Search Results for
"learning"

Higher engineering institutions strive towards educating globally competent students, and this article examines curricular approaches to global competence education. Based on qualitative interviews, it explores engineering educators' perspectives on student preparedness, their experiences with global competence integration, and their attributions of responsibility for such learning. In its findings, the article highlights educators' doubts about engineering graduates' preparedness for global workplaces. Moreover, it retraces a variety of educators' approaches to integrating global competence learning and highlights the challenges they face in this endeavour. The article further shows how engineering educators perceived global competence education as important and acknowledged their own role in supporting it, but attributed the main responsibility for ensuring students' competence development to institutional management. The article concludes with a discussion on the potential consequences of the educators' perceptions and examines possibilities for a strategic institutional approach to global competence education. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Primary school students studying in rural areas in Türkiye are among the disadvantaged groups in the context of the principle of equality of opportunity in education. It is thought that providing STEM education to these students plays an important role in providing them with twenty first century skills that are necessary for the age. However, there are not enough studies in the literature on the effectiveness of STEM education for rural students. In this context this research aims to reveal the effect of STEM activities designed according to the 5E learning model by integrating the cooperative learning model in the context of social learning theory on the twenty-first century skills of rural primary school students. The 5E learning model provides a guide for preparing lesson plans in line with the STEM approach because it emphasizes problem-solving skills, is suitable for engineering design processes, and allows the information presented in the course to be associated with daily life. The study was designed according to the time series design. In time series design, more than two measurements are made to determine the change that occurs as a result of the experimental process. According to the measurement data obtained, the direction of the change that occurs in the experimental process is tried to be determined. The study group of the research consists of 19 primary school students studying in a rural school. The "twenty first Century Renewal and learning Skills" scale was used as a data collection tool. Repeated measures Anova test was used to analyze the research data. As a result of the research, it was concluded that STEM activities had a significant positive effect on the twenty first century skills of rural primary school students. In line with the findings obtained as a result of the research, it can be stated that STEM activities can be effective in developing twenty first century skills of students in rural areas. The important limitation of the study is the use of a one- group experimental design. It is recommended to conduct experimental studies in which the control group is included in future research. © 2025 Taylor & Francis Group, LLC.

The rapid development of technology has ushered in the era of Society 5.0, a digital-based innovation aimed at addressing the challenges of Industry 4.0. This study examines the policies of Islamic educational institutions in adapting to Society 5.0. The research employs a qualitative descriptive approach with a systematic literature review as its primary method, several platform were used as references such as Francis & Taylor (Routledge) and Science and Technology Index (SINTA). The findings indicate that Islamic educational institutions must prioritize three key areas to remain relevant and practical. First, educators must evolve into innovative facilitators who integrate technology and foster a dynamic learning environment. Second, the learning process should emphasize critical thinking, problem-solving, creativity, communication, and collaboration to equip students with 21st-century skills. Third, there is an urgent need to develop technology-based infrastructure, including digital learning tools and internet accessibility, to support a modernized education system. Government policies, such as the link and match system, play a crucial role in aligning education with industry needs, ensuring that graduates of Islamic institutions are competitive in the job market. However, challenges such as inadequate educational resources, outdated curricula, and limited technological infrastructure must be addressed. By embracing digital transformation and reforming education policies, Islamic educational institutions can enhance their role in shaping a technologically proficient generation deeply rooted in Islamic values. © 2026, Malque Publishing. All rights reserved.

This study investigates the effect of Video Project-Based learning (VPjBL) on the practical competency of students in multilevel turning. A quasi-experimental design was employed, involving 66 mechanical engineering students divided into an experimental group (n = 32) that received VPjBL instruction and a control group (n = 34) that followed conventional PjBL. Data collection was conducted through pre-tests and post-tests to measure students’ practical competencies. Results revealed a statistically significant improvement in the experimental group’s performance, with a mean post-test score of 87.66 compared to 70.09 in the control group (t = 41.450, p < 0.001). N-Gain analysis further revealed a high category learning gain (0.7155) for the experimental group. Student response analysis showed strong engagement, with 93.75% rating the VPjBL approach as good or very good. The findings demonstrate that integrating video into PjBL enhances students’ competency acquisition and engagement. This research supports the adoption of multimedia-enhanced instructional strategies to improve practical skills training in vocational education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

