in learning. Meanwhile, it is believed that the C-PBL mobile and virtual learning system herein also enables students not only to create their own bodies of knowledge after doing small-group activities in virtual environments but also to receive brand-new knowledge as to their own abilities from experiential learning. However, there are still some research gaps in this study that need to be further addressed in the future. For instance, future studies should explore a wider scope of application by doing surveys with more varied populations and broader educational environments so as to confirm the validity and clarity of study results. Therefore, the findings in this study are considered merely the findings derived from a pilot study and can be used as just a guideline for future development. © 2025 by the authors of this article.

The integration of mobile-based gamification applications in education is crucial for enhancing student engagement and learning outcomes. This study analyzed the effectiveness of the GaMALaMA application, a mobile gamification tool, in improving students’ earthquake disaster mitigation awareness (EDMA) in Islamic junior high schools. An experimental research design with a pretest-posttest control group approach was employed, involving 55 students from a state Madrasah Tsanawiyah (MTs) in Ternate City, Indonesia. The results showed a significant improvement in EDMA among students who used the GaMALaMA app in addition to science textbooks compared to those who used only textbooks. This improvement was attributed to the incorporation of game design elements, such as points, challenges, levels, time constraints, rules, and leaderboards, which stimulated student engagement and supported independent learning beyond the classroom. The experimental group showed a high level of EDMA improvement ( = 0.76), while the control group showed a medium level ( = 0.64). These findings suggest that mobile-based gamification can enhance science learning in Islamic junior high schools. The study highlights the importance of teacher and parent cooperation in supporting students’ use of gamification apps for independent learning outside school hours. © 2025, Faculty of Tarbiya and Teacher Training UIN Sunan Gunung. All rights reserved.

This study investigates the implementation of integrative Islamic educational models in History teaching at an Islamic university in Uzbekistan, specifically focusing on the cluster system approach. It aligns with Uzbekistan’s educational reforms, examining how History education can be harmonized with national values and global standards through competency-based learning and the cluster system. The research utilized a qualitative approach with experimental trials involving 501 participants across various educational levels. Data were collected through surveys, classroom observations, and document analysis. The study explored innovative methods such as the “Sensor Station” (preschool), “Historical Event Simulation” (general education), “Mission” (academic lyceums), and the “SIIM method” (vocational education), integrating religious and historical content for student-centered learning. These methods promoted critical thinking, creativity, and independent inquiry through role-playing, group work, and interactive tasks. Results indicated that students in the experimental group, exposed to the cluster-integrative approach, showed significant improvement in historical understanding, academic performance, and spiritual growth compared to the control group using traditional methods. The study concludes that a cluster-integrative model rooted in Islamic educational principles is effective in fostering historical thinking, moral reasoning, and higher-order competencies, offering valuable insights for enhancing History education from preschool to higher education in both formal and non-formal contexts. © 2025, Faculty of Tarbiya and Teacher Training UIN Sunan Gunung. All rights reserved.

