Search Results for
"Engineering education"

This paper focuses on the teaching system of electrical "1+X"certificate based on blockchain. It introduces in detail the composition and training mode of the electrical "1+X"certificate system, including online and offline learning, practical operation, enterprise internship, and assessment and evaluation. The design and implementation of the teaching system are carried out, starting from the demand analysis, covering user support, information security, learning certification, certificate management, and data application. The functional modules including user management, course management, learning and certification, certificate management, and data analysis and report are designed. Through system testing and result analysis, the effectiveness of the system is verified from four dimensions: function, boundary value, security, and performance. © 2024 Copyright held by the owner/author(s).

The AI-powered smart classrooms for C-PBL to enhance mobile and virtual learning technology, or C-PBL mobile and virtual learning are based on the integration of artificial intelligence and virtual reality technologies with problem-based learning and cooperative learning with an attempt to enhance students’ analytical thinking and curiosity. Thereby, students are encouraged to do activities in small groups and use analytical thinking skills to distinguish problems in a systematic manner, which is believed to enable them to create their own bodies of knowledge from the problem-solving process in those situations or problems. The results of this research are consistent with the hypotheses, as it is found that the C-PBL mobile and virtual learning system is considered a learning tool that can be practically applied in cooperative problem-based learning processes through virtual smart classrooms in order to promote students’ analytical thinking and curiosity in learning. Meanwhile, it is believed that the C-PBL mobile and virtual learning system herein also enables students not only to create their own bodies of knowledge after doing small-group activities in virtual environments but also to receive brand-new knowledge as to their own abilities from experiential learning. However, there are still some research gaps in this study that need to be further addressed in the future. For instance, future studies should explore a wider scope of application by doing surveys with more varied populations and broader educational environments so as to confirm the validity and clarity of study results. Therefore, the findings in this study are considered merely the findings derived from a pilot study and can be used as just a guideline for future development. © 2025 by the authors of this article.

The integration of mobile-based gamification applications in education is crucial for enhancing student engagement and learning outcomes. This study analyzed the effectiveness of the GaMALaMA application, a mobile gamification tool, in improving students’ earthquake disaster mitigation awareness (EDMA) in Islamic junior high schools. An experimental research design with a pretest-posttest control group approach was employed, involving 55 students from a state Madrasah Tsanawiyah (MTs) in Ternate City, Indonesia. The results showed a significant improvement in EDMA among students who used the GaMALaMA app in addition to science textbooks compared to those who used only textbooks. This improvement was attributed to the incorporation of game design elements, such as points, challenges, levels, time constraints, rules, and leaderboards, which stimulated student engagement and supported independent learning beyond the classroom. The experimental group showed a high level of EDMA improvement ( = 0.76), while the control group showed a medium level ( = 0.64). These findings suggest that mobile-based gamification can enhance science learning in Islamic junior high schools. The study highlights the importance of teacher and parent cooperation in supporting students’ use of gamification apps for independent learning outside school hours. © 2025, Faculty of Tarbiya and Teacher Training UIN Sunan Gunung. All rights reserved.

The “leaky pipeline” metaphor describes the greater likelihood of women and girls leaving Science, Technology, engineering and Mathematics (STEM) fields at every point, relative to men and boys. Gender disparities occur both in recruitment—that is, who chooses to enter a STEM pathway—as well as retention—that is, who chooses to persist in a STEM major or occupation. In addition, women who persist in STEM careers are less likely than men to reach top levels of leadership in those careers. The “leaky pipeline” metaphor describes the greater likelihood of women and girls to leave STEM fields at every point, relative to men and boys. Gender disparities occur both in recruitment—that is, who chooses to enter a STEM pathway—as well as retention—that is, who chooses to persist in a STEM major or occupation. In addition, women who persist in STEM careers are less likely than men to reach top levels of leadership in those careers. The aim of this paper is to analyse the representation of women in green occupational groups, studying both their attraction to “green vocational education and training programmes” and their completion as well as their transition to the labour market. It is important to note that green vocational programmes are closely related to STEM vocational education and training (VET) programmes. In this sense, it is relevant to analyse whether the gender “leaking pipeline” phenomenon exists in green training programmes and occupational groups in the same way it does in STEM occupations. The quantitative breakdown by occupational group highlights a clear gender gap in female participation in GREEN VET programmes. Moreover, when women from green occupational groups enter the labour market, their employment conditions are systematically worse than those of men. It is worth noting the scarcity of studies on this issue, particularly quantitative ones, which indicates the limited scientific attention paid to analysing the gender gap in green vocational programmes and occupational groups. © 2025 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

As the modern world is characterized by a large number of various conflicts, it is vital for people to resolve them peacefully. So, it is relevant to develop conflict resolution skills while educating students. The research aimed to examine how certain educational environments designed to cultivate conflict resolution skills in students influence the development of these skills level. A total of 139 students of a Ukrainian university, consisted of two experimental group (E1=48; E2=46) and a control group (C=45) participated in the experiment and produced significant findings that are crucial to the field of conflict resolution skills development. The χ² test helped analyses the experiment data and make a conclusion about its statistical significance. The p-value (less than 0.05) indicated that the difference between the experimental and control groups was statistically significant at the 0.05 level of significance. Results revealed that the students of the experimental groups had substantially higher achievements than the control group students. Thus, educational environments designed to cultivate conflict resolution skills effectively influence these skills level development if academic staff purposefully promotes it. It is recommended to utilize the proposed educational environments in complex within formal educational settings, during extracurricular activities and internships. © 2025, Institute of Advanced engineering and Science. All rights reserved.

