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Finding out students' career self-concepts is difficult due to the poor career transition between school and work, even though most secondary schools in Uganda provide career guidance and counselling. To gather information, we used the Career Decision Making survey level 2 in four prestigious secondary schools in Mbarara City. A total of 161 sixth graders gave their consent, took part in the study, and finished it. The study discovered a significant correlation between students' career self-concept and career counselling and guidance (r =.182, p < 0.05). The students' self-concept, however, revealed a bias in favour of conventional domains regarding career choices, school subject combinations, and career interests. There were no gender differences, but we did find a negative self-concept about one's abilities and work values. We thus support thorough career guidance and counselling in secondary schools to assist students in achieving SDGs 4 and 8 and improve their career self-concept. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is a short-term skill development program in India aiming to train young job seekers, make them employable, facilitate employment and revitalize vocational education in India. Vocational Education and Training (VET) in India suffers from weak links with the labor market, low enrollments, and slow industry demand, hampering the expected outcomes. This paper uses grounded theory to explore young people’s perceptions of PMKVY as a career-building program. Qualitative data was collected from trainees (N = 30) in three districts of Raipur, Raigarh and Korba in Chhattisgarh, India, through personal interviews with young people enrolled in PMKVY using semi-structured questionnaires. It was found that the understanding of possible career-building among young people mainly varied based on their age and educational attainment when they entered the program. One’s choice, utilizing spare time, seeking experiential learning, benchmarked quality training and improving communication skills were the factors through which they looked at their career-building process. The paper considers the implications of these findings in the context of large-scale skill development and VET initiatives in India. It concludes that vocational education continues to be associated with lower esteem and is considered a last resort for students with poor academic records. Short-term programs like PMKVY can provide career-building opportunities to young people who are largely drawn from working-class backgrounds. PMKVY's targeted approach toward imparting employability skills and facilitating transitions to various employment opportunities acts as a buffer in the significant success of the program. © 2024 Taylor & Francis Group, LLC.

Education is a concept that is in a constant state of evolution, spanning various disciplines and serving as a conduit between academia, industry, and technological innovation. In the context of rapidly transforming labor markets driven by automation, artificial intelligence, and digitalization, work-based learning (WBL) must adapt in a similar fashion. This paper employs cybernetic theory to examine the dynamic interplay between education and work environments, emphasizing the role of positive and negative feedback loops in ensuring adaptability and maintaining quality assurance in vocational education. The study draws upon Ross Ashby's First Law of Cybernetics, emphasizing the importance of variety and adaptability in educational systems. Positive feedback loops have the capacity to drive innovation by integrating emerging industry trends into curricula, whereas negative feedback loops function as regulatory mechanisms that correct outdated content and align training programs with contemporary labor market demands. The successful implementation of cybernetic principles in education ensures that graduates acquire relevant, future-proof skills. However, the full realization of the potential of cybernetic feedback mechanisms is impeded by several challenges, including rigid educational structures, resistance to AI-driven learning analytics, and delayed curriculum adaptation. This paper proposes solutions, including AI-powered educational monitoring systems, agile curriculum development, and transdisciplinary collaboration between academia, industry, and policymakers. The integration of cybernetic principles into work-based learning can transform it from a reactive model to a proactive, data-driven framework, equipping students with the necessary competencies to thrive in a dynamic and ever-evolving workforce. © 2025 International Conference on Society and Information Technologies. All Rights Reserved.

Wellbeing in society has been subject to increasing discussion, with particular attention to students engaged in higher education. students in higher education experience stress related to studies and finances in addition to experiencing two major life changes – shifting from school learning to more self-directed learning and becoming more independent and self-reliant. Work placements add further challenges for students, therefore, there is a need to gain new knowledge on the relationship between placements, wellbeing stressors, and support mechanisms to better understand placement challenges and mitigate impacts on students. A total of 146 students who recently completed work placements participated in an anonymous survey and results indicated that students almost unanimously encountered financial stress even if in paid work placements and made lifestyle choices in response to stress that may harm their wellbeing. students also reported having to actively manage stress but held positive views about life comparable to the general population. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Practical placements in real work environments are a requirement for successful completion of many professional learning programs. Indeed, this activity may account for half of the learning hours within such curricula. Recent research examining the practicum experiences of nursing students in Hong Kong and the United Kingdom, as well as those of Australian and Ethiopian radiography undergraduates, support the argument that the eight core propositions within the theory of human relatedness, may reflect the criteria stakeholders implicitly use to evaluate pre-registrant workplace learning. These studies and comparable earlier ones, however, have not detailed how student relatedness may affect practicum performance. Applying the concepts of self-efficacy and feedback cycles, this theoretical paper, therefore, examines the impact of relatedness upon practice proficiency. Moreover, it argues educators must strive to disrupt negative relatedness feedback cycles and create conditions to promote positive relatedness if learner performance within real work settings is to be optimized. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Work-integrated learning (WIL) is an expanding international strategy aimed at bolstering the employability of higher education students. With WIL participation on the rise, there is a growing focus on fostering wellbeing during WIL. Drawing on the sociomaterial theoretical framework actor-network theory (ANT) and the WIL Wellbeing Framework, this paper examines data from semi-structured interviews with 15 university students to explore wellbeing practices. The findings illustrate the relational nature of wellbeing, where social, textual and material relations come together to enact practices as students prepare for, encounter and acquiesce to wellbeing stressors. students draw upon a diverse range of tools to create their own assemblages of support. Importantly, the findings highlight that students’ use of university services for wellbeing are limited, with preference shown instead for peer support and personal coping strategies. This study reveals wellbeing to be constantly emerging in practice, and often enacted with little input from university support services and actors. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

