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"Students"

This research presents a novel design for an interactive learning management system aimed at enhancing the educational experience in online environments grounded in the principles of “Constructivist learning theory.” The proposed system leverages the foundation of Google Codelabs to create a dynamic learning environment where educators can design step-by-step practical exercises, referred to as “Codelabs,” and students can actively engage in these exercises within dedicated virtual practice rooms. In this research, we aim to establish a connection between technology-driven educational tools such as Google Codelabs and Constructivist learning theory. The proposed system captures students’ progress in real-time as they navigate through each exercise step, enabling educators to monitor their attention and participation. The system collects valuable data, including the time students spend on each step, which can be utilized to provide insightful feedback and tailored evaluations, aligning with the principles of constructivist learning theory. By analyzing students’ learning patterns, the system offers suggestions for fair and data-driven assessments. The potential impact of the proposed methodology is substantial, as it empowers educators to create engaging and personalized learning experiences while enabling students to actively participate, in alignment with the constructivist learning theory. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

To help students reach their full potential, additional challenges beyond the standard curriculum may be necessary for some. In Dutch secondary vocational education, education for talented students is organized in two prevalent ways: through participation in honors programs that foster community building and through professional competitions. Given the apparent contradiction and potential tension between community building and competition, this research explores these concepts and their interplay to create optimal learning environments for talented students. A scoping review was conducted, analyzing 101 studies and identifying six overarching themes: Added Value, Characteristics & Conditions, Design & Development, Collaboration, Membership & the Role of Actors, and Enhanced Learning & the Role of Actors. Findings confirmed the benefits of both community building and competition in honors education. Despite a literature gap regarding their combination, this review provides insights into how these concepts can be merged to create enriching learning environments by synthesizing the themes. © The Author(s) 2025.

This comparative case study analysis explores higher education equity in South Africa and Australia, garnering insights from South Africa to inform the implementation of the Australian Universities Accord. This article identifies challenges and opportunities from South Africa that may assist with implementing the managed growth policy framework and needs-based funding model. Four insights were identified. First, Australia should embrace managed growth but minimise equity students’ tuition fees to reduce, not reproduce, inequality. Second, Australia could consider a nested equity approach to intersectional, compounding disadvantage to enable differential redistribution. Third, needs-based funding will provide the opportunity for a ‘fair chance for success’. Lastly, epistemic access, epistemic success, RPL as an equity tool, university and vocational education and training harmonisation and alternative equity student tuition debt arrangements could be explored. The article promotes an uncommon equity alliance between Australia and South Africa, offering a broader view of equity policy and funding options. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This systematic review to identify the distribution of articles from two databases using the science mapping method, and to investigate the preparedness of educators for the development of digital education in economics. The descriptive analysis is used to identify the research trends globally on the development of digital education in the scope of economics worldwide and ROSES (Reporting Standards for Systematic Evidence Syntheses) was carried out as a review protocol to conduct Systematic Literature Review (SLR). The frequency of the distribution of the articles based on two databases (Web of Sciences and Scopus). The review synthesizes research from a variety of disciplines, including education, psychology, and computer science, to identify key themes and trends in the literature. The thematic analysis was undertaken on 14 selected articles resulted in three main themes: (1) Adaptation of digital learning, (2) Practices of technological learning; (3) Effectiveness of digital learning. The development of digital education in economics has been driven by advances in technology and the need to prepare students for an increasingly digital and globalized economy. The review concludes with recommendations for future research and practice, emphasizing the importance of a holistic and collaborative approach to technological empowerment in education. © The Author(s) 2025.

This book explores the vocational education programmes of Hong Kong, programmes that are repeatedly noted for their excellence. The book traces the founding and development of the Vocational Training Council of Hong Kong, which was set up in 1982 to offer sub-degree programmes in vocational and professional education and training. It shows how it transformed itself from an institution seen by industry, government and the public alike as not meeting the needs of Hong Kong to one that has spearheaded the development of this form of education in Hong Kong, including offering degree programmes in these areas through its Technological and Higher Education Institute. Written by a leading scholar of vocational education with extensive experience of devising and implementing vocational education programmes, it offers this as a valuable resource to students and scholars of education, particularly in an Asian context, as well as of vocational and professional education and training. © 2025 David Lim.

