Search Results for
"Students"

Background/purpose. The rapid advancement of technology, particularly in mobile learning, presents new opportunities for flexible, accessible education. In business education, especially marketing courses, integrating technology while cultivating essential 21st-century skills like critical thinking and collaboration remains challenging. This study was conducted to address this gap by developing and evaluating an interactive mobile learning platform tailored to business students' needs. Materials/methods. This study utilized the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) to develop and validate the Marketing-Oriented Project-Based Mobile Learning (MOPjBML) platform for business education. The research involved 63 undergraduate students (aged 18–22) enrolled in an Introduction to Business course at a university in Indonesia, alongside expert validators (n=3) in economics education, learning media, and business instruction. The data were collected through surveys, observations, and phased trials (small- and large-group implementations) to assess platform validity, practicality, and efficacy. Quantitative analyses (paired t-tests, validity/reliability assessments, normality testing) and qualitative evaluations (expert reviews, learner feedback) were conducted to examine the platform's educational impact and implementation outcomes. Results. Results demonstrated significant improvements in critical thinking (23.4% gain, p<0.001) and collaboration (26.2% gain, p<0.001) using the MOPjBML platform. Expert validation confirmed high validity (85.6%) and practicality (88%). The multimedia-enriched platform effectively enhanced marketing comprehension through videos, quizzes, and textual materials, confirming its efficacy in business education. Conclusion. This study concludes that the MOPjBML platform is an effective and innovative tool for enhancing 21st-century essential competencies in business education, particularly those related to critical thinking and collaboration skills. © The Author(s), 2025.

This study aims to examine the impact of a school-based intervention on life skills and personal development among adolescents in Kosovo. It responds to the educational shift toward competence-based learning outlined in the new Kosovo curriculum. The research adopts a quasi-experimental design with pre-and post-tests to examine changes in students’ self-perceived competencies across five life skills: interpersonal communication, conflict management, problem-solving, initiative-taking, and following instructions. The intervention was implemented in three schools using the FACE and PEACOCK programs, which were integrated into daily teaching practices. A total of 1,018 students (pre-test), aged 8 to 16, and 1,245 students (post-test) participated, along with 50 teachers trained in the program. Results show significant improvements in students' self-perception of competencies, especially in interpersonal communication and conflict management, with moderate gains in problem-solving and initiative-taking. Teacher feedback, gathered through surveys and observations, highlights positive changes in student's adaptability and classroom engagement. These findings reinforce the importance of integrating life skills into educational curricula to enhance holistic student development and bridge the gap between academic knowledge and personal competence. The authors recommend future research that includes longitudinal studies and examines the potential for expanding such interventions throughout pre-university education. © 2025, Association for Social Studies Educa. All rights reserved.

This research evaluates student attitudes and perceptions towards online learning at a local institution in Fiji using critical success factors (CSFs), (1) student characteristics, (2) teacher characteristics, (3) learning environment and instructional design, and (4) support. Data was collected using quantitative research methodology. A validated online questionnaire was disseminated to the students and 436 students participated voluntarily. Once the data was collected, appropriate analysis was performed to evaluate the findings. The results indicated that the students perceived the four CSFs as influencing the success of online learning. Student characteristics, such as digital literacy, teacher characteristics, instant feedback, the quality and design of the learning environment, and institutional support were important for effective online learning. Additionally, the correlation analysis showed a significant relationship between the four CSFs. Evaluating critical success factors from the student perspective is essential for educational providers to gauge the effectiveness of the teaching and learning processes and improve them in the future. Educational institutions can leverage the CSFs identified in this study to assess the effectiveness of their online delivery and develop strategies to enhance the quality of online learning and teaching. © 2025 by the authors.

—This study investigates the impact of additive learning tools on the educational outcomes of first-year engineering students. Employing a structured experimental framework, the research divided participants into three groups: a control group and two experimental groups, one with teacher facilitation and the other without. Utilizing technologies such as SolidWorks, LabVIEW, Unity, and Unreal Engine, the study measured variables including academic performance, intrinsic motivation, collaborative skills, and student satisfaction. Results from Kruskal-Wallis tests and ANOVA confirmed that students using additive learning tools under teacher guidance (Experimental Group 1) exhibited significantly enhanced academic performance and motivation compared to the control group and the group using technologies independently. However, no significant differences were found in collaborative skills across all groups, suggesting the need for tailored pedagogical strategies to leverage technological benefits fully. Furthermore, high satisfaction rates among students in the experimental groups underscore the positive reception and effectiveness of these learning tools. This study contributes to the discourse on integrating innovative educational tools in engineering curricula, advocating for enhanced teacher involvement to maximize learning outcomes, and highlights areas for further research in technology-enhanced education. © 2025 by the authors..

Purpose: Unemployment among university graduates has been the main trigger for entrepreneurship research, as this issue highlights the need for a suitable formula to strengthen students' entrepreneurial mindset, particularly their innovation and entrepreneurial behaviour. Consequently, the application of Kolb's Experiential Learning (EL) model has emerged as a potential alternative. This study aims to assess the feasibility of Kolb's EL model in entrepreneurship education, focusing on its impact on students' innovation in creating entrepreneurial opportunities and their entrepreneurial achievements, with cumulative Grade Point Average (GPA) serving as the intervening variable. Methodology: This study employs the Design-Based Research (DBR) development model, specifically the interactive cycle of testing and refining EL Theory in a participatory manner. To achieve that, a quasi-experimental design was implemented. The sample of this research comprised active students who were enrolled in Entrepreneurship Course across seven universities, selected through stratified random sampling. The research instrument included project-based assessments based on innovation indicators and questionnaires for measuring entrepreneurial behaviour achievement, all of which met validity and reliability standards. The data were analyzed statistically using descriptive statistics and comparative analysis. Findings: The results indicate that Kolb’s EL model is effective in enhancing students' innovation in creating entrepreneurial opportunities, as well as in fostering their entrepreneurial achievement. There was no direct effect of GPA on the achievement of these two variables, but an interaction effect was found. In conclusion, the EL model in the experimental group was able to modify or strengthen the effect of GPA on students’ innovation in creating entrepreneurial opportunities and achieving their entrepreneurial behaviour. Implications for Research and Practice: This research provides insights to college students that EL has a strong theoretical framework for entrepreneurship learning in university. © 2025 Ani Publishing Ltd. All rights reserved.

Problem-solving skills are critical for students in higher vocational colleges as they prepare for future careers and life challenges. However, cultivating problem-solving skills presents significant challenges. This study investigates the development of students’ problem-solving skills from the perspective of teachers in higher vocational colleges. Fifteen teachers participated in semi-structured interviews, and the data were analyzed using thematic analysis based on the 3P model (Presage-Process-Product). Within this framework, the cultivation of problem-solving skills is conceptualized as a dynamic system comprising three interconnected stages. In the Presage stage, cognitive factors affect the effectiveness of skills development, while non-cognitive factors influence the developmental process. Teachers’ understanding and valuation of problem-solving skills are pivotal for their effective implementation. Moreover, environmental conditions also play a crucial role. In the Process stage, instructional design is guided by instructional objectives, and context-specific teaching methods combined with practical courses have been shown to enhance problem-solving skills more effectively. In the Product stage, teachers rated students’ problem-solving skills as ranging from moderate to below moderate, which they attributed to factors such as low student motivation, limited teacher proficiency, time constraints, and insufficient resources. These insights identify key areas for targeted improvements in the cultivation of problem-solving skills in higher vocational colleges. © 2025, University of Southern MIssissippi. All rights reserved.