Search Results for
"learning"

This study aims to examine the effectiveness of a collaborative learning model integrated with a mobile learning-based learning Management System (LMS) in improving science competence among Biology Education students. A quasi-experimental design with a nonequivalent control group was employed, involving 108 students from the Biology Education Program at ISC Dili, Timor-Leste, divided equally into experimental and control groups. The experimental group received treatment using a mobile LMS-based collaborative learning approach, while the control group was taught using conventional methods. Data were collected through pretest and posttest instruments and analyzed using normality, homogeneity, independent t-tests, and N-gain analysis. The findings indicate a statistically significant improvement in the experimental group’s posttest scores (M = 81.69) compared to the control group (M = 68.13), with a significance level of p = 0.001. The N-gain score of 1.14 further confirms the higher effectiveness of the experimental intervention. This study concludes that collaborative learning supported by mobile LMS is significantly more effective than traditional methods in enhancing science competence. Practical implications suggest that educators and institutions should consider adopting mobile LMS-based collaborative learning to foster deeper engagement, critical thinking, and science mastery, particularly in digitally evolving educational environments. © 2025 by the authors; licensee learning Gate.

Innovator competencies are crucial for preparing learners to thrive in today’s rapidly evolving world by fostering creativity, openness, and the ability to connect ideas for innovation. This study developed an instructional design model integrating Open Educational Resources (OER) with Design Thinking (DT) to enhance these competencies, focusing on the post-COVID-19 context. The research followed three phases: developing the model, creating the OER-Innovator System, and implementing the model experimentally. The study involved 312 lower secondary students from five pilot schools in the Central Lower Region of Thailand, selected through purposive sampling. The model consists of seven components, including instructor’s role, learner’s role, learning content, teaching methods, learning activities, learning resources and assessment and evaluation, organized into an eight-step instructional process. Results showed a statistically significant improvement in students’ knowledge of DT and innovation (p < 0.01). Furthermore, students’ innovation projects and innovator competencies were rated at good levels, demonstrating significant achievement. The analysis also revealed a positive relationship between students’ innovation project outcomes and their innovator competencies, indicating that stronger competencies contribute to better project performance. Expert validation confirmed the model’s appropriateness and effectiveness in promoting student-centered learning and innovation. These findings highlight the potential of this integrated approach to bridge educational gaps, foster lifelong learning, and support educational innovation in the post-pandemic landscape. © 2025 by the authors.

The study explores concerns from employers about graduates’ limited theoretical and practical skills, despite the inclusion of experiential learning (EL) in hospitality and tourism curricula aimed at enhancing industry readiness. Focusing on Malaysia’s community colleges through interviews with lecturers (n = 13) and industry players (n = 13). Thematic analysis of transcribed data revealed seven key themes. Lecturers cited issues such as inadequate training and qualifications, deficiencies in program structure, excessive workload, and students’ unfavorable attitudes. Industry players expressed concerns about students’ inadequate practical skills, limited understanding of Technical and Vocational Education and Training (TVET) and EL, and poor program management. The findings underscore the need to strengthen EL in community colleges by improving program design and adopting more effective, innovative EL strategies. The study offers insights for better aligning academic delivery with industry needs, ultimately helping to ensure that graduates are well-prepared for the evolving demands of the hospitality and tourism sector. © 2025 ICHRIE.

Work-integrated learning (WIL) forms an important part of the student learning experience, effectively bridging the gap between the university curriculum and work and society. Thus, it is key that students gain the most from this learning experience, even where conditions are less than ideal. However, WIL literature is largely silent on the development of student voice to address challenging conditions which may impede their learning. This study aims to investigate and explain how students can develop their voice to become more equal and agentic participants in WIL. The study elaborates on how students are able to advance from voicing individual negative learning experiences to developing a collective understanding of improved communication as a potential solution to address learning barriers. This initial germ cell is then collectively concretised in subsequent workshops into the formulation of a more advanced WIL system driven by the object of teamwork between WIL students and their supervisors. These practical developments, it is argued, are supported through the CL’s methodology of double stimulation which promotes the emergence of students’ ‘transformative agency’. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

This study investigates the impact of real-world learning experiences, specifically employer engagement and problem-based learning, on the employability of private university students in Oyo State, Nigeria. Given the persistent challenge of graduate unemployability, attributed to factors such as skills mismatch and outdated curricula, this research focuses on integrating academic theory with practical experience to better prepare students for the workforce. Real-world learning, which includes activities such as internships, employer collaboration, and problem-solving exercises, has been shown to enhance students’ workplace readiness and professional networks. This study, guided by Human Capital and Experiential learning Theories, utilizes a descriptive survey research design, involving 1,000 final-year students across six private universities, with a response rate of 76.2%. Data were gathered through a four-point Likert scale questionnaire (reliability: r = 0.914) and analyzed using both descriptive and inferential statistics, including multiple regression at a 0.05 significance level. Findings indicate a significant positive relationship between real-world learning and employability (R2 = 0.777, F(2, 759) = 2644.42, p < 0.000), with employer engagement having a more substantial influence on employability (β = 0.561) than problem-based learning (β = 0.471). This research underscores the importance of real-world learning in bridging the employability gap, providing actionable recommendations for universities, policymakers, and industry leaders to enhance student employability through practical curriculum integration. Additionally, it suggests increased collaboration with employers for feedback, advisory roles, and involvement in curriculum development. The study’s insights contribute to the body of knowledge on employability, with implications for refining educational practices to meet market demands. Future research could broaden this scope by incorporating other forms of experiential learning, such as entrepreneurship education, and expanding to public universities for comparative analysis. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. All Rights Reserved.

