Search Results for
"Higher education"

The rapid adoption of Immersive Virtual Reality (IVR) distance learning in higher education necessitates cohesive frameworks to guide its effective implementation. However, existing models remain fragmented, lacking integration in pedagogy, technology, and institutions. This study addresses this gap by proposing the Immersive Learning Model for University (ILMU), a model tailored for higher education institutions adopting IVR-based distance learning, developed through the Design Research Methodology (DRM). The research systematically identifies critical success components via a scoping review of 227 studies, revealing six clusters: Learning Design, Technology, Immersion, Engagement, Interactivity, and Usability. These components were refined through Delphi verification with stakeholders (academics, developers, and users), resulting in 15 validated components. The ILMU model integrates these components into a layered structure, emphasizing institutional alignment (Standard, Policy & Curriculum), adaptive pedagogy, and immersive technological synergy. A quasi-experiment involving 80 students compared IVR-based learning (using Nusameta apps) with traditional Zoom instruction. Results demonstrated significant learning gains for the IVR group (mean post-test: 77.75 vs 72.00; p = 0.042), validated by non-parametric tests (Mann–Whitney U = 592.50). The study highlights ILMU’s capacity to increase learning effectiveness, reduce cognitive load, enhance engagement, and align with institutional policies while addressing hardware limitations and ergonomic design challenges. By bridging theoretical rigor with empirical validation, ILMU offers a scalable framework for universities transitioning to immersive, technology-enhanced education. This work contributes to the evolving discourse on IVR in academia, providing actionable insights for educators, policymakers, and developers to optimize immersive learning ecosystems. © 2025 Institute of Electrical and Electronics Engineers Inc.. All rights reserved.

Andragogy in Practice is a timely book of case studies, which offers readers the opportunity to see andragogy in practice solving real-world challenges in a variety of adult learning contexts. It highlights the wonderful range of innovative practices that characterize adult learning today. Holton, Robinson, and Caraccioli, authors of the bestselling The Adult Learner, bring a variety of diverse and inspiring extended cases together from a range of experienced teaching and learning specialists. Showing the broad scope, power, and potential of adult learning using andragogy, case topics include Artificial Intelligence, Online Learning in higher education, Human Resource and Leadership Development, Curriculum and Faculty Development and Art-Based Learning. The book can be used in conjunction with The Adult Learner or as a standalone text and provides a wealth of resources for educators, students, and practitioners looking to further their understanding of how andragogy is being applied in new and innovative ways. Experienced adult educators will be challenged to be more innovative in their own practices. For reflection and further dialog, each case includes a set of discussion questions to enhance engagement and understanding. Students and practitioners of human resource development and adult education will enjoy the engaging, innovative, and insightful cases in this book addressing andragogical practices in the contemporary society. © 2025 selection and editorial matter, Elwood F. Holton III, Petra A. Robinson and Corina Caraccioli.

In today's high-tech generative artificial intelligence-driven context, the employment patterns and prospective employability of translation graduates merit careful consideration. This chapter discusses the emerging notion of “employability”, not as a static snapshot of employment but as a whole set of knowledge and literacies that enable one to secure and sustain gainful employment throughout their professional life. It begins with the debates in higher education about this concept and then surveys the various approaches translation programmes worldwide have used to cultivate skill sets that are discipline-specific, transferable, and pertinent to job-seeking, with an aim of augmenting employability. However, note that programmatic change should be contextualised and aligned with the evolving demands each curriculum should address. To this end, this chapter proposes a multi-stakeholder framework that incorporates input on prospective employability from various groups of stakeholders who are involved in and expect value from translator education. Programmes should facilitate dynamic exchange of information on a regular basis to identify and prioritise the newly emerged consensual or conflicting demands both internally and externally. © 2026 selection and editorial matter, Callum Walker and Joseph Lambert; individual chapters, the contributors. All rights reserved.

The evolving landscape of engineering practice necessitates robust frameworks that define, measure, and foster professional competence holistically. While the International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies (GAPC) framework sets a global standard for engineering qualification outcomes, challenges persist in assessing these attributes holistically. Competence extends beyond discrete skills and requires integrated, context-sensitive evaluation. This paper explores a competence measurement strategy by aligning the IEA GAPC framework with the Competence Measurement (COMET) model, a three-dimensional framework originally developed in vocational education. The IEA GAPC framework (2021) reflects contemporary imperatives, including sustainable development, diversity, ethics, and emerging technologies. It establishes individually assessable graduate attributes that indicate potential for professional practice. However, true competence encompasses the ability to perform professional activities to the expected standards in independent practice, requiring a more holistic approach. The COMET model, rooted in educational psychology, enables structured, multi-dimensional assessment of professional competence. By integrating the COMET model with the IEA framework, this study proposes an enhanced evaluation approach that captures the interconnected nature of engineering competencies. This integration facilitates a more nuanced understanding of competence development in engineering education, ensuring assessments reflect real-world professional performance. By bridging the IEA GAPC framework with the COMET model, this paper presents a novel approach to measuring and fostering engineering competence in higher education. This synthesis offers an improved strategy for evaluating engineering graduates, ensuring their readiness for professional practice in a rapidly evolving field. This paper is therefore presented as a conceptual approach to engage in its relevance before a formal pilot project is implemented. © 2025 IEEE.

