Search Results for
"Higher education"

This research aims to identify and establish the fundamental competency components necessary for trainers in workplace settings that collaborate with higher education institutions in Thailand. These trainers play the key role in connecting academic knowledge with practical application, significantly improving the effectiveness of Work-Integrated Learning (WIL) programs. A quantitative research design was utilized, involving 800 participants from five stakeholder groups: university administrators, curriculum instructors, career support staff, enterprise managers, and in-company trainers. Stratified random sampling guaranteed representation among numerous institutional varieties. Strong content validity and high reliability were obtained by the research instrument, which was developed through an extensive literature review and expert consultation. Confirmatory Factor Analysis (CFA) was utilized to determine the construct validity of the suggested competency model. As a result, the model indices showed exceptional outcomes. The findings confirmed three key competency domains: (1) knowledge competencies, such as curriculum quality development, training material design, and understanding of industrial laws; (2) skill competencies, such as digital media use, problem-solving, and communication skills; and (3) attitude competencies, such as work ethics, responsibility, and social interaction. These findings emphasize the necessity of building trainer competencies that are aligned with the changing needs of the industry, as well as the usefulness of educational-industry partnerships in preparing learners for the real world. © 2025, Penerbit UTHM. All rights reserved.

This chapter provides a thematic and bibliometric review of the use of artificial intelligence (AI) in education to promote green learning environments and sustainability. We used VOSviewer to map research trends and collaborative clusters in accordance with SDG 4.7 under the Four-in-Balance model: Vision, Infrastructure, Digital Content, and Competencies. The literature showed rapid expansion in learning analytics and e-learning; sustainability and the SDGs; higher education's institutional reform and digital adoption; and emerging technologies, including big data, generative AI, and Industry 4.0. The results show uneven progress: Vision and Competencies lag, leading to fragmented, reactive adoption, while Infrastructure and Digital Content have improved, including intelligent tutoring, IoT-enabled classrooms, and adaptable resources. Few institutions incorporate environmental goals into strategy, and persistent gaps in AI literacy and sustainability skills limit responsible use. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Purpose – This study explores the research dissemination habits of chartered manager degree apprentices (CMDAs) in the UK. While apprentices often produce impactful work-based research, little is known about how, when or if these findings are disseminated internally or external to the organisation. This paper addresses this gap by examining dissemination experiences, motivations, barriers and facilitative organisational and educational mechanisms. Knowledge-to-action (KTA) framework and the degree apprentice identity (DAI) model are applied to understand the relationship between research identity, context and impact. Design/methodology/approach – A qualitative approach was used, involving semi-structured interviews with 24 current or former CMDAs. Data were analysed using thematic analysis, with three researchers independently coding transcripts before collaborating on a shared coding framework. This rigorous, interpretive method enabled the capture of complex insights into dissemination practices across the group. Findings – The study found that CMDAs regularly engage in informal, internal dissemination tailored to organisational needs. However, they generally lack the confidence, time and/or support to pursue external channels despite a desire and motivation to do so. Barriers include lack of awareness, unsupportive organisational cultures and legal or reputational concerns for the organisation. Where supportive cultures do exist, particularly in project-based organisations, dissemination is more embedded. Originality/value – This paper explores research dissemination among degree apprentices, a group overlooked in existing dissemination and implementation (D&I) literature. It contributes a “3Ps” model (people, platforms, publications) and makes recommendations for training providers, employers and professional bodies to create dissemination cultures which support apprentices in achieving wider impact. © 2025 Emerald Publishing Limited

Purpose – This study investigates the developmental impact of a large-scale national internship programme in Indonesia, using the employability capital framework. It positions internships as transformative psychosocial spaces within higher education. Design/methodology/approach – A pre–post longitudinal design was employed, involving over 10, 000 undergraduates enrolled in the MBKM internship scheme. The study uses the Wilcoxon signed-rank test and cluster analysis to examine multidimensional changes in human, social and cultural, identity, psychological capital. Qualitative data from field supervisors further enrich the findings. Findings – The programme produced varied transformation profiles, with the most substantial growth observed in psychological and identity capital. Psychological capital showed a medium-to-large pre–post effect size (r ˜ 0.45). Cluster analysis identified four participant profiles, holistic transformers, reflective rebuilders, targeted improvers and stagnant participants highlighting heterogeneous outcomes shaped by individual agency and contextual engagement. Field supervisors corroborated improvements in workplace readiness, collaboration and soft skills, but also noted gaps in technical depth and self-management that require further support. Originality/value – This study represents an empirical application of the employability capital framework at scale in an emerging economy. It reconceptualises internships as spaces for identity formation and resilience-building and contributes to international discussions on inclusive work-integrated learning practices and apprenticeship policy reform. © 2025 Emerald Publishing Limited

Purpose – The purpose of this conceptual paper is to reflect on the value and influence experiential learning as a pedagogical approach had on me as a PR educator at a university in South Africa to ensure inclusivity and relevance of PR qualifications. The value of reflective practice, as one of the phases in the experiential learning cycle, is highlighted in developing critical thinkers. My role to support, mentoring and develop engaging networks that will benefit students, is discussed against the complex and diverse higher education context. Design/methodology/approach – The approach included a review of latest PR education reports, literature on experiential learning, its role as a transformational pedagogy and the results experiential learning has on students and educators. Findings – The findings indicate that experiential learning is a transformational pedagogy, capable of influencing both PR student and educator to be capable PR professionals. Through external benchmarking such as participation in industry award opportunities students can demonstrate their learning. Originality/value – The original contribution of this conceptual paper is the reflective practice applied to experiential learning as a teaching pedagogy, by a PR educator in a polycontextual environment. © 2025 Dalien René Benecke

