Search Results for
"Students"

High school students are in an important stage of life. They may be thinking about college and career while having daily social interactions where their peers and teachers continually influence their attitudes and interests about their future. They are also preparing to enter a world in which expanding science, technology, engineering, and mathematics (STEM) opportunities seem to be the priority for many businesses and governments. For high school students with disabilities (HSSWD), these realities are made more difficult by factors that are not only related to but also apart from their disability condition. The present study focused on analysing and understanding attitudes toward STEM subjects and careers from 229 HSSWD in the western United States (US). Results indicated HSSWD may prefer engineering and technology over other STEM subjects or careers, perceiving them to be more hands-on and relevant. Results also preliminarily indicate construct validity and internal consistency reliability for the engineering and technology subscale in the student STEM measure that was utilized. The implications of the study’s results pertain to how teachers may structure special education and related services to HSSWD as they plan and prepare for post-high school STEM pursuits. This should also include providing HSSWD additional individualized instructional supports as well as opportunities to apply their classroom STEM learning in out-of-school, real-world settings. © Ontario Institute for Studies in Education (OISE) 2026.

Unplanned extubation of peripherally inserted central catheters (PICC-UE) is a prevalent complication with a high incidence rate and significant adverse effects. This study aimed to investigate the knowledge, attitudes, and practices (KAP) of nursing interns regarding PICC-UE. A cross-sectional study was conducted with 802 nursing interns from 10 hospitals in China. The score rate for KAP dimensions was 65.75%, 95.47%, and 78.67%, respectively. Factors associated with knowledge scores included gender (female), prior nursing experience, age (20–22 years), weeks of clinical practice (15–30 and > 30 weeks), training times (1–2 and > 3 sessions), and learning format (centralized online and offline) (all p < 0.05). Attitudes were significantly influenced by nursing experience, age (20–22 years), education level (undergraduate), weeks of clinical practice (15–30 and > 30 weeks), and training times (1–2 or > 3 sessions) (all p < 0.05). Practices were significantly associated with nursing experience, education level (undergraduate and graduate), weeks of clinical practice (15–30 weeks), and training times (1–2 and > 3 sessions) (all p < 0.05). In conclusion, while the participants demonstrated positive attitudes, their knowledge requires enhancement, and their practices are moderate. © 2026 John Wiley & Sons Australia, Ltd.

Foundational Engineering Mathematics often shows uneven engagement and high early failure in diverse cohorts. This study evaluated a six-week integrated framework combining a placement diagnostic, weekly pre-and post-lecture online quizzes, peer-learning tutorials, and one invigilated written quiz. Data from eight online quizzes, one written quiz, and the placement test were analysed for participation, performance, and progression. Results showed sustained engagement (mean participation 89%) and average quiz performance of 6.9/10; failure peaked at 33% in an early pre-quiz but declined to 15-18% in later weeks. Placement was predictive: 79% who passed the diagnostic later passed quizzes, whereas failing or absent groups were less consistent. The approach worked because frequent low-stakes assessments provided retrieval practice and timely feedback, heterogeneous peer groups offered scaffolding, and the early diagnostic identified at-risk students who needed support. This framework offers a scalable path to enhance engagement, reduce early failure, and strengthen accountability in foundational engineering mathematics. © 2026 Tim Pengembang Jurnal UPI.

Faculty members in hospitality and catering education play a pivotal role in equipping students with the competencies needed to thrive in competitive industries. The expertise of faculty members is vital for both institutional effectiveness and student development. This paper aims to explore the relationships among the teaching competencies of faculty members (TCs), the efficacy of the teaching method (ET), and Graduate Attributes (GAs) in hospitality and catering education. This study employs a quantitative approach to investigate the relationships among TC, ET and the GA, with a focus on the universities and hospitality industries in Ghana. A purposive sampling technique was used to gather data from the respondents, comprising 113 faculty members and 385 graduates. A structured questionnaire was used to gather information from the respondents. Smart partial least squares structural equation modelling (PLS-SEM) was used to analyse the data. The empirical findings underscore positive and significant relationships between ET and GA (β = 0.410, t=9.056, p<0.01). Additionally, TC had a positive but statistically insignificant effect on GA (β = 0.065, t=1.529, p>0.05). The results revealed that TC and ET collectively accounted for 20.2% of the variance in the GA. This study makes notable contributions to both theoretical understanding and practical implications in the teaching field at the university level. This research extends existing knowledge and offers novel insights into the relationships among TC, ET, and the GA. The findings provide practical implications for educational institutions, particularly universities in Ghana, by emphasizing the importance of investing in faculty member development and promoting active learning strategies. This research thus contributes to improving the quality of teaching and learning in hospitality and catering programs and positions institutions as leaders in producing graduates who are confident, competent, and career-ready. © 2026, Malque Publishing. All rights reserved.

