Search Results for
"Higher education"

In today's fast-evolving professional landscape, maximizing the benefits of experiential learning, particularly for working professionals, is important. The way professionals acquire and assimilate knowledge depends on diverse learning preferences and styles. While different pedagogical strategies involving learning styles have been proposed, implemented, and evaluated, success depends on several other factors, such as learning goals and subject matter. This paper delves into the potential of learning styles in the context of experiential learning. We review the literature to present the insights gained, the extent to which learning styles influence the effectiveness of education, emerging trends, and exemplary practices and training programs within the professional context. We provide the trends in terms of the adoption by domain, dominant learning styles, and modalities. By charting the current landscape of research and best practices, this study contributes invaluable guidance to professional development and education domains. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This research examines the link between experiential learning and the incubation process of new venture creation among student learners within a Malaysian Institute of higher Learning. In addition, the study aims to assess how experiential learning and incubation process affect the student's entrepreneurial competencies and to analyse the moderating effect of close mentoring. A quantitative approach using a cross-sectional survey was taken to analyse the relationships among the variables through path analysis. The results show that the practice of experiential learning and incubation process improves students’ practical skills, especially in critical thinking and entrepreneurial competencies. Also, close mentoring became a vital moderator of these relationships, improving the efficiency of interventions that encourage students in their entrepreneurial activities. The findings stress the need to incorporate the experience derived from practice, the help of solid incubation, and advice into education for entrepreneurship to improve entrepreneurial development in Malaysia and, subsequently, sustainable innovativeness and economic growth. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

In response to globalization and the growing need for interdisciplinary talents, this paper proposes an innovative English curriculum approach to nurture interdisciplinary research and teaching in universities. By integrating industry-relevant themes, interdisciplinary project-based learning, and contextualized language instruction, the curriculum bridges the gap between traditional language education and the demands of interdisciplinary collaboration. Leveraging new technologies such as AI and VR, it creates immersive, interactive learning environments that enhance creativity, critical thinking, and cross-disciplinary communication. The paper highlights challenges in implementation, including the need for innovative pedagogical frameworks and interdisciplinary collaboration, and suggests future directions, such as longitudinal studies, to evaluate the curriculum's effectiveness. This approach not only prepares students for the modern workforce but also empowers educators to lead interdisciplinary research, fostering innovation in higher education. © 2025 IEEE.

Web development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education. © IEEE. 2013 IEEE.

The interest in constructing teaching profiles that respond to the particularities of faculty and their institutional context has been increasing. This study analyzed the construction of professional profiles for university teaching between 2012 and 2023, based on the PRISMA protocol for conducting and reporting systematic reviews. The findings reveal a diversity of theoretical approaches, methodological strategies, and ways of generating proof of validity in the construction of teacher profiles, as well as the absence of a common language and systematic practices to orient this process. This paper seeks to provide further information on the principles and procedures necessary for its planning, development, and validation. © 2025 Consejo Mexicano de Investigacion Educativa. All rights reserved.

The Cybergogy approach is a teaching and learning methodology that integrates technology and pedagogy to promote critical thinking skills and inventive problem-solving among Technical and Vocational education and Training (TVET) learners. This approach leverages the affordances of digital technologies such as virtual reality, simulations, and gamification to create immersive learning experiences that engage learners and promote higher-order thinking skills. The purpose of this study is to determine the relationship between the use of the cybergogy approach and the development of thinking skills and inventive problem-solving skills among the TVET learners and analyze the correlational strength between Thinking skills and Inventive Problem-Solving skills. The study used a quantitative research design, with correlational study, with 164 sample size from TVET learners. The data collected from the study analyzed using descriptive statistics, non-parametric test. The analysis explored the differences in the development of thinking skills and inventive problem-solving skills. The analysis will also examine the learners' perceptions of the effectiveness of the cybergogy approach in promoting these skills. The study findings showed that the Cybergogy approach can be an effective way to promote thinking skills among TVET learners. However, cybergogy approach not effective way to improve problem solving skills. The findings of the study could inform the development of effective teaching strategies that incorporate cybergogy to enhance the learning experience and improve the skills of TVET learners. The study could also contribute to the growing body of knowledge on the use of cybergogy in education. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any 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).

