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"Students"

This chapter presents six different ways of using technology for blended learningandshowsthepossiblebenefitsofincorporatingblendedlearningintheengi neering education ofBangladeshinparticularandothersimilarcontexts ingeneral. It further proposes anindustry-focusedactivity-oriented teaching model forfacilitating student-centered teaching in engineering contexts by using blended learning. This chapter provides useful information that will assist in farming teachers’ attitudes toward using blended learning in classroom teaching. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Background/purpose. This research aims to explore each component of the cognitive autonomy of Indonesian students, who are mostly 17 to 20-year-olds. Materials/methods. Quantitative method with survey types was used in this research. The research sample consisted of 100 first-semester students at the Faculty of Teacher Training and Education, Universitas Sebelas Maret (12 male and 88 female students). The research sample was spread across 20 teacher training and education faculty study programs. The research sample consisted of 100 respondents. Questionnaires were used to collect data. The instrument's validity was tested using product-moment correlation with a score of 0.195 (valid). The instrument's reliability was tested using the Cronbach alpha formula, with a 0.79 (reliable) score. The data was analyzed using descriptive statistics with the Microsoft Excel application. Results. The research findings show that students' cognitive autonomy was adequate, with an indicator of evaluative thinking obtaining 4.13 (82.54%), voicing opinions at 3.66 (73.20%), decision-making at 3.91 (78.10%), self-assessment at 3.48 (69.60%), and comparative validation at 3.91 (78.20%). The indicator of evaluative thinking becomes the most dominant, while the indicator of self-assessment becomes the lowest indicator. The score acquisition is caused by age, gender, peers, teacher's role, social condition, academic performance, learning environment, learning experience, emotional state, learning motivation, education, and student habituation. Conclusion. This research concludes that most students have had cognitive autonomy, which is characterized by the possession of all indicators of cognitive autonomy. Future research is recommended to conduct research in early childhood to support the elements of cognitive autonomy appropriately, as well as research that focuses on emotional and behavioral autonomy to observe greater potential. © The Author(s), 2025.

This study examines Thai university students’ perceptions of Interactive Response Systems (IRSs) in fully online English instruction, addressing the limited research on their use in virtual classrooms. A mixed-method approach, involving surveys and interviews with 289 participants, revealed generally positive perceptions of IRSs as tools that enhance engagement, motivation, and goal achievement. Female students reported higher satisfaction and comprehension, while frequent users experienced stronger engagement and learning outcomes. students with a preference for English expressed more favorable views of IRSs, particularly in aiding comprehension and achieving learning goals. However, challenges such as technical issues, pacing, and consistent implementation were highlighted, particularly by less frequent users. By focusing on IRSs in fully virtual environments, this study contributes to the under-explored area of IRS applications in online English instruction. © 2025 IGI Global. All rights reserved.

The STAD type cooperative learning model is a practical educational technology innovation solution that allows students to engage in practical activities. This study aims to analyze the implementation and effectiveness of this model in the power system grounding course. The results obtained by the product in all aspects of the assessment are categorized as very valid, with an average of 0.92. The practical assessment of lecturers has a practical category, and students are also declared practical with an average of 96. The effectiveness of the cooperative learning model has been measured, including aspects of the affective, cognitive, and psychomotor domains, in experimental and control class students who use conventional learning models with cooperative learning, with an average of 86. Descriptive data showed that in the experimental group, the pre-test value was 62 and the post-test value was 86, with a difference of 22, while in the control group, the pre-test value was 64 and the post-test value was 76, with a difference of 12. So, the value in the experimental group was higher than that of the control group. The independent sample t-test analysis results show that the value of Sig. (2-tailed) = 0.000, so it can be stated that the STAD type cooperative learning model is more effective in improving student learning outcomes in the Power System Grounding course, so that it can be a practical choice of learning model in the future. © (2025), (Insight Society). All rights reserved.

The goal of Vocational Education and Training (VET) in Chile is to prepare students to transition to the labour market as well as progressing to tertiary education, and some vocational secondary schools have engaged in Project-Based Learning (PBL) to achieve this goal. However, there is limited research examining the reasons for adopting PBL, the conditions associated with its implementation and how vocational secondary schools organise internally. This paper explores the experience of three vocational secondary schools that have demonstrated sustained improvement and identify PBL as instrumental for their success. Focus groups with school leaders and teachers were carried out to explore why did schools adopt PBL, what conditions facilitated or hindered its implementation, and how was this organised internally. Findings show that PBL purpose is centred around developing students’ labour competences and autonomy as well as interdisciplinary articulation, while key conditions for its implementation are leadership support, collaborative culture, resources, and professional development and training opportunities. However, the three schools differed in the way they organised internally to implement PBL. The paper discusses the relevance of collaboration and collective agency for the adoption and implementation of PBL in vocational secondary schools, and implications for stimulating the adoption of PBL in similar contexts. © 2025 The Vocational Aspect of Education Ltd.