The active participation of community college lecturers in architecture-related Continuing Professional Development (CPD) programs is essential to maintaining educational quality and aligning pedagogy with industry advancements. Despite this importance, many lecturers face significant challenges that limit their involvement. This study adopts a Systematic Literature Review (SLR) approach to examine existing research published between 2020 and 2024, sourced from the Scopus and Web of Science databases. A total of fifteen relevant articles were selected through a rigorous process involving identification, screening, eligibility assessment, and inclusion. Thematic analysis was conducted to uncover key issues affecting CPD engagement. The findings reveal persistent barriers, including limited resource access, time constraints, lack of institutional support, technological resistance, and inadequate digital skills. To overcome these challenges, the study offers several strategic recommendations: the development of CPD programs tailored to the unique needs of Technical and Vocational Education and Training (TVET) lecturers, enhanced collaboration between academia and industry, increased access to digital tools, and the establishment of institutional structures that promote innovation and lifelong learning. This review not only deepens the understanding of obstacles to CPD participation but also presents actionable, evidence-based strategies to support the professional development and instructional effectiveness of architecture lecturers in community colleges. The study concludes by advocating for future research to explore the impact of CPD engagement on lecturers’ competencies and student performance across diverse program models. © 2026, Malque Publishing. All rights reserved.

Introduction: The school-to-work transition (SWT) is complex for young people. The postpandemic era, characterized by rapidly evolving economies and technologies, has augmented the complexity of negotiating such pathways. Despite this, young people—understood here through the lens of emergent adulthood—are often positioned as wholly responsible for navigating their own pathways beyond school. Methods: A pragmatic case study approach was used to analyze qualitative data collected from three SWT partnership programs (UniHub, Australian School-based Apprenticeships [ASbAs], and Regional learning Pathways [RLPs]) aimed at young people (2018–2023) in regional areas of Tasmania, Australia. For each program, participants were interviewed (N = 6 [UniHub]; N = 23 [ASbAs]; N = 44 [RLPs]) and surveyed (N = 350 [UniHub]; N = 21 [ASbAs]), and data were thematically analyzed to identify the role of boundary-crossers in SWT partnerships. Results: Boundary-crosser work emerged as a key component of the sampled SWT partnerships. Enabling features of boundary-crossing work in partnerships include accessibility, support contextualized to the region and individual—like reducing barriers to equity—and using clear communication approaches. This role redistributed responsibility in the SWT to a partnership between schools, pathways, and young people. Conclusions: Whereas literature and policy underscore the economic and developmental importance of SWT, the contribution of this article is research and data that nuance understanding of how SWT partnerships can share the responsibility of the SWT by designing in the program a boundary-crosser role. The concept of boundary-crosser work in SWT partnerships offers a novel approach for policymakers in policy and practice to rethink how the SWT is supported. © 2025 The Author(s). Journal of Adolescence published by John Wiley & Sons Ltd on behalf of Foundation for Professionals in Services to Adolescents.

Science standards have played an increasingly central role in shaping the landscape of school science over the past several decades, as societies have endeavored to better educate scientifically literate citizens and prepare a technically capable workforce. Yet, evidence that standards have driven improvements in either the quality of instruction or student learning is scarce. We argue that the construction of science standards may unintentionally promote instruction that does not align with learning theory, and this may limit the potential impact of science standards on science teaching and learning. Using the lenses of constructivism, motivation, and situated cognition, we review and discuss the construction of science standards using the US Next Generation Science Standards (NGSS) as an example. Based upon this review, we propose a path forward for reinventing science standards that organizes standards according to contemporary issues and contexts rather than disciplinary content ideas and prioritizes students' “informed agency” over “competence.” We argue that such an approach to constructing standards is more likely to promote instruction that aligns with learning theory and that more effectively supports instruction that reaches the societal and workforce goals espoused by current standards documents. © 2025 The Author(s). Journal of Research in Science Teaching published by Wiley Periodicals LLC on behalf of National Association for Research in Science Teaching.

