Search Results for
"education"

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.

As higher education expands in Ethiopia, the unemployability of graduates, especially women, remains a persistent challenge. An exploration of this issue that leaves women with limited employment opportunities in Ethiopia requires a thorough explanation of the underlying factors. Using a mixed-methods case-study methodology, this study investigated why college-educated women experience challenges in the Ethiopian labor market. Drawing from extant literature and survey data from a large-scale mixed-methods formative assessment of 460 human resources (HR) managers and 1,261 purposively sampled tertiary students, this study offers a comprehensive understanding of the perspectives of employers, university faculty and administrators, and students. This paper provides a more nuanced illustration of the cultural, social, institutional, and political barriers women face in Ethiopia as they navigate higher education and the post-college/university job market. The findings show (1) gendered cultural expectations, (2) inequitable access to campus career support systems, and (3) uneven commitment to gender parity among employers. Based on these findings, one major implication is that colleges and universities should promote gender equity in the labor market and provide women with tailored academic and career support. Government and policy makers in Ethiopia should ensure gender equity policies are in place and functioning, incentivize gender equitable employment practices, and subsidize gender equality-related studies and awareness raising campaigns. © 2025 Society for Research into Higher education.

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 study examines the impact of Computer Numerical Control (CNC) Machining Technical education Certificate Programs on recidivism rates among formerly incarcerated individuals. CNC is a vocational training program that focuses on machine operation, programming, maintenance, and quality control processes for CNC equipment, preparing participants for skilled employment utilizing computer software to make high precision parts for manufactures. Employing mixed-methods, this study utilizes data from the Wisconsin Department of Corrections and data from surveys and focus groups with program participants. For the quantitative analyses, CNC participants rates of experiencing a subsequent charge, conviction, term of incarceration, and time until new charge were compared to a comparison group constructed through propensity score matching. While the quantitative analysis revealed no significant differences in recidivism between the groups, qualitative findings indicated several benefits to participating in the program. © The Author(s) 2025.

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).

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.