Search Results for
"human"

Introduction: Policies that combine human capital development and migration governance are necessary because migration alters the labor supply and skill distribution across economies. Through a cross-country approach, four migrant-origin countries, North Macedonia, Türkiye, Ukraine, and Ethiopia, that reflect various combinations of demographic pressures, institutional capacity, and conflict shocks are examined in this study. Methods: Using standardized qualitative expert interviews with policymakers, labor market intermediaries, and social partners, analyzed through a reflexive thematic analysis, the study explores the respondents' perceptions and the channels through which education and migration policies, as perceived, interact to influence labor market outcomes. Results: Respondents reported that migration dynamics exacerbate structural unemployment, gender disparities, brain drain, and ongoing skill mismatches in all four countries. Interviewees highlight structural gaps in technical training and job-readiness in Ethiopia, while in Ukraine, a prime example of the disruptive effects of war, population displacement strains both education and the labor market. In North Macedonia and Türkiye, skill mismatches are pronounced by the notable emigration as well as the inefficiency of retention mechanisms. Among all studied countries, participants identified demand-based training and reliable institutional frameworks as crucial levers for reducing shortages and slowing the human capital depletion. Discussion: The comparative study emphasizes the need for policies that efficiently connect labor market demands, migration management, and education to achieve a balance between social demands and long-term socioeconomic growth. © © 2026 Cvetkoska, Trpeski, Ivanovski, Peovski, Kozheski, Merdzan, Babadoğan, İmrol, Görür, Ecer, Melnyk, Lytvynchuk, Tereshchenko, Anisimova, Hunde, Gemeda, Dubi and Yacob.

This work investigates the effects of pre-employment training on employment outcomes for previously incarcerated individuals using two theories developed in the discipline of economics: human capital theory and signaling theory. human capital theory suggests that preemployment training increases wages and the likelihood of employment by building relevant skills that would improve productivity. Signaling theory asserts that the completion of pre-employment training acts as a signal of participant ability, as ability is known to the applicant but unknown to employers. Using the National Longitudinal Survey of Youth, results support hypotheses related to signaling theory for individuals without a history of incarceration, but show no meaningful relationship between pre-employment training and employment outcomes for previously incarcerated individuals. Findings contribute to both economic and criminal justice theory and can be used to inform employment interventions for those with or without a history of incarceration. © The Author(s) 2023

This paper discusses the transformative potential that liberal vocationalism, aligned with contemporary visions of lifelong and lifewide learning, presents for outdoor learning across institutional and industry settings. Utilising Bernstein’s sociological theory, the paper explores this transformation through an illustrative case study of the relations, knowledges and identities of post-Year10 Outdoor Education in Western Australia (WA). The case study highlights how Outdoor Education in WA has been organised through distinct classificatory relations that exist between government, regulatory bodies and individual industry providers that serve to distinguish Outdoor Education from outdoor learning that is ongoing and able to be pursued by people of any age in many and varied learning contexts. These classificatory relations are shown to be reflected in established qualification and training structures, privileged knowledges and particular subject and learner identities. It is argued that consequently, current post-Year10 Outdoor Education provision has a generated a vision of outdoor learning and vocationalism that constrains learners’ access to and engagement with lifelong and lifewide experiences that can enhance their own and others’ lives. In response, three foci are presented that constitute a heuristic framework via which transformative possibilities can be progressed. The first focus calls for progressive relations between institutional education, industry and community stakeholders in the creative re-design of qualification structures and educational experiences. The second underlies the need for qualification and training structures to enable all learners equitable access to knowledges for lifelong and lifewide learning. The third argues for the construction of new therapeutic identities in Outdoor Education that enables learners to orientate towards an experience of outdoor learning that is autonomous and flexible in both theory and practice. The paper concludes by considering research and teaching directions that can facilitate the realisation of these possibilities. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The rapid advancement of AI and economic shifts necessitate large-scale skills restructuring, highlighting the importance of vocational training and sustainable human resource management to enhance employee career commitment and organizational performance. This study utilized a sample of 293 employees and employed a quantitative research approach, incorporating structural equation modeling and moderated mediation analysis to rigorously examine the relationship between sustainable human resource management (SHRM)with an emphasis on vocational training - and employee career commitment. The findings revealed that: (1) SHRM positively influences career commitment; (2) Meaningful work partially mediates the relationship between SHRM and career commitment; (3) Boundaryless mindset positively moderates the effect of meaningful work on career commitment. The research findings contribute to enriching the mediating and boundary conditions of career commitment, suggesting that organizations should prioritize the implementation of vocational training and SHRM practices to enhance employees' career commitment levels. © 2026 The Authors.