This paper presents an analysis of two courses in the fields of Purchasing and Supply Management (PSM) and Supplier Relationship Management (SRM). The aim is to investigate how teaching content and methodologies can be adapted to align with evolving global trends in PSM, while also evaluating their effectiveness in developing the skills essential for professionals in this field. Drawing on a longitudinal tracking of six years, we examine the courses at three levels: course topics, teaching methods, and assessment methods. We link these three course components with the skills required in PSM. This model categorizes procurement skills into technical, interpersonal, internal and external (to the company), and strategic skills. The findings highlight the significance of integrating both theoretical foundations and practical applications in PSM education. The study provides insights into how PSM courses can be designed to foster the development of both hard and soft skills that are crucial for procurement professionals. Moreover, the results highlight the importance of regular course reviews to accommodate emerging trends and industry demands. This study makes both theoretical and practical contributions. Theoretically, it offers professors and lecturers a comprehensive framework for designing PSM courses. Practically, it provides managers with guidance on collaborating with academic institutions to promote project-based learning with students, which can help attract talent and advance applied research in the field of PSM. © 2025 The Authors

Marginalised youth in resource-constrained vocational education and training (VET) centres struggle to create engineering products and services with entrepreneurial value. This is due to limitations in the vocational engineering curriculum in addressing real community needs, exacerbated by inadequate resources, limited technology access, and other socio-economic challenges. This paper explores how the vocational engineering programme curriculum can be enhanced to improve learners’ capabilities to create engineering solutions with entrepreneurial value tailored for low-income consumers. The approach explores the learning Factory (LF) concept, where design optimization strategies are investigated, rooted in sustainable humanitarian engineering, cost-effective materials, and energy-efficient production methods. The research entails enhancing the vocational curriculum by integrating authentic, real-world projects in real settings, giving students hands-on experience with engineering and business practices. The proposed methodology allows for a participatory approach to be explored in engaging local communities and stakeholders, ensuring the solutions fit the region's cultural and economic needs. The research highlights challenges and opportunities in VET institutions in Western Kenya and ways to optimise their engineering design and production processes. Additionally, this study offers insights for educators, policymakers, and practitioners in similar resource-limited settings. This study explores how a traditional hands-on, project-based approach complements the principles of learning factories, offering a practical model for fostering innovation and skill development in resource-constrained vocational settings. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Degree Apprenticeships (DA) have grown rapidly as a policy-driven response to skills shortages, particularly in Quantity Surveying (QS), where apprentices integrate occupational skills with academic learning through Work-Based learning (WBL). However, completion rates remain lower than expected, potentially due to challenges in developing apprentices’ professional identity. This study examines different apprentice profiles and their impact on identity formation and WBL preferences. A descriptive review of literature was conducted to explore debates on DA and WBL pedagogies, followed by semi-structured interviews and Q-methodology to capture and analyse diverse apprentice perspectives and categorise them based on their characteristics. The findings suggest four distinct apprentice profiles: (i) proactive careerists, (ii) studious workers, (iii) resilient strivers, and (iv) university enthusiasts. Alongside these learner types, the study identified key successes such as employer involvement and professional recognition, as well as challenges linked to workload, delivery models, and identity. This identification provides a foundation for optimising WBL through curriculum adjustments, stronger university–industry collaboration, and diversified assessment methods tailored to different learner strengths. This research contributes to ongoing efforts on enhancing DA programmes to promote social mobility and widen participation. The findings highlight the need for apprentice trailblazer groups to consider various delivery modes for DA, offering a more adaptable approach to target different categories of apprentices, leading to improved completion rates and enhanced graduate outcomes. By adopting adaptable and inclusive WBL frameworks that integrate both structured and adaptable learning pathways, institutions can better align with apprentice needs and support professional identity development, engagement, and long-term success. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.