Search Results for
"learning"

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.

Virtual reality (VR) tools represent current interactive computerized simulation tools. The application of VR can provide immersive simulations by facilitating hands-on exploration and analysis, fostering a deeper understanding of complex phenomena. VR can also permit the development of competencies in different contexts, such as in education. This article investigates the potential of VR as an educational tool at two educational levels in Chile: high school and university students. Given the positive experience results, this article aims to generalize in academic contexts about how the implementation of VR can support learning in the academic field and analyze the associated benefits and challenges. The experimental study was carried out with groups of students from the two educational levels, applying a standard instrumental model to identify VR's advantages and limitations concerning improving students' learning, participation, and motivation to continue learning with similar experiences. We highlight that the results obtained provided valuable information for understanding the impact of VR in education and offering recommendations for its effective implementation in educational settings. The primary limitation of this study is the existing hardware limitations that prevent this experience from being repeated in other academic settings. However, technology has reduced costs and is more accessible than before. Concerning the students' experience, they expressed their satisfaction and motivation regarding experiencing VR and related learning. Hence, without a doubt, VR represents a transformative tool in education. © 2025 IEEE.

This article develops an empirical typology of traditional and non-traditional students in a university degree program with non-selective academic access and with a wide range of alternatives for financing their studies. The data come from an analysis tool applied to the Social Work degree program at a Chilean university. Based on dummy variables, a cluster analysis was carried out (using k-medians) and the results showed five clusters presenting a complex composition related to the heterogeneity of the student body in a highly overcrowded university system, where the variables concerning the age of access to the university and the performance in work activities do not determine the conformation of the subsets; this setting implies a challenge for the institution implementing academic processes centered on the diversity of actors as a paradigm of teaching and learning. © 2025 Consejo Mexicano de Investigacion Educativa. All rights reserved.

With the rapid development of information technology, digital project-based learning (DPBL), as a new teaching method, is gradually changing the traditional education mode. This paper aims to explore the application strategy and effect of digital project-based learning in the construction of new excellent classrooms. First, this paper clarifies the definition and characteristics of digital project-based learning and emphasizes its importance in cultivating students’ innovative thinking, teamwork and problem-solving ability. This paper proposes a strategy for applying digital project-based learning in the construction of new excellent classrooms, including defining learning objectives, selecting appropriate digital tools and resources, designing challenging projects, promoting interdisciplinary integration, establishing collaboration and communication mechanisms, providing real-time feedback and guidance, evaluating and reflecting, cultivating digital literacy, integrating into real-world problems and continuously updating and optimizing. Finally, through case analysis, this paper shows the application effect of digital project-based learning in practical teaching and proves its important role in promoting the construction of new excellent classrooms. Research shows that digital project-based learning helps improve students’ learning experience, improve teaching effectiveness, and lay a solid foundation for students’ future development. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

