Search Results for
"Higher education"

Expanding higher education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation and mobilising of professional knowledge. Drawing on interviews from a 2-year study with 17 English undergraduate Physical education students, the relationship between class and professional knowledge is explored in four ways: (1) connecting experience to academic content, (2) developing relationships with staff, (3) accessing complimentary employment and voluntary opportunities, and (4) utilising university societies to ‘play the game’. We suggest these impact on a student’s capacity to navigate employability-related opportunities at university and influence value judgements made by staff. Consequently, we call for a greater embedding of professional knowledge for all students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

In modern higher education, digital technologies have reshaped the learning environment, offering new opportunities to enhance student engagement and achievement. This study examines the impact of diverse digital tools and platforms on multiple dimensions of student outcomes. A quantitative research design was employed, using a structured questionnaire administered to students from four universities. Of the 500 distributed surveys, 406 valid responses were analyzed after excluding incomplete submissions. Data collection took place online over a three-day period, and statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS) to explore patterns and relationships. The results highlight the significant role of digital tools in enriching learning experiences and academic performance. Increased access to digital learning platforms correlated with higher academic achievement, while interactive tools were associated with improved student satisfaction. Collaborative platforms enhanced peer learning and knowledge sharing, and real-time feedback mechanisms in assessments supported better academic performance. Furthermore, multimedia resources facilitated deeper comprehension and critical thinking, while digital simulations strengthened practical skill acquisition. This research provides new insights into the value of digital interventions in higher education and proposes a practical framework for educators and institutions to maximize the benefits of technology-enhanced learning. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study evaluates the effectiveness of the All-in-One Dashboard System (AIODS) in improving school management, particularly in vocational high schools (SMKs). The objective was to assess the AIODS’s potential in enhancing decision-making processes by providing real-time data on academics, finances, human resources, and infrastructure. The study used a mixed-methods approach, combining quantitative surveys to evaluate the practicality of the AIODS and qualitative interviews with school principals to gain deeper insights into its functionality. The data collected were analyzed using an effectiveness index based on six key indicators: usability, technical performance, security, content and information effectiveness, usage efficiency, and user satisfaction. Results showed that the system achieved an overall effectiveness score of 96 %, with user satisfaction and usability being the highest-rated aspects, both scoring above 97 %. The findings indicate that AIODS is highly effective in supporting data-driven decision-making, streamlining school management, and improving administrative efficiency. However, the study also highlighted areas for further development, including the addition of features like alumni data and news channels. In conclusion, the AIODS provides a promising model for enhancing school leadership and management, offering a comprehensive, user-friendly platform that aligns with the evolving needs of vocational education. © 2025; Los autores.

The persistent issue of job-skills mismatch in the Philippine higher education system continues to hinder graduate employability, particularly in high-demand fields such as analytics and artificial intelligence (AI). Despite various efforts, many institutions still rely on traditional career guidance methods that fall short in aligning student competencies with evolving industry requirements. This gap is especially evident at Eastern Visayas State University (EVSU), where limited data-driven tools are available to assess and support students' career readiness. To address this challenge, the study developed a data-driven competency assessment feature grounded in the Philippine Skills Framework for Analytics and Artificial Intelligence (PSF-AAI). The tool enables graduating students to self-assess their proficiency across AI and analytics competencies and receive targeted career pathway recommendations. Utilizing the Software Development Life Cycle (SDLC), the system was designed, implemented, and tested with 165 graduating students. Results demonstrate that the platform effectively aligns student competencies with industry standards, enhances career guidance services, and improves employability in the digital economy. The study underscores the value of integrating standardized competency frameworks into educational practices to promote workforce readiness and support national development objectives. © 2025 IEEE.

This study presents a comparative analysis of secondary electronics education in the United Kingdom and Greece, focusing on pedagogical approaches, curriculum structure, practical training, and career pathways. The UK offers a well-established and integrated Design and Technology curriculum emphasizing theoretical knowledge, practical laboratory work, and industry-aligned apprenticeships, supported by advanced resources such as CAD/CAM and strong STEAM integration. Conversely, Greece's electronics education is less structured, with limited practical exposure, fewer resources, and constrained access to vocational programs, particularly outside urban centers. Economic and infrastructural challenges affect Greece's capacity to foster innovation and professional opportunities domestically, leading to a high emigration rate of electronics graduates. The UK's comprehensive framework better supports student development, professional recognition, and alignment with industry demands. The findings underline the importance of practical experience, resource availability, and structured vocational pathways in enhancing electronics education and subsequent career prospects. © 2025 IEEE.

RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop ‘human capital’, i.e. skills, abilities and knowledge (Foucault 2008). However, how does RPA play out in practice with previously NEET and so-called disengaged youth engaged on a Level 1 prevocational course? Empirical research was conducted at a large general further education (FE) college in South East England, named The Site with seven tutors and twenty six students from the 2013-14 and 2014-15 cohorts. Adopting a case study approach, multiple methods of data collection were used, including classroom observations, semi-structured interviews, focus group discussions and document analysis. Key findings problematize education and highlighted complications for marginalised youth that participated in the study. Far from being a straightforward experience for former NEET and disadvantaged youth to gain knowledge and skills whilst at college, conversely, these Level 1 pre-vocational students faced multiple barriers that challenged student efforts to access essential provision in an attempt to improve on previous academic failure. Research findings revealed ‘warehousing’ appeared to be the main purpose of education for these particular students in this study. Distinctly different to stereotypical ideas, these particular students wanted to learn. In a profound way, empirical research highlighted how stringent academic conditions were powerfully used to demarcate access and predetermined which types of youth were permitted on higher levels of study programmes and apprenticeship. This study adopts a social justice framework and therefore advocated for numerous structural and pedagogical changes. Amongst others, the recommendation was made for an overhaul in government and organisational policies on GCSE provision. This study also calls for a sharpened political focus, inviting academic and government debate for a critical re-think and revamp of re-engagement provision-so it is fit for purpose for disadvantaged students. © 2025 Cornish.

This chapter discusses the situation of higher education with regard to the provision of general and academic skills, and argues that recent developments should be seen as motivation to continuously revisit questions on the transition from higher education to work. After a rapid expansion, the shape of the tertiary sector changed. It differentiated into branches that specialize in specific types of skills. Beyond that, even traditional institutions are often moving towards a more vocationally oriented curriculum. This takes place both through a shift towards more vocational study programs, but also through the implementation of labour-market-relevant content into the curriculum of classical arts and sciences. Yet, not much is known about how specific changes affect entry into the labour market and their consequences for the overall levels of inequality and intergenerational mobility. © Ellu Saar and Péter Róbert 2025.

Background: The integration of digital technologies into history education represents a fundamental transformation in pedagogical practice, yet comprehensive evidence synthesis regarding its effectiveness remains absent from the scholarly literature. This systematic review addresses this critical gap by evaluating empirical evidence on digital history teaching effectiveness at the undergraduate level. Methods: Following PRISMA 2020 guidelines, we conducted a systematic search of the Scopus database spanning 2013 to 2025. Inclusion criteria encompassed empirical studies involving undergraduate students (aged 18+) that evaluated digital interventions in history education. Two independent reviewers performed screening and data extraction, with discrepancies resolved through consensus. Results: From 46 initially identified records, six studies met inclusion criteria after rigorous screening. The included studies employed diverse digital interventions ranging from collaborative wiki platforms to augmented reality applications. Analysis revealed consistent positive effects on student engagement (100% of studies), moderate improvements in historical knowledge acquisition (67% of studies), and enhanced development of critical thinking skills through primary source analysis. Notably, studies incorporating TPACK (Technological Pedagogical Content Knowledge) frameworks demonstrated superior outcomes in both cognitive and affective domains. Conclusions: Digital technologies demonstrate substantial potential for enhancing history education, particularly in fostering student engagement and developing analytical capabilities. However, the evidence base remains limited by methodological heterogeneity and absence of long-term follow-up studies. Future research should prioritize randomized controlled designs and standardized outcome measures to establish more robust evidence for digital history pedagogy. © 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

Teachers’ competence in improving education quality is essential, especially in remote areas like Tojo Una-Una, Central Sulawesi. There are some unique challenges for teachers in that region: low access to educational resources and low professional support. Both work motivation and emotional intelligence have been identified as influencing competencies among teachers, but not much research is still exploring this context of remote areas. The present study will discuss the existing literature that evaluated work motivation and emotional intelligence’s impact on teacher competencies in remote areas concerning identifying factors that could optimise such competencies in challenging geographical conditions. This study adopts an SLR strategy so that pertinent literature is sourced, examined, and synthesised to construct a broad and meaningful perception. The selection process includes scanning the title, abstract, and published work in a reputable journal. The research results indicate that work motivation and emotional intelligence significantly impact teacher competence, specifically in the hinterlands. Significant work motivation and robust emotional intelligence produce an even higher synergistic effect than the two dimensions working individually. In conclusion, developing teacher training programs in remote areas should improve work motivation and emotional intelligence, contributing to a better quality of education in the region. © © The Author(s) 2025.

Traditional models for analyzing learning ability use simple, single-factor models that cannot be analyzed to impact analyze the key factors that affect learning. Therefore, the study establishes a learning ability optimization model for higher vocational students based on principal component analysis combined with back propagation neural network. By collecting multi-source heterogeneous data such as class activity and discussion activity, and using back propagation neural network to provide students with corresponding optimization of learning ability. The experiment builds its own database of multiple students from higher vocational schools, and the research model has a mean absolute error of 0.23 points in predicting scores when the number of iterations reaches 400, and the root mean square error stabilizes at 0.66 points at the end of the validation set of iterations. In the comparison of the optimization of the students' scores it was shown that the research model improved the score of student #46 by 12 points. The above results show that the research model can target and analyze the learning ability of higher vocational students one by one, and provide new reference ideas for creating a good academic style in higher vocational colleges. © 2025 IEEE.