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This study evaluates the relationship between soft skills and hard skills readiness among Electrical Engineering Education students at Universitas Negeri Surabaya (UNESA), Indonesia, addressing the critical gap in quantitative assessment of these competencies within the Indonesian engineering education context amid Industry 4.0 demands. Rationale: The rapid technological transformation of Industry 4.0 necessitates comprehensive readiness assessment frameworks that evaluate both technical proficiencies and transferable competencies, yet existing literature reveals a scarcity of quantitative studies examining the specific interaction between soft and hard skills among engineering students in Indonesia. Methods: Using a causal correlational design grounded in Human Capital Theory and the Integrated Skills Framework, data were collected from 153 third and fourth-year students (95.6% response rate) through stratified random sampling. Two validated instruments the Soft Skills Measurement Instrument (IPSS, 35 items, α = 0.89) and Hard Skills Measurement Instrument (IPHS, 40 items, α = 0.87) were administered. Data analysis employed descriptive statistics, Pearson correlation, multiple regression, MANOVA, and Structural Equation Modeling (SEM) using Jamovi and LISREL software. Results: Professional ethics (M = 81.53) and teamwork (M = 78.91) emerged as the strongest soft skills, while electrical fundamentals (M = 75.47) was the strongest hard skill. Programming demonstrated the lowest readiness (M = 63.51) with highest variability. Cognitive soft skills particularly problem-solving (β = 0.37, p < .001) and critical thinking (β = 0.29, p = .004) significantly predicted technical competence, explaining 46.1% of variance in hard skills performance. students with internship experience demonstrated significantly higher proficiency across both domains (p < .01). The SEM revealed cognitive soft skills directly influenced all hard skills dimensions (β = 0.39 to 0.53, p < .001), with the model explaining 67.3% of variance in overall workplace readiness. Limitations: The cross-sectional design limits causal inference; the single-institution sample may constrain generalizability to other Indonesian universities. Recommendations: Engineering curricula should integrate problem-solving development within technical courses, expand internship opportunities, and strengthen programming instruction. Future research should employ longitudinal designs and multi-institutional samples. © © 2026 JESTP.

Innovative teaching strategies such as Gamification, Technology-Enhanced Language Learning (TELL), and Project-Based Learning (PBL) are increasingly recognized for their potential to enhance student engagement and language acquisition in English as a Foreign Language (EFL) classrooms. While the individual effectiveness of these methods has been widely examined, limited research has explored their combined impact, particularly in elementary-level EFL contexts. This study addresses this gap by investigating how the integration of these three approaches influences young learners’ motivation, participation, and language development. Adopting a qualitative research design, data were collected through semistructured interviews with elementary EFL instructors and classroom observations across multiple teaching sessions. Thematic analysis of the data revealed that gamification significantly increased students’ motivation and fostered cooperative learning environments. TELL tools enriched the learning experience by offering interactive and multimodal resources that facilitated real-time communication and personalized feedback. PBL provided authentic contexts for language use, encouraging students to collaborate, solve problems, and communicate meaningfully, which enhanced their confidence and fluency. Moreover, the combined use of these strategies was found to lower language anxiety and improve the retention of vocabulary and grammatical structures. The findings emphasize the importance of student-centered and engagement-driven pedagogies that support active learning and practical language use. The study also underscores the need for teacher training and curriculum development programs to prepare educators to effectively integrate these approaches into their teaching practices. This research contributes to the growing body of literature on innovative language teaching methods and provides practical insights for educators and policymakers aiming to improve EFL instruction at the elementary level. Future studies are recommended to evaluate the long-term impact of such integrative strategies and examine their effectiveness across diverse educational settings and learner profiles. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Internships can effectively develop employability skills for students and foster their education-to-work transition. Internships are particularly beneficial for international students, who often choose to study overseas to enhance their employability and seek migration opportunities. This chapter reports findings from a systematic literature review that examines the empirical evidence on internship experiences of undergraduate international students (UIS) in Australia. Thematic analysis revealed insights into UIS’s perspectives on internship benefits, internship satisfaction/dissatisfaction, and factors influencing their experiences. Findings indicated that UIS faced challenges such as access to internships and support to work and learn in the internship. While the internship experiences varied between international students, they were significantly associated with their international student status. We discuss ways to improve the internship experiences of international students, as a contribution to developing quality skilled immigrants. We also recommend future research directions. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.

