Search Results for
"learning"

A movement towards reduced grading practices has emerged internationally over the past few decades. Reduced grading refers to approaches aimed to limit the use and emphasis of grades in assessment, which has been shown to affect stakeholders differently and introduces unpredicted challenges (Normann et al., 2023). The movement has been embraced in various educational contexts; however, little is known about stakeholders’ perceptions of this shift away from grading. Analysing interviews with nine vocational teachers using thematic analysis (Braun & Clarke, 2021a), this study explores dilemmas encountered by teachers when implementing reduced grading. The study conceptualises teachers’ ambivalence towards reduced grading as a dilemma and outlines (1) the dilemma of being faithful or truthful (i.e., adhering to policy vs. ensuring transparency for students) and (2) how navigating the faithful-truthful dilemma was stressful for teachers. The concept of being faithful encompasses teachers’ professional loyalty in the form of adhering to policies, whilst being truthful involves focusing their professional loyalty towards students’ assessment needs. Balancing the dilemma is not an easy task. Grappling with the ideals of being faithful or truthful may create challenges for teachers’ professional loyalty, potentially leading to new sources of stress among teachers of not being able to document students’ learning and defend final grade justifications. A discussion and the implications for research, practice and policy are provided. © The Author(s) 2025.

The lack of uniformity in the concept of Project-Based learning (PBL) causes confusion. PBL stimulates learning through real-world projects, central questions, collaboration, and support. This method shifts the focus from traditional instruction to active, student-centered learning. This research focuses on the development of Computational Thinking (CT) skills in Vocational High School (VHS) using PBL. This research involved 116 students who were taking Computer Network and Telecommunications Engineering (CNTE) subjects from the competence of Computer and Network Engineering (CNE) expertise. The students collaborated in groups of 2-3 to create a project in the field of Internet of Things (IoT) using sensors and actuators. The project culminated in a final presentation where each group showcased the project design, implementation, and data analysis results. This study analyzes student responses using descriptive statistics and discusses the findings quantitatively and qualitatively. The results highlight the impact of integrating PBL into VHS, especially in improving students’ CT skills. This research emphasizes the need for teamwork, project management, abstraction skills, algorithmic skills, and generalization skills in the context of PBL. Overall, the implementation of PBL not only improves students’ technical and academic abilities but also equips them with project management skills essential for future challenges in both further education and professional careers. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

This systematic review explores the challenges and facilitators encountered by students with a migrant background in accessing, participating in, and completing Vocational Education and Training programmes across Europe. It synthesises existing research to understand how VET can support the integration and social inclusion of this population. Based on 60 studies from 2003 to 2024, this paper identifies key findings revealing significant challenges in three critical areas: access, participation, and completion. Linguistic difficulties, discrimination, and the complex recognition of foreign qualifications emerge as primary obstacles, persisting despite various policy interventions. Additionally, employer reluctance and regional economic disparities hinder the effective inclusion of these students in VET programmes. Sociocultural and individual factors, such as limited social networks and social capital, exacerbate these educational and vocational challenges. In contrast, the study identifies key facilitators that enhance their participation in VET, including supportive institutional policies, inclusive legal frameworks, and targeted programmes integrating language learning with vocational training. The role of cultural integration, the development of hybrid identities, and the importance of comprehensive academic support, flexible curricula, and personalised guidance emerge as pivotal elements in promoting integration. Although VET holds significant potential to foster integration, the study concludes that more coherent and sustained efforts are required to address the multiple barriers faced by migrant students. These findings are pertinent to a global audience interested in equity and inclusion within educational systems, advocating for an inclusive and holistic approach to VET policies and practices to ensure the successful integration into European societies. © 2025 Educational Review.

This article examines how a STEAM-based teaching intervention supported by Digital learning Objects (DLOs) influenced primary school teachers’ preferences and attitudes toward ICT use in teaching. The intervention was designed based on the STEAM approach, implemented using the project method, and its activities focused on cultivating soft skills. The goal of the intervention was to familiarize teachers with a list of clearly defined characteristics of ICT-based teaching, which included three general characteristics: Grade level, Subject area of technology use, and the Interactive nature of digital resources; three teaching features of digital learning objects: Reusability, Generativity, and Adaptability; and four technical features of DLOs, namely Interoperability, Accessibility, Durability, and Interactivity. To explore the significance of these characteristics in primary school teachers’ choices to integrate digital resources into their teaching, Discrete Choice Models were employed to a sample of 102 participants. The analyses revealed a statistically significant increase in the influence of DLOs’ teaching and technical features on teachers’ preferences post-intervention. Regarding general characteristics, teachers continue to favor interactive resources, while differences between Subject areas disappear. Additionally, a UTAUT-based scale measured attitudes toward ICT, with Wilcoxon tests indicating significant improvements in four factors within the experimental group. The findings could inform the development of more suitable digital resources and targeted professional development programs for DLO integration. Moreover, the intervention’s methodology, structure, and content could serve as a model for future activities within Skills Workshops. © The Author(s) 2025.