Virtual reality (VR) technology has gained prominence for enhancing educational experiences and outcomes. However, its application in art appreciation remains an emerging area with limited exploration. The primary objective of this study was to assess the needs of middle school students regarding VR applications for art appreciation. To achieve this, 40 middle school students from a school in China participated in the research. Qualitative research methods were employed, utilizing thematic analysis to analyze the data collected from focus group discussions. This approach allowed for a comprehensive understanding of the students’ perspectives and needs related to VR in art appreciation. Based on the data presented, the majority of students expressed boredom with the current art appreciation classes and noted difficulties in understanding artworks. However, there was a palpable excitement about the potential of VR applied to art appreciation. The results of this study indicate that integrating VR tools in art appreciation meets the needs of middle school students. This study provides important insights into the application of VR in art appreciation that can help educators tailor VR experiences to meet the diverse needs of their students. In response to this study’s limitations, recommendations for future research were also addressed. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: The BOPPPS teaching strategy has gained popularity in medical education in China as a more effective and practical pedagogy. However, its impact on knowledge acquisition and clinical skills in urology education has not been comprehensively evaluated. This study seeks to assess the effectiveness of the BOPPPS strategy in comparison to traditional lecture-based learning (LBL) during clinical internships in Chinese urology education, utilizing meta-analysis for verification. Methods: A cohort of 96 clinical medicine students from Xijing Hospital, engaged in clinical practice at the Department of Urology from September 2022 to June 2023, were stratified into two groups and exposed to identical teaching materials. The experimental group (n=48) was instructed using the BOPPPS model, while the control group (n=48) adhered to traditional instructional methods. Data on student satisfaction and self-assessment of the course were collected through a questionnaire, and end-of-course performance was evaluated through a post-study examination. We used meta-analysis aimed to evaluate the overall effectiveness of the BOPPPS teaching strategy compared to LBL teaching in surgery-related medical education. Results: The experimental group, which received instruction using the BOPPPS teaching model, achieved significantly higher scores in theoretical knowledge assessments and clinical practical skills compared to the control group. Additionally, the experimental group demonstrated greater levels of interaction with both teachers and students, with instructors displaying a higher ability to foster independent thinking among students. Furthermore, the teaching process in the experimental group was found to utilize classroom time more efficiently in comparison to the control group. And we confirmed that the BOPPPS model demonstrated a greater capacity to stimulate student interest in urology and improve their overall proficiency by meta-analysis. Discussion: The BOPPPS model exhibits superior efficacy in clinical teaching of urology, thus warranting consideration for wider adoption and dissemination. © © 2025 Zhang, Gan, Zuo, Han, Shi, Wang, Zhang, Jiang, Wang and Li.

The growing intricacy of IT education requires resources to aid students in choosing specialized pathways. This study investigates the prediction of specialization preferences among IT students at SDU University in Kazakhstan through the application of machine learning techniques. The research contribution is the development of a predictive model that enhances academic advising by incorporating multiple factors, including academic performance, personality traits, qualifications, and extracurricular involvement. The research examined 692 anonymized student profiles and evaluated the efficacy of five machine learning algorithms: Random Forest, K-Nearest Neighbors, Support Vector Machine, Gradient Boosting, and Naive Bayes. Stratified 10-fold cross-validation was utilized to reduce the risk of overfitting. Gradient Boosting attained a peak accuracy of 99.10% in validation; however, its performance decreased to 92.16% on an independent test set, suggesting overfitting. Naive Bayes exhibited the lowest accuracy, recorded at 35.26%. Logistic regression analysis indicated a statistically significant correlation (p < 0.05) among academic performance, extracurricular involvement, and specialization selection. Personality traits and certifications significantly influenced the prediction process. The findings suggest that although Gradient Boosting demonstrates high effectiveness, the associated risk of overfitting requires additional refinement for practical application. The notable impact of academic performance and extracurricular activities indicates that educational institutions ought to prioritize these elements in student guidance. The incorporation of machine learning-based recommendations into advising frameworks enhances the precision of specialization predictions, thereby improving student decision-making and career alignment. © 2025 Department of Agribusiness, Universitas Muhammadiyah Yogyakarta. All rights reserved.

This book combines the unique and unlikely duo of popular TV shows and pedagogy to help teachers and trainers support their students' skills development. Aimed at post-16 teachers, educators, and trainers of all vocational and technical disciplines, it encourages readers to relate the examples from popular culture and TV to their teaching toolkit. It is aligned to the Occupational Areas 1-8 within the new Diploma in FE, and is also suitable for those doing the Apprenticeship in FE teaching The book uses examples from famous reality TV shows to reflect on how people learn practical skills such as baking, dancing, ice skating, sewing and pottery. Discussing everyday examples from TV with which readers may be familiar provides an innovative and engaging starting point to explore all aspects of teaching and learning a skill - including observation, demonstration, practice, feedback and assessment. It encourages readers to think about TV shows such as Masterchef, Bake Off and Strictly Come Dancing from the point of view of the teacher. The unique mix of seemingly low-brow popular culture combined with serious pedagogy offers key insights for learning and teaching, including critical discussion of topics such as inclusion and the value of formative feedback. Teachers and trainers will develop their own knowledge and skills to support the practical skills development of their students. © 2024 Andrew Armitage and Harriet Harper All rights reserved. All rights reserved.

Using the social cognitive theory, this study examines the mediation role of 21st-century competencies in the relationship between student internship sxperience and employability of vocational students and the role of moderation of psychological capital on the relationship between SIE and 21stCE. This study aims to analyse the employability of vocational students through internship experience and 21st century competencies through a moderated mediation model. This study collected data through a direct survey of 266 vocational students in Aceh Province. SPSS V.25 and SmartPLS 4.1.0.3 are used to test the proposed hypothesis. The findings revealed that SIE positively increased EVS through the 21stCE. Further research shows that the effect of SIE on 21stCE is more significant for students with high PsyCap than for low PsyCap. This study expands the existing literature on the relationship between SIE and EVS by integrating SCT from the perspective of vocational education. These findings offer valuable insights and guidance for policymakers for education management regarding how and when SIE leads to better EVS among vocational students. This is one of the pioneering empirical studies highlighting SIE’s importance to EVS among vocational students in the developing Aceh Province in Southeast Asia. In addition, the study confirms that 21st-century competencies play an essential role in explaining how SIE drives EVS. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.