The chapter aimed to investigate the effect of using training and reflective e-portfolios, as two constructivist assessment tools, with respect to two types of feedback delivered by the assessor on EFL learners’ writing ability and autonomy. During a three-month course, 68 intermediate English learners in three groups were assigned to write eight writing assignments. Unlike the control group, the two experimental groups were requested to make an e-portfolio on the school portal to keep their first writing drafts, final corrected drafts, instructional goals, and a writing scoring scheme. The first experimental group received explicit feedback individually from the teacher and emailed the corrected draft back. The second group was sent a list of all the students’ major errors by the teacher without naming the learners and through self-reflection, they redrafted and sent back their assignments. A writing task and language learner autonomy scale were administered as pre- and post-tests. The results of data analysis revealed that both treatments significantly outperformed those of the control group in terms of their writing performance and autonomy, although the results of cross-comparison between groups indicated no statistical difference between treatment groups. Despite the limitations, the findings are valuable in light of reaffirming the significance of using e-portfolio assessment, as an authentic assessment, captures both process and product, integrates assessment and instruction with learning, and boosts learner autonomy. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Developing sculpting and carving skills among art college students remains a critical problem in art education, where the conventional approaches are not very constructive for creativity, skill generation, and spatial conception development. To overcome this challenge, 3D Virtual Reality (VR) technology was developed for the enhancement of sculpture and carving skills. This research examined the difference between sculpting in a VR environment and traditional clay modeling, including their impact on creativity, skill acquisition, student motivation and participation, learning time, spatial ability, and creativity. A mixed method was used that involved quantitative questionnaires and qualitative interviews, with 532 undergraduate students who were a part of both VR and clay models, focusing on data collection. The result showed that the students were able to perform better in VR environments with enhanced creativity, technical skills, spatial thinking, and higher levels of engagement and motivation when compared to clay sculpting. It was found that VR allowed students to learn and perform complex sculpting processes in a short time, and students were more innovative in the ways they designed sculptures. It was also shown that VR facilitated the acquisition of 3D space and, more importantly, provided an interactive setting that was immersive and promoted creativity. This study demonstrates the use of VR in the field of arts education, providing evidence that VR can change the course of traditional sculpting and carving. The results highlight the VR’s ability to improve technical skills as well as artistic skills. The research indicates that VR improves the process of teaching sculpting techniques and provides a better understanding of the creative function and faster learning of the sculpting process. © Association for Educational Communications and Technology 2026.

Introduction to School Field is a mandatory activity for Information Technology Education students at Brawijaya University which is designed to provide practical experience in learning and managing education. This activity aims to develop students’ soft skills and hard skills as preparation for future careers. This study analyzes the effect of PLP on the soft skills and hard skills of students in the Information Technology Education Study Program at Brawijaya University. In this study, teacher competence is used as a measurement indicator. PLP is measured using basic competency indicators for school introduction and pedagogical competence. Soft skills are measured through personality and social competence, while hard skills are measured through professional competence. This study uses a quantitative approach with a survey method. Data were obtained from questionnaires distributed to 61 students of the 2021 intake who had completed PLP through regular programs and Kampus Mengajar. The results show that PLP has an influence on the development of students’ soft skills and hard skills. Specifically, PLP is able to explain 39% of the variation in social competence, 33.6% in personality competence, and 50.5% in professional competence. The results of this study emphasize the importance of PLP as a program in preparing students to become professional educators, not only through mastering hard skills but also through improving soft skills. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.