Main objective of the study was to investigate how artificial intelligence (AI) and STEM pedagogy influence students' cognitive performance, academic success, and attitudes. A quasi-experimental design with a pretest-posttest control group was used in the study. The study was conducted among first-to fourth-year students enrolled in the Pedagogical education Program at Korkyt Ata Kyzylorda University. The study group consisted of 66 students. The experimental group taught the unit "History of Kazakhstan" for eight sessions using activities incorporating artificial intelligence and STEM (modeling, project-based learning) pedagogies. The control group studied the same unit using traditional expository teaching methods based on the existing curriculum. Data were collected using the "Social Sciences Course Attitude Scale" and the "Achievement Test" developed by the researchers and both were tested in terms of validity and reliability analyses. The achievement test was re-applied as a retention test one month after the implementation. Findings showed that the groups were equivalent regarding attitudes and achievement levels before the implementation. The results of the experiment revealed that the group exposed to the AI×STEM intervention demonstrated significantly improved attitudes towards social sciences, higher academic achievement, and better retention of learning compared to the control group. The AI×STEM-based teaching approach proved to be more effective in enhancing student outcomes than traditional methods. Therefore, it is suggested that the national social studies curriculum be revised to integrate these skills. Based on these findings, it is suggested that AI-and STEM-based instructional practices be systematically integrated into social studies curricula to support student engagement, academic achievement, and long-term learning outcomes. © 2025, Association for Social Studies Educa. All rights reserved.

Background: In recent years, digital competencies have become progressively more valuable in the labour market, and digital skills are increasingly becoming a prerequisite for employment. Objective: Our research focuses on the digital literacy of human capital in the 27 EU Member States. Methods: Using mathematical-statistical methods, correlation graph matrix and panel regression, we searched for significant correlations that can impact the digital readiness of human resources. The Hausman test suggests that the random effects panel regression model should be used along with the two main types of multivariate panel regression. We used Eurostat databases and the first dimension (human resources) of the DESI index for 2017–2022 for our analyses. Results: Our analysis revealed several significant factors influencing digital readiness: a 10% increase in STEM student enrolment raises the DESI index by 6 percentage points; €10,000 higher real GDP per capita increases digital readiness by 4.9%; a €10 billion increase in public education spending improves the HC index by 1%. Conversely, each additional 1000 students in mobility programs decreases the HC index by 0.028 percentage points, while each decade of delayed EU accession correlates with a 2.3% lower HC index. Conclusions: Complementing descriptive statistics with our methods helps link macroeconomics and practical solutions for digital readiness. © The Author(s) 2025

This chapter critically examines the evolving landscape of assessment in applied, study-focused educational institutions, particularly institutes of higher learning (IHLs), amid the growing integration of artificial intelligence (AI). As AI becomes more embedded in education and the workplace, traditional assessment methods must be reimagined to remain relevant and prepare graduates for a volatile, uncertain, complex, and ambiguous (VUCA) world. In polytechnics and similar institutions, where practical skills and real-world application are key, assessments should not only measure competencies accurately but also foster future-oriented learning environments. The chapter explores how assessments must go beyond evaluating knowledge retention to include higher-order thinking, adaptability, and real-world application. It highlights how AI can enhance personalisation and feedback, improving learning outcomes, while also acknowledging concerns around fairness, validity, sustainability and ethics. A balanced, well-designed approach is essential—one that leverages AI’s strengths without compromising integrity. Ultimately, rethinking assessment in this AI era is crucial for IHLs committed to equipping students with the skills and mindset to navigate an unpredictable global future. © 2026 selection and editorial matter, Asha Kumaran, Boey Chee Kin, Cleta Milagros Acebedo, Gabrielle Lai, Linda William, Teo Chee Leng, Vijayan N, and Zhang Huiyu; individual chapters, the contributors.

The tourism and hospitality sector is undergoing rapid transformation due to digitalization and necessities technological expertise for graduates. In this regard, technological skills played a great role in enhancing graduate employability in the sector. The study aims to examine the technological skill gaps and their effects on the employability of Tourism and Hospitality graduates in Ethiopia. The research employed a mixed methods approach, utilizing a descriptive and explanatory research design. Both secondary and primary data sources were in place to obtain the relevant data. A total of 140 samples were employed to collect the data. A purposive sampling technique was employed to select participants. The data were analyzed using descriptive and inferential statistics, as computed in SPSS v27. The study revealed that among the five skill domains assessed, social media and digital marketing skills had the strongest positive influence on graduate employability, followed by emerging technology skills, property management system skills, computer reservation system skills, and basic digital literacy skills. Despite the observed positive correlations across all technological domains, the lower mean scores for emerging technologies and digital literacy highlight the existing competency gaps among graduates. These gaps could hinder the tourism and hospitality industry’s readiness for a fast-evolving digital labor market. The study verifies that technology serve as both an enabler and a decisive factor in graduate readiness. © 2025.

This chapter examines post-compulsory education choices and their long-term economic implications. It explores the factors influencing students’ decisions between vocational training and academic education, highlighting the role of labor market conditions, individual preferences, and expected returns on education. Empirical evidence shows that economic booms can reduce education continuation rates by increasing job opportunities for low-skilled workers. The analysis shows that vocational education provides a smoother school-to-work transition, particularly in countries with strong apprenticeship systems. However, academic education might yield higher lifetime earnings. The chapter emphasizes the importance of aligning education policies with labor market demands to enhance educational and employment outcomes. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.