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"learning"

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation. © 2018 Gerry Czerniawski. 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.

Purpose: The United Kingdom (UK) construction industry is experiencing a significant skills shortage due to the advancements of the Fourth Industrial Revolution (4IR), leading to a high demand for reskilling. However, there is a lack of effective training frameworks for this purpose. This study aims to develop a framework to serve as a training strategy for reskilling construction professionals in the 4IR era, addressing the existing skills gap in the industry. Design/methodology/approach: This study adopts random sampling in collecting data from stakeholders in the UK construction industry through the aid of a close-ended questionnaire. The data were subjected to principal component analysis (PCA) using SPVSS V24 and confirmatory factor analysis using AMOS Graphics V28 software. The PCA was used to group the training strategies extracted from literature into meaningful constructs, which helped inform the development of the conceptual framework. Covariance-based structural equation modelling was then used to validate the framework, with model validation carried out using fit indices such as discriminant validity, standardized root mean square residual, comparative fit index, normed fit index and others. Findings: The model revealed that the key training strategies for reskilling construction workers in the 4IR era are immersive training, experiential learning, and collaborative workforce development. The findings indicate that immersive training, particularly through technologies like virtual reality and augmented reality, plays a critical role in equipping workers with both the technical and soft skills required for the future of construction. The study recommends that 4IR-driven technologies should also be used as reskilling tools for construction workers, as this approach would allow them to learn while working. Originality/value: Many studies have advocated for the reskilling of construction workers. However, there is a notable gap in research on the training strategies for effective reskilling of construction workers in the 4IR era. This paper provides a framework for stakeholders to implement effective reskilling strategies, thereby enhancing the industry’s capability to thrive in the 4IR era. © 2025, Emerald Publishing Limited.

This study conducts a bibliometric analysis of recent trends and emerging topics in the application of Artificial Intelligence (AI) in vocational education. AI technology holds significant potential to enhance accessibility, inclusivity, and equity in quality education. The research utilizes the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to analyze publications from articles and conference papers published in the Scopus database between 2014 and 2023. The key findings indicate that AI is reshaping vocational education by personalizing learning experiences, improving curriculum development, and enhancing practical training through automation and robotics, particularly in the manufacturing and logistics sectors. Ethical issues, such as privacy and algorithmic bias, are also highlighted as key concerns. The bibliometric analysis reveals that journal articles have a higher citation count than conference papers, reflecting their greater influence in the field. Network visualization demonstrates the interconnection between AI, vocational education, and related concepts, such as e-learning and machine learning. Furthermore, AI contributes to the achievement of the United Nations Sustainable Development Goals (SDGs) 2030, particularly SDG 4 (quality education access), SDG 8 (decent work and economic growth), and SDG 9 (industry, innovation, and infrastructure). The study also identifies challenges that need to be addressed, including data privacy, infrastructure readiness, and teacher training, while providing guidance for future research and educational policy development. © 2025 The Authors

Purpose: This paper explores how the DMAIC methodology can be effectively applied for experiential learning in a quality management class at Robert Morris University’s RISE Center. The goal is to provide students with practical exposure to quality management tools while enhancing learning outcomes through hands-on experience. Design/methodology/approach: The study employs a case study approach, integrating the DMAIC methodology into a semester-long course on quality management. Students worked on a real-world project at the RISE Center, utilizing DMAIC to address quality improvement issues. The course was structured to guide students through each phase of the DMAIC process. Data from student reflections and project outcomes were analyzed to assess the impact of experiential learning on their understanding of quality management concepts. Findings: The study found that incorporating DMAIC methodology in an experiential learning environment significantly improved students’ comprehension and application of quality management principles. Students demonstrated increased confidence in using Six Sigma tools and reported higher engagement levels. The real-world context of the projects helped solidify theoretical knowledge through practical application. Originality/value: This paper contributes to the body of literature on the integration of Six Sigma methodologies in educational settings. It highlights the potential of experiential learning to enhance the effectiveness of teaching quality management and showcases the practical application of DMAIC in a classroom setting. © 2025, Emerald Publishing Limited.

