Search Results for
"learning"

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.

Background: Involvement of parents in their children’s academic learning is important, yet some Japanese elementary school teachers face challenges in involving linguistically, culturally, religiously, and ethnically diverse immigrant parents. Strong parental involvement is essential for the success of the child and the school and should be an ongoing, comprehensive, and purposeful process that ensures parents’ connection to the school culture, purpose, and organization. In physical education (PE), teachers must create a physically and psychologically safe learning environment for all children as well as enhance mutual understanding of the educational purposes and instructional concepts in the curriculum. To facilitate communication and collaboration with immigrant parents, teachers must become more culturally responsive and overcome linguistic problems and cultural conflicts. Therefore, in this study, the researchers developed an online professional development (PD) training to help Japanese elementary school teachers gain the knowledge and skills to implement culturally responsive approaches in their communication with immigrant parents. The researchers designed the PD training based on andragogy theory [Knowles, M. S., E. F. III. Holton, R. A. Swanson, and P. A. Robinson. 2020. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 9th ed. London: Routledge]. The purpose of this study was to investigate the teachers’ learning experiences during the PD training. Participants and setting: This study used a purposeful sampling method to recruit nine Japanese elementary school teachers (male n = 4; female n = 5) from eight schools who met the sampling criteria: (a) they were teachers in a Japanese public elementary school, (b) who experienced teaching a Japanese language learner in PE as a classroom teacher, and (c) who faced difficulty in involvement of immigrant parents regarding PE. Research design: This study used a descriptive-qualitative research design using an interview method with an in-depth, semi-structured approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. Data were collected from the online PD training and online semi-structured interviews and a constant comparative method was used to analyze and interpret the data to develop a theory more or less inductively through coding, categorizing, and making a segment of categories. Findings: Three major interrelated and complex themes were identified from the data analysis: (a) use of multiple tools as culturally responsive communication strategies, (b) the borderline between socially acceptable and unacceptable responses to religious backgrounds of immigrant parents, and (c) the necessity of anti-bias curriculum to minimize teachers’ unconscious biases. To address the increasing cultural diversity in Japanese elementary schools, continuous PD opportunities must be created to foster teachers’ professionalism in promoting culturally responsive communication with immigrant parents regarding PE. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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.

The integration of Failure Analysis (FA) into project-based learning (PBL) frameworks presents a transformative approach to engineering education, preparing students to handle real-world complexities and setbacks. This paper explores methodologies for embedding FA within engineering curricula, aiming to enhance students' critical thinking, problem-solving skills, and resilience. Through structured failure analysis exercises, including root cause analysis, simulation-based testing, and reflective assessments, students develop a deeper understanding of design processes and the factors leading to project failures. A comparative study between traditional PBL and FA-integrated PBL reveals significant improvements in students' ability to analyse and adapt their designs. The findings demonstrate that students engaged in FA not only exhibit increased confidence in addressing project challenges but also show measurable gains in technical skills and innovative thinking. This study underscores the pedagogical value of learning through failure, advocating for a curriculum shift that recognises failure analysis as an essential component of engineering education. © 2025 Akademi Sains Malaysia. All rights reserved.

This paper explores the application and efficacy of task-based teaching (TBT) methods within the context of internet-based distance learning for English, with a particular focus on integrating environmental education. Through an empirical study involving two groups of college students, the authors examine how TBT can enhance students' language proficiency, motivation, and engagement compared to traditional lecture-based instruction. Utilizing a mixed-methods approach, the findings indicate significant improvements in various aspects of language skills among students exposed to the TBT method. Moreover, the integration of environmental content into digital teaching materials not only enriches the learning experience but also raises awareness about critical global issues. This study highlights the potential of TBT in online environments as a transformative pedagogical tool that fosters deeper cognitive engagement, practical language application, and autonomous learning. © 2025 IGI Global. All rights reserved.

Many schools are creating and expanding their work-based learning (WBL) offerings to provide students access to meaningful adult–youth interactions during high school in response to increased policy focus on career readiness. Strong WBL systems depend on the success of school–industry partnerships, which, historically, have been difficult to create and sustain. This study investigates three telling cases (urban, rural and suburban) that transformed student learning experiences through industry partnerships. The analytic framework of systems dynamics makes visible the complex cross-sector interactions that enable each case. Data were collected through semistructured interviews and publicly available data (e.g., news reports and sociodemographic data). The interviews were coded to (1) identify the elements and connections in each system and (2) distil common design features between the three systems. The systems have four common design features: explicit trust-building, signalling institutional credibility, (striving for) robust systems and aligning instructional systems with industry needs. The findings demonstrate how very different schools enacted principles from the educational change literature to overcome documented barriers to collaboration. Retaining the complexity of educational contexts was essential to better understand the essential elements in each case. Furthermore, the common design principles can be useful to school and community leaders to design and refine local systems. Future research can build on this exploratory work to investigate the complexity of school–industry partnership designs and how they impact student outcomes over time. © 2025 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

This study investigates undergraduate microwave engineering students' conceptions of electromagnetic (EM) wave propagation using a phenomenographic approach. An in-depth semi-structured interview was used to examine a cohort of 15 students’ experience of EM wave propagation in the context of microwave engineering. Result of the study revealed five qualitative distinct categories of students' conceptions. These categories evolved from a basic understanding of EM wave as oscillations of electric and magnetic fields to a comprehensive interpretation of wave propagation as radiation and energy transfer. Students' cognitive processes of awareness, discernment, and simultaneity were evident within the descriptive categories. Besides, four dimensions of variation highlighted how students' understanding evolved from basic awareness to discerning complex relationships between concepts. The findings also offer practical implications for designing effective instructional strategies as well as theoretical support for the application of phenomenography in exploring students' learning experiences. Finally, teaching implication for microwave engineering education was presented. © 2025 SEFI.