Search Results for
"learning"

This study explores the attractiveness of tourism polytechnics and their impact on students’ career decisions. The background of this study is the increasing interest of students in choosing the field of tourism despite the challenges in this sector. The method used was a quantitative approach with a sample of 902 respondents who were first-semester students at six public tourism polytechnic colleges in Indonesia. The instrument used was a questionnaire that measured college attractiveness, learning motivation, and career decisions. Data analysis used descriptive techniques and Structural Equation Model (SEM). The results show that college attractiveness positively affects learning motivation and career decisions. This research provides an essential contribution to college management in increasing the attractiveness of tourism polytechnics and assisting students in making better career decisions. © 2025 ICHRIE.

Purpose: Traditional single-assessment models in service-learning courses do not facilitate comprehensive assessments of learning outcomes. Effective assessments should incorporate perspectives from multiple stakeholders. The present study developed a service-learning course assessment model that incorporates assessments from multiple stakeholders, compared assessments between stake-holder types, and explored the effects of evaluator–student relationship. Participants and Methods: The study recruited 126 students from a service-learning course at China Medical University in 2024. Six different groups of stakeholders, namely peers, teaching assistants, service institutions, primary instructors, group instructors, and final report evaluators, evaluated student performance and learning outcomes. Experts ensured that assessment criteria were relevant and comprehensive. Confirmatory factor and principal component analyses were performed to assess the construct validity. The study used descriptive statistics and performed interrater reliability and correlation analyses. Results: The six groups of evaluators were mostly consistent in their assessments, which clustered into two distinct factors: individual performance (Factor 1) and team/service performance (Factor 2). Factor 1 comprised evaluations from peers, teaching assistants, primary instructors, and group instructors, emphasizing individual students’ attendance, participation, and contribution throughout the course. Factor 2 comprised evaluations from service institutions and final report evaluators, focusing on group-level service outcomes and teamwork effectiveness. These two factors explained a cumulative variance of 77.94%. The study identified 15 correlation coefficients: 8 were significantly positive—indicating agreement within or across factors; 2 were significantly negative—highlighting potential divergences in perspective; and 5 were nonsignificant. The relationship between evaluator and student significantly affected assessment outcomes. For instance, peer assessments were the most variable due to subjective influences such as interpersonal dynamics and collaboration history, whereas group instructor assessments showed the least variability, possibly due to a more outcome-focused evaluation approach. Conclusion: Assessments by different types of evaluators are relatively consistent, and the evaluator–student relationship influences assessment outcomes. © 2025 Liao et al.

Due to the increasing complexity of the demands of the job market, the importance of generic competencies in pupils is increasingly emphasised in secondary vocational education programmes. In this context, critical thinking competency has been highlighted as the one that enables pupils to act as autonomous, competent, independent and reflective professionals who are also willing to change the status quo of existing labour market demands. However, the literature points out a major challenge in developing critical thinking competency in vocational programmes due to the lack of concrete approaches or even guidelines for developing critical thinking. Against this background, this paper aims to propose a theoretical model of teaching for critical thinking in vocational education and training. The model was derived from the generic model of teaching for critical thinking proposed by author Buchberger and was contextualised through an in-depth literature review within the six dimensions of teaching for critical thinking (learning outcomes aimed at developing critical thinking, critical approach to lesson content, active teaching methods, active assessment methods, critical action, and democratic classroom atmosphere). The contextualisation of the model of teaching for critical thinking in vocational education and training has shown that there are many specificities of vocational education that need to be addressed through the six dimensions of critical thinking teaching, which shows that the generic model of teaching for critical thinking provides a high-quality starting point for different levels and types of education. Therefore, the proposed model aims to support vocational teachers in teaching for critical thinking. However, it is noted that the model is open and flexible and can therefore be adapted to the needs of particular teaching practises in different learning contexts. © 2025 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Generative AI tools present new opportunities for enhancing critical thinking (CT) in English as a Foreign Language (EFL) writing instruction. This study investigates how the structured integration of these technologies could support the development of CT skills, particularly in vocational education contexts. An eight-week multiple-case action research design was conducted across three vocational colleges, involving 92 students engaged in iterative writing and revision cycles guided by the GenAI-CT framework. This pedagogical model draws on Bloom’s taxonomy, Vygotsky’s Zone of Proximal Development, and cognitive apprenticeship theory to scaffold learners through increasingly complex reasoning tasks. Data were collected from student essays, AI interaction logs, reflective journals, and classroom observations. Mixed-methods analysis revealed statistically significant gains across all CT dimensions (p<.001). Thematic findings indicated notable increases in analytical depth, metacognitive reflection, and evaluative judgment. Variations across cases underscored the influence of disciplinary focus and instructional mediation styles. These results demonstrate that generative AI, when embedded in intentional pedagogical structures, can foster cognitive engagement rather than superficial automation. The GenAI-CT framework offers a replicable model for integrating AI in applied language and communication instruction, supporting educators in cultivating critical thinking through technology-enhanced learning environments. © 2025 by the authors; licensee learning Gate.

