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The low logical mathematical intelligence of students with mild intellectual disabilities is caused by several factors: the learning process is still classical with the lecture method; the less than optimal use of learning media and teaching materials based on the surrounding cultural environment; the unavailability of concrete and interactive teaching materials that are adjusted to the cognitive needs of students with mild intellectual disabilities; and the unavailability of Android-based applications that help students learn the material anytime and anywhere, so that they can facilitate their ability to remember and understand the material. This research was conducted at the Sunan Kudus Special Elementary School located on JL Mayor Kusmanto RT 4 RW 3 Pedawang, Bae District, Kudus Regency, Central Java Province, Indonesia. This school was chosen because of the low level of students' logical mathematical intelligence and the lack of use of Android-based learning media. The main objective of this study was to analyze the effectiveness of the Realistic Mathematics Education (RME) model assisted by the Digital Mathematics Science Module With Voice Recording (DIMSMOVE), based on local advantages on the North Coast of Java, Indonesia, in improving the logical mathematical intelligence of students with mild intellectual disabilities. The results of the study showed that the average logical mathematical intelligence score of students using the RME model supported by interactive digital modules based on local excellence exceeded the Minimum Completion Criteria (KKM), and there was a significant increase in their logical mathematical intelligence. The level of effectiveness was categorized as moderate based on the N-Gain test, which showed that the RME model and the digital media developed were effective in supporting the learning and memory of students with mild intellectual disabilities. This study contributes to the field of inclusive education by introducing an innovative learning model that integrates RME with a culturally relevant and voice-supported digital module (DIMSMOVE). The combination of local cultural content and interactive technology offers a contextual, inclusive, and adaptive learning solution for improving cognitive competence in students with intellectual disabilities. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

The role of academic institutions, particularly technical colleges, is essential and requires a rethinking of the traditional education models and programs to prepare their graduates and the factors that influence their employability such as the development of adequate knowledge to increase their expertise and skills. Building on the student outcome model, knowledge-based view and expectancy-value theory, this study empirically examines the mediating role and effects of students’ practical intelligence, tacit knowledge and competencies on the relationship between the characteristics of female technical colleges and female students’ employment (EMP), and also their direct/indirect relationships with EMP. Partial least squares structural equation modeling was adopted, using a cross-sectional questionnaire survey of 286 full-time students at female technical colleges in Saudi Arabia. The findings reveal the positive and significant mediating effects of students’ practical intelligence, tacit knowledge, and competencies on the relationship between the characteristics of female technical colleges and EMP. These findings suggest that both securing and retaining a job are dependent on the competencies, tacit knowledge, and practical intelligence of the jobseeker. Female technical college administrators and teachers/instructors should therefore inculcate in their students not only academic aspects in terms of explicit knowledge but also these identified study outcomes, to enhance their employability in the competitive labor market. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

The aim of the research is to identify the significant factors which influence employability skills. The research focused on the value of skills such as communication, interpersonal abilities, as well as teamwork. The research aimed to explore the mediating role of emotional intelligence in the relationship between digital skills and employability skills within the context of trainee teachers in the agricultural field. Stratified random sampling was utilised in the process of conducting a cross-sectional survey to 200 Malaysian agricultural trainee teachers majoring in higher education. The important variables were assessed via modified questionnaires. The researchers utilised structural equation modelling to examine the suggested model, resulting in the measurement model to show a satisfactory fit to the data. The findings unveiled a positive detailed exploration of emotional intelligence sub-constructs reveals that the mediating effect is only partial for each specific sub-construct, thus adding new insight to current understanding of the factors involved in this relationship. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study aims to assess the level of teacher leadership (TL) and its influence on student leadership skills (SLS) in Malaysian Fully Residential Schools (FRS). A total of 355 FRS teachers participated as study respondents. The findings indicate that both TL and SLS are at a very high level, with mean values of x̄ = 6.22 and x̄ = 5.99, respectively. Using the Structural Equation Modeling (SEM) approach, the study confirms that TL behavior positively influences SLS in FRS (β = 0.971). These results highlight the significant role of teachers in shaping students' leadership capabilities. FRS teachers not only exhibit strong leadership qualities but also actively nurture student leadership through various mechanisms. They foster teamwork, build positive relationships, communicate effectively, and encourage innovation, all of which contribute to a holistic learning environment. However, while teamwork is particularly strong under the Exhibiting Leadership Character component, the Competence in Building Trust component appears to be relatively lower than other aspects of TL. This suggests the need for principals to cultivate a deeper culture of trust within schools, ensuring that teachers feel empowered to lead with confidence and autonomy. In terms of SLS, despite the overall high level, emotional intelligence especially in conflict management emerges as a weaker area compared to other components. This finding is significant because deficiencies in conflict resolution skills may serve as an early indicator of bullying, which remains a persistent issue within the national education system. Therefore, greater emphasis on conflict resolution training is necessary. Future research should explore conflict management as a potential mediating variable that links teacher leadership to student success, providing deeper insights into the mechanisms that drive leadership development in FRS. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This paper explores the digital transformation of the basic geology experimental teaching system in response to the call for digital transformation in education, aiming to enhance the quality and efficiency of geology teaching. The current status of geology experimental teaching is analyzed, and the necessity and path for digital transformation are proposed. By constructing a modular experimental teaching material library, an intelligent platform, and a multi-modal self-learning model library, the digitization, intelligence, and sharing of experimental teaching resources have been realized. This transformation not only enriches teaching methods but also improves students' learning interest and effectiveness. Meanwhile, the paper also discusses the problems encountered during the digital transformation process, such as hardware support, teaching mode reform, and assessment standard reshaping, and proposes corresponding solutions. The research results indicate that the digital transformation of the basic geology experimental teaching system is an inevitable trend in discipline development and new technology application, with broad application prospects. © 2025 Copyright held by the owner/author(s).