The Teacher–AI–Student Triadic Model is proposed as a conceptual framework for advancing sustainable and human-centred artificial intelligence (AI) integration in vocational education. Responding to the growing demand for work-ready and sustainability-oriented graduates, the model reconceptualises the roles of teachers, students, and AI systems within AI-enhanced learning environments. Developed through a conceptual research methodology, the model draws on an in-depth literature review and synthesises constructivist learning theory, social learning theory, and competency-based education. It emphasises dynamic interactions among teachers, AI, and students as central to fostering adaptive learning, ethical reasoning, and sustainable thinking. Within the triadic structure, teachers function as ethical mentors and learning architects, students as self-regulated and adaptive learners, and AI as an intelligent collaborator supporting personalised learning and formative assessment. The model illustrates potential applications in vocational contexts, including green technology simulations, virtual laboratories, AI-supported assessment, and sustainability-oriented entrepreneurship training. By embedding the Sustainable Development Goals as a core pedagogical capability rather than a peripheral objective, the model offers a vocationally specific, ethically grounded framework aligned with the transition toward Society 5.0. This study contributes a structured foundation for future empirical research, policy development, and responsible AI implementation in vocational education. © Universiti Telekom Sdn Bhd.

Background: Used sparingly before 2020, telehealth was quickly adopted throughout Australia in response to COVID-19. This required general practitioner (GP) trainees (registrars) and their educators (supervisors and medical educators) to rapidly learn telehealth as a primary consultation method. As telehealth use continues within primary health care beyond the pandemic, greater insight into the impact on GP training is required. This is particularly relevant to general practice settings in countries that, like Australia, utilise an apprenticeship-style training model where the social space of in-consultation learning with supervisors is key to registrars achieving competence. We aimed to explore the impact of telehealth uptake on Australian GP vocational training, with particular focus on the in-consultation social space of registrars' learning. Methodology: Qualitative semi-structured individual interviews with 15 registrars, five supervisors and five medical educators were conducted and analyzed using reflexive thematic analysis. Wenger's community of practice theory provided a conceptual framework for analysis and interpretation. Findings: Three key themes were generated. (1) The social space of learning can be disrupted by telehealth. Registrars described how telehealth changed the options for help-seeking during consultations, delaying feedback for learning. Medical educators reported concerns about the delay of what should be immediate feedback for learning during consultations, whereas registrars and supervisors held mixed views on whether such delays impacted registrar learning. (2) Reduced in-person clinical exposure creates educational challenges. Telehealth consultations resulted in a loss of experiences and skill-development opportunities and reduced diversity of clinical practice. (3) Registrars and educators were managing and learning telehealth within a pandemic context. A lack of formal telehealth training to guide best practice required registrars and educators to learn how to utilise telehealth together. Conclusions: The rapid uptake of telehealth altered the in-practice social space of registrars' learning. As telehealth use continues, these findings highlight the need for telehealth-specific training to maximise registrar learning during consultations. © 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.

The modern educational system is rapidly evolving due to Artificial Intelligence (AI) adoption worldwide. However, existing literature lacks empirical support on how AI effects student engagement, and learning outcomes in the educational institutions of Kingdom of Saudi Arabia (KSA). Therefore, this research examines the role of AI-based learning tools in affecting psychological factors (e.g., autonomy, competence, intrinsic motivations, self-efficacy, and social influence). Furthermore, it also investigates the ultimate impacts of these relationships in explaining student's learning and engagement in Hail region of KSA. This research was carried using a cross-sectional design. A structured and closed ended survey was conducted with undergraduate students of University of Ha'il in KSA. The hypotheses were tested using structural equation modeling (SEM) as a method of estimation. The finding confirmed that AI tools have a positive and significant impact on psychological factors. Moreover, a partial mediation of student's engagement was also confirmed to explain the impact of AI tools on employability, academic success and empowerment. However, it was found that competence strongly reduces engagement due to some contextual, cultural or regional dynamics for which a qualitative study is needed. The findings require the policymakers and educational institutions to design some customized AI tools. These tools must fulfill the social, educational and motivational needs of students and help them to achieve better academic outcomes. This research contributes theoretically and empirically for uninvestigated context of educational institutions in KSA. It further provides practical suggestions for possible adoption of AI tools in academia to fulfill vision 2030. © 2025 The Authors