higher education institutions have had to transit toward a competency-based curriculum, which has led to constant changes and updates to their curricula. There is a need to review and analyze empirical research in competency-based training contexts, specifically regarding gender subjectivity. Scientific articles were collected from the Web of Science, Scopus, and SciELO databases under the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model. A sample of 907 articles was obtained, from which seventy research studies were finally selected based on inclusion and exclusion criteria. The results showed that most of the studies were concentrated in Spain and characterized by a descriptive quantitative method. Most of the participants were of the female gender, which left a gender gap concerning male gender subjects. The proposal of competencies and their implication in gender subjectivity was focused on the gender self-concept of the individuals, mainly on their self-esteem, self-efficiency, and authenticity, mediated by the typification and stereotypes associated with professional roles. On the other hand, the instruments used to measure competencies were focused on self-reporting and perceptions and were not situated in real or simulated contexts. Finally, the degree of knowledge was focused on understanding the potential they had to learn and do—that is, to value conceptual and procedural knowledge. © 2025 Common Ground Research Networks. All rights reserved.

This study explores the experiences of refugee students enrolled in Vocational Training Centers (VTCs) in Türkiye, illuminating how economic imperatives and legal frameworks shape their educational trajectories. Drawing on qualitative data from students, parents, and educators, it finds that VTCs function primarily as pathways for rapid labor market integration, rather than fostering holistic development, critical thinking, and democratic engagement. Participants describe educational environments marked by limited academic content, irregular school attendance, and exclusionary workplace practices, which collectively reinforce social stratification and constrain opportunities for mobility. While VTCs offer refugee youth pragmatic responses to immediate economic pressures, this narrow focus risks reducing education to a tool of short-term survival, sidelining broader social and civic goals. The study calls for inclusive and critical pedagogical approaches that empower refugee students for meaningful civic and economic participation in society. Policy recommendations include aligning vocational education with knowledge-based models responsive to both labor market demands and the specific social integration needs of refugee students, strengthening pathways to higher education, and fostering collaboration between educational institutions and labor market actors. Ultimately, this study suggests that reimagining VTCs as inclusive, future-oriented spaces is crucial for transcending purely utilitarian paradigms and better promoting social justice and democratic participation for refugee youth. © 2025 Elsevier Ltd

The aim of this chapter is to explore the origins of education, its evolution through different historical periods, its significance in contemporary society, the effect of the learning-by-doing approach on student development through project-based activities carried out at a vocational high school-type school. The sample of the study, which covers a vocational school's projects between 2017 and 2024, consists of the students of the school and the school's practical kindergarten school. In the study, the document analysis method was utilized to analyze documents such as student feedback, press releases, reports on projects, and student studies, and the comparative approach and longitudinal and qualitative research methods were employed together. The data was collected through observation and interview forms, and document analysis, content analysis, and comparative approach methods were used to analyze and interpret the collected data. The findings of the study indicated that projects carried out at school had positive effects on student development. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This study aims to detect the influence of international internships on the academic mobility of students of higher educational institutions, as well as their professional development and intercultural integration. Survey method, Intercultural Competence Scale, Career Readiness Competencies (NACE), engagement of focus groups, as well as statistical methods such as t-test, χ²-test and correlation analysis were used in the study. The results showed that international internships significantly influence the development of the core competencies. In particular, the average score for communicative skills increased from 3.9 to 4.6 after participation in the internship, for critical thinking — from 3.8 to 4.5, and for teamwork — from 3.7 to 4.4. © 2025, Adam Marszalek Publishing House. All rights reserved.