Search Results for
"education"

Diagnosing students’ misconceptions in engineering education is a crucial task for designing targeted instructional interventions. This study presents a new approach to the development and validation of Four-Tier Diagnostic Test as an instructional tool for assessing engineering students’ conceptual understanding and misconceptions. The study aimed to evaluate the psychometric properties of the developed instrument and to identify the level of engineering students’ conceptual understanding and misconceptions in microwave engineering courses. A cohort of 141 undergraduate engineering students who took part in the course were administered with the developed 28-item Four-tier Diagnostic Test. Results of the study indicated that 24.7% of students demonstrated scientific knowledge, while 20.3% exhibited misconceptions. Regression analysis revealed a logarithmic relationship between students’ misconceptions and their overall performance, with misconceptions being present even among higher-performing students. Item response analysis using the mirt package showed that test items were effective in discriminating between students with different levels of conceptual understanding. While satisfactory KR-20 reliability coefficients for scientific knowledge (KR- 20=0.739 ) and misconceptions (KR- 20=0.749 ) were achieved respectively, the overall scale marginal conditional reliability (ρ > 0.907 ) indicates high precision of the instrument in measuring students’ conceptual attributes. This study contributes to the literature by demonstrating how multi-tiered diagnostic assessment coupled with advanced psychometric approaches can enhance the precision of educational diagnostics test. © 2013 IEEE.

In this article, we examine how students’ practice in the subject vocational specialisation is assessed, with a particular focus on the cooperation between teachers and supervisors. The subject was introduced in 2006 to give students in vocational programmes the opportunity for vocational specialisation already during the school-based part of their education, and to provide them with a good basis for choosing a trade for apprenticeship. Particularly in the second year of vocational education and training (VET), vocational specialisation is mainly carried out in working life, and the regulations state that assessment in the subject must be based on cooperation between teacher and supervisor in the company. The study was conducted in the sales and tourism field and is based on qualitative interviews with both vocational teachers and supervisors. Our analysis indicates that teachers’ presence at the workplace and supervisors’ assessment skills are of particular importance for the cooperation between schools and working life on the assessment of students’ practice. We conclude that there is potential to further develop cooperation between school and working life on assessment in vocational specialisation and discusses possible measures and suggestions for further research. ©2025 Ida Kristine Larsen & Evi Schmid.

Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of Vocational education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primarily framed in economic terms. Conversely, its alignment with human development remains an abstract possibility and is often not reflected in the policy design of dVET transfer attempts. Each contribution to this Forum probes a different facet of these tensions, exploring how dVET can be calibrated in different contexts to realise its human development potential. Taking a practice-led approach and featuring representatives from cooperation agencies, consultancy groups, and research organisations, this piece contributes to ongoing debates about the possibility of effectively integrating human development thinking into education policy. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Supervisor support is essential to the success of work-integrated learning (WIL) experiences, yet previous research suggests supervisors need more practical guidance on supporting students. This paper aims to identify the areas of supervisor support that need the most improvement through a concurrent triangulated mixed-method research design. Quantitative and qualitative data were collected via an online cross-sectional survey of co-operative education students (N = 323). Quantitative data were analyzed through importance-performance (IP) analysis and qualitative data were thematically analyzed to confirm and elaborate on the quantitative findings. The study revealed gaps between the support students want to receive and the support that supervisors offer, the largest gap concerning constructive feedback. The findings coalesced into a conceptual model of supervisor support called the 4C Model, an acronym that represents four ways supervisors should support their students: create meaningful work, communicate regularly and effectively, connect students to the organization, and care about students. The model will help WIL practitioners educate supervisors about how best to support students. © 2025 HERDSA.

Learning by co-working with experienced therapists is rare in clinical psychologists’ education; high working demands in clinical services challenge the provision of such situated learning. This study examined the feasibility of providing an apprenticeship model within ordinary mental health care clinics. The perspectives of nine clinicians participating as supervisors were explored through focus-group interviews. Reflexive thematic analysis yielded three themes organized on a continuum from an intra- to interpersonal perspective on teaching: meaningfulness in contributing tacit knowledge, experiences of joy and motivation when teaching, and the positive influence of students’ naïve gaze in the therapeutic dyad for the therapeutic process. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Entrepreneurship education in Morocco has evolved beyond the classroom, becoming integral to national education policy. It now focuses on equipping students at all levels with entrepreneurial skills, emphasizing opportunity perception, idea generation, resource organization, and implementation rather than just business creation. The current work highlights the significant impact of non-formal education on entrepreneurial skill development. Given the role of university education in economic development and employment, the paper underscores the potential achievements in entrepreneurship education and the obstacles learners face, such as individual and situational factors and issues related to business ideas. A comprehensive program integrating self-efficacy and adaptive learning models is essential. Non-formal education, with its flexibility and practicality, fosters entrepreneurial skills through direct experience, practical skills, vocational training, internships, and case studies, enabling rapid adaptation to business changes. Additionally, we are using AI in order to offer personalized learning, data-driven insights, enhanced engagement, realistic simulations, predictive analytics, and optimized resource management. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