This study aims to systematically review and analyze the integration of fourth industrial revolution (IR 4.0) technologies into technical and vocational education and training (TVET) through on-the-job training (OJT), focusing on key themes such as skills development in the digital age, workforce productivity, relevance of IR 4.0 technologies, and the role of OJT in TVET. Additionally, it seeks to identify the challenges and best practices associated with this integration, offering actionable insights for policymakers, educators, and industry stakeholders to enhance skills development and workforce adaptability in the context of the IR 4.0. A systematic literature review was conducted to understand the multifaceted challenges and opportunities surrounding OJT programs within TVET institutions. Given TVET’s vital role in equipping individuals with workforce-relevant skills, optimizing OJT programs is crucial for meeting modern industry demands. The PRISMA framework guided the review, using advanced search techniques on databases such as Scopus, ERIC, and IEEE, leading to the analysis of 35 primary sources. The review addressed areas including the adaptation of training to modern technologies, labor market outcomes, innovative practices for competency development, and ensuring equity and access in vocational training. It identified best practices, highlighted knowledge gaps, and provided recommendations to optimize OJT in TVET. Key findings emphasized aligning OJT with emerging technologies, enhancing employment outcomes, promoting innovative training methods, and ensuring inclusive and effective vocational training. The study concludes by offering recommendations to improve the quality and outcomes of OJT in TVET, ensuring alignment with evolving workforce and industry needs. © 2025, Institute of Advanced engineering and Science. All rights reserved.

The removal of forests has become a major challenge for indigenous students in Malaysia called Orang asli. The younger generations of Orang asli need to equip themselves with relevant knowledge to deal with changes within their living environment. However, they faced difficulties during learning such as irrelevant curriculum, lack of materials and inappropriate approaches. A project-based environmental module is constructed which employs the analyze, design, develop, implement and evaluate (ADDIE) instructional model with three projects: the construction of habitat, soil acidity and infiltration of pesticides. This study aimed to develop this module and assess its suitability to inculcate scientific attitudes and noble values among the Orang asli primary six students. The data were collected through validation questionnaires that were given to three validators. The data obtained are further analyzed to identify their improvement towards the module. The validation results show that the module is very feasible (85.83%) to be used. Many opine that this module creates a learning experience for them through scientific reasoning, inquiring, cooperating, and decision-making so that they find the relevancy of knowledge in the Orang asli context. The enhancement of this module provides useful educational guidance to learn environmental knowledge from a scientific perspective. © 2025, Institute of Advanced engineering and Science. All rights reserved.

This study aimed to determine the effect of science, technology, engineering, and mathematics project-based learning (STEM-PjBL) on the collaborative problem solving (CPS) of preservice teachers (PSTs). The pretest-posttest non-equivalent control group design was employed. A total of 72 PSTs enrolled in plant physiology course participated in this study. Self-assessment and project were used to evaluate PSTs’ CPS skills. Self-assessment scores were analyzed by analysis of covariance (ANCOVA), while project scores were analyzed by the Mann-Whitney U test. The results of self-assessment indicated that STEM-PjBL enhances CPS skills, particularly in social regulation, task regulation, and knowledge building. The results of the team’s problem-solving skills in completing the project did not differ between the two groups. But the result of integrated STEM skills showed that the STEM-PjBL group was better at integrating STEM disciplines into their project. This study highlights the importance of interdisciplinary projects in a PjBL environment that can be adopted by teacher preparation programs for enhancing PSTs’ CPS skills as well as gaining knowledge of STEM integration. © 2025 Institute of Advanced engineering and Science.

This research aims to develop a microcontroller training kit to increase students' learning motivation in microcontroller education practices. The research follows a modified ADDIE model (Analysis, Design, Coding, Testing and Validation, Implementation, and Evaluation) involving two experts in the field of educational media, microcontrollers, and 33 vocational education students. The validity test results show that this training device is well suited for curriculum integration, with high scores in technical features, durability, reliability, safety, and design. The average validity score was 0.83. In addition, the motivation assessment showed a significant increase in students' interest, active participation, persistence, learning satisfaction, engagement, and self-confidence. Thus, the development of the microcontroller training kit was proven to be effective in increasing students' motivation to learn. These findings suggest that such innovative and accessible tools can significantly increase engagement and participation in research and contribute to the advancement of educational technology by providing practical solutions that improve students' learning experience and motivation in technical disciplines. © 2025, Dr D. Pylarinos. All rights reserved.

The science, technology, engineering, and mathematics (STEM) education reform movement has swept across the USA due to an urgent need for more workplace-ready STEM employees. As a result of the STEM education reform movement, there has been an increase in research studies concerned with STEM education and STEM career development in the past decade. The purpose of the study is to analyze the past 10 years’ worth of empirical research to explore the key instructional designs (e.g., inquiry-based, project-based, and problem-based teaching) that are used in STEM integration, as well as the impact on students’ occupational interests and development. The results of the study (1) outline the included studies’ characteristics, (2) summarize and synthesize themes across included studies, and (3) provide implications for future research in pursuit of advancing students’ STEM career development through instructional design. Findings show that substantial progress has been made in designing integrated, student-centred learning experiences that are rooted in real-world contexts. However, findings also illuminate areas of potential growth, such as research design, where employing diverse methods could further enhance our understanding of how using different instructional designs and principles of integrated STEM can positively impact student STEM career aspirations. © The Author(s) 2025.