This position paper examines the implementation of Inquiry-Based Learning (IBL) in Information Technology (IT) education, focusing specifically on a first-year database unit. Traditional pedagogical approaches, which predominantly rely on lectures and textbooks, often hinder student engagement and motivation. The paper identifies the challenges inherent in current IT educational practices and proposes IBL as an effective pedagogical alternative. IBL fosters active learning and critical thinking, thereby enhancing students' grasp of real-world applications. The proposed trial of IBL in an introductory database course aims to assess both student outcomes and instructor experiences. The benefits of IBL, including increased student engagement and improved knowledge retention, are examined, as well as challenges related to time management, group dynamics, and technical issues. The paper concludes with a call for extended exploration and broader adoption of IBL methods in first-year IT courses, promoting a necessary shift in educational practices to address student needs better. © © 2025 by SCITEPRESS - Science and Technology Publications, Lda.

Background/purpose. As a developing country with a wide area, Indonesia often experiences problems with equal access and quality of learning, specifically in remote schools. To overcome these challenges, several studies have proposed using gamified mobile-based learning as an effective alternative. Therefore, this study aims to explore students’ responses, teachers’ experiences, and the challenges faced by implementing gamified mobile-based learning in schools. Materials/methods. The study procedures were conducted using a qualitative approach with focus group discussions comprising 12 teachers from 12 schools in 5 provinces in Indonesia. The data collected were then analysed using thematic analysis, which includes familiarisation with the data, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the final report or narrative. Results. The results showed that teachers implementing the technology received enthusiastic, enjoyable, and more engaged students’ responses. The teachers could also improve innovation and development as well as learning materials and media. However, technical and non-technical challenges were the main obstacles to implementing the approach. These results offer an alternative framework for teachers in implementing the approach in schools. Conclusion. In conclusion, the important results showed that gamified mobile-based learning could provide an alternative to improving students responses and teachers teaching quality in schools located in remote areas of Indonesia. This study also highlighted the importance of gamified mobile-based learning in improving teachers’ teaching quality. Teachers could improve learning innovation and development as well as learning materials and media. © The Author(s), 2025.

This study examines the impact of teacher competency and industry-academic collaboration on vocational ability, focusing on technical, problem-solving, and soft skills. It also explores the mediating role of career self-efficacy and the moderating role of social support in these relationships. A quantitative and cross-sectional survey was conducted among Chinese students in higher vocational institutions. Stratified random sampling resulted in 350 distributed questionnaires with 270 completed responses. Data were analyzed using SmartPLS 4. Teacher competency and industry-academic collaboration both positively impacted vocational ability. Career self-efficacy mediated the relationships between these factors and vocational ability. Social support moderated these relationships highlighting its importance in enhancing vocational outcomes. This study integrates key factors— teacher competency, industry-academic collaboration, career self-efficacy, and social support providing a comprehensive understanding of vocational outcomes in higher vocational education. The findings offer insights to improve vocational education practices and policies, particularly in rapidly developing economies like China. Enhancing teacher competency, fostering industry-academic collaboration, and supporting career self-efficacy and social networks are crucial for improving vocational outcomes. © 2025 Conscientia Beam. All Rights Reserved.

The article updates the problem of developing digital skills in future teachers of specialized and vocational training. The possibilities of using informal education to solve this problem are identified. The need for developing modern digital skills of future teachers of specialized and vocational training based on competency-based, integrated, context-oriented and multimodal approaches is substantiated. During the experiment, a phased formation of digital skills is carried out: at the preparatory, project, training and final stages. The main task of the preparatory stage is to familiarize students with the features of using digital technologies, the structural components of digital skills and indicators of their formation. All students during their studies at the university take a course on the theoretical foundations of us ing digital technologies in education. At the project stage, the main task is to develop the ability of future teachers to professional self-management. students of the experimental group additionally participate in a workshop and independently develop personal programs for the development of digital skills in the context of informal education. At the training stage, students of the experimental group implement these programs. At the final stage, students of the control and experimental groups perform creative work. Feedback on personal programs is provided by experts from among university teachers and practicing teachers. In the process of experimental work, the effectiveness of the development of digital skills in the context of informal education of future teachers is tested. The use of digital technologies is presented at three levels: household (low), user (medium), professional (high). The experiment shows the feasibility of using personal programs for informal education. Generalization of the results of the experimental work demonstrates the advantages of informal education in the formation of digital skills of future teachers of specialized and professional education. © 2025, Adam Marszalek Publishing House. All rights reserved.