Search Results for
"Students"

The demands of the Fourth Industrial Revolution require a focus on conceptual understanding and new literacies in education, especially in physics learning. However, in reality, students’ understanding and new literacy skills are still low. Overcoming this challenge can be done by using electronic teaching materials integrated with Science, Technology, Engineering, and Mathematics (STEM). The purpose of this study was to promote students’ conceptual understanding and new literacy by using STEM integrated electronic teaching materials. The research conducted included quasi-experimental research with a post-test only-design research design. The sampling method used cluster random sampling. Instruments in data collection using multiple-choice tests and performance assessments. The results showed that students’ conceptual understanding and new literacy skills increased after using STEM integrated electronic teaching materials. Based on these findings, STEM integrated electronic teaching materials have a positive impact in promoting students’ conceptual understanding and new literacy skills. © 2025 by the authors.

The hospitality industry faces ever-evolving challenges and revolutions in the digital era. This study explores how the extensive incorporation of new technology necessitates specific transformations in practices within the hospitality industry. It further examines the desired competencies that educators should focus on in their hospitality curriculum design. By conducting semi-structured interviews with 17 hotel executive managers residing in Macao, guided by TTF theory, the study proposed a holistic framework for hospitality curriculum design in the digital era by considering the alignment of technology integration and desired competencies in the hospitality industry. The results suggest that courses that can enhance students’ soft competencies should be retained, while courses that can cultivate advanced communication skills should be strengthened; it further highlights subjects related to data analytics, strategic decision-making, and AI applications should be added to the curriculum. Theoretical and practical contributions were discussed. © 2024 ICHRIE.

This study investigates how a teacher's feedback on oral presentations was integrated with grammar teaching in Swedish for immigrants (SFI) directed to adult learners of Swedish. It focuses on a course where students participated in both workplace placements and classroom activities. The data consists of transcribed audio recordings of six lessons. The findings show that the teacher's feedback on the students’ presentations focused on the interplay between written keywords and oral elaborations, as well as the use of visual resources. Moreover, the teacher used the students’ presentations as a starting point for discussing grammatical features in context. We discuss the findings in relation to research on focus on form (FonF) and contextualized grammar teaching, demonstrating how these traditions can complement each other. We argue that the findings have implications for second language teaching more broadly, highlighting the value of integrating multimodal elements into language instruction and using students’ multilingualism as a resource. © (2025), (International Association for Research in L1 Education (ARLE)). All rights reserved.

Many higher education institutions (HEI) are implementing project-based learning (PBL) as innovative pedagogy in their curriculum for effective teaching learning. PBL engages students with various phases such as identifying a problem statement, providing a solution to that problem, designing or implementation of that solution with best accuracy. This paper presents the effective methodology for teaching learning process in higher education using PBL to study the impact of machine learning (ML) algorithms for the analysis of medical data for diseases classification. The methodology is supported by hands on workshop conducted for a final year engineering students with feedback and impact analysis, followed by project implementation for five case studies on medical data. To assess the impact of PBL, report submission on these case studies was carried out with rubrics and assessment tools. © © 2025 Inderscience Enterprises Ltd.

The rapid advancement of big data technologies has transformed industries, necessitating the development of specialized educational programs to equip students with relevant skills. Vocational and technical colleges play a crucial role in bridging the skill gap by offering big data professional education tailored to industry demands. However, assessing the quality and effectiveness of such programs remains a challenge due to the evolving nature of big data, the need for practical training, and alignment with industry requirements. This study proposes a comprehensive evaluation framework incorporating multiple criteria such as curriculum relevance, faculty expertise, infrastructure, industry collaboration, and student outcomes. By employing a Multi-Criteria Decision-Making (MCDM) approach, this research provides an in-depth analysis of big data education quality, ensuring that vocational institutions produce industry-ready graduates. We use two MCDM methods such as CRITIC method to compute the criteria weights and the VIKOR method to rank the alternatives. These methods are used with the Forest HyperSoft set to deal with criteria, sub criteria and sub-sub-criteria. We use five criteria and six alternatives in this study. These criteria are divided into Trees. Then we compute the criteria weights and rank the alternatives under each criterion. Then we obtain the rank of each criterion and combine these ranks into a final rank. © 2025, University of New Mexico. All rights reserved.

Ethiopia and China share a common educational agenda of cultivating and developing competent vocational graduates who meet the needs of the modern, technologically advanced industrial workplace. Unlike most of the literature, the present study adopted the self-determination theory to understand student learning motivation in the context of higher vocational education and training (VET) colleges in Ethiopia and China to reveal students’ satisfaction with psychological needs that are leveraged in building vocational professional development and identities. Ten senior higher VET students from each setting were recruited and participated in semistructured interviews. The study’s main finding affirms that although both groups felt they had the autonomy to choose the vocational field they sought to master, their learning process was subjected to traditional teaching methods, which ultimately restrained the participants’ feelings of competence because they trained in a less practical training space. Based on the study findings, we propose feasible policies and practical implications for meeting the motivational needs of VET students and promoting learning stability. © 2025 National Institute of Education, Singapore.

Organizational emergence, the result of an individual’s intention to create an organization and the actions they undertake to this end, covers diverse realities. For a better understanding, we use here the model of the theory of planned behavior, including entrepreneurship education. We conducted a questionnaire-based quantitative study on undergraduate students, which shows that attitude toward behavior and subjective norm has a significant positive effect on students’ entrepreneurial intention. However, perceived behavioral control is not found significant. Furthermore, the study found that entrepreneurship education positively and significantly affects the entrepreneurial intention of students but with a significant difference between economics and management students and those in science and technology. This result can be explained by the influence of the university course because the economics and management course has other modules linked to the business world, and students learning under this module would be in permanent interaction with teachers specializing in business management. This study has shown that reducing unemployment among university students through self-employment requires strong attention from public authorities to develop students’ entrepreneurial potential and to strengthen their skills via training and practical seminars and by establishing a network of university partnership structures and entrepreneurship support. © 2025 Common Ground Research Networks. All rights reserved.

Background: The value of Problem-based learning (PBL) in the teaching and learning of mathematics is internationally acknowledged. Its anticipated effectiveness in developing students’ professional knowledge and transferable skills has led many nations to advocate for its inclusion in the mathematics curriculum. However, there are challenges in implementing PBL which have, to date, received little research attention. Purpose: The review reported in this paper aimed to identify the key principles of PBL, the conditions for its effective implementation, and the challenges related to its implementation practices. It included 56 articles derived from searches of educational databases (Scopus, ERIC, EBSCOhost, and ProQuest) and reference harvesting. Method: The relevant papers were identified by applying the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework. This approach incorporated a search and screening strategy based on keywords and specific eligibility criteria. To be included, items must have been peer reviewed, relevant to secondary school mathematics, and published within the date range 2020–2023. Data were analysed thematically, via MAXQDA qualitative research analysis software. Findings: The analysed articles revealed several conditions for the effective implementation of PBL. These included factors related to student self-regulation; school organisation and climate; social influences, including peer relationships; and teacher motivation and feedback practices. A range of challenges were also identified at both the teacher and student levels. For teachers, these related particularly to moving from the role of instructor to facilitator, and for students, to specific teamwork and self-regulation challenges. Conclusion: The PBL principles and conditions identified through this review can potentially serve as a benchmark for effective PBL implementation in the teaching and learning of mathematics in schools. Teachers may wish to consider some of the identified methods of integrating PBL into their instructional practices. © 2025 NFER.

Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended Learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.