This study investigates the influence of business internship experiences on the work readiness of economics students in Vietnam, addressing a critical gap in the country’s higher education-employment linkage. Grounded in the Knowledge-Skills-Abilities (KSA) framework and Self-Determination Theory (SDT), the study examines how professional skills and work motivation serve as dual mediators in the relationship between internship participation and students’ readiness for the labor market. A structured survey was conducted with 389 final-year economics students from four major universities in Ho Chi Minh City. Structural equation modeling using SmartPLS 4.0 was applied to test the proposed model. The findings demonstrate that internships have both direct and indirect effects on work readiness. Specifically, internships significantly enhance professional skills, which in turn foster greater intrinsic motivation, leading to improved work readiness. Among the mediators, professional skills emerged as the stronger factor, while work motivation acted as an amplifier of the internship’s effect. The study provides empirical evidence that supports integrating practical experience into academic programs, particularly in emerging economies where theoretical training often dominates. Practical recommendations are offered for universities to develop structured and skill-oriented internship programs, for businesses to play a proactive role in student development, and for policymakers to align internship policies with national workforce strategies. This research not only contributes to the literature on graduate employability but also delivers actionable insights for stakeholders aiming to close the gap between academic training and labor market demands in Vietnam and similar contexts. © (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Micro-credentials have become essential in higher education by facilitating skill recognition, enhancing workforce preparedness, and promoting innovation in digital learning. Their flexible, competency-based format aligns closely with evolving industry requirements. This study investigates the role of digital microcredentials offered through wajar.id in shaping students’ perceptions of employability and career awareness. The research focuses on examining how dimensions such as perceived usefulness (PU), perceived ease of use (PEOU), and perceived satisfaction (PS) influence career awareness (CA) and employability (E). Employing a quantitative approach, the study utilized a descriptive statistical design and Structural Equation Modeling (SEM) to analyze data collected from 182 students at a public university in Indonesia who participated in microcredential programs on the wajar.id platform. The findings reveal that PU and PEOU are significant contributors to CA, emphasizing the role of program relevance and ease of use in enhancing students’ career understanding. Moreover, PS demonstrates a strong influence on both CA and E, underscoring the importance of student satisfaction in driving career readiness and employability outcomes. CA emerges as a critical mediator, bridging the effects of PU, PEOU, and PS on E, highlighting its central role in translating program perceptions into tangible employability benefits. The results provide actionable insights into the design and implementation of effective microcredential programs, particularly through platforms like wajar.id, that foster career awareness and readiness among students. The study provides practical implications for educators and policymakers to optimize micro-credential initiatives in higher education, particularly in the Indonesian context, to bridge the gap between digital learning and employment readiness. © (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This study explores how vocational education and training (VET) teachers in Sweden support students with special educational needs (SEN) during work-based learning (WBL). Based on interviews with 15 teachers from nine upper secondary VET programmes, the analysis draws on communities of practice and Biesta's three domains of education. Findings show that VET teachers employ adaptive strategies such as breaking down tasks, offering visual aids and negotiating incremental participation to enable access to WBL. However, inclusion often remains fragile and uneven. Workplaces are rarely designed to accommodate students with SEN, leaving VET teachers to shoulder responsibility for mediation and adaptation. While WBL can provide legitimate peripheral participation, opportunities for recognition, progression and subjectification are frequently limited, especially when students are restricted to repetitive or marginal tasks. This study argues that meaningful inclusion requires systemic arrangements that balance workplace demands with broader educational purposes, enabling students with SEN to participate safely and with agency in vocational communities. © 2026 The Author(s). Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.