Search Results for
"learning"

We explored the role of workplace learning and mentoring in the relationship between future work self and career calling among students. The nationwide sample comprised 741 Science and Engineering students from six higher vocational colleges in China (female = 46.56%; mean age = 19.23 years, SD = 1.05 years). The students completed the Future Work Self Scale, the Internship-Related learning Outcomes Scale, the Mentoring Functions Questionnaire, and the Chinese Calling Scale. The future work self was significantly associated with higher career calling. Workplace learning played a partial mediating role between future work self and career calling among students, resulting in higher career calling. Mentoring played a moderating role in the process of workplace learning on career calling, and the interaction between mentoring and workplace learning strongly influenced career calling, with a higher mentoring making it stronger. These findings suggest a need for mentored workplace learning interventions to support career calling among college students. © 2025 Africa Scholarship Development Enterprize.

Information and communication technology development in recent years has brought significant educational changes. Virtual learning environments (VLEs) provide students with interactive and flexible online learning. This study aims to quantitatively evaluate the effectiveness of the virtual lab platform (VLP) in improving students' programming skills, focusing on aspects of logic and algorithms, syntax and code structure, and variables and functions. The total sample of 64 students was chosen using a purposive sampling technique and was divided into the experimental group (34 students) and the control group (30 students). Data collection in this study involved several methods: programming skill tests, questionnaires, and monitoring VLP activity logs. According to research results, VLP improves students' programming skills more significantly than conventional methods. Data analysis shows significant differences between the experimental group with VLP and the control group with conventional methods, supporting the effectiveness of VLP as an alternative to learning. In addition, students' positive perception of VLP contributes significantly to learning motivation and ease of use, suggesting that learning technologies such as VLP can improve overall learning motivation. This study provides an empirical basis for educational institutions to consider VLP as a teaching strategy to increase students' learning potential in programming. © 2025 Malque Publishing. All rights reserved.

Individual entrepreneurial orientation (Ind.EO) provides a promising framework for scholars and practitioners to examine how individuals with entrepreneurial tendencies create new businesses or transform existing ones through modifications in business practices, whether individually, in teams, or in managerial positions. This paper aims to systematically review and synthesize the existing literature on Ind.EO, identify key research gaps, and outline potential directions for future studies. By analyzing 210 articles from top-tier journals (Q1 and Q2) in the Web of Science and Scopus databases, this review categorizes the research according to six domains: construct development, performance and outcomes, entrepreneurial process, institutional and social contexts, personal-level variables, and entrepreneurial education and learning. We contribute by identifying key research domains within the Ind.EO literature and offering a unique categorization. Additionally, we develop a research agenda that includes insights from our review, integration into a well-established framework, and validation of the proposed research questions through scholars’ feedback. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia and Lithuania. Four interventions following the Educational learning Lab approach were designed to counteract drop-out from vocational education and training for young people at risk of social exclusion. The study investigates the conditions for vocational teachers' knowledge appropriation leading to sustainable innovation in the empowerment of vulnerable students. Through applying the Knowledge Appropriation Model to the design of intervention cases, data collection and analyses, the article discusses how knowledge maturation, scaffolding, and appropriation practices emerged during the Educational learning Labs. © © 2025 Väljataga, Ümarik, Loogma, Bentsalo, Daukilas, Kaminskiene, Vaitkute, Gedviliene and Tutlys.

This study provides an overview of the level of students’ cognitive load in learning English in vocational schools. A quantitative descriptive study uses a cross-sectional survey conducted to measure the level of cognitive load of students in learning English in vocational schools. The subjects are 69 respondents who are students from one of the private vocational schools in Denpasar City. A questionnaire with 9 Likert scales is used to measure Intrinsic Cognitive Load (ICL) and Extraneous Cognitive Load (ECL). Data are analysed with 5 category scales based on the ideal score of the instrument used. The results show that Intrinsic Cognitive Load (ICL) dominates English learning in vocational schools compared to Extraneous Cognitive Load (ECL). The percentage of cognitive load level is dominated at a high level for Intrinsic Cognitive Load (ICL) and a medium level for Extraneous Cognitive Load (ECL). Because the results of this study explain the high cognitive load of Intrinsic Cognitive Load (ICL) level, it is recommended to balance the cognitive challenge in teaching materials so as not to burden students in learning English speaking in vocational schools. Future research should aim to examine the factors that influence these differences in cognitive load levels more comprehensively in a broader context to improve generalizability. © 2025, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.

