Search Results for
"learning"

21st-century skills are critical abilities for today’s generation to face changes and challenges in this era. The industrial world greatly needs competence in the field of welding. This study comprehensively seeks to develop a technology-enhanced teaching module using augmented reality integrated (ARI) and animation for valid, effective, and practical learning. This development research was conducted following the DBR model, which consists of five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from validation test scores, practicality tests, validity and reliability tests of questions, and pretest and posttest score data. Data were analyzed using percentage analysis and qualitative descriptions. The validation results from experts obtained a value of 91% with valid criteria. The practicality of the module obtained a value with an average of 84% with practical criteria. The effectiveness of the ARI teaching module was calculated using the N-Gain formula, producing an average value of 0.36, which meets moderate criteria. It can be concluded that the ARI teaching module produced is valid, effective, and practical for training students’ 21st-century skills. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

In the context of Industry 4.0, employability skills have become a vital indicator of an individual's readiness for work, particularly in industrial sectors. They are essential for increasing competitiveness, productivity, and long-term career development. However, a significant gap persists among vocational education graduates in Indonesia, where high unemployment rates and skill mismatches pose challenges. This study aims to analyze employability skills among vocational graduates using a human capital investment framework adapted to a digitalization approach. A total of 2587 vocational high school graduates in Yogyakarta, Indonesia, were surveyed using an online questionnaire and selected through exponential snowball sampling. Employability skills were measured through 37 indicators and analyzed using Partial Least Squares Structural Equation Modeling to test both measurement and structural models across 24 hypotheses. The results demonstrate that the proposed empirical model is valid, reliable, and possesses strong predictive power with an R-squared of 0.855 and a Q-squared of 0.605. Digital Communication and Collaboration emerged as the most influential full mediator, effectively linking all exogenous variables to Digital Creativity and Production, highlighting its importance in developing digital productivity and innovation. Several direct relationships were statistically unsupported, including the paths from Technology Adaptation and Specific Software Skills to ICT Resources Integration and Analytical and Problem-Solving Skills to Digital Communication and Collaboration and Digital Creativity and Production. These findings emphasize the importance of structured learning interventions integrating technical training with ICT-based group projects to promote collaboration, digital interaction, and problem-solving. The study contributes practical insights for vocational curriculum development to enhance graduate readiness in the digital labor market. © 2025 The Authors

Automotive Electrical Electronics courses require effective learning models that can develop both technical knowledge and 21st-century skills. E-learning approaches offer potential solutions to enhance educational outcomes in this field. This study examined the effectiveness of the Rifdarmon-Based E-learning Model in improving learning outcomes and 4C skills (creativity, critical thinking, collaboration, and communication) in an Automotive Electrical Electronics course at Universitas Negeri Padang’s Automotive Engineering Department. The research employed an experimental design comparing an experimental group using the Rifdarmon-Based E-learning Model with a control group using conventional learning methods. Pre-tests and post-tests were conducted to measure learning outcomes, while specialized assessments evaluated 4C skills development. The experimental group showed significant improvements in learning outcomes, with pre-test scores increasing from 69,1 to 87,2 in post-test, compared to the control group’s increase from 64,9 to 84,4. The 4C skills assessment revealed higher scores in the experimental group (86,6) versus the control group (74,95). Statistical analyses confirmed the model’s effectiveness with a large effect size (point estimate-2,511) and significant multivariate test results (F=29,356, p<0,001). The Rifdarmon-Based E-learning Model proved effective in enhancing both learning outcomes and 4C skills development in Automotive Electrical Electronics education. The integration of e-learning with the Rifdarmon model demonstrated significant improvements in students’ academic performance and complex skill development compared to conventional learning methods. © 2025; Los autores.

This research aims to understand the effect of algorithm instruction with artificial intelligence-based chatbots on students’ Computational Thinking (CT) skills. A quasi-experimental approach was employed, involving two groups: an experimental group where some students used conversational Artificial Intelligence (AI) bots as learning assistants and a control group where students used no such technology. The proposed research tools were the pre and post-tests and the questionnaires, which targeted users’ rating of the chatbot’s usefulness, user interface, and its influence on learning motivation. Analysis of the collected data was done using independent t-tests to compare the results between groups as well as correlation analysis to find the connection between AI chatbot utilization and students’ computational thinking skills. This study shows a positive increase in the overall CT skills of the experimental group compared to the control group. Instead, a positive relationship was found between the degree of the use of the chatbots and the students’ computational thinking performance. Accordingly, this research points to the inclusion of AI-based chatbots into algorithm instruction as a valuable approach to raising computational thinking disposition, learning motivation, and learning outcome. Therefore, the application of the value of AI technology indicates the possibility of transforming the implementation and teaching of an algorithm in higher education. © 2025 by the authors.

