Search Results for
"learning"

This study aimed to systematically review research on digital technology in differentiated English language teaching by integrating a systematic literature review with bibliometric mapping. The data were collected from Scopus and analyzed using PRISMA guidelines and VOSviewer. Results indicated that digital platforms, learning management systems, and adaptive technologies were central to personalization. Advanced technologies such as artificial intelligence, big data, and the Internet of Things are emerging but underutilized. These technologies are significant because they enable real-time adaptation and enhance learner-centered instruction, although institutional readiness, teacher competence, and infrastructure mediate their effectiveness. Bibliometric insights showed three clusters: pedagogical integration, institutional innovation, and data-driven personalization. This review contributes by linking pedagogy, science, and technology, offering a framework for scaling and sustaining digital differentiation in English language teaching. The findings are expected to guide educators, policymakers, and researchers toward effective and equitable technology-enhanced instruction. © 2026 Tim Pengembang Jurnal UPI.

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.

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.

The growing demand for qualified professionals for the twin green and digital transition exceeds the supply of candidates, highlighting the urgency of effective educational methods for qualifying individuals in a circular economy (CE). However, despite the CE field having made several advances in terms of academic research and practical applications, teaching the CE has not received proper attention. Recently, the skills required in a twin transition have been defined, along with a framework identifying which of these skills should be fostered in new educational initiatives. However, it is still not clear which teaching methods are most suitable to support education in CE. This study, based on a systematic literature review, identifies 11 teaching methods, such as case studies, project-based learning, and gamification, that develop technical, digital and resilience skills. Given the continuous evolution and interdisciplinarity of the CE, particularly when combined with digital technologies, the delivery of knowledge necessitates appropriate and flexible approaches. By providing theoretical and practical implications, the study guides educators and policymakers in creating curricula aligned with market demands, promoting interdisciplinary education for the twin transition. © 2025 The Authors.

This study investigates the influence of self-efficacy on students’ problem-solving abilities in vocational high schools. Self-efficacy, as a fundamental psychological construct, plays a crucial role in shaping learners’ confidence, persistence, and capacity to overcome both academic and practical challenges. A quantitative research design was adopted, employing a one-group pretest–posttest approach to examine the relationship between self-efficacy and problem-solving performance. The study involved 65 vocational high school students as research participants. Data were collected using a validated Self-Efficacy Questionnaire and a Problem-Solving Performance Test. The instruments were developed through expert validation, pilot testing, and reliability analysis to ensure methodological rigour. Data analysis consisted of descriptive and inferential statistical procedures, including normality tests, linearity tests, and simple linear regression analysis. The findings revealed that self-efficacy exerts a statistically significant positive effect on students’ problem-solving abilities, with a significance value of 0.008, which is lower than the 0.05 threshold. The coefficient of determination (R² = 0.105) indicates that self-efficacy contributes 10.5% to students’ problem-solving performance, while the remaining 89.5% is attributed to other variables not examined in this study. These results underscore the importance of fostering students’ self-efficacy through mastery experiences, constructive feedback, and collaborative learning activities. Strengthening self-efficacy is essential for developing higher-order thinking and problem-solving competencies that are critical for success in vocational education and future professional contexts. The study recommends that educational institutions integrate self-efficacy-oriented strategies into instructional design to enhance students’ adaptability, autonomy, and lifelong learning capacities within the framework of Technical and Vocational Education and Training (TVET). © 2026, Malque Publishing. All rights reserved.

Feedback is crucial for teacher professional development, yet most studies focus on a single source (e.g., experts or peers). Longitudinal comparisons across sources and analyses of underlying mechanisms are rare. This study therefore investigates how different feedback sources influence teacher learning outcomes. A total of 522 teachers participated in a 13-week professional learning program, including three weeks of reflective practice. Participants were divided into three groups: NF (no external feedback), EF (expert feedback), and AF (AI feedback). Teaching videos, instructional design artifacts, and reflective journals were analyzed to assess outcomes. Teachers in the EF group achieved significantly higher learning outcomes than those in the AF group, who, in turn, outperformed the NF group. These findings underscore the distinctive value of expert feedback in providing depth of insight and contextual sensitivity, while also indicating that AI feedback, although timely and adaptive, cannot fully replace expert judgment. Cross-Lagged Panel Network (CLPN) analysis identified key behaviors and sequences across groups and revealed detailed temporal patterns within behavioral clusters. Qualitative interviews further demonstrated that feedback effectiveness is shaped by the interaction of three dimensions—Time, Object, and Level (TOL)—which form the basis of a framework with 16 elements. The study highlights the complementary strengths of AI adaptability and expert insight, suggesting that multi-source feedback enhances teacher professional development by integrating process support with higher-order regulation. © 2026 Elsevier Ltd