Blended learning requires different proficiencies from learners and there is limited evidence on blended learning for undergraduate students specifically in practice-based courses. Within the personalised learning frame in virtual academic environments, journal writing and mindfulness interventions are gaining prominence. This study examines the impact of mindfulness sessions on learner motivation, self-regulation, and metacognition of undergraduate students from select practice-based courses (social work, nursing, engineering, architecture, fine arts) in select South Asian cities, compared to journal writing, both delivered online. Mindfulness sessions were more impactful and participants’ gender, year of study, family configuration, apprenticeship engagements, and program compliance were significant predictors. Female students, in advanced or final years of their studies, belonging to single-parent families, not doing apprenticeship alongside study, showing prudent compliance with mindfulness sessions and completing higher number of corresponding homework sessions, gained most. Mindfulness sessions could be incorporated in undergraduate practice-based courses, and their blended learning curricula in particular, to improve learner motivation, self-regulation, and metacognition. Emphasis would need to be laid on intervention compliance and some modifications would be needed for male students, students in their early years of undergraduate study, cohabiting with both parents and siblings, and doing apprenticeship alongside study. © 2025

This chapter introduces the entrepreneurial educational method (EEM), an artifact developed using a design science research (DSR) methodology to enhance the instructional decision-making processes of higher education educators. With a focus on ensuring entrepreneurial learning gains for all students, the chapter emphasizes instructional quality as a crucial factor, particularly as entrepreneurial education expands from elective groups to the full student population. Drawing on Mansoori’s (2017) concept of entrepreneurial methods, the EEM is defined as a set of entrepreneurial education principles and structured guidelines that help guide educators in their instructional design (ID) decisions. The EEM features a three-layered structure: the first layer encompasses ten design propositions, the second contains the ELED protocol as a sub-artifact, and the third layer includes multiple CIMOs and tools, all organized in a nested, Russian doll-like configuration. Together, these layers offer a flexible framework to assist educators in implementing effective and context-sensitive entrepreneurial education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Technology is changing how we understand knowledge in all its tenets. A direct implication which is often overlooked is how knowledge creation, production, and storage are reshaping the landscape of education. It wouldn’t be an understatement to say that human development has arrived at the historical junction where Technology, Education and Science function in an assembly. This transformation necessitates a re-evaluation of the operational framework of education in the digital age. The paper delves into the procedural aspects of knowledge production and explores the influence of technological advancements at each stage. The pervasive nature of technology has significantly shaped the evolution of society at large and education in tandem with its function and purpose. Drawing on applied educational principles, the paper underscores the need to reimagine the key mechanisms of education in a knowledge-saturated technological era. These implications call for a reassessment of the essential components of education and the pedagogical approaches necessary to uphold its role in advancing human development. The paper examines three educational approaches of Critical Pedagogy, Challenge-based learning, and Work-based learning which treat technology not as an obscure aspect hidden in the undercurrents but consciously acknowledged as a distinct element: advocating the mindfulness of technology and its implications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

This study explored the integration of computer-aided design (CAD) and neural network technology in vocational education, focusing on course design, skill training, and project-based learning. Through analysis, the study reveals how this technological integration improved students’ practical skills, innovative thinking, and problem-solving abilities. Feedback from students indicated high satisfaction with the personalized resources provided by the system, which effectively met their learning needs. Empirical findings showed significant improvements in students' practical capabilities after applying CAD and neural network technology. Compared to traditional models, students demonstrated faster execution and better reporting skills. This integration marks a breakthrough in practical teaching in professorship education, enhancing both instructional effectiveness and the overall learning experience. © 2025 IGI Global. All rights reserved.

The aim of the present study was to reveal modern approaches to the teaching process based on the principles of fractal didactics. This study reveals the concept of ‘fractal didactics and its influence on the educational process, subject teaching and personality development of future specialists. The principles of fractal didactics are defined and described, in particular: integration, self-similarity, openness, integrity, self. Such synergetic principles of personality development in the conditions of fractal didactics as: the principle of integrity, the principle of continuous development and the principle of balance are disclosed. The methods of fractal pedagogy include integrated as well as holistic learning, and their role in the educational process is described. The results of observation of the process of teaching Russian, Kazakh and English languages, built on the principles of fractal didactics, conducted on the basis of the Kazakh National Pedagogical University named after Abai, are presented. The results of the observation demonstrated that the basis of quality language training of future specialists in the conditions of digital society is the use of integrative and holistic approaches. It is concluded that fractal didactics can increase the effectiveness of subject teaching, in particular teaching Russian, Kazakh and English languages, in the conditions of digital civilization, as well as prepare students for continuous development. The levels of Benjamin Bloom’s taxonomy are described, on the basis of which the educational model of fractal didactics is developed. The most effective way to ensure the formation and development of the necessary skills is through an educational system that corresponds to the taxonomy model of fractal didactics, which was described in the framework of this study. © The Author(s) 2025.

Significant progress has been made in artificial intelligence (AI) in recent years, with AI applications now being used across various fields, including education, healthcare, economics, and scientific research. In this context, AI offers valuable contributions to education and public administration, such as personalized learning experiences, improved teaching strategies, data analysis, and strategic recommendations. Consequently, examining the adoption and diffusion of AI in these areas has become a critical focus. AI Adoption and Diffusion in Education explores the adoption and diffusion of AI in education and public administration. It examines the opportunities, challenges, and ethical considerations of AI adoption, offering insights into its practical implementation and future impact. Covering topics such as accessibility technologies, data mining, and unemployment, this book is an excellent resource for researchers, managers, governmental employees, educators, administrators, and more. © 2025 by IGI Global Scientific Publishing.