Engineering education is changing to better equip students for dynamic work environments by means of experiential learning and research integration. This study offers a complete framework meant to easily combine research with experiential learning in engineering courses via curriculum redesign. The framework starts with evaluating engineering education's present situation, pointing up gaps in opportunities for experiential learning, and stressing the gap between classroom instruction and practical application. Inspired by present research and teaching methods, it suggests ways to close this disparity by include research elements all through the course. A case study showing how this approach is applied inside a particular engineering program offers actual evidence for its success. It is observed that the components that are essential for preliminary exposure to organized research experiences are, faculty and industry expert mentoring, multidisciplinary teamwork and activities relating to the real-world challenges and process of solving them with knowledge and skills. These components are meant to inspire among students critical thinking, ability to solve problems, and a closer awareness of disciplinary knowledge. Along with improving students' academic experiences, the suggested structure helps them to be creative leaders in their domains. Engineering education can more effectively satisfy the needs of a global environment growing in complexity by encouraging a culture of investigation and application. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

This research explores the effectiveness of assessment tools used in evaluating the competencies and learning outcomes of engineering interns, specifically within the framework of AICTE's Examination Reforms Policy of 2018. Through the analysis of data collected from industry mentors, students, and a comparative group, the study identifies the strengths and limitations of current assessment practices. Key findings indicate that while the tools are effective in measuring core competencies and aligning with competency-based education principles, there is significant variability in ratings across different groups, suggesting a need for more tailored and context-specific assessments. The research also highlights the importance of improving mentor involvement, enhancing feedback mechanisms, and refining student self-assessments to provide a more accurate and comprehensive evaluation of intern performance. Additionally, simulations conducted to explore the robustness of these assessment tools across different scenarios confirm their general reliability but also underscore the potential for further enhancement through advanced data analytics and personalized feedback systems. Overall, this study underscores the importance of continuous improvement in assessment practices to ensure that engineering interns are well-prepared for the challenges of the modern workforce. The research concludes with recommendations for refining assessment tools, including the incorporation of soft skills evaluation, the customization of rubrics for different engineering disciplines, and the implementation of data-driven strategies to enhance educational outcomes. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Sustainability competency is an essential component in engineering education and engineers with multiple competencies are in demand globally. Engineers are important players in adapting the latest technology sustainably. Undergraduate students, who are future professionals, can use engineering education for development of the modern sustainable world and they must acquire such skills. They need to be prepared to work in teams and think critically to solve complex problems with sustainability principles in mind. Cognitive, affective, and behavioral competencies are highly needed in skilled professionals and it is not easy to develop them through traditional teaching methods such as lecturing. Activity based learning is an effective approach for developing these competencies. This paper reports an effort to create awareness about sustainability in engineering education by undertaking multiple activities (carbon footprint, energy audit, mind mapping, sustainable designing etc. ) for first year engineering students at an autonomous Engineering College in Maharashtra under Project Based learning course (PBL). From the assessment of the activities, it was clearly demonstrated that students developed good understanding of sustainability and actively participated in all the activities and suggested various interesting measures to reduce carbon footprint and electrical consumption. They also used the sustainability principles in designing and implementation in their PBL projects at the end of the semester. Thus, PBL can be considered as a practical and innovative pedagogy to effectively support core values of sustainability such as participative learning, critical reflection, systemic thinking, and creativity. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Background/purpose. Improving student retention in open and distance education depends on understanding their preferences for the educational services provided. This study aimed to analyze students’ preferences for UT’s educational services to improve retention. Materials/methods. This study employed a descriptive quantitative method. The research sample consisted of 208 students. The data were collected using questionnaires and interview methods. The data were analyzed using descriptive analysis and the structural equation model (SEM). Results. The research results indicated that the students preferred printed teaching material highly; 88.5% of the respondents agreed and strongly agreed. For the tutorial service, the respondents strongly preferred online tutorials (83.6%) and course tasks (70.2%), while 45.7% preferred face-to-face tutorials and 47.1% webinar tutorials. The respondents had similar preferences for examination services between take-home examinations (THE) and offline written examinations; 77.9% said they were satisfied with the THE service, and 77.9% of respondents were also satisfied with offline written examinations. The result of the SEM analysis of the effect of student characteristics (X1), learning experience (X2), and participation in distance-learning success support service (X3) on the students’ preference for UT educational services, revealed that learning experience (X2) was the only variable influencing the students' preference for teaching material and online tutorial services with a t value exceeding 1.96 at t = 6.92, 8.52, and 7.04, respectively. Conclusion. The conclusions of this study indicate that students’ preferences for educational services at Universitas Terbuka show that the majority prefer printed learning materials and online tutorials. In contrast, the learning experience significantly influences students’ preferences for learning materials and online tutorial services. © The Author(s), 2025.