Search Results for
"learning"

This study explores the use of a Virtual Reality (VR) application developed based on the syllabus of basic engine maintenance for the automotive program offered at vocational schools. The VR environment has been shown to enhance traditional paper-based teaching by reducing wear and tear during practical lessons. For stakeholders such as school principals and teachers, VR is particularly valuable as it minimizes the risk of damaging real engines during training, leading to cost savings. Additionally, students who used the VR application demonstrated significant improvement in hands-on skills, compared to those who only received traditional classroom instruction. Without the VR application, students often struggled to visualize real-world engine maintenance, resulting in poorer performance during practical exams. The VR application is designed with a laboratory environment and utilizes a first-person perspective to engage users. It incorporates 6-Degrees of Freedom (6-DoF) VR learning modules and covers three core lessons: replacing a valve cover gasket, removing a gasket from the exhaust manifold, and replacing a gasket on the intake manifold, all of which are part of the basic engine maintenance syllabus. Each lesson is assessed at three levels, focusing on flow, engine cleanliness, gasket replacement, torque order, and overall performance. A single-subject, multiple levels testing design was used, supported by qualitative surveys. The study took three months to complete, during which participants attended their regular classes, used the VR application before their practical sessions, and then completed the preliminary survey. A non-randomized controlled evaluation with a total of 39 respondents is carried out, and the significant potential of VR in enhancing the students' perceived knowledge gains, learning experience and practical skills development is discussed in detail in this paper. © 2025 SPIE.

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.

Generative AI (GenAI) is believed to support generational learning. However, there is no single study that examines the use of GenAI for self-directed learning (SDL), active learning (AL), and critical thinking (CT) of different cohorts of adult learners. Specifically, in the field of adult education, there are limited studies on the effect of GenAI on teaching and learning. This study employs a cross-sectional quantitative design to examine the relationships between SDL, AL, and CT in the context of adult learners' use of GenAI tools like ChatGPT. It considers how demographic variables moderate these relationships. The study was underpinned by the SDL theory by Tough in 1971. An analysis of 281 survey responses of adult learners grouped by generation from five (5) adult higher education institutions in Ghana was performed using descriptive statistics, ANOVA (analysis of variance), and SEM (structural equation modeling). The study's findings indicate that GenAI is perceived as having a significant positive effect on the SDL, AL, and CT of adult learners. A significant positive interrelationship was observed between SDL, AL, and CT. Demographic factors involving gender, year born (generational group), education level, and mode of learning had a perceived significant positive effect on SDL, AL, and CT. Notably, no statistical mean differences were found in the use of GenAI for SDL, AL, and CT across generational groups. The findings advocate for the effective adoption of GenAI to foster lifelong learning among adult learners. Developers of learning technologies and higher education leaders should ensure an inclusive GenAI design. © 2025 The Author(s)

China’s transition from Made in China to “Created in China” underscores the urgency of effective school-enterprise cooperation to cultivate innovation-ready talent. Despite policy emphasis on industry-education integration, fragmented governance, misaligned incentives, and low enterprise engagement persist, reflecting gaps in both theory and practice. Grounded in stakeholder theory and collaborative governance frameworks, using a mixed-methods approach, data were collected from private enterprises and vocational colleges across diverse regions in China, employing a validated questionnaire to assess collaboration models, strategic alignment, and outcomes. The usable sample size was n=193 respondents. Furthermore, findings reveal that innovation-centric models, such as Industry-Academic-Research Integration, exert the strongest influence on partnership success, while strategic coherence defined as aligned objectives and adaptive governance emerges as a critical mediator between collaborative processes and outcomes. Modern apprenticeships demonstrate moderate efficacy, particularly in sectors with stable skill demands, whereas demographic factors show negligible impacts. The study’s novelty lies in its stratified, context-sensitive model, which diverges from rigid international frameworks by accommodating regional economic disparities and sectoral heterogeneities. By integrating institutional theory with practical governance mechanisms. © 2025 by the authors; licensee learning Gate.

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.

Theoretical knowledge is crucial for effective Arabic language teaching. However, it must align with teachers’ beliefs to influence classroom practices and impact learning outcomes, as teachers’ beliefs and classroom practices dynamically influence one another. This study aims to explore the theoretical beliefs of Arabic language teachers regarding to the approach to learn Arabic and to examine the relationship between teachers’ theoretical beliefs and their classroom practices. This study used a quantitative approach with a correlational method to investigate the theoretical beliefs of Arabic teachers regarding to the approach to teaching Arabic and the relationship between these beliefs and classroom practices. The research population consists of 37 teachers with 5 qualified teachers to be observed in their classroom practices based on the purposive sampling. Data were collected through questionnaire and observation, and Spearman’s Rank Correlation analysis was used to analyze the data. The results show that 1) Arabic language teachers have three different types of theoretical beliefs there are Dominant, Dual, and Multiple Beliefs in which Dual beliefs are more dominant than the other beliefs. 2) There is a positive relationship between the theoretical beliefs of Arabic teachers and their classroom practices. This study highlights the importance of pedagogical implications for the education of Arabic language teachers. It also to recommends that teacher training programs are designed to supply necessary skill to instructors to explore diverse theoretical and methodological approaches to Arabic language teaching, with an emphasis on the importance of a positive relationship between belief and practice. © 2025 Aidillah Suja, Muassomah Muassomah, Sutaman Sutaman, M. Abdul Hamid & Abdul Wahab Rosyidi.

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.