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"learning"

Introduction. The Fourth Industrial Revolution has brought about significant changes in both the economy and education. This study introduces a tailored self-design training model specific to Indonesia's industries for students. Aim. The present research aims to develop a learning model that is product-oriented and tailored to meet the needs of the industry. Additionally, it seeks to evaluate the model's effectiveness in enhancing the readiness of vocational high school (VHS) students. Methodology and research methods. The study employed various testing methods, including interviews, questionnaires, and practical performance assessments. Results and scientific novelty. The developed Industry-Integrated Self-Design Project learning (i-SDPL) model integrates the learning experiences from VHSs with an industry component aimed at familiarising students with the professional environment of enterprises. This model emphasises student independence in the development and implementation of industry projects. The integration with industry within the model offers students access to the latest technologies and practical knowledge that may not always be available in an academic setting. The advantages of this model include active student participation in enterprise operations, training based on real products, and a comprehensive enhancement of both technical competencies and soft skills compared to traditional methods. The effectiveness of the i-SDPL model is evaluated based on three main competency aspects, each with clear indicators and criteria. The i-SDPL model has demonstrated its effectiveness in enhancing attitude, knowledge, and skills competency among 136 students across two trial implementations. Scientific novelty. An original i-SDPL model has been developed to ensure the integration of vocational education programmes with the specific needs of various industries. Practical significance. The widespread adoption of the i-SDPL model will further enhance partnerships between vocational education institutions and industry. The findings of this study are not only pertinent to the VHS system in Indonesia but can also serve as a valuable guide for vocational education institutions in other countries facing similar challenges. © Sudarsono B., Saputra W.N.E., Ghozali F.A.

Europe is facing significant challenges in education, particularly within the rapidly evolving field of Additive Manufacturing (AM). As industries increasingly demand skilled professionals to adopt this technology, it becomes crucial to tackle these educational challenges through forward-thinking strategies across borders. Addressing this gap will ensure that Europe remains at the forefront of technological innovation and is able to meet the growing demands of the AM sector, which is expected to revolutionize manufacturing processes across industries. In response to this urgent need, a consortium of six European organizations has proposed the AMTE@CH project. This innovative project aims to combine Massive Open Online Courses (MOOCs) about hands-on tools and Vocational Education and Training (VET) programs, creating a well-rounded training course tailored to the needs of Additive Manufacturing. By integrating both theoretical and practical learning modules, the project seeks to bridge the gap between academic knowledge and real-world applications, offering a comprehensive learning experience. This paper delves into the design phase of the AMTE@CH project, showcasing the creative and engaging learning scenarios carefully crafted for diverse groups of trainees. Each scenario is designed to cater to varying skill levels and backgrounds, ensuring all participants have the necessary knowledge and practical skills. The MOOC has been validated in a pilot phase involving 30 trainers who assessed its effectiveness. Their feedback sheds light on the strengths of this training approach and areas for improvement, ultimately informing future iterations of the program and contributing to the advancement of education in Additive Manufacturing across Europe. The AMTE@CH project fosters collaboration among institutions in different European countries, enabling knowledge exchange and the sharing of best practices. This approach not only enriches the learning experience but also creates a network of professionals equipped to meet the future demands of the AM industry. By bridging the skills gap, the project aims to support the growth of a competitive workforce in Europe through technological innovation, ensuring long-term success and sustainability in the sector. Moreover, it supports the alignment of educational programs with the evolving needs of the global market, preparing learners for the challenges of tomorrow's economy. © 2025 IEEE.

Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies-such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for Engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a 2k factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking (d=-1.875; p < 0.05), Design of Experiments (d=-2.232; p<0.05), Sustainability (d=-1.142; p <0.05), and Artificial Intelligence (d=-1.143; p < 0.05) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of Education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era. © 2025 IEEE.

Traditional assessment methods struggle to authentically capture the practical application of competencies in complex learning environments such as SEL (Social-Emotional learning) and CTE (Career and Technical Education). These fields require tools that go beyond self-reports or structured written assessments, which often miss the nuanced, context-driven ways students demonstrate skills. ZoneSight leverages generative AI to perform deep contextual analysis on unstructured data like audio and video, allowing for a richer, more flexible assessment of competencies that more closely reflect the authentic learning, while also introducing more objectivity and scalability to assessments in these fields. This paper presents early progress and preliminary results from ZoneSight, a tool designed to address this challenge by analyzing real interactions to extract insights into nuanced competencies, beginning with SEL. ZoneSight's scalable, psychometrically sound assessments align with the dynamic nature of SEL (current focus) and hold future potential for application in CTE environments. © 2025 IEEE.

There is great potential in the introduction of gamified, interdisciplinary learning approaches in various education environments. This paper explores the effectiveness of Musical Mastermind, a gamified educational tool combining music education and computational thinking to promote interdisciplinary learning. The game, which uses a microcontroller-based LED matrix, challenges students to decode musical sequences, bridging artistic creativity and logical problem-solving. Rooted in the constructivist and experiential learning theories, Musical Mastermind integrates gamification into education, aligning with STEAM principles to foster holistic skill development. The game combines music theory and coding, encouraging exploration, problem-solving, and collaboration. The study was conducted in a seventhgrade classroom using the micro:bit, a cost-effective microcontroller. The students began with an introduction to music and coding, and then created and decoded musical sequences while engaging in collaborative gameplay. A mixedmethods approach was employed, utilizing pre-and post-test assessments, observational analyses, and feedback surveys to evaluate learning outcomes. Results showed significant improvements in music theory comprehension, computational thinking, and problem-solving skills. The students demonstrated high levels of engagement, teamwork, and perseverance, with increased motivation and a stronger connection between music and technology. © 2025 IEEE.