The COVID-19 pandemic has posed unprecedented challenges, significantly affecting economic development, the hospitality industry, and the educational sector. In Taiwan, internships are a mandatory component of Hospitality Management studies, offering students critical exposure to real-world environments. This study employs a qualitative case study approach to explore the experiences of hospitality students during their internships, particularly under alert level 3 of the pandemic. By integrating coping strategies into the analysis, the research provides insights into how students and organizations navigated through the crisis. Data were collected through online meetings and surveys with 67 undergraduate students, with 62 valid responses from the subsequent questionnaire survey. Content analysis and triangulation techniques were used to enhance research quality. The findings highlight the importance of prioritizing student safety and fostering resilience through internship programs. The study offers practical implications for educators, advocating for robust contingency planning and the integration of resilience-building strategies in hospitality education. © 2025 ICHRIE.

The subject of this work is the study of the problem of conjugation of higher education and the labor sphere using various algorithms of normative and methodological description of the structure of qualification of a graduate of higher education (hereinafter referred to as academic qualification) and the qualification of a working specialist (hereinafter referred to as professional qualification). It is shown that the imperative of readiness of a graduate of higher education immediately after receiving a diploma of higher education to comply with the labor market, that is, the requirements of the employer, as well as the goals of the company or enterprise with the existing organization of the educational process is largely an ephemeral construction. A new algorithm is proposed and the degree of expediency of using the concept of “competence” in the interface of the system of higher education and the labor sphere is revealed. It is confirmed that its use in the educational context with the existing organization of the educational process creates additional difficulties in solving the problem under consideration. © СенашенкоВ.С.,СтручковаЕ.П.,2025.

Introduction. The use of digital technologies is now an important part of the educational process. This process is constantly changing due to various factors and the emergence of new digital tools. Such changes are significant in the context of the quality of education and require constant monitoring. The purpose of this study is to investigate the characteristics of the use of digital educational tools and the tasks that teachers solve using digital tools. Materials and Methods. A total of 594 teachers between the ages of 20 and 76 participated in the study. 93 percent of respondents were women. The questionnaire “Digital Technologies in the Educational Process” was used for data collection. Results. Electronic gradebooks or diaries are a popular digital tool, while digital educational resources and communication systems with students and parents are used less frequently. E-textbooks proved to be an unpopular digital tool. Educators more frequently use digital technologies for communication with colleagues and students, and less often for planning extracurricular activities and implementing project-based learning. Comparative analysis shows that young specialists frequently use lesson planning systems, while teachers with over 30 years of experience more often use digital technologies for attendance tracking. Primary school teachers utilize digital technologies more often than others. Educators in larger population centers use digital technologies for attendance tracking, extracurricular activity planning, and communication. Discussion and Conclusion. The results of the study indicate a high level of integration of digital technologies into the educational process and a transition from routine to innovative use. The results of the study can be used both to clarify or expand the functions of existing digital educational tools and to provide more targeted professional development for teachers. © Руднова Н. А., Корниенко Д. С., Смирнова Я. К., 2025.

Gamification and Artificial Intelligence (AI) have transformed the educational environment, offering innovative approaches to enhance student engagement and learning outcomes. By using the power of gamification and AI, educators can create immersive, personalized, and interactive learning experiences that increase motivation, participation, and academic achievement. This study investigates the relationships between gamification, artificial intelligence, student engagement, and achievement in educational contexts. A quantitative approach was employed, combining online surveys and structural equation modeling (SEM) analysis with 290 students from Malaysia. SEM analysis was performed using SmartPLS 4 software. The findings reveal significant positive relationships between gamification and student achievement, gamification and student engagement, gamification and artificial intelligence, and AI with both student engagement and achievement. Furthermore, student engagement was found to influence student achievement positively. The study’s implications suggest that educators and instructional designers should adopt these technologies to create intelligent, interactive, and personalized learning environments. Future research directions include exploring long-term effects and contextual factors influencing student outcomes to promote student success in the digital age. However, the study is limited to a single country context (Malaysia), and relies on self-reported survey data, which may influence generalizability and introduce potential biases. © 2013 IEEE.