Search Results for
"education"

Background/purpose. This analysis aims to determine the mapping of the application of the project-based learning (PjBL) model to design learning needs according to the learning environment in vocational high schools (VHS). Research trends of PjBL in vocational schools, subject mapping of PjBL, opportunities for appropriate PjBL studies, and recommendations for future implementation of PjBL in vocational schools. Materials/methods. The study used bibliometric analysis through searching the Scopus database. Data analysis was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) 2020 method, assisted by VOS viewer display. There were 337 articles according to the categories in the Scopus data, only 44 articles were analyzed based on the PRISMA method. Results. The findings state that the application of PjBL in the education sectors of physical science, information systems, automotive and machinery. VHS has competencies in other fields such as maritime, tourism, agriculture, and others. Competency integration applying PjBL is dominant in the higher education, training, academy and research sectors. Vocational high schools have not yet implemented subject integration. Expertise competencies in VHS have not been fully supported as graduate competency outcomes by general subjects. Conclusion. It is necessary to disseminate and study PjBL in competencies in other fields, along with the application of PjBL integrated with two or three subjects in VHS. Examples of integration of subjects to achieve full competence are skills, English and math. Encourage vocational schools to integrate subjects in the learning process. Integration of learning in the form of product projects by subject teachers collaboratively. © The Author(s), 2025.

Wellbeing in society has been subject to increasing discussion, with particular attention to students engaged in higher education. Students in higher education experience stress related to studies and finances in addition to experiencing two major life changes – shifting from school learning to more self-directed learning and becoming more independent and self-reliant. Work placements add further challenges for students, therefore, there is a need to gain new knowledge on the relationship between placements, wellbeing stressors, and support mechanisms to better understand placement challenges and mitigate impacts on students. A total of 146 students who recently completed work placements participated in an anonymous survey and results indicated that students almost unanimously encountered financial stress even if in paid work placements and made lifestyle choices in response to stress that may harm their wellbeing. Students also reported having to actively manage stress but held positive views about life comparable to the general population. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Work-integrated learning (WIL) is an expanding international strategy aimed at bolstering the employability of higher education students. With WIL participation on the rise, there is a growing focus on fostering wellbeing during WIL. Drawing on the sociomaterial theoretical framework actor-network theory (ANT) and the WIL Wellbeing Framework, this paper examines data from semi-structured interviews with 15 university students to explore wellbeing practices. The findings illustrate the relational nature of wellbeing, where social, textual and material relations come together to enact practices as students prepare for, encounter and acquiesce to wellbeing stressors. Students draw upon a diverse range of tools to create their own assemblages of support. Importantly, the findings highlight that students’ use of university services for wellbeing are limited, with preference shown instead for peer support and personal coping strategies. This study reveals wellbeing to be constantly emerging in practice, and often enacted with little input from university support services and actors. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

This book highlights the key competencies and coping mechanisms needed by educational managers in an era of rapid change on a national and international scale. It also posits and discusses how the heads of educational organizations, often classified as leaders, should be re-categorized as managers instead due to their broad range of duties and obligations. Finally, this book also provides a collection of essential tools, mechanisms, and principles for educational managers and practitioners at all levels in education. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025. All rights reserved.

This position paper examines the implementation of Inquiry-Based Learning (IBL) in Information Technology (IT) education, focusing specifically on a first-year database unit. Traditional pedagogical approaches, which predominantly rely on lectures and textbooks, often hinder student engagement and motivation. The paper identifies the challenges inherent in current IT educational practices and proposes IBL as an effective pedagogical alternative. IBL fosters active learning and critical thinking, thereby enhancing students' grasp of real-world applications. The proposed trial of IBL in an introductory database course aims to assess both student outcomes and instructor experiences. The benefits of IBL, including increased student engagement and improved knowledge retention, are examined, as well as challenges related to time management, group dynamics, and technical issues. The paper concludes with a call for extended exploration and broader adoption of IBL methods in first-year IT courses, promoting a necessary shift in educational practices to address student needs better. © © 2025 by SCITEPRESS - Science and Technology Publications, Lda.

