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The emergence of Industry 5.0 (I5.0) and the integration of smart technologies in Operations Management (OM) are reshaping the competences required for sustainable business practices. By aligning human-centric, sustainable, and resilience-driven principles with advanced technological solutions, Work 5.0 emphasizes the critical role of human workers in collaboration with intelligent systems. This paper investigated the specific Work 5.0 competence-based requirements essential for achieving smart and sustainable operations management. Therefore, through a survey conducted in Italy, we identified a competence framework tailored to smart and sustainable operations. Key competences preferred by respondents included data management and analysis, project management skills, modelling skills, programming and software development cloud management, and digital marketing. In addition, participants recognized project-based learning, hands-on learning, and problem-based learning as the favored teaching approaches for getting course. The results will have direct implications for the design of engineering education 5.0 programs and lifelong learning initiatives for requalification of existing workforce. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

This article investigates the intersection between Problem-Based learning (PBL) and the field of audiovisual and media production. The study is grounded in a systematic literature review, through which a curated selection of publications was analysed to extract data relevant to the application of PBL within this domain. The analysis led to the identification of key insights and the formulation of practical recommendations, particularly regarding the often-overlooked need for institutional and pedagogical support for educators implementing PBL. By addressing both theoretical and practical dimensions, this research contributes to the ongoing discourse on active learning methodologies in creative and practice-based educational contexts. Ultimately, this study seeks to serve as a valuable resource to support the effective implementation of PBL in the audiovisual and media production fields. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

The rapid advancement of Artificial Intelligence (AI) and Internet of Things (IoT) technologies demands a fundamental transformation in vocational education curricula to prepare students for the evolving digital economy. This paper presents the evaluation of the AIM4VET project, an Erasmus+ funded initiative that integrates ambient intelligence and IoT technologies into Vocational Education and Training (VET) programs across Portugal, Spain, and Slovenia. The study focuses on the implementation and assessment of twelve modular teaching units centered around smart home energy management systems, utilizing Arduino-Raspberry Pi architectures and KNIME analytics platform. Employing project-based learning methodologies, the curriculum addresses critical competencies in sensor integration, data processing, machine learning, and ambient intelligence applications. Results from 14 VET students demonstrate significant improvements in technical understanding, with post-assessment scores showing mastery across all evaluation criteria. Student feedback revealed high satisfaction levels with instructional clarity, while teacher assessments confirmed strong performance in autonomy, creativity, and collaborative problem-solving. The majority of students rated module difficulty as appropriate, indicating well-calibrated instructional design. The findings validate the effectiveness of integrating ambient intelligence environments in VET curricula, demonstrating enhanced student engagement, practical skill development, and preparation for Industry 5.0 contexts. This research contributes to the growing body of knowledge on technology-enhanced vocational education and provides a scalable framework for implementing AI and IoT literacy across European VET systems. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Background: Empathy is crucial for effective clinical practice, and patient care. Despite its importance, the comparative studies and effectiveness analyses focusing on empathy-training strategies within both medical education and clinical practice are limited, particularly in China. The objective of this study is to compare empathy levels across doctors, nurses, medical students, and nursing students in China, exploring how workplace settings, professional roles, and training stages influence empathy development, to inform targeted empathy education strategies. Methods: A cross-sectional survey was conducted using the Chinese Version of the Jefferson Scale of Healthcare Professional Empathy (C-JSHPE). Participants included doctors, nurses, medical students and nursing students from primary, secondary, and tertiary hospitals, as well as medical schools located in eastern (economically developed), central (moderately developed), and western (less developed) regions of China. Results: Qualified professionals (licensed nurses and doctors) exhibited significantly higher empathy scores than healthcare students (doctors vs medical students t = 12.959, p < 0.001; nurses vs nursing students t = 7.135, p < 0.001). Nurses exhibited significantly higher empathy than doctors (t = 4.081, p < 0.001), and nursing students likewise exhibited markedly greater empathy than their medical student counterparts (t = 5.221, p < 0.001). Significant differences in empathy scores were observed between nursing students who participated in internships and those who did not (t = 2.548, p < 0.05). In contrast, no such differences emerged among medical students (t = − 0.228, p > 0.05). Both doctors and nurses with more clinical experience demonstrated higher empathy scores (F physician = 10.696, p < 0.001; F nurse = 30.029, p < 0.001). In contrast, those working in tertiary hospitals reported reduced empathy (F physician = 94.018, p < 0.001; F nurse = 486.586, p < 0.001). Conclusions: This study underscored the importance of both developing and retaining empathy in qualified professionals and healthcare students, and highlighted the significant role of clinical work environments and stages of professional development in shaping empathic capacity. The findings suggested that empathy was not static, but evolved in response to the demands, pressures, and relational dynamics of different clinical roles. Simulation-based education and other experiential learning approaches represent promising avenues for fostering empathy, particularly when integrated longitudinally throughout training and aligned with authentic clinical contexts. Embedding these strategies into the continuum of medical education may be key to sustaining empathy as a core professional competence in complex healthcare systems. © 2025 Elsevier Ltd