This study examines the long-term effects of two different integrative school measures in lower secondary education — reduced individual learning objectives and accommodations — on post-compulsory educational trajectories in Switzerland. Based on data from the Bernese Longitudinal Study on Integrative School Measures (BELIMA; N = 2297), this study examines how these measures influence students’ transitions to upper secondary education, focusing on the level of academic demands and educational discontinuities (delayed entry and apprenticeship contract terminations). Through propensity score matching, students with and without integrative measures were compared while controlling for various factors including school type, academic performance, intelligence, and social background. Results show that students with reduced learning objectives were significantly more likely to enrol in educational programs with lower academic demands compared to similar students without this measure. However, they did not experience more discontinuous pathways. No effects were found for students with accommodations, neither regarding the level of academic demands nor educational discontinuities. These findings suggest that reduced learning objectives may limit educational opportunities beyond compulsory education, potentially due to their stigmatizing effects. This raises important questions about how integrative measures can be implemented to support students effectively while avoiding unintended negative consequences for their educational trajectories. © The Author(s) 2025.

This study explores the integration of the educational philosophy of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with deep learning technologies for the development of high school English course resources. By introducing deep learning models, particularly the Transformer architecture, the study enables automatic generation and personalized delivery of instructional content, thereby enhancing the intelligence and relevance of course resources. An innovative Transformer-based framework incorporating STEAM-related semantic features is designed and implemented. The framework is trained on a large-scale, preprocessed English text dataset collected from 300 high school students participating in STEAM-integrated English learning tasks, with data from 150 students forming the core corpus for model training. The model employs an encoder-decoder architecture and is optimized using the Adam optimizer to support the generation of high-quality content tailored to diverse teaching objectives. Through on-site teaching experiments conducted with the 300 high school students, the results demonstrate that, the model’s performance is rigorously evaluated through metrics such as Bilingual Evaluation Understudy score (0.78), innovation index (0.75), and content diversity (0.70). Results reveal that the proposed model outperforms comparative models (Model A and Model B) in language generation accuracy, innovation, and content diversity, highlighting its superior capability in producing high-quality English teaching resources. Although the model demonstrates promising results, its implementation in resource-limited environments presents challenges, highlighting the need for further refinements. Nonetheless, these findings demonstrate the model’s potential to revolutionize English teaching by enhancing resource quality and offering a more efficient, innovative approach to course development. © The Author(s) 2025.

Social changes have transformed both organizations and individuals, highlighting the importance of diversity, equity, and inclusion in academic and professional development. Successful organizational transformation now depends on building inclusive and digitally skilled human capital. Education must adapt to equip new generations with the skills needed to navigate uncertainty and technological advancements. Leadership focused on communication, conflict management, emotional intelligence, and inclusivity is essential for driving meaningful organizational change. Multidisciplinary Organizational Training of Human Capital in the Digital Age provides a conceptual, theoretical, and empirical framework on research focused on the formation of human capital in connection with leadership, leadership styles, management in organizations, and promotion of competencies to develop organizational transformation. It includes studies on curricular and educational evaluation processes focused on the levels of development of competencies, redesign, and updating of educational programs. Covering topics such as digital communications, organizational change, and vocational training, this book is an excellent resource for academicians, researchers, educational leaders, business leaders, students, consultants, universities, professionals, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

In innovation and entrepreneurship education, personalized Education is achieved through specialized creative integration and project-based learning to cultivate college students’ abilities in innovation, creation, and entrepreneurship. However, besides providing a wide range of course options and resources on the supply side, it is crucial to emphasize enhancing learners’ intrinsic motivation on the demand side of project-based learning. We conducted an educational practice to enhance students’ personalized learning inherent motivation in the medical school. Through assigning one project per student, we aimed to stimulate students’ curiosity, empathy, and sense of responsibility by focusing on the authenticity of project topics. Furthermore, the uniqueness of projects in innovation and creation was used to enhance students’ understanding of identification and ownership. Additionally, we promoted students’ courage to transform old habits, products, and services through a sense of belonging and conformity fostered within the student community. The timely supervision and rewards in competitions also contributed to students’ understanding of rhythm, fulfillment, and respect. After a project-based Practice, significant progress and improvements were observed in students’ professional abilities, multiple intelligences, creativity, and competition results. © 2023 Jingliang Zhang, Wenqian Chen, Jingjing Wang and Ying Wang, published by Sciendo.

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success. © 2024 European Research Network Vocational Education and Training. All rights reserved.