Developing the ability to understand and use multiple representations is vital for deepening students' comprehension of statistical, probabilistic, and mathematical concepts. This skill enhances problem-solving by enabling learners to translate ideas across various forms, leading to more flexible and meaningful understanding. Representational competency is closely linked to communication, critical thinking, and the ability to engage with real-world data. Moreover, students' attitudes, emotions, and self-confidence significantly influence their motivation and success in these subjects. Strengthening these aspects in education can lead to more effective learning experiences and greater long term achievement in math and statistics. Modes of Representation in Developing Statistical Thinking in Education explores different modes of representations in teaching and learning statistical, probabilistic notions, and attitudes in developing statistical thinking in education. By bringing together contributions from global experts, the volume fosters interdisciplinary collaboration, inspires new research directions, and provides the knowledge and tools necessary to navigate the evolving landscape of statistics education. Covering topics such as artificial intelligence, mathematics education, and web tools, this book is an excellent resource for researchers, academicians, educators, policymakers, data scientists, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Introduction: The digital age has transformed health professions education, making online learning (e-learning) essential for instruction, assessment, and evaluation. However, general surgery residents are dissatisfied with current study methods and routines. As they progress through the new Entrustable Professional Activities (EPA) milestones, adapting content delivery to their learning preferences is crucial for engagement, a key element in the Kirkpatrick training evaluation model. This study explores general surgery residents' experiences, attitudes, and preferences toward e-learning to enhance instruction in the EPA era of surgical education. Methods: We used a convergent parallel design, distributing a national survey and conducting semi-structured interviews with general surgery residents from 22 U.S. institutions. The survey examined e-learning resource utilization, satisfaction, and financial investment in medical school and residency. Interviews provided insights into residents' desired features of effective e-learning. Data analysis included comparative statistics for survey results and reflexive thematic analysis for interviews. Results: The survey was completed by 106 general surgery residents. Residents reported higher satisfaction with e-learning resources utilized in medical school (e.g., UWorld, Sketchy Medical) than those in residency (e.g., TrueLearn, SCORE Web Portal) (mean difference = 0.4, 95% CI = [0.3,0.5], p < 0.001). Learners’ financial investment in USMLE preparation was significantly higher than for ABSITE (74% vs. 21% willing to spend >$500; p < 0.001). Separately, 30 general surgery residents participated in semi-structured interviews, which highlighted preferences for mobile learning, multimedia, gamification, and competency-based assessments. Residents noted a gap between current e-learning resources and the EPA assessment paradigm. Conclusions: General surgery residents find current e-learning resources in residency lacking clinical relevance and alignment with competency-based assessments. In the EPA era of surgical education, there is a need to develop innovative e-learning platforms that prepare residents for standardized examinations and support clinical competency development. Addressing these gaps will enhance the quality and efficiency of surgical training to better prepare residents for independent practice. © 2025 Association of Program Directors in Surgery

The acquisition of the requisite skills and knowledge to be a competent seafarer is highly dependent on the quality of education and training received in shore-based maritime education and training institutions (METIs) and practical training on ships termed “onboard training”. However, challenges arise in the implementation of onboard training, with diverse factors potentially having a significant influence on its execution. This study aimed to identify these challenges and factors as perceived by METIs. Using semi-structured interviews and focus groups, data from key individuals responsible for onboard training from 48 METIs, 25 seafarers, and 74 students was collected and qualitatively analysed using thematic analysis. The resulting findings offer insights into the challenges associated with implementing onboard training and the factors that impact its effectiveness. The insights identified are crucial for determining effective approaches to onboard training from the METIs’ perspective. © The Author(s), under exclusive licence to Springer-Verlag London Ltd., part of Springer Nature 2025.

This study examines the impact of internships on soft skill development among hospitality students, focusing on communication, teamwork, and emotional intelligence. Drawing on Experiential learning Theory, applied to survey data from over 17,000 students at a U.S. university, analyzed with Partial Least Squares-Structural Equation Modeling (PLS-SEM), results highlight notable gains in communication and organizational skills, with the highest ratings in respect for diversity and adaptability. The findings underscore the importance of internships in bridging theory and practice, urging educators and industry professionals to enhance internship design, align curricula with industry needs, and improve soft skill assessments to better prepare students for career success. © 2025 Elsevier Ltd

To advance the social and economic goals of the communities that vocational education and training (VET) serves requires more than being responsive to governmental and industry needs. While necessary to a degree, being responsive to such needs is not a sufficient goal to which VET systems should be directed, enacted and judged. They also need to: (i) be responsive to the communities served by those systems and (ii) play a role in bringing about change in those communities through supporting innovations, extending existing economic activities and building capacities at the local level. Given the scope of these roles, VET, perhaps more than any other educational sector, requires effective localised social, administrative and educational infrastructures to achieve such outcomes. Social infrastructure includes partnerships that support work placements, work experiences, employment opportunities and articulate local enterprises' requirements. Administrative infrastructure includes the intentional organisation and enactment of vocational educational provisions and their certification. Educational infrastructure includes the provision and alignment of expertise and resources to achieve these outcomes, including those of teachers and the ability to extend their efforts beyond the educational institution. These forms of local infrastructure are proposed as being essential for achieving five contemporary purposes of VET: (i) engaging young people with VET; (ii) assisting them in identifying occupations to which they are suited; (iii) preparing them for occupations; (iv) continuing education across working life to meet changing needs and goals and (v) aligning workplace innovations with workers' learning. In advancing that proposal, this paper draws on the reviews of literature and findings from a three-decade-long programme of research in VET provisions in countries with both developed and developing economies, to make a case for VET going beyond responsiveness to meet local communities' needs, advance their capacities and extend their social and economic potentials. © 2025 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.