Social and emotional learning (SEL) builds key life skills. These include self-control, empathy, and good choices (Collaborative for Academic, Social, and Emotional learning (CASEL), 2024). This study explores SEL skills in Australian apprentices’ workplace training. It focuses on relationships and how people interact. This research used 144 surveys and 31 interviews with indentured apprentices across various trades at an Australian vocational training college. The study emphasises the importance of Social Intelligence (SEL) in apprentice training. The findings of the survey revealed that apprentices have high self-awareness but lack self-management skills. The thematic analysis suggests prioritizing planning and organisational skills to enhance interpersonal abilities. Assessing SEL competencies could inform the improvement of training quality. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Universities are under increasing pressure to justify socio-economic benefits of degrees and to achieve positive graduate outcomes. Employability and career services are integral but require student engagement, which is often sporadic, reflecting the individuality of each learner journey. Adopting a qualitative methodology this study explored factors influencing student engagement, to inform future HE employability/careers practice. Thirty-one final year undergraduates at a post-92 university were interviewed, studying vocational disciplines including pre and post-pandemic cohorts for comparison. Thematic analysis revealed that students who embraced employability opportunities achieved career gains, but all were distracted beyond academic life. Whilst the pandemic was a compounding factor this was no more prominent than family, relationships, and finances. Bourdieusian principles were evident, magnified by the vocational discipline that students were studying. Students shared psychographic characteristics and vocational habitus, whilst expressing individual dispositions, and behaviours, which were changeable, conflicting, and influenced by multi-layered structures, and fields where they were positioned. This impacted careership and self-efficacy. Disengagement with employability/careers services was prominent, indicating pastoral, academic and professional support teams must align more closely. An individualised and fluid approach is recommended, providing an effective balance between laissez-faire employability guidance and more controlled and prescriptive support for students at risk. © The Author(s) 2025.

Supervisor support is essential to the success of work-integrated learning (WIL) experiences, yet previous research suggests supervisors need more practical guidance on supporting students. This paper aims to identify the areas of supervisor support that need the most improvement through a concurrent triangulated mixed-method research design. Quantitative and qualitative data were collected via an online cross-sectional survey of co-operative education students (N = 323). Quantitative data were analyzed through importance-performance (IP) analysis and qualitative data were thematically analyzed to confirm and elaborate on the quantitative findings. The study revealed gaps between the support students want to receive and the support that supervisors offer, the largest gap concerning constructive feedback. The findings coalesced into a conceptual model of supervisor support called the 4C Model, an acronym that represents four ways supervisors should support their students: create meaningful work, communicate regularly and effectively, connect students to the organization, and care about students. The model will help WIL practitioners educate supervisors about how best to support students. © 2025 HERDSA.

learning by co-working with experienced therapists is rare in clinical psychologists’ education; high working demands in clinical services challenge the provision of such situated learning. This study examined the feasibility of providing an apprenticeship model within ordinary mental health care clinics. The perspectives of nine clinicians participating as supervisors were explored through focus-group interviews. Reflexive thematic analysis yielded three themes organized on a continuum from an intra- to interpersonal perspective on teaching: meaningfulness in contributing tacit knowledge, experiences of joy and motivation when teaching, and the positive influence of students’ naïve gaze in the therapeutic dyad for the therapeutic process. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Entrepreneurship education in Morocco has evolved beyond the classroom, becoming integral to national education policy. It now focuses on equipping students at all levels with entrepreneurial skills, emphasizing opportunity perception, idea generation, resource organization, and implementation rather than just business creation. The current work highlights the significant impact of non-formal education on entrepreneurial skill development. Given the role of university education in economic development and employment, the paper underscores the potential achievements in entrepreneurship education and the obstacles learners face, such as individual and situational factors and issues related to business ideas. A comprehensive program integrating self-efficacy and adaptive learning models is essential. Non-formal education, with its flexibility and practicality, fosters entrepreneurial skills through direct experience, practical skills, vocational training, internships, and case studies, enabling rapid adaptation to business changes. Additionally, we are using AI in order to offer personalized learning, data-driven insights, enhanced engagement, realistic simulations, predictive analytics, and optimized resource management. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.