Search Results for
"education"

This study investigates the influence of self-efficacy on students’ problem-solving abilities in vocational high schools. Self-efficacy, as a fundamental psychological construct, plays a crucial role in shaping learners’ confidence, persistence, and capacity to overcome both academic and practical challenges. A quantitative research design was adopted, employing a one-group pretest–posttest approach to examine the relationship between self-efficacy and problem-solving performance. The study involved 65 vocational high school students as research participants. Data were collected using a validated Self-Efficacy Questionnaire and a Problem-Solving Performance Test. The instruments were developed through expert validation, pilot testing, and reliability analysis to ensure methodological rigour. Data analysis consisted of descriptive and inferential statistical procedures, including normality tests, linearity tests, and simple linear regression analysis. The findings revealed that self-efficacy exerts a statistically significant positive effect on students’ problem-solving abilities, with a significance value of 0.008, which is lower than the 0.05 threshold. The coefficient of determination (R² = 0.105) indicates that self-efficacy contributes 10.5% to students’ problem-solving performance, while the remaining 89.5% is attributed to other variables not examined in this study. These results underscore the importance of fostering students’ self-efficacy through mastery experiences, constructive feedback, and collaborative learning activities. Strengthening self-efficacy is essential for developing higher-order thinking and problem-solving competencies that are critical for success in vocational education and future professional contexts. The study recommends that educational institutions integrate self-efficacy-oriented strategies into instructional design to enhance students’ adaptability, autonomy, and lifelong learning capacities within the framework of Technical and Vocational education and Training (TVET). © 2026, Malque Publishing. All rights reserved.

[No abstract available]

Feedback is crucial for teacher professional development, yet most studies focus on a single source (e.g., experts or peers). Longitudinal comparisons across sources and analyses of underlying mechanisms are rare. This study therefore investigates how different feedback sources influence teacher learning outcomes. A total of 522 teachers participated in a 13-week professional learning program, including three weeks of reflective practice. Participants were divided into three groups: NF (no external feedback), EF (expert feedback), and AF (AI feedback). Teaching videos, instructional design artifacts, and reflective journals were analyzed to assess outcomes. Teachers in the EF group achieved significantly higher learning outcomes than those in the AF group, who, in turn, outperformed the NF group. These findings underscore the distinctive value of expert feedback in providing depth of insight and contextual sensitivity, while also indicating that AI feedback, although timely and adaptive, cannot fully replace expert judgment. Cross-Lagged Panel Network (CLPN) analysis identified key behaviors and sequences across groups and revealed detailed temporal patterns within behavioral clusters. Qualitative interviews further demonstrated that feedback effectiveness is shaped by the interaction of three dimensions—Time, Object, and Level (TOL)—which form the basis of a framework with 16 elements. The study highlights the complementary strengths of AI adaptability and expert insight, suggesting that multi-source feedback enhances teacher professional development by integrating process support with higher-order regulation. © 2026 Elsevier Ltd

This study investigates the digital literacy levels and access to technology among rural students in Nueva Ecija, Philippines, in response to growing concerns over educational equity in the digital age. Specifically, it aims to (1) describe the demographic profile of students in terms of sex, access to digital devices, and internet connectivity; (2) assess their digital literacy across key skill areas; (3) evaluate access to digital infrastructure and learning resources; and (4) propose intervention activities to bridge the digital divide. A descriptive-quantitative research design was employed, with 109 Junior and Senior High School students selected through purposive sampling. Data were gathered through a homemade, validated survey questionnaire and analysed using descriptive statistics. Findings revealed that while students generally demonstrate strong foundational digital skills—particularly in basic operations, online communication, and information retrieval—gaps persist in problem-solving, troubleshooting, and reliable access to digital infrastructure. Nearly all respondents owned smartphones, but fewer had access to laptops or computers. Internet connectivity was more reliable at home than in school, and access to educational platforms and school-based digital resources was uneven. Despite high self-reported confidence in using technology, limitations in infrastructure and support mechanisms hinder students’ ability to fully participate in digital learning. In light of these findings, targeted interventions are proposed, including digital literacy training, infrastructure development, teacher capacity-building, and community-based access hubs. These initiatives aim to enhance students’ digital competencies and ensure equitable access to technology-enhanced education, aligning with the goals of inclusive and quality education as promoted in Sustainable Development Goal 4. © 2026, Malque Publishing. All rights reserved.