This study examines the impact of teacher competency and industry-academic collaboration on vocational ability, focusing on technical, problem-solving, and soft skills. It also explores the mediating role of career self-efficacy and the moderating role of social support in these relationships. A quantitative and cross-sectional survey was conducted among Chinese students in higher vocational institutions. Stratified random sampling resulted in 350 distributed questionnaires with 270 completed responses. Data were analyzed using SmartPLS 4. Teacher competency and industry-academic collaboration both positively impacted vocational ability. Career self-efficacy mediated the relationships between these factors and vocational ability. Social support moderated these relationships highlighting its importance in enhancing vocational outcomes. This study integrates key factors— teacher competency, industry-academic collaboration, career self-efficacy, and social support providing a comprehensive understanding of vocational outcomes in higher vocational education. The findings offer insights to improve vocational education practices and policies, particularly in rapidly developing economies like China. Enhancing teacher competency, fostering industry-academic collaboration, and supporting career self-efficacy and social networks are crucial for improving vocational outcomes. © 2025 Conscientia Beam. All Rights Reserved.

The article updates the problem of developing digital skills in future teachers of specialized and vocational training. The possibilities of using informal education to solve this problem are identified. The need for developing modern digital skills of future teachers of specialized and vocational training based on competency-based, integrated, context-oriented and multimodal approaches is substantiated. During the experiment, a phased formation of digital skills is carried out: at the preparatory, project, training and final stages. The main task of the preparatory stage is to familiarize students with the features of using digital technologies, the structural components of digital skills and indicators of their formation. All students during their studies at the university take a course on the theoretical foundations of us ing digital technologies in education. At the project stage, the main task is to develop the ability of future teachers to professional self-management. Students of the experimental group additionally participate in a workshop and independently develop personal programs for the development of digital skills in the context of informal education. At the training stage, students of the experimental group implement these programs. At the final stage, students of the control and experimental groups perform creative work. Feedback on personal programs is provided by experts from among university teachers and practicing teachers. In the process of experimental work, the effectiveness of the development of digital skills in the context of informal education of future teachers is tested. The use of digital technologies is presented at three levels: household (low), user (medium), professional (high). The experiment shows the feasibility of using personal programs for informal education. Generalization of the results of the experimental work demonstrates the advantages of informal education in the formation of digital skills of future teachers of specialized and professional education. © 2025, Adam Marszalek Publishing House. All rights reserved.

Virtual reality (VR) tools represent current interactive computerized simulation tools. The application of VR can provide immersive simulations by facilitating hands-on exploration and analysis, fostering a deeper understanding of complex phenomena. VR can also permit the development of competencies in different contexts, such as in education. This article investigates the potential of VR as an educational tool at two educational levels in Chile: high school and university students. Given the positive experience results, this article aims to generalize in academic contexts about how the implementation of VR can support learning in the academic field and analyze the associated benefits and challenges. The experimental study was carried out with groups of students from the two educational levels, applying a standard instrumental model to identify VR's advantages and limitations concerning improving students' learning, participation, and motivation to continue learning with similar experiences. We highlight that the results obtained provided valuable information for understanding the impact of VR in education and offering recommendations for its effective implementation in educational settings. The primary limitation of this study is the existing hardware limitations that prevent this experience from being repeated in other academic settings. However, technology has reduced costs and is more accessible than before. Concerning the students' experience, they expressed their satisfaction and motivation regarding experiencing VR and related learning. Hence, without a doubt, VR represents a transformative tool in education. © 2025 IEEE.

Drawing on survey data from Germany and German-speaking Switzerland, we examine whether the class composition at lower-secondary level—in particular, the proportion of low-SES and immigrant students—is associated with students’ trajectories to post-compulsory education, using linear probability models. By focusing on two tracked education systems, our study extends the existing research, which primarily examines comprehensive education systems. Our findings indicate a generally weak relationship between class composition and educational attainment, partly mediated by class-level aspirations and achievement. However, the results underscore that in tracked education systems, individual-level characteristics matter more than class composition. We conclude that it is the institutional setting of tracking, which is linked to track-specific opportunity structures, that shapes educational trajectories and life chances. © The Author(s) 2025.

This article develops an empirical typology of traditional and non-traditional students in a university degree program with non-selective academic access and with a wide range of alternatives for financing their studies. The data come from an analysis tool applied to the Social Work degree program at a Chilean university. Based on dummy variables, a cluster analysis was carried out (using k-medians) and the results showed five clusters presenting a complex composition related to the heterogeneity of the student body in a highly overcrowded university system, where the variables concerning the age of access to the university and the performance in work activities do not determine the conformation of the subsets; this setting implies a challenge for the institution implementing academic processes centered on the diversity of actors as a paradigm of teaching and learning. © 2025 Consejo Mexicano de Investigacion Educativa. All rights reserved.