Purpose: students in higher education (HE) and Technical Vocational Education and Training (TVET) represent a significant source of future entrepreneurs. While pro-entrepreneurial traits like core self-evaluation (CSE) are vital, little research explores the environmental factors shaping CSE in these groups. Our study addresses this void. Design/methodology/approach: Data was captured using a cross-sectional survey of 221 HE and TVET students, and hierarchical regression to model CSE based on a number of environmental factors, namely social conditions (role models, parents with HE) and experiential factors: full-time work experience (FTWE), self-employment experience (SEE), and entrepreneurship education (EE), while controlling for age and gender. Findings: Parents with HE positively associated with CSE among TVET students but not HE students. Overall, the study found that TVET and HE students do not share a mutual set of experiential factors associated with their CSE; FTWE and SEE were linked to higher CSE among HE students, but this was not the case among TVET students. Conversely, EE was positively associated with CSE among TVET students but not among HE students. There was a mean difference of −0.10 for our TVET sample. Originality/value: Our study is among the first to comparatively examine external influences on potential entrepreneurs’ CSE, focusing on HE and TVET students—two distinct entrepreneurial pathways. We extend the literature on CSE and entrepreneurship by shifting beyond individual traits to social and experiential factors, offering new insights with implications for EE and public policy. © 2025, Emerald Publishing Limited.

Universities increasingly recognize that personal attributes influence how students learn, process information, and develop competencies. Identifying factors that impact students' interests and motivations is crucial for understanding their decision-making and problem-solving in education. This study presents the results of an analysis exploring the relationship between the development of the complex thinking competency and Allport's categories of values among a sample of Mexican university students. Using multivariate descriptive statistical methods, including analyses of means, standard deviations, and boxplots, we examined the associations between students' perceived development of complex thinking and their dominant personal values. The findings demonstrate a link between complex thinking and its subcompetencies with the six types of values proposed by Allport, revealing a concordance between value profiles and corresponding thinking characteristics. This study contributes to the understanding of how personal values influence competency development, offering a novel perspective on integrating psychoemotional factors in education. By addressing both variables, educators can enhance the development of complex thinking by strengthening specific values in students' professional profiles, ultimately leading to more effective educational strategies. © 2025 Common Ground Research Networks. All rights reserved.

Innovations in teaching and collaboration between businesses and universities can lead to improved learning outcomes and various benefits in international business (IB) practice. The Triple Helix Model (THM), incorporating government involvement, serves as a fundamental framework for this collaboration. This research, grounded in the THM and employing Challenge-Based Learning (CBL) as an innovative educational approach, aims to conceptualize the key drivers of successful university-business collaboration, by emphasizing students’ engagement. Focused on students enrolled in the Export Management undergraduate specialization at a Lithuanian higher education institution, this study employs a qualitative approach, involving in-depth interviews with students, teachers, social partners, managers, and representatives from government institutions. The study concludes that student engagement is the primary driver of successful collaboration in IB education between universities and businesses. This engagement is influenced by a wide range of second-tier factors, including assignment organization and delivery, as well as the motivations, expectations, and perceived benefits of students and other stakeholders involved. The conclusions of the study highlight the implications for educational practice and policy, emphasizing the need for effective student engagement strategies. This article also illustrates the application of the CBL approach within a business and entrepreneurship curriculum, with a particular emphasis on its integration into IB education. © 2025 Taylor & Francis Group, LLC.

This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called COMPUAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. This study examines how augmented reality (AR) impacts the understanding of technological concepts and emotions of elementary school students concerning computer generations. AR has established itself as an innovative tool in the educational field, providing more interactive and compelling learning experiences. This research was conducted at the school “Libros & Acuarelas” where an AR prototype called CompuAR (Computation in Augmented Reality) was implemented in the computer lab with students in the seventh grade. A mixed methodology combining Likert scale-based questionnaires, AEQ emotional evaluation questionnaires, and direct observations was adopted to collect information on students’ academic performance and emotions. The questionnaires were designed to assess both the cognitive and emotional impact of AR. Statistical methods were used for data analysis, including analysis of variance (ANOVA) comparing the effectiveness of AR versus traditional teaching methods. The results showed that applying CompuAR significantly improved participation by improving students’ emotions and cognitive learning, especially those with special educational needs. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Recent technological advancements have further fuelled the ever-evolving dynamics of future employability. This enhanced the avenue of graduate employability to the forefront of university education across the globe. Universities are striving to provide and equip graduates with capital that complements their sense of employability. This is more particular in a struggling economy like Pakistan, where half a million graduates enter the workforce annually. This study was designed to investigate how psychological capital (PsyCap) and study crafting influence business students’ quality of university life (QoUL) and perceived employability. The study utilised an adapted instrument across a sample of 638 business undergraduates and employed structural equation modelling (SEM) for estimating measurement and path models. The results revealed that higher PsyCap directly improves QoUL. Critically, students who actively crafted their tasks experienced an even stronger positive impact of PsyCap on their university experience. These findings highlight the importance of fostering both psychological capital and study crafting skills within universities to enhance QoUL and perceived employability in the face of increasing academic demands. The findings of the study offer actionable insights for higher education institutions seeking to improve students’ experiences, particularly in a thriving economy and populous hub like Pakistan. The model offers avenues for further research on imperative predictors of students’ perceived employability. © 2025 UCU.