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Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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.

Introduction: This short report introduces an application of curriculum mapping in a postgraduate health professions continuing education setting. Our focus is on the Health Professions Education Evaluation and Research (HPEER) Advanced Fellowship Program, a national interprofessional 2-year program offered through the Department of Veterans Affairs. Methods: We designed an Excel-based tool to align HPEER domains and competencies with curricular elements. An interprofessional team conducted an independent review of the curricula, ensuring consistency and accuracy in the mapping. Discrepancies were reconciled to maintain consistency. Results: The pilot use of the curriculum mapping tool showed that all planned competencies appeared in at least two sessions per year, with each competency appearing a median of six times. The curriculum featured a balance of didactic and interactive sessions, ensuring diverse learning experiences. Discussion: Our curriculum mapping tool demonstrates a program-wide approach, enabling program leaders to oversee the comprehensive alignment of educational content with fellowship goals. This approach enhances transparency and stakeholder engagement, offering a fresh perspective on curriculum mapping in postgraduate interprofessional education. Our method demonstrates significant potential for quality enhancement in various continuing education settings and demonstrates that CM need not rely on complex digital platforms to be effective. © This material is published by permission of the Health Professions Education, Evaluation and Research Advanced Fellowship Coordinating Center, operated under the Department of Veterans Affairs under Grant No. #3HPECCD2020. The US Government retains for itself, and others acting on its behalf, a paid-up, non-exclusive, and irrevocable worldwide licence in said article to reproduce, prepare derivative works, distribute copies to the public, and perform publicly and display publicly, by or on behalf of the Government.

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.

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.

The experience described here presents a series of educational strategies implemented in recent years at some architecture schools in Spain, Italy, and Bosnia and Herzegovina. These institutions have turned to non-formal learning to overcome certain limitations university structures face when promoting architecture education from a social and environmental responsibility perspective. One of the main obstacles encountered in formal learning arises from knowledge segmentation and the difficulty of articulating different academic programmes for a comprehensive understanding of sustainability. This problem affects many technical disciplines related to the design and construction of our environments. Rather than projecting a fragmented or localised view of the problem, architectural education can incorporate strategies that promote cross-disciplinarity and transdisciplinarity, as well as a strong international dimension capable of bridging different areas of knowledge. Therefore, developing a holistic perspective on the territory and its landscapes and an awareness of the long-term impact of human works requires a re-evaluation of teaching beyond the comfort zone. This text aims to expose different methodologies for successful case development through educational innovation, which have needed to transcend the boundaries of traditional teaching, sometimes through experiences outside the classroom, allowing for a more effective understanding of the social and environmental dynamics of local and global spaces. © The editors and contributors severally 2025. All rights reserved.