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Entrepreneurship education fosters economic growth and career development, yet innovative learning methods and research on openness to experience and creativity remain underexplored in higher vocational education. This study proposes the PjBBL-DT learning model and evaluates its impact on openness to experience and creativity through a 15-week 3-phase quasi-experiment with 61 first-year Chinese vocational students, using PjBBL model in Phase I and PjBBL-DT model in Phases II-III. Five experts evaluated the model, with mean and standard deviation scores indicating high quality. Repeated measures MANOVA revealed a significant improvement in creativity in Phase II, with no significant difference between Phases II and III, suggesting both immediate effects and retention. Openness to experience increased progressively across phases, demonstrating significant improvement but limited retention effect. The findings confirm the model's effectiveness in entrepreneurship education for higher vocational colleges. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Artificial intelligence (AI) has been introduced into tools and technologies, such as chatbots, for language teaching, allowing educators to better meet the needs of individual students. Chatbots may act as virtual tutors in online learning environments, giving students the ability to access leaning support as needed. Chatbots can improve educational accessibility for students with special needs or those in resource limited areas. Challenges and ethical considerations, including data privacy and algorithmic bias, must be addressed to effectively harness the transformative opportunities AI presents to enhance learning personalization and efficiency. Harnessing Chatbots for Effective Language Teaching addresses the problem of traditional language teaching methods, which often fail to meet the diverse needs of learners. It provides insights and tools to effectively integrate chatbots into educational practices, thereby improving the learning experiences on a global scale. Covering topics such as task-based teaching, gamification, and student wellbeing, this book is an excellent resource for educators, technologists, EdTech developers, policymakers, researchers, scholars, academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This study focuses on developing a predictive modeling system to identify early signs of underperformance in vocational education, critical for building a skilled workforce. Addressing challenges like high dropout rates and inadequate graduate preparedness, the system utilizes machine learning techniques such as Neural Networks, Decision Trees, and Logistic Regression. Implemented in Python, it analyzes key features like academic records, attendance, engagement, and socioeconomic factors. Preprocessing steps, such as data cleaning and feature engineering, were implemented, and transfer learning was employed to adapt the model. This combination of feature engineering and transfer learning enables the transfer of knowledge from academic settings to vocational education by identifying and leveraging shared characteristics between the two domains. The system provides real time insights through automated reports and notifications, enabling targeted interventions to improve retention and graduation rates. This scalable approach advances educational technology and informs policies to enhance vocational education outcomes. © 2025 IEEE.

Technology is an ever-evolving topic at the forefront of conversations in education. For example, the use of artificial intelligence (AI) has highlighted the need for further discussion on its use in advanced learning. Within institutes of higher education (IHEs), students prepare for digital literacy and ever-changing technology tools. Due to the nature of this technological evolution, IHEs and future employers often work quickly. Further exploration may assist in collaborations and partnerships that streamline and strengthen the work related to increasing digital literacy. Institutes of Higher Education (IHE) and Workforce Collaboration for Digital Literacy explores methodologies and strategies that highlight the collaboration between IHEs and the workforce. It highlights cutting-edge research on silo removal between IHEs and future employers pertaining to technology integration. Covering topics such as educational silos, technology access, and university libraries, this book is an excellent resource for educators, business owners, researchers, scholars, academicians, and more. Coverage: The many academic areas covered in this publication include, but are not limited to: • Digital Literacy • Educational Silos • Generative Artificial Intelligence (GAI) • Higher Education • Information And Communication Technology (ICT) • Institutes of Higher Education (IHEs) • Mental Well-Being • Open Online Courses • Rural Vocational Schools • Sustainable Development Goals (SDGs) • Technology Access • University Libraries • Workforce Collaboration © 2025 by IGI Global Scientific Publishing. All rights reserved.

Based on social cognitive theory, this study investigates the deepening mechanism of cross-cultural communication through innovative talent cultivation models in media education between China and Malaysia. A total of 1,350 questionnaires were distributed, with 1,156 valid responses collected, including 582 samples from China and 574 from Malaysia. The findings reveal: From the perspective of socio-cultural environmental influence, cultural difference cognition (77.9%) and cultural values (78.0%) show the most significant impact, with Malaysian students demonstrating stronger cultural adaptation capabilities due to their multicultural environment advantages. Regarding educational environmental influence, curriculum design (82.4%) and teaching method innovation (79.5%) are key factors, with differences existing between the two countries in educational philosophy and practical models. In terms of media environmental influence, media usage competency (81.2%) and media exposure level (78.6%) have substantial impacts.The cross-cultural adaptation process exhibits distinct developmental stages: psychological adjustment experiences an initial conflict period (1-2 months), active adaptation period (3-6 months), and stable development period (over 6 months); cultural identity construction undergoes initial cognition (1-3 months), deepened understanding (4-8 months), and integration (over 9 months); capability development progresses through basic construction (1-3 months), capability enhancement (4-6 months), and comprehensive development (7-9 months).The assessment of cultivation effectiveness indicates that 84.5% of students achieved expected levels in knowledge mastery, 85.6% demonstrated significant improvement in cross-cultural competence, and 83.2% showed good environmental adaptability. It is recommended to strengthen China-Malaysia media education cooperation, innovate cultivation models, optimize curriculum design, enhance practical components, and establish effective cross-cultural support systems to promote students' comprehensive development in cross-cultural communication capabilities. © 2025 by author(s).