Entrepreneurship education (EE) is a key economic driver aimed at stimulating economic growth, technology, innovation and business in Ghana. However, its impact on Business Startup Initiatives (BSIs) remains inadequately explored within Ghanaian Technical Universities (GTUs). In this paper, we investigated the influence of EE and Entrepreneurship courses (EC) on BSIs among business students in GTUs using the social cognitive career theory (SCCT). A survey method was used to collect data from a random sample of 320 business students in the TUs. The PLS-SEM path analysis on EE and EC had a significant positive influence on BSIs in idea generation, business plans, career choices, goals, and innovation. This study establishes the importance of EE and EC in enhancing BSIs among TU business students. This research encourages the TU management to focus on EE and the EC approaches in initiating startups. The SCCT used contributed significantly to the BSI dimensions. © 2026 Elsevier Ltd

Heritage crafts have experienced a revival in recent years, driven by a growing demand for authenticity, sustainability and meaningful engagement. Despite this resurgence, systemic barriers, including the decline of vocational education and a cultural disconnect between urban settings and rural crafts, have excluded many working-class urban young people who once formed the backbone of these trades. This case study examines a community-driven heritage initiative centred on the restoration of an urban hazel coppice adjacent to the historic Hafod/Morfa Copperworks in Swansea. Co-produced by Swansea University, local stakeholders and educational institutions, the project aimed to equip participants with rural heritage coppicing skills whilst restoring a small hazel coppice using traditional methods through an immersive coppicing programme. Participants engaged in traditional crafts such as dead hedging, hazel stool cutting, tool maintenance and sustainable land management, under the guidance of a traditional coppice worker and experienced volunteers. By combining hyper-local project accessibility with practical, hands-on skill-building within an intergenerational support network, the initiative successfully addressed the participants’ self-identified barriers to learning. This co-produced approach allowed the project to achieve high levels of participation and satisfaction, enhancing confidence, well-being and community pride, while also inspiring further workshops and volunteer activities. By employing a co-production framework that brought together community input, statutory authorities and traditional expertise, the project provides a replicable model for introducing rural heritage skills into urban environments. © 2025 Intellect Ltd.

This study examines the integration of ocean literacy and digital technology in vocational tourism education in Indonesia. Using a descriptive quantitative approach, the research explored students’ familiarity with digital learning tools and their understanding of marine concepts. While many students indicated the use of mobile applications and online platforms for learning, their exposure to ocean environments was limited, particularly for those living in inland areas. This creates challenges for marine education because direct experience is often essential for building conceptual understanding. However, technology-based learning may serve as an alternative because it enables virtual exposure to coastal systems. The Technology Acceptance Model was applied to examine how students respond to educational technologies. Findings are discussed in relation to the Sustainable Development Goals, particularly in areas concerning education, environment, and tourism. Vocational tourism education is considered in this context because it connects career preparation with sustainable practices, including the need to link tourism activities with marine awareness through accessible and adaptable learning methods. © 2026 Tim Pengembang Jurnal UPI.

