Search Results for
"learning"

With the research reported here, we specifically aim to develop application products of scientific work independence instruments through science integrated learning (SIL) for various education levels (elementary schools, junior high schools, senior high schools, and universities). The SIL model was applied in learning to determine specific indicators for scientific work independence following learners’ development through the application of the research and development methodology. Product testing was conducted in elementary schools, junior high schools, senior high schools, and universities. Based on the research results, SIL V1.0 App, an acronym for science integrated learning application, was developed based on mobile apps in the form of Android applications that may be installed on devices with Android operating systems (OS). The scientific work independence instrument was developed based on Piaget’s theory, which states that the level of independence at each stage of scientific work is based on the development of children’s learning psychology. The scientific work independence application has precise boundaries because it is adjusted to children’s psychological development. The differences in learning independence levels occur because of the age difference. © 2025, South African Journal Of Education. All rights reserved.

The Project-Based learning Model with video blog (vlog) integration, referred to as PjBLV, was developed as an enhancement of the traditional Project-Based learning (PjBL) approach. This innovation aims to address the limitations of PjBL in improving the effectiveness of hands-on learning experiences. A mixed-methods research design was employed, utilizing the Mile and Huberman method and Confirmatory Factor Analysis (CFA) to validate the model. The development of the PjBLV model involved several stages, including conceptualization, theoretical framework, hypothesis formation, and final model development. Furthermore, a panel of seven learning model experts participated in a Focus Group Discussion (FGD) to assess the validity of the PjBLV model. The model is grounded in various theoretical frameworks such as those of Flemming, Lucas, Cruz, and Crespí. The PjBLV model consists of six phases: (1) posing an essential question, (2) designing a project plan, (3) learning through video blogs, (4) tracking student progress and project development, (5) assessing outcomes, and (6) evaluating the learning experience. The PjBLV model offers a promising new approach to practicum-based learning, with potential for positive implications. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

Dealing with complex problems requires of future professionals more than knowledge, skills and expertise; it requires wisdom. Recently, the question how to develop wisdom in university students has been raised. Most theoretical models of wisdom include cognitive, affective-social, ethical-existential and action dimensions. The aim of this study was to examine (1) whether the four-dimensional theoretical structure of the wisdom concept can be empirically verified in the higher education context, and (2) what kinds of pedagogical practices explain the development of attributes related to wisdom in university students. Participants of the study were third-year university students (n = 535) representing several disciplines. Data were collected through a survey in which students evaluated their development in wisdom attributes with 46 items and answered 57 items concerning pedagogical practices used on their courses. Exploratory factor analysis and regression analysis were used to analyse the data. The analyses concerning the four-dimensional model of wisdom yielded four factors: cognitive, ethical–existential, affective, and social dimensions, thus partly verifying the theoretical structure. Regarding the pedagogical practices, activities aimed at developing scientific thinking, and sharing and learning from practical experiences explained most the development of attributes of wisdom. Collaboration between students, independent studying, and integration of theory and practice also played an important role. In general, diverse forms of teaching and learning seem to be crucial for the development of prerequisites of wisdom in higher education. Practical implications of the findings are discussed. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study introduces the project-based flipped teaching-learning method into a cooking practice class and analyzes student satisfaction. In the pre-class stage, the professor created a video lecture explaining the practice dish’s ingredients and cooking methods, and uploaded it to the learning Management System. After watching the video, during the in-class stage, learners practiced in teams, with the professor providing feedback on cooking processes. In the post-class stage, learners presented the cooking process of the completed dish, and received further feedback. A satisfaction survey involving 19 of 21 students indicated positive ratings for focus in class, online–offline course balance, professor–student interaction, and convenience of video lectures. However, learners indicated difficulty in understanding the cooking method and process owing to the lack of demonstration by the professor during the pre-class stage. Therefore, an efficient teaching and learning method for cooking practice education that can maximize these advantages should be designed. © The Author(s) 2025.

This research aims to provide valuable insights into the initial learning step — self-study materials formation. Nowadays, in a competitive environment, companies seek to identify the outstanding processes for the employee development. Therefore, this research identifies various factors and formats critical in the early phases of employee learning path. Utilizing a quantitative methodology, the study addresses two primary areas. The first is exploring technologies utilization within self-study materials and their helpfulness at the same time. The following area is focused on the motivational and engagement factors that positively influence learners’ attitudes toward the development process. The research findings confirm that preparation of self-study materials is crucial for the subsequent learning path formation. The research is emphasizing the importance of clear learning objectives, interactive content, and a balanced use of diverse formats. Organizations can enhance their training programs by addressing of these key factors. Hence, current learning and development managers can practically utilize outputs from this research to lead more effective work-based learning processes within their organization. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