This review critically examines recent teaching methods in computer network practicum and introduces augmented reality (ar) as a transformative enhancement. it begins by analyzing various traditional learning approaches used in computer network education, assessing their strengths and limitations. the review then highlights the potential of ar in revolutionizing the practicum learning experience. findings indicate that ar significantly boosts student engagement and understanding, particularly in applying course material to improve comprehension. ar's interactive and immersive qualities create a dynamic learning environment, fostering a deeper grasp of computer networking concepts. however, the review also identifies challenges in ar integration, including technical infrastructure needs, cost implications, and the necessity for educator training. addressing these, the article proposes thoughtful design considerations for ar-based practicums, emphasizing user-friendly interfaces, scalability, and effective integration with conventional teaching methods. The integration of AR in computer network practicums marks a notable advancement in educational technology, with broader implications for learning and technology fields. © 2025 Nirsal Nirsal; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

This study investigates the relationship between teacher support, academic self-efficacy, and internship attendance in a cohort of application-oriented university interns in Wenzhou, China. With a quantitative research design, data were collected from 152 interns by means of online surveys employing validated instruments to measure the three variables under study. Using the application of multiple regression and bootstrap methods, findings indicated that teacher support was a predictor of internship participation (β = 0.485, p < 0.01), and academic self-efficacy was a partial mediator for this context (indirect effect β = 0.204, 95% CI [0.119, 0.338]). The findings suggest that the construction of strong support mechanisms for instructors, as well as the development of students' academic self-efficacy, can enhance internship results in higher education settings where practical applications are emphasized. Institutions of higher learning ought to implement specific strategies aimed at creating these factors in a bid to enhance the quality and effectiveness of their internship programs. © 2025 by author(s).

Switzerland sought to reform its VET system by introducing a Recognition of Prior learning process designed to help low-qualified workers gain formal qualifications. Policy makers believed it would improve labour market opportunities for participants, increase the proportion of the population with post-compulsory education, and alleviate the shortage of skilled workers. Unfortunately, participation levels have been significantly below expectations (Luomi-Messerer 2024; Maurer 2019). It is important to decipher the structural reasons behind these numbers rather than assuming low-qualified workers failed to take advantage of a process designed to help them improve their situation (Cort, Mariager-Anderson, and Thomsen 2018). This paper applies policy mobilities and assemblage theory (PMAT) to analyse the gap between political intentions and actual utilisation, as suggested by Lewis and Spratt (2024). The analysis reveals that while RPL is highly mobile, the characteristics that enhance its mobility are precisely those that generate friction with the institutional logic of the Swiss VET system and hinder institutional change. The assemblage analysis reconstructs the friction points between the two elements and their logics of action more precisely, highlighting why RPL implementation has not fulfilled expectations. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Students with learning disabilities (SLDs) aspire to work after they completed their secondary school education and many of them do not know what to expect which leads to inability to be employed in the employment. The aim of this study was to explore and develop work aspiration of SLDs in Malaysia through a series of 10 workshops by developing skills, interests, preferences and support needed for their prospective workplaces. Data was collected through online workshops for 32 SLDs with the support from their parents at home, teachers and practitioners. Qualitative research was conducted to explore the work aspiration in SLDs and findings were triangulated with observations, focus group interviews and documents analysis by the participants, parents and special education practitioners. Research questions highlighted the importance and the impact of developing work aspirations in SLDs. Findings indicated that intentional conversations about work and personalised teaching and learning materials have contributed to the development of work aspirations in SLDs. SLDs displayed increased knowledge about work and enhanced self-determination skills throughout the programme. This study implies the importance of maximising the learning opportunity and collaboration between special education teachers, practitioners and families in providing support for SLDs to aspire for work which has provided a glimpse of hope for the families. This study has impacted the lives of SLDs who are commonly marginalised and unheard of by instilling the aspiration for work as mental readiness for employment. It contributes to the education ecosystem and the disabled community in bridging the unemployment gap. © Penerbit Universiti Sains Malaysia, 2025.

Immersive technologies like Virtual Reality (VR) are gaining recognition as valuable educational tools. VR has been successfully applied in therapy, including treating phobias (Maples-Keller et al., Harv. Rev. Psychiatry, 2017) and pain management (Pourmand et al., Curr. Pain Headache Rep., 2018). It also supports inclusive learning by removing physical barriers and addressing diverse social and emotional needs (Hutson and McGinley, IJTES, 2023). Additionally, VR can teach life skills such as anxiety management, decision-making, and hazard recognition (Roberts-Yates and Silvera-Tawil, Int. J. Spec. Educ. 34, 197–210, 2019). However, its potential to address emotional and social challenges in education and the school-to-work transition remains underexplored (Nuryana, The Palgrave Encyclopedia of Disability, Springer, Cham, pp. 1–8, 2024). This study examines how VR supports social-emotional and motor development and facilitates the transition of students with disabilities from school to employment. Data were collected through VR-based self-awareness workshops at educational sites in Germany, Switzerland, and Liechtenstein. Participants included 17 individuals: students (n = 7), special education teachers (n = 7), and vocational training specialists (n = 3). Selected results indicate that VR enhances student motivation and engagement across subjects. Teachers see VR as a powerful tool for adaptive and inclusive teaching aligned with Universal Design for learning. However, successful implementation requires integrating both technical and pedagogical elements. While VR has great potential for inclusive education, low-threshold applications remain limited. Future efforts should focus on making VR more accessible and ensuring its effective long-term use in educational settings. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.