The study aimed to examine the influence of ethnomathematics-based instruction on students’ attitudes, participation, and cultural connections in mathematics learning in Ghana. This study employed a descriptive survey research design to explore the integration of ethnomathematics into Ghana’s inclusive mathematics curricula, targeting JHS 1–3 students in public schools across diverse geographical and socio-economic contexts. Using a multi-stage sampling technique, 300 students were selected to provide rich, representative insights into the intersection of culture and mathematics learning. Data were collected through a structured questionnaire, with reliability confirmed via Cronbach’s alpha values above 0.70. Structural Equation Modelling (SEM) in Amos (v.23) revealed that ethnomathematics-based instruction had a significant and strong positive effect on students’ mathematics attitudes, participation in mathematics learning, and ability to connect mathematics to real-life culture. The findings underscore the transformative potential of embedding cultural contexts in mathematics teaching to enhance engagement, relevance, and learning outcomes, offering compelling evidence for curriculum reform toward inclusive, culturally responsive pedagogy. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Work-Integrated Learning (WIL) encompasses a variety of educational experiences that seek to bridge the gap between academic study and the world of work. However, Design Thinking although widely applied as a pedagogical framework for structuring student multidisciplinary, problem-based learning projects with industry partners, it has not yet been conceptually or empirically examined within vocational education as a model of WIL. This study seeks to position Design Thinking as a systematic approach for organising student problem-based WIL projects. Using qualitative case studies, data were gathered from 37 key stakeholders’ students, faculty, and industry partners across 13 multidisciplinary Design Thinking projects conducted on three continents. Stakeholder perspectives revealed multiple points of convergence between Design Thinking-driven projects and the defining characteristics of effective WIL, including the intentional integration of practice and industry partners into the curriculum, purposeful engagement in authentic work tasks, and the application of major specific knowledge to workplace contexts. The findings suggest that Design Thinking offers a promising framework for enhancing vocational education and training programmes by developing transferable skills such as multidisciplinary problem-solving and creativity prior to students’ transition into the workforce. © 2026 The Vocational Aspect of Education Ltd.

Background: Work-integrated learning (WIL) is a pedagogical approach combining classroom learning with practical experience. Despite its growing popularity, there is a need for a comprehensive understanding of the characteristics, trends, and outcomes of intervention studies. Purpose: This systematic review explores the current research on WIL intervention studies, examining publication venues, research aims, methodologies, and outcomes, as well as the implications and challenges. Design/Method: The structured and predefined PRISMA process was used to identify relevant studies published in peer-reviewed journals and conference proceedings, ensuring rigor, precision, and replicability. A typological framework was developed and applied to extract and categorize data from the included studies, which were then synthesized to identify patterns and trends. Results: The review included 22 studies between 2014 and 2023. Although the study quality was generally low across journal articles and conference proceedings, the included studies nevertheless provided essential insights. International interest in this topic is evident, growing, and exploratory, with a potential bias toward individual factors and little consideration of institutional or cultural factors. The methodologies included various approaches, but the lack of unifying frameworks suggests that the outcomes are likely context-dependent. The benefits of WIL were numerous and multifaceted, while the challenges highlighted the complexity institutions and industry partners face. Conclusions: This study provides a comprehensive overview of current research on WIL intervention studies. The findings highlight the importance of theoretical underpinnings, research aims, and methodologies in WIL research. The results have implications for educators, policymakers, and researchers seeking to improve the effectiveness of WIL programs. © 2026 American Society for Engineering Education.

This study aims to develop a digital journalism learning module oriented toward anti-gender discrimination and the prevention of sexual violence in higher education. Using a quantitative approach, surveys were conducted with 148 students and interviews with three lecturers in West Java. Analysis revealed that 94% of respondents support integrating anti-gender discrimination concepts into journalism learning materials. The module development follows the 4D model (Define, Design, Develop, Disseminate), ensuring its relevance to practical needs. The results indicate that multimedia-based digital modules (text, images, audio, video) are perceived as more interactive and effective, aligning with Richard E. Mayer's Multimedia Learning Theory. The study also found positive relationships between digital modules, anti-gender content, learning preferences, and student engagement. These modules enhance not only students' journalistic skills but also their social awareness of gender issues and sexual violence, supporting the implementation of Prevention and Handling of Sexual Violence, policies in higher education. This study recommends integrating digital media as an adaptive learning solution aligned with e-learning trends. The modules are expected to foster an inclusive and ethical educational environment, preparing students for the dynamic media industry. Furthermore, adopting these modules enhances the competitiveness of higher education institutions in meeting modern digital education demands. © 2026 GMP Press and Printing.