Investment in higher education is crucial to foster human capital growth, which enriches the national economy. As a result, academic institutions face increasing pressure to focus on enhancing the employability of their graduates. Overall, numerous factors are observed to affect the employability of university graduates, including the graduates themselves (knowledge, experience, skills, attitudes), quality in higher education (curricula), and the dynamics of the labour market. In Vietnam, university quality assurance involves two elements namely, institutional accreditation and programmatic accreditation. The increasing emphasis on quality assurance and management of higher education has presented a direct challenge to the Vietnamese education and training system. Specifically, employment demands have necessitated academic counselling, extra-curricular activities, competitions, and other assistance to improve students’ performance, along with internal quality monitoring and management for further enhancement. Hence, the purpose of this study is to investigate the policies, quality assurance standards, and strategies implemented by Vietnamese universities to enhance graduates’ work prospects. The findings show that there is a notable difference in graduate employment rates between private and public higher education institutions. Particularly, the employment rate and the ability to meet the work requirements of students from accredited institutions are higher than those from unaccredited ones, reflecting the positive relationship between employability and education quality. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This study explores the industrial perspective on the role of orthographic projection engineering drawing within Vocational High Schools (VHS), a representative secondary-level institution in Technical and Vocational education and Training (TVET). The research examines how orthographic projection supports students’ preparedness for future careers in the automotive and mechanical industrial sectors. Conducted in 2024, the study employed qualitative design using semi-structured interviews with five experienced industrial practitioners selected through purposive sampling. These practitioners, working in prominent automotive and mechanical companies in Indonesia, provided insights into the skills expected of VHS graduates. Thematic analysis revealed three central themes: foundational technical skills, career readiness and skills application, and cognitive and analytical growth. Findings indicate that mastery of manual orthographic drawing significantly strengthens essential technical competencies, directly supports career-specific tasks, and enhances spatial reasoning and problem-solving abilities. The integration of manual drawing techniques with digital tools prepares students to meet the evolving demands of modern industry by fostering both adaptability and proficiency across analog and digital workflows. © 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).

This paper aims to highlight the significance and impact of an educational initiative developed at the Faculty of Electrical Engineering, Technical University of Cluj-Napoca (TUCN), Romania, aimed at reducing student dropout rates. Traditional learning methods in electrical engineering often fall short in providing real-world applications, making it challenging for students to stay engaged. To address this, the initiative took the form of a student-led club, Robotelier, which embraced interactive, team-based learning approaches. By integrating theoretical knowledge with hands-on applications and project-based learning, the club fosters a dynamic and engaging educational environment. Beyond enhancing technical expertise, it also provides a valuable platform for students to develop essential social and soft skills. What sets Robotelier apart is its peer-driven model, designed by students for students, creating a supportive community that directly contributes to reducing dropout rates at TUCN. © 2025 IEEE.

Purpose – This study examines the variables associated with the likelihood of horizontal mismatch among Chilean university graduates, focusing on the role of field of study, university prestige and gender. Design/methodology/approach – A binary logistic regression model was estimated using data from a survey conducted on a representative sample of 951 graduates from 17 universities. The selected universities were requested to provide the academic records of their graduates corresponding to the 2015, 2016 and 2017 cohorts (56, 168). Findings – The results indicate that graduates in fields such as business and management, arts and humanities, social sciences and STEM face a higher risk of horizontal mismatch. Gender and institutional prestige, on the other hand, showed no significant association. These findings suggest that horizontal mismatch is linked not only to individual differences in the type of human capital acquired but also to structural imbalances between educational offerings and labor market demands. Originality/value – This study provides original insights into horizontal mismatch in an emerging economy, adding to the limited understanding of mismatch drivers in developing countries and offering implications for educational and labor policy design. © 2025 Emerald Publishing Limited

This study aims to explore the impact of ChatGPT on students' perceptions during debates in a pedagogical course. The authors developed four innovative formats of in-class debate involving ChatGPT, where artificial intelligence acts as a consultant, an opponent, an expert or combined roles. Data was collected from a survey of 84 students of four academic groups and statistically analyzed using CAP Perceived Learning Scale. Results of the study was explorer with analyze ANOVA. Findings reveal that using ChatGPT-3.5 as an opponent and an expert has the most profound impact on student’s cognitive and affective perceptions, opening new opportunities for fostering critical thinking and active learning. The study provides evidence-based recommendations for effectively integrating artificial intelligence into teaching and learning. ©2025 IEEE.

Purpose – This paper proposes and evaluates a pedagogical initiative to integrate global competence into teaching the Sustainable Development Goals (SDGs) in higher education institutions (HEIs). This approach harnesses the concept of global competence with an integrated design course model as the pedagogical framework. This paper aims to identify effective course design strategies to enhance the quality of teaching and learning about SDGs. Design/methodology/approach – This study used an exploratory action research design, with three lecturers engaged as both researchers and practitioners responsible for implementing and evaluating the intervention at a Chinese university. Surveys to assess the effectiveness of the intervention were sent to a class of 53 students, of whom 15 volunteered for in-depth follow-up interviews. Data were analysed and presented using an explanatory sequential design. Findings – Integrating global competence as a pedagogical approach showed significant potential, with students reporting high satisfaction and gaining specific knowledge, skills and action-oriented beliefs related to the SDGs. They also demonstrated growth in global competence, including improved understanding of local and global issues, more inclusive attitudes and enhanced communication and collaboration skills. Originality/value – This paper transforms the abstract concept of global competence into a tangible instructional process for teaching SDG programmes in HEIs. It offers educators both theoretical and practical insights into teaching SDG courses. It also highlights challenges and opportunities for incorporating SDG content into curricula to support teachers and students, particularly in regions where education for sustainable development has not yet been fully introduced. © 2025 Emerald Publishing Limited