This paper offers a critical perspective on the relationship between academic disciplines and the development of professional identities in higher education by highlighting the legacies of classed and gendered histories embodied in practice. The analysis centres on nursing education which occupies a space within the academy that is fundamentally shaped by class and gender, which is considered in relation to disciplinary habitus and epistemic positioning. The disruption to nursing education caused by the COVID-19 pandemic is used as an entry point into these debates, with data drawn from a qualitative study in North West England with participants recruited as final-year nursing students alongside professional stakeholders. Using a typology of how higher education students may be constructed, there was little evidence of a ‘consumer’ or ‘socialite’ orientation among the nursing students. Instead, they presented a hybrid construction of the ‘citizen-learner-worker’, with a sense of duty to care and who learns most ‘on the job’. This orientation to education and practice was favoured by the participants despite challenges to this amongst the professional community as expressed in the stakeholder interviews. If the learning that is most valued by students and newly qualified nurses is bound to gendered vocational histories, then there are implications for nursing educators and stakeholders to consider the challenges of these occupational cultures. More broadly, the paper provides insights into how the formation of educational/occupational identities is moulded by both epistemic and structural factors, thrown into sharp relief at a time of crisis. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research addresses the significant potential for developing 21st-century learning media to enhance student work readiness in vocational education, particularly in the culinary arts. Many practitioners in this field lack awareness of the necessity and benefits of incorporating appropriate learning media to build essential skills for the modern workforce. Current recommendations often emphasize developing 21st-century skills but fail to integrate these concepts into practical, engaging learning experiences, resulting in low student motivation and suboptimal learning outcomes. This study conducts a qualitative analysis through document reviews, observations, interviews, and focus group discussions involving practitioners, lecturers, and students in vocational culinary education. The research identifies key specifications for AR-based learning media, emphasizing six parameters: interactivity, contextuality, real-time engagement, accurate work simulation, personalization, and collaboration. Additionally, four operational supports are deemed crucial: reliable internet access, universal smartphone ownership among students, partnerships with industry, and digital training for educators. The findings provide actionable recommendations for institutions, educators, and future researchers aiming to develop effective AR learning media. Such media can significantly enhance students' practical skills and work readiness by offering immersive, interactive, and contextually relevant learning experiences. The study highlights the critical role of integrating real-world simulations and personalized feedback to maintain high levels of student engagement and motivation. Ultimately, this research underscores the importance of aligning vocational education with the evolving demands of the culinary industry and the broader job market. By leveraging advanced learning technologies and fostering strong industry partnerships, educational institutions can better prepare their students for successful careers in the 21st century. The study's insights contribute to the ongoing discourse on improving vocational education outcomes and offer a clear roadmap for developing innovative learning solutions tailored to the needs of modern learners. © 2025 Malque Publishing. All rights reserved.

The study investigates the influence of various components on tourism students’ attitudes toward statistics, and the causal relationship between these components. A total of 435 students were asked to fill out a questionnaire on the Survey of Attitudes Toward Statistics (SATS). The main data analysis in this study uses exploratory factor analysis (EFA) or principal component analysis (PCA) to look for interdependence relationships between variables in order to identify the dimensions or factors that shape attitudes. Our results show that students’ attitudes toward statistics before and after the learning process tend to be positive, where attitudes toward statistics before learning for each group of student backgrounds show a linear relationship with attitudes toward statistics after learning, except for groups based on work experience. The results of the study also show that the original 4-factor structure, namely, cognitive, affective, difficulty, and value, according to conditions in Indonesia, especially for tourism students, produces four components, namely, value, affect, interest, and difficulty components. For stakeholders, the results of this study have broad implications for the development of a tourism education curriculum, as tourism students increasingly need to be given statistical literacy skills. © The Author(s) 2025.

To scope the actual problems regarding climatic changes and the corresponding regulations, sustainable strategies and actions become increasingly important for companies, especially in production. The industry is facing a deficit in well-trained professionals that meet these criteria. This paper attempts to determine the relevant skills and the associated training needs for: pupils, teachers, students, and professionals. For this purpose, a literature and job offer analysis on required skills and on existing regional trainings were first carried out. The results were discussed and revised at workshops with interested stakeholders. It was found that there is still a big need in trainings for basic sustainability topics, such as the SDGs. Furthermore, topics like digitalization, life cycle assessment, legislation, reporting and sustainable management systems are particularly important. To implement these topics in training courses, it became clear that practical approaches are to be preferred. Soft skills, like communication skills, should be taught alongside. © 2025 The Author(s).