The burgeoning interest in the flipped language learning approach (FLLA), characterized by its learner-centered pedagogy and utilization of instructional technology, necessitates a systematic review to synthesize its psychological and learning effects. This review meticulously analyzed 55 peer-reviewed articles published between 2010 and 2023, employing a comprehensive search strategy across major databases including Education Source, ERIC, Web of Science, Scopus, and Computers and Applied Sciences Complete. Through bidirectional citation searching and Boolean logic, this study ensured the inclusion of relevant studies, adhering to stringent eligibility criteria to maintain the review’s integrity. The articles were subjected to an inductive paradigmatic analysis to identify empirical evidence of FLLA’s affordances and challenges, focusing on psychological effects, learning effects, instructional tools, and educational activities. The review reveals that FLLA promotes a broad spectrum of positive psychological effects, such as enhanced motivation, reduced anxiety, and improved attitudes towards technology, alongside significant learning outcomes including increased learner autonomy, engagement, and skill development. However, challenges such as increased workload and inconsistency in instructional design were also identified. In addition, all 55 studies underwent a structured methodological quality assessment adapted from the Mixed Methods Appraisal Tool (MMAT) and four custom domains (sampling adequacy, instrumentation validity, statistical transparency, and ecological validity), revealing generally moderate-to-high methodological quality but with notable variability in sampling and reporting practices. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

This article examines exposure to carcinogens in workplaces among vulnerable youth in a Co-op training program for adolescent and young adult trainees with low educational attainment. It explores how socio-environmental factors increase these risks. An ergonomic approach was used to understand real-world work situations, going beyond measuring exposure to understanding the mechanisms involved. The methodology includes self-reflection interviews (SRI) with eleven trainees, using video of their work situations to stimulate reflection. The analysis examines how gender, communication difficulties, and the gendered nature of trades influence the perception of risks, the understanding of exposure mechanisms, and knowledge of prevention measures. Key findings reveal that trainees often underestimate cancer-related risks, associating the absence of immediate discomfort with the absence of danger. Their understanding of exposure pathways is limited, with ingestion being the most recognized route. Trainees often recognize immediate effects over long-term health consequences. Gender plays a significant role, with young women in caregiving roles prioritizing the safety of others over their own. Trainees in masculine-typical jobs are more likely to receive support and guidance from colleagues. Communication skills impact risk awareness, with trainees who struggle to articulate their thoughts having more difficulty in identifying and explaining hazards in interviews. The study highlights significant gaps in trainees’ comprehension and application of occupational health and safety measures. This research advances efforts toward a sustainable and equitable approach to occupational cancer prevention. © 2026

Aim The purpose of this Systematic Literature Review (SLR) is to define the attributes of Competencies and Capabilities Between Staff and Management (CCBSM) under different definitions, dimensions, antecedents, and consequences. Background Organizations increasingly rely on competencies and capabilities to achieve strategic goals, yet existing research shows several critical gaps. Prior studies highlight a lack of comprehensive strategies, insufficient integrative framework development, and limited methodological diversity for examining organizational dynamics. In addition, practice gaps in human resource management continue to hinder the effective application of these principles in real-world contexts. Addressing these gaps is important not only for advancing theoretical understanding but also for ensuring practical relevance, which underscores the significance of the present study. Introduction In today’s challenging and uncertain economic environment, robust competencies and capabilities are crucial for management to lead staff in achieving business goals. Staff members are often tasked with supporting line functions, indirectly contributing to the organization’s success. The effectiveness of these roles depends on the competencies and capabilities of both staff and management, which this review investigates through an analysis of existing literature.√. Design The SLR is designed to synthesize research on CCBSM, where the search methodology is conducted in academic databases (Science Direct, Springer, Emerald, AOM, Wiley Online Library, and Taylor & Francis) and other publication database sources (Google Scholar, FT50, WoS, Free-Full-PDF site) under the guidelines of the PRISMA protocol over the period of 2010 to 2022. The inclusion criteria focused on relevant articles in English from high-impact journals, while excluding non-research reports and studies outside the domain of competencies and capabilities.√. Findings The findings reveal a complex landscape of CCBSM in terms of definitions, dimensions, antecedents, and consequences. The attributes of CCBSM in organizations comprise communication and engagement, execution of trust building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view. Antecedents to CCBSM in an organization involve decision-making, risk taking, self-management, team building, coordination, staff training and education, support organization routines, changes to policy and the mission statement, types of theoretical models, and evaluation measures. Consequences contain personal factors, professional factors, staff outcomes, organizational outcomes, and financial outcomes. √. Discussion The review highlights the importance of effective communication, engagement, execution of trust-building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view as the key dimensions of CCBSM. These dimensions are critical in shaping the competencies and capabilities of staff and management, which in turn impact the overall performance of the organization. √. Conclusion and implications for organizations The study highlights the importance of various dimensions of CCBSM, including communication, engagement, trust-building, professional and technical expertise, leadership, and a resource-based view. These dimensions are critical in shaping the competencies and capabilities of staff and management, which impact organizational performance. √This study contributes by developing an evidence-based framework that enables organizations to adopt a more strategic approach to staff and management development within the CCBSM context. The framework emphasizes targeted investment in competencies, the cultivation of a supportive organizational culture, and the promotion of continuous learning and innovation, thereby advancing both theoretical understanding and practical application in organizational settings. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.