Existing project-based learning (PjBL) literature has not covered the differences between authentic and simulated PjBL effectiveness in improving students’ skills. This study investigated whether authentic and simulated PjBL equally improved the translation students’ employability skills and translator competence. This mixed-method study employed documentary analysis and two questionnaires to collect self-report data. Statistical tests were conducted on the result of the first questionnaire to see if authentic projects affected students’ employability skills better than the simulated one did. The analysis of the second questionnaire responses identified students’ most improved translator competence. The findings revealed that both types of PjBL equally improved students’ employability skills. However, authentic projects led to more balanced translator competence improvement. Authentic projects should be preferred as they improve more balanced translator competence. The authentic PjBL procedure used in the study also provided a model to bridge university curriculum and industry practices. The findings emphasize the value of PjBL, particularly authentic PjBL, in translation education so that PjBL is a feasible option for translation curriculum designers and a preferred learning method when students have got translation basic knowledge and skills. Using more objective skill improvement measurement, future research is suggested to cover a longer period to see more complete improvement and study the long-term impact of the improvement. © The Author(s) 2025.

This study presents a comprehensive literature review and policy analysis of Saudi Arabia’s Vision 2030 and its impact on the national education system. Guided by Institutional Theory and Implementation Science, it investigates the “implementation gap” between the ambitious policy goals and on-the-ground realities. The study synthesizes findings from peer-reviewed research, government reports, and scholarly analyses published between 2017 and 2025 to map the strategic reforms, evaluate their implementation challenges, and identify emerging opportunities. The analysis identifies three key empirical gaps: (1) persistent curriculum misalignment with labor market demands; (2) significant disparities in access exacerbated by inadequate infrastructure and teacher training; and (3) resistance to pedagogical change stemming from deeply rooted cultural norms. Crucially, it highlights the unintended consequences of rapid reform, including bureaucratic inefficiencies and the risk of cultural misalignment when adopting foreign models without sufficient localization. Key findings indicate that while significant progress has been made in infrastructure and policy formulation, sustained success hinges on overcoming implementation barriers. The most promising pathways involve leveraging technology for personalized learning (AI, VR/AR), fostering entrepreneurship education to drive economic diversification, and strengthening family and community engagement to create a holistic support ecosystem. The analysis concludes that achieving Vision 2030’s educational goals requires not just top-down policy but a fundamental cultural shift towards lifelong learning and data-driven decision-making, with equity and inclusivity as non-negotiable principles. © The Author(s) 2025.

Introduction: Interprofessional education (IPE) improves outcomes for staff and patients, yet most pre-licensure training remains siloed. Simulation-based education (SBE) enhances clinical and communication skills, with particular benefit during transitions in training. While immersive simulation is costly, could integrating IPE and SBE at key transition points optimize its educational impact? This study explores how interprofessional simulation can support transitions to practice, and what unique value it can contribute to the learning experience. Methods: This phenomenological study explored medical students’ experience of an interprofessional SBE programme. Adopting a sequential, mixed-methods design, students were asked about their experiences of participating in interprofessional simulations using various data collection methods over their transition from pre-licensure to professional practice. Methods included surveys (n = 229), one-on-one interviews (n = 29), focus groups (13 participants) and 1-year follow up interviews (n = 7). The qualitative data from interviews and focus groups are reported here. Codes and meaning units were developed and then scrutinized to develop a nuanced understanding of how the elements of the interprofessional simulation experience intertwined and the impact this had on the students. Results: Three overarching themes were identified from the analysis and were explored in greater detail: realism, gaining confidence and learning to observe (noticing). Interprofessional SBE provides the realistic environment for a unique educational experience in which students develop skills of observing interprofessional clinical practice, and can gain confidence for the transition into that practice. The implications are that the time and effort invested in overcoming the obstacles to offering interprofessional SBE lead to learning outcomes that may not otherwise be achieved. The results are further discussed through three theoretical lenses: Meyer and Land's threshold concepts, Richards' interdependent agentic capabilities and Lave and Wenger's legitimate peripheral participation. Conclusion: Interprofessional simulation offers students immersive, emotionally resonant experiences that enhance confidence, professional identity, and integration into clinical teams. These simulations prompt reflection on future roles and foster deeper understanding of interprofessional dynamics. The study identifies specific attributes of simulation that meaningfully contribute to learning, extending current SBE literature. By using a qualitative lens, this research highlights the unique value of interprofessional SBE in preparing students for collaborative practice and the complexities of modern healthcare. © The Author(s) 2026.