Integrating Industry 4.0 technology into IT education is critical for training students to address the challenges of the digital age. This integration has innovative potential, highlighting both the opportunities and challenges of aligning curricula with evolving requirements through technologies such as artificial intelligence (AI), robotics, the Internet of Things (IoT), and big data analytics. Despite the constantly changing digital landscape, research has often overlooked the disparity between established academic programs and growing technological demands. Using a literature review method, this study explores theoretical foundations such as constructivism, pragmatism, and critical pedagogy to validate this integration. Key findings emphasize the importance of core technology identification, skill mapping, ethical considerations, interdisciplinary learning, industry engagement, adaptive curriculum, and soft skills training. Recommendations include updating curricula to include specialized IT tracks, utilizing advanced technology for instruction, and encouraging collaboration among businesses, educational institutions, policymakers, and government stakeholders. This study offers practical insights into preparing students for the current workforce while also encouraging inclusive education. By analysing trends and South African case studies, this study highlights how Industry 4.0 technologies can transform IT education in developing countries. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Literature reviews related to learning media are important in determining the reference of innovation and sustainable research. This study describes the types of learning media innovations that already exist, the problems faced, and the development model applied in developing engineering drawing learning media innovations in Vocational High Schools (VHS) as engineering education at the high school level. A systematic literature review of scientific articles published between 2020 and 2024. The results of this study reveal that most learning media innovations focus on developing learning materials and techniques, while fewer innovations develop the learning environment. The problems behind the existing innovations are mainly caused by difficulty in understanding engineering drawing materials, especially orthographic projections, less innovative teachers, and learning resources that are still conventional and non-standard. Research and development of engineering drawings is generally carried out using the 4D, ADDIE, Borg & Gall models. Evidence from these studies suggests that future engineering drawing teaching and learning should be conducted with a real-world approach by presenting the shape of the components or mechanical parts. One of the most plausible research agendas is to develop learning media using 3D print technology for component modeling or tangible forms to support the learning process. It goes beyond vocational education. However, it can also apply to engineering education for pre-service teachers, technical training, and university engineering education. Engineering drawing is a mandatory subject, a fundamental knowledge and skill that students must learn. © 2025 TEMPUS Publications.

Technical culinary skills are fundamental competencies for professional chefs. Consequently, demonstrating and enhancing these skills pose significant challenges within culinary education. This study aims to develop a virtual reality (VR) system for culinary skill development and assess its effectiveness when integrated into a hospitality internship curriculum. The participants comprised 82 undergraduate hospitality management majors. This study collected students’ learning scores and performance data before and after the culinary VR course. Statistical methods were employed to analyse the collected data, aiming to assess the effectiveness of the culinary VR course and differences in students’ technical acceptance. Using t-tests to compare differences in technical acceptance between the two groups, and potentially employing paired-sample t-tests or correlation analyses to evaluate students’ progress in learning. The findings indicate that the two groups did not significantly differ in their acceptance of technology. However, the culinary VR curriculum exhibited a positive impact on students’ learning outcomes. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

As a form of alternative credentials, the growth of micro-credentials (MCs) is seen as a significant manifestation of global higher education in the post pandemic era. Following global development, Asian governments have encouraged universities to provide a variety of MCs to existing students and workers. Given that non-traditional or short learning programs in most Asian contexts have not been incorporated into national qualification frameworks and quality assurance systems, it becomes difficult to recognize the value of MCs. Through document analysis and semi-interviews, the study explores quality assurance mechanisms of MCs in New Zealand, Malaysia, Hong Kong, and Taiwan. Three major findings are presented as follows. First, there was no common EQA approach due to contextualization; second, most universities attempted to incorporate MCs into internal QA mechanisms; third, differentiation, no common standards, and recognition are three key challenges from EQAA’s perspectives, but limited faculty engagement and student incentives for universities. © 2025 Society for Research into Higher Education.

We believe that project-based learning is one of the most effective tools for synthesizing and consolidating digital technologies and interactive teaching methods at a pedagogical university. Modeling of students’ project activities ensures their targeted professional training with the use of digital technologies and computer mathematics systems, stimulates student collaboration and integration of their knowledge from different disciplines. The purpose of the study is to analyze the effectiveness of implementing students’ project activities in the educational environment of a higher education institution. The main tasks are to analyze current trends in higher education, study approaches to modeling projects in mathematics and computer science, develop and implement methods and tools for project-based learning by students, and evaluate the results, the impact of this process on the educational environment and students’ academic achievements. We conducted a pedagogical study and verified its results using the Shapiro-Wilk’s W test, Student’s t-test, Friedman ANOVA We conducted a pedagogical study and verified its results using Shapiro-Wilk’s W test, Student’s t-test, Friedman ANOVA variance analysis, Kendall coefficient of concordance, Pearson’s correlation coefficient. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.