In the digital-revolutionary era, the role of teachers utilizing ICT-based learning resources in schools has become very important. However, it has become evident that its application is not always optimal. This can be the case in some schools in developing countries, possibly because of factors such as human resources, readiness, facilities, and regulations inherent in each educational institution. This research aims to describe teachers’ perspectives on ICT learning resources that have been used for the learning process. It is a qualitative, case study, involving a sample of seven teachers at the high-school level in Central Java and West Java, Indonesia. Data collection techniques include semi-structured interviews, followed by an interview guide as the data collection instrument. The interviews were analyzed thematically, in order to describe an overview of the issues that were commonly raised by the teachers during the data-collection process. The research results show that there are three themes that were often the main topics of discussion, namely motivation and readiness of teachers in utilizing ICT-based learning resources, teachers’ perspectives and resource support of the implementation of ICT-based learning resources, and the challenges that teachers faced when implementing ICT-based learning in the classroom. These findings have the potential to assist in the professional development of teachers in integrating ICT for dynamic and innovative learning in the digital era. © This work is licensed under a Creative Commons Attribution- Noncommercial 4.0 International License (CC BY-NC 4.0)

Transversal competences, such as flexibility, collaboration or critical thinking, are proving to be key not only in academic performance but also in professional and personal performance. In response to a growing demand for research and training in these competences, this study originates from a teaching innovation project at the University of Granada (Spain) with the aim of designing the base structure of a psycho-educational intervention aimed at undergraduate students at the Spanish public university. For this purpose, the European framework for Personal, Social and learning to Learn Key Competence, LifeComp, is used as the base line. This work proposes a coherent, pedagogically sound, general competence-based programme that blends with the official, more-specific competence-based curriculum, to deepen learning and proactively respond to the complex challenges our society is currently facing. In order to do so, different levels of proficiency for each of the nine LifeComp competences are suggested, as well as an outline for the design of the training action. This work has served as the basis for the creation of a psycho-educational training programme whose parallel study has been registered on www.clinicaltrials.gov under NCT05598944 and NCT NCT05775978 registries. The resulting programme is currently being taught to all undergraduate students at the University of Granada (Spain). © © 2025 Khaled Gijón, Ávalos Ruiz, de Rueda Villén and García de Quesada.

Thus, the chapter aims to unravel the role of AI in skill enhancement with reference to critical thinking ability, problem- solving skills, and digital skills. With AI technologies gradually progressing to redefine employment situations in different parts of the world today, it has become essential to train the learners for the arising complex employment scenario. The first part of the chapter explores how critical thinking and problem solving can be improved by AI, such as using adaptive learning systems, simulation, and data analysis. It then goes further to illustrate how the use of AI tools in the teaching of digital literacy is conducted, with a focus on how the use of AI in learning makes it possible for a learner to be taught based on his/her specific needs and the acquisition of the fundamental skills needed in the digital competency. The last part looks at the ways of teaching education to prepare students for jobs with artificial intelligence, balancing between technical and humanities, ethics, and retraining. © 2025 by IGI Global Scientific Publishing.

This research explores how learning Management Systems (LMSs) can facilitate the implementation of storytelling in project-based learning, with a focus on a first-year engineering (FYE) course. To address this objective, we propose a teaching approach that integrates pedagogical tasks into the Brightspace LMS, grounded in a story-based approach. A case study was conducted to evaluate the LMS's effectiveness in supporting both teaching and learning processes. Specifically, this study examines how the teaching model integrated with LMS scaffolds student engagement, promotes collaboration and deepens understanding of key engineering concepts. The findings indicate that LMSs, when strategically aligned with pedagogy, can transform classroom dynamics by fostering interactive, student-centered learning environments that reflect real-world engineering practices. This research underscores the value of maximizing LMS functionalities beyond basic content delivery, bridging gaps identified in prior studies regarding the limited use of LMS features in engineering education. © 2025 IEEE.

Introducing students to real-world contexts through clinical placements can provide rich learning experiences. In health professional education, these placements primarily focus on the supervised development of clinical skills within discipline-specific contexts. However, numerous implicit contexts influence the learning event, which may not be explicitly addressed in the placement’s curriculum or teaching structure but are nonetheless pedagogically significant. This study examines the distinctive contexts of a student-led, interdisciplinary Aboriginal allied health service placement in rural South Australia, highlighting the contexts’ unique experiential characteristics. We used a bricolage of phenomenological engagement and abductive thinking to investigate students’ experiences within and across these learning contexts. Students’ accounts revealed that their experiences at the intersections of these contexts held pedagogical significance. This finding prompts critical questions about the design and delivery of educational placements to maximise the inherent learning potential of contexts. We discuss the role of context in clinical placements and explore how context and context complexity can be effectively configured to support student learning across various clinical placement settings and models. We propose that developing context awareness and perspective, and attending to context convergence, can enhance meaningful learning in complex environments. © The Author(s) 2025.