Search Results for
"Higher education"

This research explores the effectiveness of assessment tools used in evaluating the competencies and learning outcomes of engineering interns, specifically within the framework of AICTE's Examination Reforms Policy of 2018. Through the analysis of data collected from industry mentors, students, and a comparative group, the study identifies the strengths and limitations of current assessment practices. Key findings indicate that while the tools are effective in measuring core competencies and aligning with competency-based education principles, there is significant variability in ratings across different groups, suggesting a need for more tailored and context-specific assessments. The research also highlights the importance of improving mentor involvement, enhancing feedback mechanisms, and refining student self-assessments to provide a more accurate and comprehensive evaluation of intern performance. Additionally, simulations conducted to explore the robustness of these assessment tools across different scenarios confirm their general reliability but also underscore the potential for further enhancement through advanced data analytics and personalized feedback systems. Overall, this study underscores the importance of continuous improvement in assessment practices to ensure that engineering interns are well-prepared for the challenges of the modern workforce. The research concludes with recommendations for refining assessment tools, including the incorporation of soft skills evaluation, the customization of rubrics for different engineering disciplines, and the implementation of data-driven strategies to enhance educational outcomes. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

This study aims to examine the effectiveness of a collaborative learning model integrated with a mobile learning-based Learning Management System (LMS) in improving science competence among Biology education students. A quasi-experimental design with a nonequivalent control group was employed, involving 108 students from the Biology education Program at ISC Dili, Timor-Leste, divided equally into experimental and control groups. The experimental group received treatment using a mobile LMS-based collaborative learning approach, while the control group was taught using conventional methods. Data were collected through pretest and posttest instruments and analyzed using normality, homogeneity, independent t-tests, and N-gain analysis. The findings indicate a statistically significant improvement in the experimental group’s posttest scores (M = 81.69) compared to the control group (M = 68.13), with a significance level of p = 0.001. The N-gain score of 1.14 further confirms the higher effectiveness of the experimental intervention. This study concludes that collaborative learning supported by mobile LMS is significantly more effective than traditional methods in enhancing science competence. Practical implications suggest that educators and institutions should consider adopting mobile LMS-based collaborative learning to foster deeper engagement, critical thinking, and science mastery, particularly in digitally evolving educational environments. © 2025 by the authors; licensee Learning Gate.

Study Skills in any guise are integral to higher education worldwide, existing to help student success. Some argue generic or bolt-on Study Skills do not help with success, others that embedded Study Skills do, but no-one advocates actually evaluating Study Skills in a context of success defined as helping with student educational gain and attainment in their specific subjects. Instead, many evaluate them in arguably inappropriate contexts of a silo or bubble of Study Skills such as attendance or perceived improvements in Study Skills. Indeed, when Study Skills are found effective for success, they are often embedded or delivered in the subject context, but it is not suggested they actually be evaluated in that context. We outline what we consider to be inappropriate contexts for evaluation, and appropriate ones, and outline theory from thinkers such as Mikhail Bakhtin regarding the key role of context and discuss key issues of definitions, silos, and decontextualised metrics. We suggest Study Skills be evaluated by asking: ‘What’s the context? to make them effective in helping aim for student success. We suggest ways to do this, such as through student module evaluations, module reports, or objective student analysis by a third party. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

As artificial intelligence [AI] increasingly permeates various sectors—including education, economics, healthcare, and government—a comprehensive understanding of this technology becomes essential. This analysis aims to identify four dimensions of AI literacy—awareness, usage, evaluation, and ethics—among Indonesian higher education students and examine the factors influencing AI literacy, including gender, age, and ownership of technological devices, through a descriptive-quantitative approach. A survey methodology was employed, utilizing an Artificial Intelligence Literacy questionnaire. The findings indicate that the level of AI literacy among higher education students remains relatively low, with many individuals demonstrating a limited understanding of the subject. These results underscore the necessity for intensified efforts to enhance students' comprehension and skills related to AI technology, enabling them to compete effectively in an increasingly digital job market. Recommendations include developing educational programs to elevate awareness and utilization of AI technology. © 2025, Duzce University, Faculty of education. All rights reserved.

Transversal competences, such as flexibility, collaboration or critical thinking, are proving to be key not only in academic performance but also in professional and personal performance. In response to a growing demand for research and training in these competences, this study originates from a teaching innovation project at the University of Granada (Spain) with the aim of designing the base structure of a psycho-educational intervention aimed at undergraduate students at the Spanish public university. For this purpose, the European framework for Personal, Social and Learning to Learn Key Competence, LifeComp, is used as the base line. This work proposes a coherent, pedagogically sound, general competence-based programme that blends with the official, more-specific competence-based curriculum, to deepen learning and proactively respond to the complex challenges our society is currently facing. In order to do so, different levels of proficiency for each of the nine LifeComp competences are suggested, as well as an outline for the design of the training action. This work has served as the basis for the creation of a psycho-educational training programme whose parallel study has been registered on www.clinicaltrials.gov under NCT05598944 and NCT NCT05775978 registries. The resulting programme is currently being taught to all undergraduate students at the University of Granada (Spain). © © 2025 Khaled Gijón, Ávalos Ruiz, de Rueda Villén and García de Quesada.