In Norway, all subjects in vocational education and training (VET) must be passed in order to obtain a certificate of apprenticeship (Opplæringsforskrifta, 2024, § 9-48). Among these subjects is English, a subject in which students are expected to have a high level of English competence, based on ten years of learning English in primary school. These expectations are also placed on newly arrived students who have not learned English before coming to Norway. In other words, there is a lack of specific policy to meet the unique needs of students who do not have a background from the Norwegian school system. In this article, we shed light on the clash between English proficiency requirements in Norwegian vocational education programs and the life experiences of newly arrived students. More specifically, we examine how VET as a particular configuration of time and space, a chronotope (Bakhtin, 1981), interacts with the English subject and can lead to schizochronotopic experiences (Hadži-Muhamedović, 2018) for the newcomers and their teachers – experiences of being in the wrong place at the wrong time. The article is based on linguistic ethnographic fieldwork investigating the transition from combination classes to vocational education programs for newly arrived students. The empirical material consists of field notes and interview transcripts. The analysis shows that English is perceived as a significant barrier in the education for many of the newly arrived students, and that schizochronotopic tensions characterize both students’ and teachers’ experiences with the subject. We conclude that English needs to be developed into a more differentiated subject that not only reflects Norwegian chrononormativity, but that can also accommodate and take into account all students in VET, regardless of background. ©2025 Author(s).

Entrepreneurship is a vital economic engine, but Indonesia's entrepreneurial rate is lower than other ASEAN nations, prompting government intervention to encourage student entrepreneurship. Due to the uncertainty, resource constraints, and diverse abilities required to start and run a business, many students are hesitant to pursue entrepreneurship. This study examines how entrepreneurial education activity promotes business opportunity recognition, perceived behavioral control, and entrepreneurial attitudes, which impact entrepreneurial intention and action using the Theory of Planned action framework. This study also examines how perceived university and government assistance might bridge the gap between student entrepreneurship intention and behavior. Using judgmental sampling, data from 483 Indonesian student entrepreneurs were collected online and analyzed using PLS-SEM for hypothesis and moderation testing. The findings indicate that entrepreneurial education activity improves business opportunity identification, perceived behavioral control, and entrepreneurial attitudes. Entrepreneurial attitude enhances both entrepreneurial intention and behavior, whereas perceived behavioral control has a direct impact on entrepreneurial behavior. Recognizing business opportunities emerges as a strong motivation for entrepreneurial behaviour. Furthermore, perceived university support positively influences entrepreneurial behavior, whereas government support positively moderates the association between intention and behavior. These results highlight the significance of education and institutional support in developing student entrepreneurship. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This open access volume explores the transformative role of Research Cognitive Theory (RCT) in education, emphasizing its application in fostering curiosity, creativity, innovation, problem-solving skills, and cognitive development across all educational levels in students and professional development in teachers. Through detailed discussions on integrating research-based learning with STEM education, the book offers practical insights for educators, researchers, and policymakers aiming to enhance teaching methodologies and student outcomes. By bridging the gap between theory and practice, this work serves as a vital resource for those seeking to cultivate inquiry-driven learning environments. Readers benefit from actionable strategies, case studies, and a comprehensive understanding of how RCT can revolutionize modern education. © The Editor(s) (if applicable) and The Author(s) 2025.

Reflective Teaching Practice (RTP) emerges as a quintessential consideration and strategic framework aimed at transcending the mere mechanical execution of educational duties in higher education. This research examines how ongoing RTP supports curriculum alignment. Eight lecturers from a school of chemistry participated in semi-structured interviews. Specifically, the study was interested in what, if any, were the RTPs that resulted in changes. Reflective practices are indispensable for educators aspiring to achieve pedagogical excellence, thereby developing employability skills, also known as graduate skills, such as critical thinking skills in students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study explores the use of a Virtual Reality (VR) application developed based on the syllabus of basic engine maintenance for the automotive program offered at vocational schools. The VR environment has been shown to enhance traditional paper-based teaching by reducing wear and tear during practical lessons. For stakeholders such as school principals and teachers, VR is particularly valuable as it minimizes the risk of damaging real engines during training, leading to cost savings. Additionally, students who used the VR application demonstrated significant improvement in hands-on skills, compared to those who only received traditional classroom instruction. Without the VR application, students often struggled to visualize real-world engine maintenance, resulting in poorer performance during practical exams. The VR application is designed with a laboratory environment and utilizes a first-person perspective to engage users. It incorporates 6-Degrees of Freedom (6-DoF) VR learning modules and covers three core lessons: replacing a valve cover gasket, removing a gasket from the exhaust manifold, and replacing a gasket on the intake manifold, all of which are part of the basic engine maintenance syllabus. Each lesson is assessed at three levels, focusing on flow, engine cleanliness, gasket replacement, torque order, and overall performance. A single-subject, multiple levels testing design was used, supported by qualitative surveys. The study took three months to complete, during which participants attended their regular classes, used the VR application before their practical sessions, and then completed the preliminary survey. A non-randomized controlled evaluation with a total of 39 respondents is carried out, and the significant potential of VR in enhancing the students' perceived knowledge gains, learning experience and practical skills development is discussed in detail in this paper. © 2025 SPIE.