One-year postgraduate taught programmes in the UK attract global talent through high-quality education, yet the employability and career pathways of these students remain understudied despite their recognised vital economic and cultural contributions. Amid the UK's higher education financial crisis, marked by funding cuts, staff layoffs, rising costs, and reliance on international student recruitment, this study employs the PRISMA 2020 framework to systematically review literature (2014–2024) on international postgraduate taught student employability. Analysing 13 studies from Web of Science, Scopus, and Google Scholar, the findings reveal gaps in tailored sector-specific career and employability support, access to employment development opportunities and work-integrated learning practices, and culturally sensitive language support. The limited number of available studies highlights the need for further research, particularly in STEM-related subjects of study and among African and Indian Subcontinent students, to address systemic barriers and enhance employability support in a shifting academic and geopolitical landscape. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The aim of this article is to provide an analysis and synthesis of how the policy trend of competence-based education (CBE) has been transforming curriculum policy into competence-based curricula (CBC) in pre-university education in different parts of the world for the last three decades. Based on a systematic research review covering 1997–2022, the analysis and synthesis present how the policy movement is not reducible to any singular account but rather is to be understood as a dynamic interplay of transnational and national adaptations, which also have changed in character over time. The recontextualization of CBE-reforms has changed as the ‘social imaginary’ of the challenges facing education and clusters of ideas with different underpinnings has evolved. In addition to the thematic analysis of how research on the CBE/CBC policy and implementation of (key) competences has altered public outlooks on the future of schooling, five visions of CBE/CBC–‘as a curriculum policy discourse’, ‘as a curriculum policy recommendation’, ‘as curriculum add-on’, ‘as operationalized into learning outcomes’, and ‘as curriculum-transformative’–are identified and outlined. It is concluded that the future-oriented competence education approaches promoted transnationally became socially performative through adoption of CBC reforms nationally. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Artificial intelligence (AI) signals the beginning of a revolutionary period where technological advancement and social change interact to completely reshape economies, work paradigms, and industries worldwide. This essay addresses the opportunities and problems brought about by the AI-driven economy as it examines the effects of AI disruption on the IT sector and information technology education. By comparing the current AI revolution to previous industrial revolutions, we investigate the significant effects of AI technologies on workforce dynamics, employment, and organizational procedures. Human-centered design principles and ethical considerations become crucial requirements for the responsible development and implementation of AI systems in the face of the field’s rapid advancements. IT education programs must change to meet the changing demands of the AI era and give students the skills and competencies they need to succeed in a digital world that is changing quickly. In light of AI-driven automation, we also examine the possible advantages and difficulties of moving to a shorter workweek, emphasizing chances to improve worker productivity, well-being, and work-life balance. We can build a more incslusive and sustainable future for the IT industry and beyond, enhancing human capabilities, advancing collective well-being, and fostering a society where AI serves as a force for good by embracing the opportunities presented by AI while proactively addressing its challenges. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This paper proposed a study about applying the modern apprenticeship system on the higher IT education institutions for the high-quality training model of IT professional. This study is based on the authors’ previous works in the Changzhou College of Information Technology in the recent years. Based on the study, the authors proposed some comments: to build a modular curriculum system based on the concept of industry-school cooperation, with the aim of cultivating high-quality IT professional through collaborative efforts between schools and enterprises; to construct a trinity teaching model of “role-playing, learning guidance with the job, and group training,” forming a classroom teaching and practical teaching that combines engineering and learning and combines knowledge and action; and to implement the “Five in One” teaching evaluation model and form a scientific and reasonable diversified evaluation system. By constructing modular curriculum systems, optimizing teaching modes, and innovating teaching evaluation systems and other IT professional cultivation paths, we aim to enhance students’ comprehensive quality and abilities and cultivate high-quality IT professionals. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Student engagement is a well-established factor that impacts the achievement of learning outcomes in higher education and as such, it is being widely researched. This paper explores the efficacy of the Context Challenge Activity Feedback (CCAF) framework in an in-person classroom setting for third-year bachelor students in an Information Systems (IS) Security course. Adopting a quantitative research methodology, the study analyzes student surveys to evaluate the effect of the CCAF framework on aspects such as the applicability of course material to real-world scenarios, course structure and clarity, stimulation of intellectual curiosity, and overall student satisfaction. The findings reveal that a majority of students perceive the course material as highly relevant to real-world IS Security issues, indicating the framework’s effectiveness in contextualizing theoretical concepts. The course’s structure and content clarity were also well-received, with a majority of students reporting positive experiences, suggesting the framework’s success in creating a clear and engaging learning environment. However, responses regarding the stimulation of intellectual curiosity showed variability, highlighting the necessity for adaptive teaching methods to cater to diverse learning preferences. Overall, the study reports high levels of student satisfaction, underscoring the potential of the CCAF framework in enhancing learning experiences in IS Security within traditional classroom settings. The study contributes to the existing studies by providing empirical support for the application and efficacy of the CCAF framework in in-person higher education settings, particularly in a technical and rapidly evolving field like IS Security. The findings have significant implications for pedagogical practices, suggesting that innovative, student-centered approaches like CCAF can effectively enhance student engagement and educational experiences in higher education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

The primary objective of this study is to explore and implement an innovative learning model that integrates a Case-driven Flipped Classroom with the online communication platform Discord, aimed at enhancing students’ computational thinking and problem-solving skills in higher education. This research addresses the gap in utilizing online communication technology in case-based learning to improve student competencies. The research methodology employs a systematic and detailed approach, including needs analysis, curriculum analysis, and student characteristics, to develop and validate the model. The study participants consist of 126 students enrolled in the Algorithms and Programming course in the Informatics Engineering Education program. A sample of 65 students was selected using a proportional random sampling technique. Researchers collected data through learning outcome measurements, classroom observations, questionnaires, and student feedback. They measured learning outcomes using the same pre-test and post-test instrument administered in the 12th week. They assessed student engagement and understanding through classroom observations and student feedback, indicating a qualitative approach in this research. The main findings of this study demonstrate that the learning model significantly enhances students’ understanding of computational concepts and problem-solving abilities. Additionally, this research provides a strong foundation for further implementing similar models in educational settings, integrating online communication technology with relevant instructional approaches, thereby contributing to the literature on learning innovation in higher education. © 2025 by the authors.