The increasing demand for skilled professionals in technical fields such as Industrial Automation Engineering necessitates the implementation of effective teaching methods in vocational education. This study aims to evaluate the effectiveness of an Integrated STEM (Science, Technology, Engineering, and Mathematics) Project-Based learning (PBL) model in enhancing students’ competence and employability at SMK Negeri 1 Pariaman. Employing a quasi-experimental Nonequivalent Control Group Design, the research involved 60 students divided equally into an experimental group and a control group. The experimental group received instruction through the integrated STEM-PBL approach, while the control group followed conventional teaching methods. Data were collected using pre-and post-tests, as well as qualitative surveys and interviews, to assess students’ academic performance, learning engagement, and perceptions of the educational experience. The findings revealed that students exposed to the STEM-PBL model showed significant improvements in both theoretical knowledge and practical skills, outperforming those in the control group. Additionally, qualitative data indicated that the STEM-PBL approach fostered greater student engagement, motivation, and the development of critical 21st-century skills, such as critical thinking, problem-solving, and teamwork, which are essential for success in the industrial workforce. The study concludes that integrating STEM principles with project-based learning substantially enhances vocational students’ readiness for employment by providing both cognitive and non-cognitive competencies. It recommends broader implementation of this model within vocational institutions. Future research is encouraged to explore the integration of emerging technologies to further strengthen the impact of project-based learning in technical and vocational education settings. © 2025; Los autores.

Determination of integrated STEM teacher competencies for the effective use of STEM education is important in terms of managing the learning process and performing STEM integration effectively. More studies are needed to identify and describe STEM teacher competencies as a result of comprehensive research. The purpose of this research was to constitute integrated STEM teacher competencies for secondary education by taking the opinions of the STEM experts. The research was carried out via three-round modified Delphi method and validation stage. The following four competency areas were defined within the scope of integrated STEM teacher conceptual framework: Cognitive Characteristics in STEM Teaching, STEM Teaching Skills, Affective-Motivational Characteristics in STEM Teaching, and Collaboration and Engagement Skills. Under these competency areas, 14 competencies and 58 competence indicators were determined. This study would be a guiding framework for the development of STEM teacher education programs at the undergraduate or graduate levels. © 2025 by Author/s and Licensed by Lectito Publications,.

This study evaluates the effectiveness of the Project-Based Cooperative learning (PBCL) model in enhancing student learning outcomes in practical Electrical Installation courses, focusing on its impact on technical competence, problem-solving ability, teamwork, and engagement in vocational education. Conducted during the 2024/2025 academic year at Sekolah Tinggi Teknologi Pekanbaru, Indonesia, the research employed a quasi-experimental nonequivalent control group design involving 47 Electrical Engineering students—25 in the experimental group receiving PBCL treatment and 22 in the control group following traditional instruction. The intervention lasted seven sessions, with data collected through pre-and post-tests, surveys, and interviews. Quantitative analysis revealed statistically significant improvements in the experimental group’s post-test scores, while qualitative data indicated higher levels of engagement, motivation, and perceived skill development among PBCL participants. Data normality and homogeneity tests confirmed the validity of parametric analysis, and independent sample t-tests supported the statistical significance of the findings. The study concludes that PBCL is a pedagogically effective approach for improving learning outcomes in vocational education, particularly in technical fields requiring both practical and soft skills. The results advocate for broader implementation of PBCL in technical curricula and highlight the potential for future integration of technology-enhanced strategies to further support student learning. © 2025; Los autores.

Introduction: This article presents an innovative educational practice to promote transversal competences in computer engineering university students, through Project Based learning (PjBL), providing students with the benefit of experiential learning. Challenges of a social nature were chosen, which are related to demographic aging. Once the course information has been collected, the challenge was to identify whether the students have really acquired the cross-cutting competencies that they should have developed on the course. Methods: After applying the model and pedagogical design of the Project-Based learning (PjBL) methodology, and given the characteristics of the information sources used, a research design was carried out from a qualitative approach through the grounded theory method whose purpose is to induce substantive theory, related to learning, application, and emergence of transversal skills and the pedagogical strategy of the course. Results: The cross-cutting competencies identified were collaboration for efficient teamwork, communication among team members, and support and communication with the teacher and were noted to be of great importance for finishing with a high-quality final project. Discussion: Unlike other studies that are based on the evaluation of learning through grades, self-reported questionnaires, rubrics, tests, interviews, observation, self-reflection journals, etc., this research was conducted from a qualitative approach through the grounded theory method. According to the results obtained, it has been possible to identify the most relevant language elements for the studies and thus infer the acquisition of transversal competencies in university students of computer engineering, developed through the PjBL technique, providing students with the benefit of experiential learning. © © 2025 Noguez, Ortega Gutiérrez, Neri and Rubio.

This study explores the application of the Naïve Bayes algorithm within the framework of Project-Based learning (PjBL) to predict student graduation timing and likelihood. The evaluation of student competencies across several performance dimensions, such as problem analysis, project planning, data preparation, feature extraction, and algorithm implementation, demonstrates the effectiveness of the approach. Predictive analysis and result interpretation were successful, indicating a strong correlation between project-based learning outcomes and graduation success. Additionally, the research uncovers insights into the role of creativity and innovation in predicting student graduation. This study highlights the potential benefits of integrating PjBL into educational curricula and underscores the utility of the Naïve Bayes method in forecasting graduation outcomes in higher education. © 2025 Khairi Budayawan et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. The article is published with Open Access at https://www.temjournal.com/

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.