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"learning"

Competence-Based Didactic Approach (CBDA) supported students in developing their ability to integrate knowledge, skills, and attitudes. The study aimed to evaluate the effectiveness of CBDA in pediatric nursing education by establishing a CBD Model (CBDM) and examining the nursing students’ scores and grades. The exploratory sequential mixed methods research design was used to explore the CBDM and its effect on the students’ performance through their scores. Six hundred eighteen undergraduate nursing students were involved in the study. Purpose sampling was adopted to identify the CBDA impact on the nursing students score and grades. CBDM was established in parent and child nursing course to emphasize the application of didactic principles with nursing competencies. Study findings proved the highly nursing performance of CBDA among undergraduate nursing students’ scores and grade. The comparison of students’ scores between traditional and CBDA groups (two and three semester system) revealed highly statistically significant improvement (p < 0.001) which justified the research hypotheses of CBDA implementation. The total average of student scores increased from 84.54 ± 3.21 in the traditional group to 88.29 ± 1.59 in the CBDA groups. In addition to the improvement of communication skills which increased from 3.83 ± 0.36 in traditional groups to 5.88 ± 0.22 in CBDA groups. CBDA improved students’ performance by emphasizing their active participation in the learning processes through the application of didactic principles in the nursing education with clear plans that clarified teaching strategies and assessment methods. CBDM is more applicable in nursing courses and improve learning outcomes and curriculum design. © © 2025 Amal Murad and Eman Mater. Nursing Research and Practice published by John Wiley & Sons Ltd.

This study investigates how informal apprenticeships serve as a pathway to entrepreneurship in Ghana, focusing on the factors influencing the decision to enter apprenticeships, trade selection, and entrepreneurial ambitions. Utilizing a multinomial logit model, the research examines data from 1,600 apprentices to identify the interplay between individual characteristics, financial limitations, and trade preferences. The analysis reveals that financial constraints significantly impact the decision to pursue an apprenticeship, while trade selection is largely influenced by perceived entrepreneurial prospects. Interestingly, individuals with higher educational qualifications tend to enter skilled trades, implying that formal education enhances their recognition of business potential in these fields. Contrary to expectations, guidance from parents and teachers appears to discourage apprenticeship participation. Additionally, catering and carpentry emerge as trades with strong entrepreneurial potential, though the limited range of available apprenticeship options presents a challenge. These insights question the notion that informal apprenticeships are primarily for academically weak students, highlighting the importance of strategic interventions to strengthen their role in fostering entrepreneurship. To enhance the effectiveness of informal apprenticeships, policies should focus on broadening trade options, incorporating entrepreneurship education, and strengthening the link between formal and informal learning systems. Further research could explore comparative studies of apprenticeship models across different contexts. © 2025 by the authors; licensee learning Gate.

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.

The evolving landscape of education and workforce demands has led to the rise of microcredentials, offering a flexible and competency-based approach to lifelong learning. This paper explores the role of microcredentials for microcompetences, focusing on their significance in education and professional development. Unlike traditional degree programs, microcredentials provide modular, verifiable, and skill-specific certifications, ensuring learners acquire targeted competencies aligned with industry needs. The paper examines the implementation of blockchain-based verifiable credentials, ensuring security, authenticity, and interoperability within European education frameworks. Through case studies from EBSI-VECTOR, ESSA, NOO Ultra, and TRUSTCHAIN, this study highlights the practical adoption of microcredentials in higher education, vocational training, and corporate upskilling. The paper further discusses their impact on educational personalization, workforce mobility, and digital trust. Challenges such as standardization, credential stacking, and cross-border recognition are addressed, with recommendations for policy alignment and technological advancements. This research contributes to the ongoing discourse on the future of credentialing, advocating for scalable, secure, and transparent digital certification ecosystems in education. © 2025 Proceedings of the International Conferences on Mobile learning 2025 and Educational Technologies 2025. All rights reserved.

Background/purpose. This analysis aims to determine the mapping of the application of the project-based learning (PjBL) model to design learning needs according to the learning environment in vocational high schools (VHS). Research trends of PjBL in vocational schools, subject mapping of PjBL, opportunities for appropriate PjBL studies, and recommendations for future implementation of PjBL in vocational schools. Materials/methods. The study used bibliometric analysis through searching the Scopus database. Data analysis was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) 2020 method, assisted by VOS viewer display. There were 337 articles according to the categories in the Scopus data, only 44 articles were analyzed based on the PRISMA method. Results. The findings state that the application of PjBL in the education sectors of physical science, information systems, automotive and machinery. VHS has competencies in other fields such as maritime, tourism, agriculture, and others. Competency integration applying PjBL is dominant in the higher education, training, academy and research sectors. Vocational high schools have not yet implemented subject integration. Expertise competencies in VHS have not been fully supported as graduate competency outcomes by general subjects. Conclusion. It is necessary to disseminate and study PjBL in competencies in other fields, along with the application of PjBL integrated with two or three subjects in VHS. Examples of integration of subjects to achieve full competence are skills, English and math. Encourage vocational schools to integrate subjects in the learning process. Integration of learning in the form of product projects by subject teachers collaboratively. © The Author(s), 2025.

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.