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"Students"

Introduction: Interprofessional education (IPE) improves outcomes for staff and patients, yet most pre-licensure training remains siloed. Simulation-based education (SBE) enhances clinical and communication skills, with particular benefit during transitions in training. While immersive simulation is costly, could integrating IPE and SBE at key transition points optimize its educational impact? This study explores how interprofessional simulation can support transitions to practice, and what unique value it can contribute to the learning experience. Methods: This phenomenological study explored medical students’ experience of an interprofessional SBE programme. Adopting a sequential, mixed-methods design, students were asked about their experiences of participating in interprofessional simulations using various data collection methods over their transition from pre-licensure to professional practice. Methods included surveys (n = 229), one-on-one interviews (n = 29), focus groups (13 participants) and 1-year follow up interviews (n = 7). The qualitative data from interviews and focus groups are reported here. Codes and meaning units were developed and then scrutinized to develop a nuanced understanding of how the elements of the interprofessional simulation experience intertwined and the impact this had on the students. Results: Three overarching themes were identified from the analysis and were explored in greater detail: realism, gaining confidence and learning to observe (noticing). Interprofessional SBE provides the realistic environment for a unique educational experience in which students develop skills of observing interprofessional clinical practice, and can gain confidence for the transition into that practice. The implications are that the time and effort invested in overcoming the obstacles to offering interprofessional SBE lead to learning outcomes that may not otherwise be achieved. The results are further discussed through three theoretical lenses: Meyer and Land's threshold concepts, Richards' interdependent agentic capabilities and Lave and Wenger's legitimate peripheral participation. Conclusion: Interprofessional simulation offers students immersive, emotionally resonant experiences that enhance confidence, professional identity, and integration into clinical teams. These simulations prompt reflection on future roles and foster deeper understanding of interprofessional dynamics. The study identifies specific attributes of simulation that meaningfully contribute to learning, extending current SBE literature. By using a qualitative lens, this research highlights the unique value of interprofessional SBE in preparing students for collaborative practice and the complexities of modern healthcare. © The Author(s) 2026.

Introduction: Teaching web design using HTML and CSS is an increasingly important component of secondary education, preparing students for future careers in information technology. This systematic review examines research on methodologies and tools for teaching web design in secondary schools, identifying key effectiveness factors and approaches to overcome learning difficulties. Methods: Following PRISMA methodology, we conducted a systematic review of research published between 2007 and 2024. Initial searches in Scopus and Web of Science were expanded to include Google Scholar and additional databases following reviewer recommendations. Nine studies meeting inclusion criteria were selected from comprehensive searching. Inclusion criteria focused on empirical research involving HTML/CSS instruction in secondary or vocational schools with full-text availability. The limited number of studies despite expanded searching confirms the nascent state of empirical research in this domain. Results: Analysis revealed increasing research interest since 2017, with most studies conducted in Indonesia and the United States. Research predominantly focused on professional technical schools with 10th-grade students. Key findings are organized around three themes: (1) digital tools and platforms supporting web design education, including gamification platforms, learning management systems, and visual programming environments; (2) factors influencing learning effectiveness, including student characteristics, pedagogical approaches, and technical infrastructure; and (3) common learning difficulties and their solutions, particularly regarding complex material comprehension and student motivation. The recent emergence of gamification-based approaches shows particular promise for enhancing student engagement. Conclusions: Effective web design instruction requires a comprehensive approach integrating modern methodologies and tools while addressing student needs and providing adequate support. Project-based learning, gamification, and interactive environments emerged as particularly effective approaches. The scarcity of empirical research, confirmed through expanded searching, highlights the urgent need for additional studies. Future research should compare the effectiveness of different teaching methodologies and develop evidence-based recommendations for optimizing instruction across various educational contexts. © The Author(s) 2025.

This study aimed to design and develop a coding scheme rubric for evaluating students’ transformative agency using a modified qualitative assessment approach. Data collection was conducted in two phases: rubric development and rubric application. In the first phase, a comprehensive literature review and qualitative analysis of recorded conversations using conversation analysis (CA) in project-based learning (PBL) within Change Laboratory (CL) contexts led to the identification of 77 codes, with the assistance of four coders. To ensure validity, a panel of five experts reviewed the assessment tool and provided feedback on its appropriateness for measuring learners’ transformative agency. Based on their recommendations, revisions were made, resulting in a coding scheme rubric comprising six key categories: resisting change, criticizing current practices, explicating new possibilities, envisioning new possibilities and models, committing to specific actions, and taking consequential actions. The rubric included three levels of assessment: Needs Improvement (1), Progressing (2), and Mastery (3). Reliability was established through inter-coder agreement (81.70%) and Fleiss' kappa (κ =.812). In the second phase, the rubric was applied in a group project task involving 60 students in both face-to-face (PBL) and online (e-PBL) learning environments. Two independent raters used the rubric to assess students’ transformative agency within groups, evaluating inter-rater reliability and consistency across PBL and e-PBL contexts. The findings highlight the significance of this validated and reliable rubric for assessing transformative agency, with implications for teaching, learning, and future research on student agency in active learning environments. © The Author(s) 2026.

The rapid advancement of the Industrial Revolution 4.0 demands that vocational high school graduates possess not only technical expertise but also higher-order thinking skills, particularly critical thinking. However, many learning practices in vocational education remain limited to procedural instruction with minimal emphasis on cognitive development. This study aimed to evaluate the effectiveness of the Flipped Project-Based Learning (FPjBL) model integrated with mockup and Augmented Reality (AR) media in enhancing vocational students’ critical thinking skills compared to conventional learning approaches. This study uses a quantitative approach with a quasi-experimental design, namely pretest-posttest control group design. The research sample was grade X and XI students from six state vocational high schools in the Solo Raya area, consisting of 216 students divided into experimental and control groups. The experimental group used the FPjBL model with mockup and AR media, while the control group used conventional learning. Data were collected through critical thinking ability tests and learning motivation questionnaires. Data analysis used ANCOVA and multiple linear regression. The results showed that the experimental group experienced a significant increase in critical thinking skills compared to the control group (F (1,213) = 104.192, p <.001, partial η2 = .329). The analysis and explanation indicators showed the greatest increase. Linear regression shows that learning motivation, media perception, and student activity significantly affect critical thinking skills (R2=.613). These results confirm that integrating Integration Media Mockup and Augmented Reality with FPjBL effectively strengthens students’ critical thinking and can be adopted in vocational education curricula to better prepare learners for the complex challenges of Industry 4.0. © The Authors.