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"learning"

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.

The Universities Accord 2024 in Australia and the Augar Review 2019 in England both argue for a more cohesive tertiary education system and consider promoting mid-level qualifications. This paper compares the roles of mid-level qualifications in the two countries’ current systems. We review government reports and analyse national statistics, and find that despite England’s population being three times larger, Australia’s mid-level qualification enrolments were three times higher, mainly driven by Diplomas and Advanced Diplomas. Both countries have intricate networks of mid-level qualification providers and funding systems that prioritise Bachelor’s Degrees over mid-level qualifications. However, England has recently announced a new funding policy, the life-long learning entitlement, which was motivated partly to promote participation in mid-level qualifications. In contrast, a significant barrier for Australia is its complex funding system involving both state and federal governments. These findings suggest a need to consider reforms to possibly expand the role of mid-level qualifications. © 2025 The Author(s). Published by 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 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.

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.

An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established. © 2014 Carey Philpott.

This case study examines an innovative Apprenticeship Academy model from a Construction company (the Company) based in New Zealand. The study, based on interviews with 19 participants including apprentices and staff, reveals how the Academy’s model differentiates itself from traditional apprenticeship programs through the implementation of a dedicated Apprenticeship Development Coach (ADC). Key findings highlight the significance of dedicated mentoring and pastoral care, strong organizational culture, leadership commitment, and structured learning approaches in apprentice development. The Academy’s success is evidenced by high apprentice satisfaction, retention rates, and skill development. The study concludes with recommendations for the wider New Zealand construction sector, including the potential implementation of an Apprenticeship Support Network to scale similar support services across the industry. This model demonstrates how targeted investment in apprentice development can benefit both employers and employees while addressing industry-wide skills shortages. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

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.

A complete and updated all-in-one guide to the Level 4 Certificate in Education and Training, suitable for use with any awarding organisation. This fourth edition of the bestselling text for all those working towards the Level 4 Certificate in Education and Training has been fully updated and tailored to meet the refreshed ETF Standards. It therefore provides an increased focus on subject pedagogy and covers information relating to a range of new and contemporary issues. It incorporates key information on reflective practice and study skills, and provides full coverage of all the mandatory units. Accessible language is combined with a critical approach that clearly relates practical examples to the required underpinning theory. Specifically, this fourth edition: takes into account the new Minimum Core incorporates Digital Skills and the ETF EdTech Strategy includes a new end of chapter feature to develop evidence-informed practice recognises the need to provide better support and guidance to learners around gender, sexuality, racism, mental health and well-being supports the revolution in online practices and implications for hybrid working and learning reflects the escalating importance of the sustainability agenda is suitable for use with all awarding organisations and HEIs provides the depth and criticality to meet level 4 requirements. User friendly, easy to read and covered a good range of material with good examples and case studies. Kerry Adam South Staffordshire College. The study skills section is very good - it picks up on the main issues facing trainees in Education and Training contexts and ensures that the advice and guidance are directly relevant to these learners. Also good are the sections on teaching observations and progression. Paul G Daniels Dearne College. I will be recommending it for its simplicity as a core text for our new ITT introductory programme. Christian Beighton Canterbury Christchurch. © 2024 Lynn Machin, Duncan Hindmarch, Sandra Murray and Tina Richardson. All rights reserved.