Search Results for
"learning"

The continuously evolving labor market increases the need to develop students’ employability competencies in higher education. Engaging in reflection is crucial for developing these competencies, as reflection supports students in learning from their experiences and identifying their skills gaps. Nevertheless, without guidance or structure, students find it challenging to engage in deep levels of reflection. Therefore, mentoring programs are frequently introduced to provide reflection-inducive conditions. Existing research has already demonstrated the positive relationship between mentoring and reflection but has not explored students' perceptions of which types of mentoring support actually induce reflection and how these relate to the depth and content of reflection. In this study, semi-structured interviews were conducted with 13 master's students in an employability-oriented mentoring program in higher education. Data were analyzed using direct content analysis and co-occurrence analyses. Results showed that autonomy support, empathy, trust, and availability especially induce student reflection. Regarding reflective depth, students mainly reflected on the levels of reflection and critical reflection. Psychosocial support (i.e., empathy, trust, and availability) especially evoked students’ critical reflection. All students reflected on non-cognitive and cognitive content, but only half of them were about affective content. Finally, the results suggested making a distinction between reflecting back, up, and forward, which is in line with the feedback literature (feedback, feedforward, and feed up). The findings add depth and specificity to the scientific discourse on mentoring and reflection in higher education, and provide practical guidance to mentors on how to stimulate reflection in students. © The Author(s) 2025.

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.

In the rapidly evolving post-pandemic era, the tourism industry struggles to find new talent and (re)define the (new) skills this talent should have. Higher education institutions’ challenge is preparing graduates in light of the hazy expectations of the tourism industry. This study investigates how collaboration strategies between higher educational institutions and the tourism industry can enhance graduates’ employability. E-mail interviews were conducted with sixteen senior managers across various tourism segments in India. The analysis revealed eight recommended critical themes(strategies) of Industry academia collaboration for improving graduate readiness: training collaboration, embedding technology-based modules, introducing education 4.0, curriculum enrichment, experiential learning, adapting to consumer behavior shifts, and new soft skills. The present study offers a more comprehensive approach to improving the employability of graduates through industry-academia collaboration, in contrast to previous research that concentrated only on curriculum for graduate employability. The study offers a roadmap for the current post-COVID-19 environment for industry-academia partnerships and tourism career trajectories. © 2025 ICHRIE.

This book delves into the pervasive commercialisation of public schooling, tracing its roots and examining its current manifestations. From the evolution of textbook publishing to the digital transformation led by global edu-businesses, it sheds light on how commercial interests have reshaped education policy, curriculum design, and teaching practices worldwide. Through a series of in-depth case studies this book explores the intensification of commercial influences in schools. It examines the historical rise of education corporatisation, the integration of commercial curriculum resources in classrooms and the ethical dilemmas posed by public school sponsorship. The work also analyses teachers’ agency in navigating prescriptive curriculum materials, the impacts of EdTech during the pandemic, and addresses how public schools themselves have become market players, branding and monetising their operations. Drawing on Australian and international contexts, this book highlights the complex interplay between commercialisation, teacher professionalism, and equitable education access. A must-read for educators, policymakers, and researchers, this book provides insights into the implications of school commercialisation. It offers practical strategies to navigate this landscape while advocating for reforms that prioritise educational integrity over profit, ensuring that public schools remain spaces of equitable and holistic learning. © 2025 Anna Hogan.

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.

As labour markets shift responsibility for navigating career transitions and employability from organisations to individuals, sensemaking around their own ‘perceived employability’ gains importance. Prior research suggests work integrated learning (WIL) experiences constitute a significant route to perceived employability for potential entrants to the accounting profession. The mechanisms through which this develops are less understood. Understanding of the impact of WIL on perceived employability, shaping individual career trajectories, augments efforts to attract new members to the profession. This study captures how representations of the world of professional accounting work are built, as entrants construct liminal places within that community. Through qualitative analysis of subjective experiences of transitions into, during and out of accounting-based WIL roles, ‘narratives of employability’ are tracked, charting contextualised sensemaking processes as individuals come to understand what an employable accounting graduate might be. Employability is positioned as a multi-dimensional construct involving reciprocal interactions between individuals sensemaking and organisational cues, highlighting how interpretation of key events informs individual agency and shapes career trajectories. Given rapidly changing workplaces and career concepts, this is an important mindset for graduates to develop. With rising concerns about recruitment issues for the profession, listening to potential entrants would seem an important first step. © 2025 The Authors

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.

Gamification has emerged as a promising strategy to enhance engagement and learning outcomes in education. However, its adoption in developing countries faces persistent challenges. This study systematically reviews 43 research articles to identify key barriers to gamification adoption and provides new insights into their underlying causes. The findings highlight specific cultural misconceptions, such as the perception of gamification as mere entertainment rather than an educational tool, alongside language barriers and resistance to non-traditional teaching methods. Technological barriers, including limited access to digital devices, high costs, and low digital literacy, further hinder adoption. Institutional challenges, such as rigid curricula, insufficient teacher training, and a lack of supportive policies, exacerbate these issues. Unlike previous studies, this research not only categorizes these barriers but also provides a framework for addressing them. Specific policy recommendations include integrating gamification into national education strategies, subsidizing digital infrastructure, and designing teacher training programs focused on gamified pedagogy. By advocating for localized and context-sensitive gamification strategies, this study offers practical insights for educators, policymakers, and technology developers. © The Author(s) 2025.

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.