Despite the growing prominence of STEM disciplines in contemporary society, relevant studies indicate a concerning trend: a decline in students’ interest and engagement in these fields. This research included 1,045 students from four grammar schools in Serbia. The study utilizes a quantitative research design: data were collected through an online questionnaire. Key variables: endofterm marks in STEM subjects, gender, parental education, family size, and place of residence were analyzed following the answers of respondents. Students were divided into two groups, STEM (435) and Non-STEM (610). The results indicated that the students enrolled in STEM-focused programs demonstrated significantly higher academic performance in STEM subjects during primary education compared to their peers in Non-STEM tracks. Additionally, the study identifies potential relations between students’ interest in STEM and factors such as gender, parental education, and place of residence, with no significant effect found for the number of siblings. Specific sample and custom-designed questionnaire, highlight the need for future research with a broader and more diverse sample, incorporating additional socio-demographic factors and qualitative methods for a deeper understanding of students’ engagement with STEM fields. © 2025, Scientia Socialis Ltd. All rights reserved.

Technical and vocational education and training is an important branch of education, pursued by increasing numbers of young people, and information in this regard is crucial. This research aims to determine student entry profiles based on their initial expectations and skills. A total of 183 newly admitted students of technical degrees at a public university responded to two scales used to measure academic expectations and readiness. This non-experimental, cross-sectional, descriptive research employs cluster analysis to identify four groups with high levels of academic expectations and readiness, but the findings show that effective communication and emotion modulation skills are weaker, as are student participation expectations. © (2024), (Universidad Autonoma de Baja California). All Rights Reserved.

International mobility in Vocational education and Training (VET) entered a new and transformative phase in 2014 when the Erasmus Programme began encompassing this field of education, which had only applied to staff and students in higher education courses until then. Among other institutions offering VET in Portugal, vocational schools could engage in international mobility of students, teachers and other educational agents through the Programme, renamed ‘Erasmus+’. After over a decade of implementing this practice, it is relevant to know its effects on students, teachers and schools, particularly those corresponding to the Programme's priorities: inclusion and diversity, digital transformation, fighting climate change, and civic and democratic participation. In line with this objective, a study was conducted using semi-structured interviews with nine teachers, three school leaders, and three mobility coordinators in three Portuguese vocational schools. The findings point to the prevalence of positive effects of international mobility as experienced by students, teachers, and schools, reflecting aspects of personal, professional, and institutional enhancement aligned with the aforementioned priorities. © 2025 Curriculo sem Fronteiras. All rights reserved.

Blended learning requires different proficiencies from learners and there is limited evidence on blended learning for undergraduate students specifically in practice-based courses. Within the personalised learning frame in virtual academic environments, journal writing and mindfulness interventions are gaining prominence. This study examines the impact of mindfulness sessions on learner motivation, self-regulation, and metacognition of undergraduate students from select practice-based courses (social work, nursing, engineering, architecture, fine arts) in select South Asian cities, compared to journal writing, both delivered online. Mindfulness sessions were more impactful and participants’ gender, year of study, family configuration, apprenticeship engagements, and program compliance were significant predictors. Female students, in advanced or final years of their studies, belonging to single-parent families, not doing apprenticeship alongside study, showing prudent compliance with mindfulness sessions and completing higher number of corresponding homework sessions, gained most. Mindfulness sessions could be incorporated in undergraduate practice-based courses, and their blended learning curricula in particular, to improve learner motivation, self-regulation, and metacognition. Emphasis would need to be laid on intervention compliance and some modifications would be needed for male students, students in their early years of undergraduate study, cohabiting with both parents and siblings, and doing apprenticeship alongside study. © 2025

This chapter introduces the entrepreneurial educational method (EEM), an artifact developed using a design science research (DSR) methodology to enhance the instructional decision-making processes of higher education educators. With a focus on ensuring entrepreneurial learning gains for all students, the chapter emphasizes instructional quality as a crucial factor, particularly as entrepreneurial education expands from elective groups to the full student population. Drawing on Mansoori’s (2017) concept of entrepreneurial methods, the EEM is defined as a set of entrepreneurial education principles and structured guidelines that help guide educators in their instructional design (ID) decisions. The EEM features a three-layered structure: the first layer encompasses ten design propositions, the second contains the ELED protocol as a sub-artifact, and the third layer includes multiple CIMOs and tools, all organized in a nested, Russian doll-like configuration. Together, these layers offer a flexible framework to assist educators in implementing effective and context-sensitive entrepreneurial education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.