Background: Compared to the general population, adults with disabilities often have poor employment rates. Apprenticeships offer one way to improve employment outcomes; yet, it is unclear whether apprenticeships have been effective among adults with disabilities. Objective: Our objective was to explore apprenticeships among adults with disabilities. Method: We conducted a systematic literature review of 19 studies which examined apprenticeships among adults with disabilities. Results: The studies were inconsistent in their characterization of disability and/or the nature of the apprenticeship. Yet, overall, most studies reported that apprenticeships were effective for adults with disabilities. In spite of their effectiveness, stakeholders often have negative views of apprenticeships for adults with disabilities. Conclusion: Implications for research and practice are discussed. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Malaysia’s TVET sector faces challenges in providing effective automotive assembly training due to limited resources, equipment, and industry exposure. Virtual Reality (VR) technology offers a promising solution to address these limitations by creating immersive and interactive learning experiences. This paper focuses on the development of AssemVR, a VR-based training platform designed to enhance automotive assembly skills among Malaysian TVET students. By integrating VR technology with automotive assembly curriculum by implementing the event interaction on handling the car components, AssemVR aims to provide learners with hands-on experience, improve skill acquisition, and bridge the gap between academia and industry. The development process involves designing realistic VR simulation using Unity3D and XR interaction toolkits, creating interactive learning modules by adapting the Graphical User Interface (GUI), and incorporating instructional design principles to optimize learning outcomes. For future recommendations, AssemVR can be incorporated with Artificial Intelligence (AI) aspect to provide real-time feedback on learners’ performance in which, AI algorithms can be used to analyzed learner’s actions, movements, and decision-making within the VR environment to identify areas for improvement. This paper contributes to the advancement of VR-based education and training in the automotive sector, as well as exploring the synergistic potential of VR and AI in developing intelligent learning environments. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.

This paper reviews the performance of students who graduated from the foundation year programme in business studies and compares their performance with non-foundation students at the higher national diploma equivalent to the foundation degree in the business programme. The study is conducted to understand how foundation students perform at the same level as their peers who have completed their schooling from the traditional school system in UAE. Data collected was secondary from the institution’s archive files of both the groups of students and their academic performance over fifteen modules. Descriptive statistical techniques were used to analyse the data. The results from the analysis found that the foundation students performed equally better as non-foundation students in most modules while in a few cores mandatory modules, students performed better than non-foundation students. The foundation programme students were not found to underperform in any module. In specialisation modules the data varied, however these modules were in marketing/finance/business in which the results were no longer comparable due to differences in specialisation, the field of study, and the type of assessments varied. Foundation students exhibited greater variability in their grades. This study contributes to scarce literature and research work in the area of foundation education in the UAE higher education teaching and learning and guides the future direction of studies based on the findings. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Agile methodologies are widely used in engineering education to align academic outcomes with industry needs. Embedding Agile as a learning culture requires the pedagogical adoption of its principles rather than reliance on tools. This study examined links between Agile principles, team quality, and professional readiness in vocational software development education, where students often face tight deadlines and limited real-world experience. A pilot framework was implemented across 6 courses at an Indonesian polytechnic (51 students, 9 teams), operationalized around 12 principles over 5 sprints, and evaluated through peer assessments and retrospectives. Team quality was computed using a hybrid metric from Tuckman's stages and Lencioni's dysfunctions; students rated their agility on a 10-point scale. Results showed heterogeneous levels of team quality and principle adoption. A regression model explained a modest share of variance (R2 = 0.26), and the average rank correlation between team quality and principle scores was low to moderate (Spearman's ρ̄ = 0.39). Correlations were stronger for constant pace and self-organizing team and weaker for customer satisfaction and technical excellence. Cultural norms (politeness and hierarchical deference) tempered direct feedback during retrospectives. These findings support the integration of Agile principles into vocational curricula, with attention to local cultural dynamics. © 2025 Wiley Periodicals LLC.

A competency-based approach supported by personalized learning paths and prompt feedback accelerates skill development by continuously adapting to learners' needs and maintaining high levels of engagement. Capturing and understanding learner competency development through interaction data offers the potential for early intervention and optimized educational design, yet introduces challenges related to scalability and complexity. We present TracePath, a novel graph-based framework that models learner trajectories as directed graphs, where nodes correspond to competencies or learner states and edges denote transitions such as validation or rejection events. This approach uncovers common learning pathways, identifies bottlenecks, and supports predictive analytics. At the core, a generic metamodel formalizes Competency Transition Graphs (CTGs), enabling comprehensive graph-based analytics implemented over a hybrid polystore architecture that integrates both relational and NoSQL databases. Our design decouples data extraction from graph exploration, allowing efficient querying, clustering, and pattern matching to deliver timely and explainable learning insights. Empirical validation using real-world data from the écri+ e-certification project demonstrates TracePath's effectiveness in providing scalable, dynamic, and low-latency learning analytics to support personalized education. © 2025 John Wiley & Sons Ltd.

Innovative teaching strategies such as Gamification, Technology-Enhanced Language learning (TELL), and Project-Based learning (PBL) are increasingly recognized for their potential to enhance student engagement and language acquisition in English as a Foreign Language (EFL) classrooms. While the individual effectiveness of these methods has been widely examined, limited research has explored their combined impact, particularly in elementary-level EFL contexts. This study addresses this gap by investigating how the integration of these three approaches influences young learners’ motivation, participation, and language development. Adopting a qualitative research design, data were collected through semistructured interviews with elementary EFL instructors and classroom observations across multiple teaching sessions. Thematic analysis of the data revealed that gamification significantly increased students’ motivation and fostered cooperative learning environments. TELL tools enriched the learning experience by offering interactive and multimodal resources that facilitated real-time communication and personalized feedback. PBL provided authentic contexts for language use, encouraging students to collaborate, solve problems, and communicate meaningfully, which enhanced their confidence and fluency. Moreover, the combined use of these strategies was found to lower language anxiety and improve the retention of vocabulary and grammatical structures. The findings emphasize the importance of student-centered and engagement-driven pedagogies that support active learning and practical language use. The study also underscores the need for teacher training and curriculum development programs to prepare educators to effectively integrate these approaches into their teaching practices. This research contributes to the growing body of literature on innovative language teaching methods and provides practical insights for educators and policymakers aiming to improve EFL instruction at the elementary level. Future studies are recommended to evaluate the long-term impact of such integrative strategies and examine their effectiveness across diverse educational settings and learner profiles. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License